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Architectonics of Poiēsis: Architectural Creation Reconsidered (Numanities - Arts and Humanities in Progress #29)
by Simina Anamaria LörinczThis volume explores the meaning of the architectural creative act, following the dynamics of the relationship between creator-creative act-creation and the way in which architecture is defined over time, as a creative act both material and symbolic. Two protagonists, Antonio Averlino (Filarete) and Christopher Alexander, are singled out under the guiding concepts of poíēsis and poeta faber. The book initiates a dialogue over time between their works and concepts, engaging two cultures, the Renaissance and the contemporary, symbolically chosen for their importance in redefining the profession through the prism of its relation to the architectural creative act. The core idea revolves around rediscovering the humanistic approach to architecture in and for the contemporary context, and using it in order to better understand architectural creation. This text appeals to students and researchers working in the history and theory of architecture, product, industrial design, and semiotics.
Madness, Psychiatry, and Empire in Postcolonial Literature (Palgrave Studies in Literature, Science and Medicine)
by Chienyn ChiMadness, Psychiatry, and Empire in Postcolonial Literature provides a comparatist interrogation of empire through archives of history, science, and literature. The book analyzes Aimé Césaire’s Discourse on Colonialism to shed light on Césaire’s critique of psychological and medical discourses of the colonized’s mind. The book argues that the discourse of psychiatry, psychology, and psychoanalysis has erased the context of power in global histories of empire. Through the book’s chapters, Chi analyzes Lu Xun’s “A Madman’s Diary,” Virginia Woolf’s Mrs. Dalloway, and Tsitsi Dangarembga’s Nervous Conditions to assert that the misapprehension of madness should not automatically be accepted as the history of an isolated Western culture but rather that of the history of imperialism—a globalizing process that silences alternative cultural conceptions of the mind, of madness, and of behavior, as well as different interpretations of madness.
Jelinek-Handbuch
by Christian SchenkermayrDas Handbuch umfasst Biografisches, künstlerische Kontexte, das feministische und politische Engagement der Autorin, ihre ästhetischen Strategien und Schreibverfahren. In den Besprechungen ihrer Werke geht es um inhaltliche und formale Aspekte ebenso wie um Entstehung, Quellen und Intertexte. Mit einem lexikonartigen Teil zu Themen wie Frauenbilder, Heimat, Natur, Nationalsozialismus u. v. m. Das Kompendium greift die öffentlichen Debatten über die Autorin und Skandale auf. Die Neuauflage des Standardwerks nach 10 Jahren bringt eine Aktualisierung durch die Darstellung aller neuen Werke (v.a. Dramen und Essays). Außerdem werden die Themen und Diskurse um Beiträge zu „Flucht und Migration“, „Religion“ sowie „Demokratie – Totalitarismus – Rechtspopulismus“ erweitert. Insgesamt wird das Handbuch um ca. 150 Seiten erweitert.
Marianne Moore and the Archives (Clemson University Press w/ LUP)
by Jeff W. WestoverThe essays that comprise Marianne Moore and the Archives: From Material Culture to the Digital Humanities use new archival research to explore the work of this major American modernist poet, providing innovative approaches to Moore’s career as it is documented in her archives. The volume represents new interpretations of archival materials found at the Rosenbach Museum and Library in Philadelphia, where Moore’s collection is held. This volume is also the first that draws upon the Marianne Moore Digital Archive (MMDA), a major project that is digitizing, transcribing, and annotating Moore’s notebooks for use by scholars, students, and non-academics to make these materials more widely accessible.
