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Critical Thinking About Sex, Love, and Romance in the Mass Media: Media Literacy Applications (Routledge Communication Series)
by Mary-Lou GalicianThis distinctive volume explores how romantic coupleship is represented in books, magazines, popular music, movies, television, and the Internet within entertainment, advertising, and news/information. This reader offers diverse theoretical perspectives and methodological approaches on the representation of romantic relationships across the media spectrum. Filling a void in existing media scholarship, this collection explores the media’s influence on perceptions and expectations in relationships, including the myths, stereotypes, and prescriptions manifested throughout the press. Featuring fresh voices, as well as the perspectives of seasoned veterans, contributions include quantitative and qualitative studies along with cultural/critical, feminist, and descriptive analyses. This anthology has been developed for use in courses on mass media and society, media studies, and media literacy. In addition to its use in coursework, it is highly relevant for scholars, researchers, and others interested in how the media influence the personal lives of individuals.
Critical Thinking About Sex, Love, and Romance in the Mass Media: Media Literacy Applications (Routledge Communication Series)
by Mary-Lou Galician Debra L. MerskinThis distinctive volume explores how romantic coupleship is represented in books, magazines, popular music, movies, television, and the Internet within entertainment, advertising, and news/information. This reader offers diverse theoretical perspectives and methodological approaches on the representation of romantic relationships across the media spectrum. Filling a void in existing media scholarship, this collection explores the media’s influence on perceptions and expectations in relationships, including the myths, stereotypes, and prescriptions manifested throughout the press. Featuring fresh voices, as well as the perspectives of seasoned veterans, contributions include quantitative and qualitative studies along with cultural/critical, feminist, and descriptive analyses. This anthology has been developed for use in courses on mass media and society, media studies, and media literacy. In addition to its use in coursework, it is highly relevant for scholars, researchers, and others interested in how the media influence the personal lives of individuals.
Critical Thinking and Language: The Challenge of Generic Skills and Disciplinary Discourses
by Tim John MooreThis book clarifies the idea of critical thinking by investigating the 'critical' practices of academics across a range of disciplines. Drawing on key theorists - Wittgenstein, Geertz, Williams, Halliday - and using a 'textographic' approach, the book explores how the concept of critical thinking is understood by academics and also how it is constructed discursively in the texts and practices they employ in their teaching. Critical thinking is one of the most widely discussed concepts in debates on university learning. For many, the idea of teaching students to be critical thinkers characterizes more than anything else the overriding purpose of 'higher education'. But whilst there is general agreement about its importance as an educational ideal, there is surprisingly little agreement about what the concept means exactly. Also at issue is how and what students need to be taught in order to be properly critical in their field. This searching monograph seeks answers to these important questions.
Critical Thinking and Language: The Challenge of Generic Skills and Disciplinary Discourses
by Tim John MooreThis book clarifies the idea of critical thinking by investigating the 'critical' practices of academics across a range of disciplines. Drawing on key theorists - Wittgenstein, Geertz, Williams, Halliday - and using a 'textographic' approach, the book explores how the concept of critical thinking is understood by academics and also how it is constructed discursively in the texts and practices they employ in their teaching. Critical thinking is one of the most widely discussed concepts in debates on university learning. For many, the idea of teaching students to be critical thinkers characterizes more than anything else the overriding purpose of 'higher education'. But whilst there is general agreement about its importance as an educational ideal, there is surprisingly little agreement about what the concept means exactly. Also at issue is how and what students need to be taught in order to be properly critical in their field. This searching monograph seeks answers to these important questions.
Critical Thinking in Academic Writing: A Cultural Approach
by Shi PuThe book inquires into critical thinking through a cultural approach. Based on an 8-month ethnographic study, it compares Chinese postgraduate students’ conceptualisations and applications of critical thinking in three different settings in China and the UK. From an insider’s perspective, it analyses the intricate interplay of multiple cultural and individual factors that conditions students’ critical thinking development as they learn to write an academic thesis and to manage postgraduate learning. The book offers insights into the nature of problems that Chinese students encounter with critical thinking and envisions possibilities for the ideas for critical thinking to have a transformative power in an intercultural space. The book will primarily be of interest to academics and educators who work on critical thinking and academic writing, especially those who work with Chinese students. Scholars interested in intercultural issues in higher education may also find it relevant.
