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4038 books match the query 'Social aspects' and 161 start with w

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Wrigley Regulars

Holly Swyers

University of Illinois Press, 2010

Holly Swyers turns to the bleachers of Chicago's iconic Wrigley Field in this unique exploration of the ways people craft a feeling of community under almost any conditions. Wrigley Regulars examines various components of community through the lens of "the regulars," a group of diehard Chicago Cubs fans who loyally populate the bleachers at Wrigley Field. In a time when many communities are perceived as either short-lived or disintegrating, the Wrigley regulars have formed their own thriving set of pregame rituals, ballpark traditions, and social hierarchies. Swyers examines the conditions, practices, and behaviors that help create and sustain the experience of community. At Wrigley Field, these practices can include the simple acts of scorecard-keeping and gathering at the same location before each game or insisting on elaborate rules of ticket distribution and seating arrangements, as well as more symbolic behaviors and superstitions that link the regulars to each other. A bleacher regular herself, Swyers uses a qualitative approach to define community as the ways in which people arrive at an awareness of themselves as a group with a particular relationship to the larger world. The case of the regulars offers a challenge to the claim that community is eroding in an increasingly fragmented and technologically driven culture, suggesting instead that our notions of where we find community and how we express it are changing.

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Writing A Wider War

Rethinking Gender, Race, and Identity in the South African War, 1899–1902

Greg Cuthbertson

Ohio University Press, 2002

A century after the South African War (1899-1902), historians are beginning to reevaluate the accepted wisdom regarding the scope of the war, its participants, and its impact. Writing a Wider War charts some of the changing historical constructions of the memorialization of suffering during the war.

Writing a Wider War presents a dramatically new interpretation of the role of Boer women in the conflict and profoundly changes how we look at the making of Afrikaner nationalism. African experiences of the war are also examined, highlighting racial subjugation in the context of colonial war and black participation, and showcasing important new research by African historians.

The collection includes a reassessment of British imperialism and probing essays on J. A. Hobson; the masculinist nature of life on commando among Boer soldiers; Anglo-Jewry; secularism; health and medicine; nursing, women, and disease in the concentration camps; and the rivalry between British politicians and generals. An examination of the importance of the South African War in contemporary British political economy, and the part played by imperial propaganda, rounds off a thoroughly groundbreaking reinterpretation of this formative event in South Africa's history.

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Writing Across Cultures

Robert Eddy

Utah State University Press, 2019

Writing Across Cultures invites both new and experienced teachers to examine the ways in which their training has—or has not—prepared them for dealing with issues of race, power, and authority in their writing classrooms. The text is packed with more than twenty activities that enable students to examine issues such as white privilege, common dialects, and the normalization of racism in a society where democracy is increasingly under attack. This book provides an innovative framework that helps teachers create safe spaces for students to write and critically engage in hard discussions.

Robert Eddy and Amanda Espinosa-Aguilar offer a new framework for teaching that acknowledges the changing demographics of US college classrooms as the field of writing studies moves toward real equity and expanding diversity. Writing Across Cultures utilizes a streamlined cross-racial and interculturally tested method of introducing students to academic writing via sequenced assignments that are not confined by traditional and static approaches. They focus on helping students become engaged members of a new culture—namely, the rapidly changing collegiate discourse community. The book is based on a multi-racial rhetoric that assumes that writing is inherently a social activity. Students benefit most from seeing composing as an act of engaged communication, and this text uses student samples, not professionally authored ones, to demonstrate this framework in action.

Writing Across Cultures will be a significant contribution to the field, aiding teachers, students, and administrators in navigating the real challenges and wonderful opportunities of multi-racial learning spaces.

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Writing Across Difference

Theory and Intervention

James Rushing Daniel

Utah State University Press, 2021

As the nation becomes increasingly divided by economic inequality, racial injustice, xenophobic violence, and authoritarian governance, scholars in writing studies have strived to develop responsive theories and practices to engage students, teachers, administrators, and citizens in the crisis of division and to begin the complicated work of radically transforming our inequitable institutions and society. Writing Across Difference is one of the first collections to gather scholars from across the field engaged in offering theoretical, methodological, and pedagogical resources for understanding, interrogating, negotiating, and writing across difference.

No text in composition has made such a sweeping attempt to place the multiple areas of translingualism, anti-racism, anticolonialism, interdisciplinarity, and disability into conversation or to represent the field as broadly unified around the concept of difference. The chapters in this book specifically explore how monolingual ideology is maintained in institutions and how translingual strategies can (re)include difference; how narrative-based interventions can promote writing across difference in classrooms and institutions by complicating dominant discourses; and how challenging dominant logics of class, race, ability, and disciplinarity can present opportunities for countering divisiveness.