Alexander Pope: A Literary Biography (Clemson University Press: Eighteenth-Century Moments)
by Howard Erskine-HillThis critical biography is a posthumous publication by a Pope scholar of international reputation. It gathers the scholarship and insights of the author’s earlier books and essays on Pope into a final work of new research and a lifetime’s reflection on its subject, aimed at the informed general reader as well as students and professional scholars. The book places Pope’s life, friendships, and poetry in the context of the political state of Britain following the Revolution of 1688, the year of the poet’s birth. It is sympathetic to the revisionist history which argues that Jacobitism was a serious and persistent phenomenon, and brings out more fully than previously the extent of Pope’s contact with Catholic and Jacobite circles in England and abroad, giving this biography a distinctive approach and emphasis. Pope’s friendships, with both Whigs and Tories, with men and women, are brought into relation to the poetry. Professor Erskine-Hill gives sensitive close readings of all Pope’s major poems, but also of the less commonly explored, notably the translations of Homer and especially of the Iliad. Frequent resort is made to Pope’s letters, among the finest of the age, including new items. A final chapter discusses Pope’s literary reputation in the later eighteenth-century subsequent to his death.
How to Stop Being Stuck with your Academic Writing (How To Guides)
by Seonaidh McDonaldProviding a wealth of advice surrounding different ways of working, collaborating and thinking about your writing, this illuminating How to guide acts as an essential sourcebook for academics at any career stage. Seonaidh McDonald shares authentic stories, offers countless suggestions and provides key resources to help you progress your academic writing.This indispensable guide equips readers with the strategies they need to start writing, and keep writing. Sections can be navigated sequentially, randomly or by linked ideas, offering a myriad of tools and approaches that can be used to develop key writing skills, such as becoming unstuck, drafting and working with others. They also cover a broad range of contemporary scholastic concerns including a section on improving your writing, a discussion of current institutional barriers to academic writing and an extensive resource list.How to Stop Being Stuck with your Academic Writing acts as an essential resource for scholars struggling with their craft or supporting others with their writing. It will also be of interest to academics of business and other social science disciplines including development studies, economics and management seeking to build more consistency and joy into their writing processes.
How to Become an Effective Journal Editor in Business and Management: A Guide to Developing Authors (How To Guides)
by Kathy Lund DeanThis timely guide provides detailed advice to help editors become more effective at aiding their authors’ scholarly development and creating ethical, values-based manuscript assessment processes. A key book for journal editors at any stage in their career, it sheds light on tried-and-true strategies for growing their editorial toolkit. Using specific real-world examples, Kathy Lund Dean encourages editors confidence in both practice and policy by learning foundational editorial skills. She draws upon 20 years of editorial experience to share crucial tips for all stages of the editorial process, from the identification of values to boosting journal visibility. She ultimately dispels the common assumption that journal editing merely involves ensuring author conformity to style, instead showing how effective journal editors must possess a dynamic mix of disciplinary expertise, constructive critique, and emotional intelligence to coax the best manuscripts from their authors. How to Become an Effective Journal Editor in Business and Management is vital for scholars who are considering an editorial role, particularly those focusing on business and management, leadership and education.. Current journal editors will also benefit from its examination of ethics, new resource identification and potentially difficult situations.
Was the Cat in the Hat Black?: The Hidden Racism of Children's Literature, and the Need for Diverse Books
by Philip NelRacism is resilient, duplicitous, and endlessly adaptable, so it is no surprise that America is again in a period of civil rights activism. A significant reason racism endures is because it is structural: it's embedded in culture and in institutions. One of the places that racism hides-and thus perhaps the best place to oppose it-is books for young people. Was the Cat in the Hat Black? presents five serious critiques of the history and current state of children's literature tempestuous relationship with both implicit and explicit forms of racism. The book fearlessly examines topics both vivid-such as The Cat in the Hat's roots in blackface minstrelsy-and more opaque, like how the children's book industry can perpetuate structural racism via whitewashed covers even while making efforts to increase diversity. Rooted in research yet written with a lively, crackling touch, Nel delves into years of literary criticism and recent sociological data in order to show a better way forward. Though much of what is proposed here could be endlessly argued, the knowledge that what we learn in childhood imparts both subtle and explicit lessons about whose lives matter is not debatable. The text concludes with a short and stark proposal of actions everyone-reader, author, publisher, scholar, citizen- can take to fight the biases and prejudices that infect children's literature. While Was the Cat in the Hat Black? does not assume it has all the answers to such a deeply systemic problem, its audacity should stimulate discussion and activism.