Critical Thinking in Academic Writing: A Cultural Approach
by Shi PuThe book inquires into critical thinking through a cultural approach. Based on an 8-month ethnographic study, it compares Chinese postgraduate students’ conceptualisations and applications of critical thinking in three different settings in China and the UK. From an insider’s perspective, it analyses the intricate interplay of multiple cultural and individual factors that conditions students’ critical thinking development as they learn to write an academic thesis and to manage postgraduate learning. The book offers insights into the nature of problems that Chinese students encounter with critical thinking and envisions possibilities for the ideas for critical thinking to have a transformative power in an intercultural space. The book will primarily be of interest to academics and educators who work on critical thinking and academic writing, especially those who work with Chinese students. Scholars interested in intercultural issues in higher education may also find it relevant.
The Critical Thought of W. B. Yeats
by Wit PietrzakThis book focuses on W. B. Yeats’s critical writings, an aspect of his oeuvre which has been given limited treatment so far. It traces his critical work from his earliest articles, through to his occult treatises, and all the way to his last pamphlets, in which he sought to delineate the idea of a literary culture: a community of people willing to credit poetry with the central role in imagining and organising social praxis throughout society. The chapters of this study investigate the contexts in which Yeats’s thought developed, his many disputes over the shape of Irish cultural politics, the future of poetry and the place literature occupies in the world. What transpires is an image of Yeats who is strung between the impulses of faith in the existence of a supernatural order and ironic scepticism as to the possibility of ever capturing that order in language.This study is distinguished by its grounding of Yeats's critical agenda in a broader context through textual analysis. In addition, it organises and systematises his conceptions of poetry and its social role through its approach to his criticism as a fully-fledged area of his artistic practice.The monograph has been written within the framework of the project financed by The National Science Centre, Cracow, Poland, pursuant to the decision number DEC-2013/09/D/HS2/02782.
Critical Translation Studies (Routledge Advances in Translation and Interpreting Studies)
by Douglas RobinsonThis book offers an introduction for Translation Studies (TS) scholars to Critical Translation Studies (CTS), a cultural-studies approach to the study of translation spearheaded by Sakai Naoki and Lydia H. Liu, with an implicit focus on translation as a social practice shaped by power relations in society. The central claim in CTS is that translators help condition what TS scholars take to be the primal scene of translation: two languages, two language communities, with the translator as mediator. According to Sakai, intralingual translation is primal: we are all foreigners to each other, making every address to another "heterolingual", thus a form of translation; and it is the order that these acts of translation bring to communication that begins to generate the "two separate languages" scenario. CTS is dedicated to the historicization of the social relations that create that scenario. In three sets of "Critical Theses on Translation," the book outlines and explains (and partly critiques) the CTS approach; in five interspersed chapters, the book delves more deeply into CTS, with an eye to making it do work that will be useful to TS scholars.
Critical Translation Studies: Centrifugal Theories, Critical Interventions (Routledge Advances in Translation and Interpreting Studies #Vol. 4)
by Douglas RobinsonThis book offers an introduction for Translation Studies (TS) scholars to Critical Translation Studies (CTS), a cultural-studies approach to the study of translation spearheaded by Sakai Naoki and Lydia H. Liu, with an implicit focus on translation as a social practice shaped by power relations in society. The central claim in CTS is that translators help condition what TS scholars take to be the primal scene of translation: two languages, two language communities, with the translator as mediator. According to Sakai, intralingual translation is primal: we are all foreigners to each other, making every address to another "heterolingual", thus a form of translation; and it is the order that these acts of translation bring to communication that begins to generate the "two separate languages" scenario. CTS is dedicated to the historicization of the social relations that create that scenario. In three sets of "Critical Theses on Translation," the book outlines and explains (and partly critiques) the CTS approach; in five interspersed chapters, the book delves more deeply into CTS, with an eye to making it do work that will be useful to TS scholars.
