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The school of Greek philosopher Epicurus, which became known as the Garden, famously put great stock in happiness and pleasure. As a philosophical community, and a way of seeing the world, Epicureanism had a centuries-long life in Athens and Rome, as well as across the Mediterranean.

The Invention and Gendering of Epicurusstudies how the Garden's outlook on pleasure captured Greek and Roman imaginations---particularly among non-Epicureans---for generations after its legendary founding. Unsympathetic sources from disparate eras generally focus not on historic personages but on the symbolic Epicurean. And yet the traditions of this imagined Garden, with its disreputable women and unmanly men, give us intermittent glimpses of historical Epicureans and their conceptions of the Epicurean life.

Pamela Gordon suggests how a close hearing and contextualization of anti-Epicurean discourse leads us to a better understanding of the cultural history of Epicureanism. Her primary focus is on sources hostile to the Garden, but her Epicurean-friendly perspective is apparent throughout. Her engagement with ancient anti-Epicurean texts makes more palpable their impact on modern responses to the Garden.

Intended both for students and for scholars of Epicureanism and its response, the volume is organized primarily according to the themes common among Epicurus' detractors. It considers the place of women in Epicurean circles, as well as the role of Epicurean philosophy in Homer and other writers.

Seth L. Sanders connects the Bible's distinctive linguistic form--writing down a local spoken language--to a cultural desire to speak directly to people, summoning them to join a new community that the text itself helped call into being. Addressing the people of Israel through a vernacular literature, Hebrew texts reimagined their audience as a public. By comparing Biblical documents with related ancient texts in Hebrew, Ugaritic, and Babylonian, this book shows Hebrew's distinctiveness as a self-conscious political language. Illuminating the enduring stakes of Biblical writing, Sanders demonstrates how Hebrew assumed and promoted a source of power previously unknown in written literature: "the people" as the protagonist of religion and politics.

By the mid-twentieth century, Eastern European Jews had become one of Argentina's largest minorities. Some represented a wave of immigration begun two generations before; many settled in the province of Entre Ríos and founded an agricultural colony. Taking its title from the resulting hybrid of acculturation, The Invention of the Jewish Gaucho examines the lives of these settlers, who represented a merger between native cowboy identities and homeland memories.

The arrival of these immigrants in what would be the village of Villa Clara coincided with the nation's new sense of liberated nationhood. In a meticulous rendition of Villa Clara's social history, Judith Freidenberg interweaves ethnographic and historical information to understand the saga of European immigrants drawn by Argentine open-door policies in the nineteenth century and its impact on the current transformation of immigration into multicultural discourses in the twenty-first century. Using Villa Clara as a case study, Freidenberg demonstrates the broad power of political processes in the construction of ethnic, class, and national identities. The Invention of the Jewish Gaucho draws on life histories, archives, material culture, and performances of heritage to enhance our understanding of a singular population—and to transform our approach to social memory itself.

How special education used disability labels to marginalize Black students in public schools

The Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms.

The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students.

From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.