Writing Across Difference offers writing scholars a sustained intellectual encounter with the crisis of difference and foregrounds the possibilities such an encounter offers for collective action toward a more inclusive and equitable society. It presents a variety of approaches for intervening in classrooms and institutions in the interest of focalizing, understanding, negotiating, and bridging difference. The book will be a valuable resource to those disturbed by the bigotry, violence, and fanaticism that mark our political culture and who are seeking inspiration, models, and methods for collective response.

Contributors: Anis Bawarshi, Jonathan Benda, Megan Callow, James Rushing Daniel, Cherice Escobar Jones, Laura Gonzales, Juan Guerra, Stephanie Kerschbaum, Katie Malcolm, Nadya Pittendrigh, Mya Poe, Candice Rai, Iris Ruiz, Ann Shivers-McNair, Neil Simpkins, Alison Y. L. Stephens, Sumyat Thu, Katherine Xue, Shui-yin Sharon Yam

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Writing Centers and Racial Justice

A Guidebook for Critical Praxis

Talisha Haltiwanger Morrison

Utah State University Press, 2023

Writing Centers and Racial Justice responds to renewed and invigorated interest in racial justice and antiracism across writing centers and in writing studies, providing practical ways to enact racial justice in and through the writing center. The collection builds on decades of largely theoretical work on race and racism to move everyday writing center administrators toward action.

In five thematically organized sections—Countering Racism and Colonialism in Higher Education; Recruitment, Hiring, and Retention; Tutor Education and Professional Development; Engaging with Campus and Community; and Holding Our Professional Organizations Accountable—scholars from a variety of institutions, both large and small, public and private, present critical reflection and concrete guidance on anti-racist writing center administrative policies and practices. Several chapters include sample materials, such as course syllabi, consultant education activities, and recruitment materials, to help current and aspiring writing center administrators implement changes in their own contexts.

Writing Centers and Racial Justice is the first book to offer clear and actionable advice on how writing centers and their staff can take up racial or social justice work that will result in real sustainable change. Writing center directors, professionals, and tutors, as well as administrators and decision makers at the institutional level, will benefit from this thoughtful and effective text.

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Writing Home

A Literacy Autobiography

Eli Goldblatt

Southern Illinois University Press, 2012

In this engrossing memoir, poet and literacy scholar Eli Goldblatt shares the intimate ways reading and writing influenced the first thirty years of his life—in the classroom but mostly outside it. Writing Home: A Literacy Autobiography traces Goldblatt’s search for home and his growing recognition that only through his writing life can he fully contextualize the world he inhabits.

Goldblatt connects his educational journey as a poet and a teacher to his conception of literacy, and assesses his intellectual, emotional, and political development through undergraduate and postgraduate experiences alongside the social imperatives of the era. He explores his decision to leave medical school after he realized that he could not compartmentalize work and creative life or follow in his surgeon father’s footsteps. A brief first marriage rearranged his understanding of gender and sexuality, and a job teaching in an innercity school initiated him into racial politics. Literacy became a dramatic social reality when he witnessed the start of the national literacy campaign in postrevolutionary Nicaragua and spent two months finding his bearings while writing poetry in Mexico City.

Goldblatt presents a thoughtful and exquisitely crafted narrative of his life to illustrate that literacy exists at the intersection of individual and social life and is practiced in relationship to others. While the concept of literacy autobiography is a common assignment in undergraduate and graduate writing courses, few books model the exercise. Writing Home helps fill that void and, with Goldblatt’s emphasis on “out of school” literacy, fosters an understanding of literacy as a social practice.

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Writing It Twice

Self-Translation and the Making of a World Literature in French

Sara Kippur

Northwestern University Press, 2015

Though the practice of self-translation long predates modernity, it has found new forms of expression in the global literary market of the late twentieth and early twenty-first century. The international renown of self-translating authors Samuel Beckett, Joseph Brodsky, and Vladimir Nabokov has offered motivation to a new generation of writers who actively translate themselves.

Intervening in recent debates in world literature and translation studies, Writing It Twice establishes the prominence and vitality of self-translation in contemporary French literature. Because of its intrinsic connection to multiple literary communities, self-translation prompts a reexamination of the aesthetics and politics of reading across national lines. Kippur argues that self-translated works should be understood as the paradigmatic example of world literature and, as such, crucial for interpreting the dynamics of literary circulation into and out of French.

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