The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice (Routledge Studies in Language and Intercultural Communication)
by Maria Dasli Adriana Raquel DíazThis edited research volume explores the development of what can be described as the ‘critical turn’ in intercultural communication pedagogy, with a particular focus on modern/foreign language education. The main aim is to trace the realisations of this critical turn against a background of unequal power relations, and to illuminate the role that radical culture educators can play in the making of a more democratic and egalitarian social order. The volume takes as a starting point the idea that criticality draws on a number of intellectual traditions, which do not always focus on social and political critique, and argues that because ideological hegemony impacts on the meanings that people create and share, intercultural communication pedagogy ought to locate itself within wider socio-political contexts. With reference points drawn from critical and transnational social theory, critical pedagogy and intercultural theory, contributors to this volume provide readers with powerful ways that show how this can be achieved, and together assess the impact that their understanding of criticality can make on modern/foreign language education. The volume is divided into three major parts, namely: ‘theorising critically’, ‘researching critically’ and ‘teaching critically’.
The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice (Routledge Studies in Language and Intercultural Communication)
by Maria Dasli Adriana Raquel DíazThis edited research volume explores the development of what can be described as the ‘critical turn’ in intercultural communication pedagogy, with a particular focus on modern/foreign language education. The main aim is to trace the realisations of this critical turn against a background of unequal power relations, and to illuminate the role that radical culture educators can play in the making of a more democratic and egalitarian social order. The volume takes as a starting point the idea that criticality draws on a number of intellectual traditions, which do not always focus on social and political critique, and argues that because ideological hegemony impacts on the meanings that people create and share, intercultural communication pedagogy ought to locate itself within wider socio-political contexts. With reference points drawn from critical and transnational social theory, critical pedagogy and intercultural theory, contributors to this volume provide readers with powerful ways that show how this can be achieved, and together assess the impact that their understanding of criticality can make on modern/foreign language education. The volume is divided into three major parts, namely: ‘theorising critically’, ‘researching critically’ and ‘teaching critically’.
The Critical Writer: Inquiry and the Writing Process
by Joyce Armstrong Carroll Edward E. WilsonHigh-quality original writing doesn't happen by accident; it results from a logical, inquiry-based process. Educators will be able to apply the concepts and techniques in this book to help their students master the critical writing process.Many students tremble at the mere thought of "the dreaded research paper" when in fact the inquiry process that should be applied for a writing project should be an engaging and exciting mental activity. This work explains how teachers and librarians can guide the critical writing process to go hand-in-hand with inquiry and produce logical and carefully honed papers.The Critical Writer: Inquiry and the Writing Process starts with a general treatment of inquiry to detailed coverage of specific teaching strategies, explaining how critical writers should make the proper emendations during prewriting and while drafting as well as during the revising process. The book presents fresh information and teaching techniques that can be applied by anyone in the field of education with students of any grade level; examples from kindergarten through instructors in teacher training are included.
The Critical Writer: Inquiry and the Writing Process
by Joyce Armstrong Carroll Edward E. WilsonHigh-quality original writing doesn't happen by accident; it results from a logical, inquiry-based process. Educators will be able to apply the concepts and techniques in this book to help their students master the critical writing process.Many students tremble at the mere thought of "the dreaded research paper" when in fact the inquiry process that should be applied for a writing project should be an engaging and exciting mental activity. This work explains how teachers and librarians can guide the critical writing process to go hand-in-hand with inquiry and produce logical and carefully honed papers.The Critical Writer: Inquiry and the Writing Process starts with a general treatment of inquiry to detailed coverage of specific teaching strategies, explaining how critical writers should make the proper emendations during prewriting and while drafting as well as during the revising process. The book presents fresh information and teaching techniques that can be applied by anyone in the field of education with students of any grade level; examples from kindergarten through instructors in teacher training are included.
The Critical Writings of Katherine Mansfield
by C. HansonKatherine Mansfield was a formidable critic: astute, witty and something more - she had, as Middleton Murry put it, an extraordinary style and critical verve, mastery and 'sureness of touch'. This is the first scholarly edition of her critical writings. A substantial introduction sets the scene for an understanding of Katherine Mansfield's position as a woman writer on the edge of, but never completely accepted by, Bloomsbury; responding to the pressures of the First World War, illness and exile, and attempting to reconcile the facts of life with the truths of fiction. Careful annotation supplies essential information for following the evolution of her ideas - and her art - from 1907 until her death in 1923.