The Invention of Angela Carter: A Biography
by Edmund GordonWidely acknowledged as one of the most important English writers of the last century, Angela Carter's work stands out for its bawdiness and linguistic zest, its hospitality to the fantastical and the absurd, and its extraordinary inventiveness and range. Her life was as vigorously modern and unconventional as anything in her fiction. This is the story of how Angela Carter invented herself - as a new kind of woman and a new kind of writer - and how she came to write such seductive and distinctive masterworks as The Bloody Chamber, Nights at the Circus, and Wise Children. Because its subject so powerfully embodied the spirit of the times, the book also provides a fresh perspective on Britain's social and cultural history in the second half of the twentieth century. It examines such topics as the 1960s counterculture, the social and imaginative conditions of the nuclear age, and the advent of second wave feminism. Author Edmund Gordon has followed in Angela Carter's footsteps - travelling to the places she lived in Britain, Japan, and the USA - to uncover a life rich in adventure and incident. With unrestricted access to her manuscripts, letters, and journals, and informed by interviews with Carter's friends and family, Gordon offers an unrivalled portrait of one of the twentieth century's most dazzlingly original writers. This sharply written narrative will be the definitive biography for years to come.
Defining and Assessing Lexical Proficiency (Routledge Studies in Applied Linguistics)
by Agnieszka Leńko-SzymańskaThis comprehensive account of performance-based assessment of L2 lexical proficiency analyzes and compares two of the primary methods of evaluation used in the field and unpacks the ways in which they tap into different dimensions of one model of lexical competence and proficiency.This book builds on the latest research on performance-based assessment, which has most recently pointed to the application of more quantitative measures to L2 data, to systematically explore the qualitative method of using human raters in assessment exercises and the quantitative method of using automatic computation of statistical measures of lexis and phraseology. Supported by an up-to-date review of the existing literature, both approaches’ unique features are highlighted but also compared to one another to provide a holistic overview of performance-based assessment as it stands today at both the theoretical and empirical level. These findings are exemplified in a concluding chapter, which summarizes results from an empirical study looking at a range of lexical and phraseological features and human raters’ scores of over 150 essays written by both L2 learners of English and native speakers. Taken together, the volume challenges existing tendencies within the field which attempt to use one method to validate one another by demonstrating their capacity to indicate very different elements of lexical proficiency, thereby offering a means by which to better conceptualize performance-based assessment of L2 vocabulary in the future.This book will be of interest to students and researchers working in second language acquisition and applied linguistics research, particularly those interested in issues around assessment, vocabulary acquisition, and language proficiency.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a CC BY NC ND 4.0 license.
Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom
by Katie Cunningham Jan Burkins Kari YatesIn this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance, Grades 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of “misunderstandings” that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical – grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.
Words to the Wives: The Yiddish Press, Immigrant Women, and Jewish-American Identity (New Directions in Book History)
by Shelby ShapiroThis book looks at how the Yiddish press sought to create Jewish-American identities for immigrant women. Shelby Shapiro focuses on two women’s magazines and the women’s pages in three daily newspapers, from 1913, when the first Yiddish women’s magazine appeared, until 1925, when the Immigration Act of 1924 took effect. Shapiro demonstrates how newspaper editors and publishers sought to shape identity in line with their own religious or political tendencies in this new environment, where immigrants faced a broad horizon of possibilities for shaping or reshaping their identities in the face of new possibilities and constraints. External constraints included the economic situation of the immigrants, varying degrees of antisemitism within American society, while internal constraints included the variable power of traditions and beliefs brought with them from the Old World. Words to the Wives studies how publications sought to shape the direction of Eastern European Jewish immigrant women's acculturation.
