Results by title

Continued public outcries over such issues as young models in sexually suggestive ads and intimate relationships between teachers and students speak to one of the most controversial fears of our time: the entanglement of children and sexuality. In this book, Steven Angelides confronts that fear, exploring how emotional vocabularies of anxiety, shame, and even contempt not only dominate discussions of youth sexuality but also allow adults to avoid acknowledging the sexual agency of young people. Introducing case studies and trends from Australia, the United Kingdom, and North America, he challenges assumptions on a variety of topics, including sex education, age-of-consent laws, and sexting. Angelides contends that an unwillingness to recognize children’s sexual agency results not in the protection of young people but in their marginalization.

This ambitious book by one of the most original and provocative thinkers in science studies offers a sophisticated new understanding of the nature of scientific, mathematical, and engineering practice and the production of scientific knowledge.

Andrew Pickering offers a new approach to the unpredictable nature of change in science, taking into account the extraordinary number of factors—social, technological, conceptual, and natural—that interact to affect the creation of scientific knowledge. In his view, machines, instruments, facts, theories, conceptual and mathematical structures, disciplined practices, and human beings are in constantly shifting relationships with one another—"mangled" together in unforeseeable ways that are shaped by the contingencies of culture, time, and place.

Situating material as well as human agency in their larger cultural context, Pickering uses case studies to show how this picture of the open, changeable nature of science advances a richer understanding of scientific work both past and present. Pickering examines in detail the building of the bubble chamber in particle physics, the search for the quark, the construction of the quarternion system in mathematics, and the introduction of computer-controlled machine tools in industry. He uses these examples to address the most basic elements of scientific practice—the development of experimental apparatus, the production of facts, the development of theory, and the interrelation of machines and social organization.

What do we mean when we say, "I made the time pass more quickly," or, "I’m creating some ‘me’ time"? InThe Textures of Time, Michael Flaherty examines how we alter or customize our experience of time. His detailed analysis reveals different strategies we use to try to manipulate time, further describing and defining those strategies within six discrete time categories: Duration, Frequency, Sequence, Timing, Allocation, and Taking Time.

Using in-depth interviews and analyzing responses through a sociological lens, Flaherty unearths folk theories and practices, which he calls "time work," that construct circumstances in order to provoke desired forms of temporal experience. As such, time is not justinflicted on us; rather, its various textures result from our intervention, and/or from our efforts to create different forms of temporal experience. These first-person accounts also highlight ongoing tensions between agency and determinism in social groups. Ultimately, in keeping with his central thesis, Flaherty's lucid prose make this book a quick read, and the strategies he describes reveal the profound and inventive ways we "manage the clock."

Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. In These Kids, Kysa Nygreen turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, she tells the story of students who have, in fact, been left behind.

 

Detailing a youth-led participatory action research project that she coordinated, Nygreen uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, she levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.

Poems written by children are not typically part of the literary canon. Because of cultural biases that frame young people as intellectually and artistically immature, these works are often excluded or dismissed as juvenilia. Rachel Conrad contends that youth-composed poems should be read as literary works in their own right—works that are deserving of greater respect in literary culture.

Time for Childhoods presents a selection of striking twentieth-and twenty-first-century American poetry written by young people, and highlights how young poets imagined and shaped time for their own poetic purposes. Through close engagement with archival materials, as well as select interviews and correspondence with adult mentors, Conrad discerns how young writers figured social realities and political and racial injustices, and discusses what important advocates such as Gwendolyn Brooks and June Jordan can teach us about supporting the agency of young poets. This essential study demonstrates that young poets have much to contribute to ongoing conversations about time and power.

In Tropicopolitans Srinivas Aravamudan reconstructs the colonial imagination of the eighteenth century. By exploring representations of peoples and cultures subjected to colonial discourse, he makes a case for the agency—or the capacity to resist domination—of those oppressed. Aravamudan’s analysis of texts that accompanied European commercial and imperial expansion from the Glorious Revolution through the French Revolution reveals the development of anticolonial consciousness prior to the nineteenth century.
“Tropicalization” is the central metaphor of this analysis, a term that incorporates both the construction of various dynamic tropes by which the colonized are viewed and the site of the study, primarily the tropics. Tropicopolitans, then, are those people who bear and resist the representations of colonialist discourse. In readings that expose new relationships between literary representation and colonialism in the eighteenth century, Aravamudan considers such texts as Behn’s Oroonoko, Defoe’s Robinson Crusoe and Captain Singleton, Addison’s Cato, and Swift’s Gulliver’s Travels and The Drapier’s Letters. He extends his argument to include analyses of Johnson’s Rasselas, Beckford’s Vathek, Montagu’s travel letters, Equiano’s autobiography, Burke’s political and aesthetic writings, and Abbé de Raynal’s Histoire des deux Indes. Offering a radical approach to literary history, this study provides new mechanisms for understanding the development of anticolonial agency.
Introducing eighteenth-century studies to a postcolonial hermeneutics, Tropicopolitans will interest scholars engaged in postcolonial studies, eighteenth-century literature, and literary theory.