Translating for Museums, Galleries and Heritage Sites (Translation Practices Explained)
by Robert NeatherIn any museum, gallery, or heritage site that wishes to engage with foreign-language visitors, translation is essential. Providing texts in foreign languages – whether for international visitors from different language cultures or for heritage speakers of local minority languages – is centrally important in enabling these visitors to make sense of what they see displayed. Yet despite this awareness, and a growing body of research in the field, there has hitherto been little available in the way of practical training in this area of translation. This book aims to help fill that need.Translating for Museums, Galleries and Heritage Sites focuses on the translation of interpretive and information texts, particularly in the museum context. After an initial introduction and an overview of key concepts in both museums and translation, it looks at three broad groupings of texts from the museum text system: fixed labels and wall panels, leaflets and other portable learning resources, and catalogues and guides, including a section on websites. It concludes with a call to place translation centre stage in museum, gallery, and heritage practice. The book will be of use as a coursebook for students at both undergraduate and postgraduate levels, and for practitioners in the sector, and is designed to be suitable for both individual and class-based learning.
Translating for Museums, Galleries and Heritage Sites (Translation Practices Explained)
by Robert NeatherIn any museum, gallery, or heritage site that wishes to engage with foreign-language visitors, translation is essential. Providing texts in foreign languages – whether for international visitors from different language cultures or for heritage speakers of local minority languages – is centrally important in enabling these visitors to make sense of what they see displayed. Yet despite this awareness, and a growing body of research in the field, there has hitherto been little available in the way of practical training in this area of translation. This book aims to help fill that need.Translating for Museums, Galleries and Heritage Sites focuses on the translation of interpretive and information texts, particularly in the museum context. After an initial introduction and an overview of key concepts in both museums and translation, it looks at three broad groupings of texts from the museum text system: fixed labels and wall panels, leaflets and other portable learning resources, and catalogues and guides, including a section on websites. It concludes with a call to place translation centre stage in museum, gallery, and heritage practice. The book will be of use as a coursebook for students at both undergraduate and postgraduate levels, and for practitioners in the sector, and is designed to be suitable for both individual and class-based learning.
Semi-Peripheral Realism: Nation and Form on the Borders of Europe (New Comparisons in World Literature)
by Christinna HazzardThis book explores the geopolitical and symbolic borders of Europe through the concept of the semi-periphery. Focusing on the North Atlantic island nations, Iceland and the Faroe Islands, and Turkey – a set of very different social and cultural landscapes – the book compares the semi-peripheral aesthetics of Halldór Laxness’s and William Heinesen’s novels with the semi-peripheral city and borderscapes in works by Orhan Pamuk and Latife Tekin. It offers new readings of texts such as Laxness’s The Atom Station and Pamuk’s Snow, and provides original readings of works that little has been written about in English, such as Heinesen’s The Black Cauldron and Tekin’s Swords of Ice. Making use of the theory of uneven and combined development and world systems theory, the book illustrates that the experience of nation-building and capitalist modernisation in the semi-periphery results in a particular realist aesthetic that is remarkably similar across different regional literatures. The book’s world-literary method shows that the semi-periphery constitutes a vital and productive area of study both for world literature and for broadening our understanding of colonialism and imperialism on the margins of continental Europe.
Doing language im Deutschunterricht: Eine Analyse sprachbezogener Adressierungen in diskursiver Praxis
by Denise BüttnerDie Studie leistet einen empirisch-rekonstruktiven Beitrag zu einer machtkritisch ausgerichteten Fachdidaktik. Sie fokussiert den Deutschunterricht und die darin stattfindenden Interaktionen als diskursive Praxis, in der ein spezifisches Wissen in, über und angesichts von Sprache relevant gemacht wird. Für Subjektivierung ist jenes Wissen hochgradig wirkmächtig und bleibt den Akteur*innen im Prozess der schulischen Enkulturation doch größtenteils unbewusst. Darin liegt ein hohes Potential für die institutionelle (Re-)Produktion von Linguizismus.Vor diesem Hintergrund eröffnet die Studie einen Blick auf sprachbezogene Adressierungen, die in charakteristischer Weise vom Fach selbst ausgehen. Sie werden in (fach)didaktischen und pädagogischen Programmatiken breit kommuniziert und zeichnen sich bis auf die Ebene unterrichtlicher Praktiken ab. Um das Zusammenspiel von fachspezifischer Adressierung und Praktiken des ‚doing language‘ möglichst eng aufeinander beziehen und in rekonstruktionslogisch plausibilisierte Zusammenhänge bringen zu können, liegt der Arbeit ein wissenssoziologisch-diskursanalytischer Ansatz zugrunde.
Language, Gender, and Sexuality: An Introduction (Routledge Guides to Linguistics)
by Scott F. KieslingLanguage, Gender, and Sexuality offers a panoramic and accessible introduction to the ways in which linguistic patterns are sensitive to social categories of gender and sexuality, as well as an overview of how speakers use language to create and display gender and sexuality. Revised to include the latest developments, this book covers discussions of trans/nonbinary/genderqueer identities, embodiment, new media, and the role of language and interaction in sexual harassment, assault, and rape.Drawing on an international range of examples to illustrate key points, this book addresses the questions of:• how language categorizes the gender/sexuality world in both grammar and interaction;• how speakers display, create, and orient to gender, sexuality, and desire in interaction;• how and why people display different ways of speaking based on their gender/sexual identities.The second edition has been fully updated and now includes new sections on political discourse and social media, more discussion questions, and new extensive online resources with student activities and instructor materials. Aimed at students with no background in linguistics or gender studies, this book is essential reading for anyone studying language, gender, and sexuality for the first time.
Language, Gender, and Sexuality: An Introduction (Routledge Guides to Linguistics)
by Scott F. KieslingLanguage, Gender, and Sexuality offers a panoramic and accessible introduction to the ways in which linguistic patterns are sensitive to social categories of gender and sexuality, as well as an overview of how speakers use language to create and display gender and sexuality. Revised to include the latest developments, this book covers discussions of trans/nonbinary/genderqueer identities, embodiment, new media, and the role of language and interaction in sexual harassment, assault, and rape.Drawing on an international range of examples to illustrate key points, this book addresses the questions of:• how language categorizes the gender/sexuality world in both grammar and interaction;• how speakers display, create, and orient to gender, sexuality, and desire in interaction;• how and why people display different ways of speaking based on their gender/sexual identities.The second edition has been fully updated and now includes new sections on political discourse and social media, more discussion questions, and new extensive online resources with student activities and instructor materials. Aimed at students with no background in linguistics or gender studies, this book is essential reading for anyone studying language, gender, and sexuality for the first time.
Wu Ming's Transmedia Activism: Ethical and Political Challenges to Neoliberalism
by Paolo SaporitoThis book explores the activism of the Italian collective Wu Ming. Engaging in a dynamic conversation with critical theory, post-workerist philosophy and eco-criticism, Saporito illuminates how Wu Ming’s forms of protest radically challenge neoliberal models of subjectivity through a revived commitment to an eco-centric ethics. The book charts how Wu Ming’s interventions, combining embodied, literary and online activism, aim to performatively create life-rhythms, practices and ultimately a political subjectivity alternative to fast-paced anthropocentric models imposed by neoliberal apparatuses. In-depth analyses of Wu Ming’s participation in the 27th Genoa G8 Summit, literary texts and online presence define the trajectory of their interventions, which moved from a traumatic repudiation of neoliberal apparatuses in Genoa to a thorough exploration of how these apparatuses produce and control subjectivity. Wu Ming’s literary texts invite the reader to grasp the complexity of the human-non-human relations these apparatuses exploit, while affirmatively exploring eco-centric ethical relations to the non-human other. Wu Ming open their bodies to these relations via hikes, walks, and performances where they try out slow-paced life rhythms and experiment with the non-human affordances of multiple media. Wu Ming’s transmedia activism links these offline initiatives with online strategies that promote the collective creation of critical content, slow down online users’ fast-paced experience, and mobilise a network of human and non-human agents that re-energise embodied, street actions.
Guidebook to Academic Writing: Communicating in the Disciplines
by Deborah F. Rossen-Knill Cornelia C. ParaskevasThis innovative guidebook is an accessible and concise introduction to discipline-specific academic language. Using authentic texts written by both novice and expert writers and ‘translating’ current, corpus-based research of academic language into a practical guide, the book gives students the tools to navigate the linguistic features of various disciplines, emphasizing the humanities and sciences, but also discussing example texts from the social sciences.Organised as 11 self-contained questions that are critical to any discussion of academic language, this guide: provides specific information and detail regarding the language ‘demands’ of each discipline explains the principles underlying punctuation, the range of choices writers have and the effects of these choices on readers includes detailed linguistic guidance on how to construct effective paragraphs discusses the multiple ways attitude is expressed in academic texts includes information on citation practices With exercises and additional online resources, this guidebook provides students with a range of tools they can choose from in order to create effective texts that meet discipline and reader expectations. Accessibly written, it is an essential guide for all students in humanities and sciences writing academic texts in English.
Guidebook to Academic Writing: Communicating in the Disciplines
by Deborah F. Rossen-Knill Cornelia C. ParaskevasThis innovative guidebook is an accessible and concise introduction to discipline-specific academic language. Using authentic texts written by both novice and expert writers and ‘translating’ current, corpus-based research of academic language into a practical guide, the book gives students the tools to navigate the linguistic features of various disciplines, emphasizing the humanities and sciences, but also discussing example texts from the social sciences.Organised as 11 self-contained questions that are critical to any discussion of academic language, this guide: provides specific information and detail regarding the language ‘demands’ of each discipline explains the principles underlying punctuation, the range of choices writers have and the effects of these choices on readers includes detailed linguistic guidance on how to construct effective paragraphs discusses the multiple ways attitude is expressed in academic texts includes information on citation practices With exercises and additional online resources, this guidebook provides students with a range of tools they can choose from in order to create effective texts that meet discipline and reader expectations. Accessibly written, it is an essential guide for all students in humanities and sciences writing academic texts in English.
Garth Boomer, English Teaching and Curriculum Leadership (Key Thinkers in English in Education and the Language Arts)
by Bill GreenThis book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching. This insightful text provides an accessible introduction to his work, with particular reference to English curriculum and pedagogy, and provides a fascinating account of his journey as a scholar-practitioner, from classroom teaching to the highest levels of the educational bureaucracy.Bill Green explores Boomer’s huge influence on literacy education, teacher development, curriculum inquiry, and educational policy, and critically asks why Boomer’s insights and arguments about English teaching from the last century have such importance for the field now. This text also focuses on the nature and significance of his curriculum thinking, specifically his arguments and provocations regarding English teaching, the English classroom, and the contexts that infuse and shape them. It constitutes a rich resource for rethinking English teaching in the present day and provides an important contribution to the historical imagination.With all due consideration of the larger context of social life and educational thought, this text will help any student of English in Education and Language Arts obtain a deeper understanding of Boomer’s vital contribution to the field of education.
Garth Boomer, English Teaching and Curriculum Leadership (Key Thinkers in English in Education and the Language Arts)
by Bill GreenThis book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching. This insightful text provides an accessible introduction to his work, with particular reference to English curriculum and pedagogy, and provides a fascinating account of his journey as a scholar-practitioner, from classroom teaching to the highest levels of the educational bureaucracy.Bill Green explores Boomer’s huge influence on literacy education, teacher development, curriculum inquiry, and educational policy, and critically asks why Boomer’s insights and arguments about English teaching from the last century have such importance for the field now. This text also focuses on the nature and significance of his curriculum thinking, specifically his arguments and provocations regarding English teaching, the English classroom, and the contexts that infuse and shape them. It constitutes a rich resource for rethinking English teaching in the present day and provides an important contribution to the historical imagination.With all due consideration of the larger context of social life and educational thought, this text will help any student of English in Education and Language Arts obtain a deeper understanding of Boomer’s vital contribution to the field of education.