Criticality, Teacher Identity, and: Issues and Implications (Educational Linguistics #35)
by Bedrettin Yazan Nathanael RudolphThis edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.
Criticism after Critique: Aesthetics, Literature, and the Political
by Jeffrey R. Di LeoPresenting different ways to imagine criticism without critique, this collection provides a survey of both the difficult times facing ideological critique and the ways in which literary criticism and aesthetics have been affected by changing attitudes toward critique.
Criticism After Theory from Shakespeare to Virginia Woolf (Routledge New Textual Studies in Literature #1)
by Perry MeiselThe argument of this book is a simple one: that criticism after theory is a single movement of thought defined by synthesis and continuity rather than by conflict and change. The most influential figures in criticism since Saussure—Bakhtin, Derrida, and Foucault—are wholly consistent with Saussure's foundational Course in General Linguistics (1916) no matter the traditions of complaint that have followed in Saussure's wake from Bakhtin forward. These complaints vitiate—despite themselves and often hilariously so—the misconceptions that have made cottage industries out of quarrels with Saussurean semiology that are based on notions of Saussure that are incorrect. The materialist criticism dominant today is actually dependent upon on the legacy of a presumably formalist structuralism rather than a step beyond it. New Historicism, postcolonialism, gender studies, environmental criticism, archive studies, even shared and surface reading are, like deconstruction, the by-products of Saussure's structuralism, not its foils. Saussure's sign is sensory and concrete. Language and materiality are not distinct but one and the same—history, society, the psychological subject, even the environment are systems of signs, material archives read and reread by futures that produce the past after the fact. Without Saussure, contemporary criticism would have no identifiable or effective source. The book begins with chapters on Saussure and Derrida, Bakhtin and Shakespeare, and Freud and Foucault followed by chapters on Victorian and American fiction, D.H. Lawrence and modern poetry, Virginia Woolf and Melanie Klein, and the historicist tropology of psychoanalysis. It concludes with a coda in life writing on the author's epileptic disability.
Criticism After Theory from Shakespeare to Virginia Woolf (Routledge New Textual Studies in Literature #1)
by Perry MeiselThe argument of this book is a simple one: that criticism after theory is a single movement of thought defined by synthesis and continuity rather than by conflict and change. The most influential figures in criticism since Saussure—Bakhtin, Derrida, and Foucault—are wholly consistent with Saussure's foundational Course in General Linguistics (1916) no matter the traditions of complaint that have followed in Saussure's wake from Bakhtin forward. These complaints vitiate—despite themselves and often hilariously so—the misconceptions that have made cottage industries out of quarrels with Saussurean semiology that are based on notions of Saussure that are incorrect. The materialist criticism dominant today is actually dependent upon on the legacy of a presumably formalist structuralism rather than a step beyond it. New Historicism, postcolonialism, gender studies, environmental criticism, archive studies, even shared and surface reading are, like deconstruction, the by-products of Saussure's structuralism, not its foils. Saussure's sign is sensory and concrete. Language and materiality are not distinct but one and the same—history, society, the psychological subject, even the environment are systems of signs, material archives read and reread by futures that produce the past after the fact. Without Saussure, contemporary criticism would have no identifiable or effective source. The book begins with chapters on Saussure and Derrida, Bakhtin and Shakespeare, and Freud and Foucault followed by chapters on Victorian and American fiction, D.H. Lawrence and modern poetry, Virginia Woolf and Melanie Klein, and the historicist tropology of psychoanalysis. It concludes with a coda in life writing on the author's epileptic disability.
Criticism and Literary Theory 1890 to the Present (Longman Literature In English Series)
by Chris BaldickPresents a coherent and accessible historical account of the major phases of British and American Twentieth-century criticism, from 'decadent' aestheticism to feminist, decontsructonist and post-colonial theories. Special attention is given to new perspectives on Shakesperean criticism, theories of the novel and models of the literary canon. The book will help to define and account for the major developments in literary criticism during this century exploring the full diversity of critical work from major critics such as T S Eliot and F R Leavis to minor but fascinating figures and critical schools. Unlike most guides to modern literary theory, its focus is firmly on developments within the English speaking world.
Criticism and Literary Theory 1890 to the Present (Longman Literature In English Series)
by Chris BaldickPresents a coherent and accessible historical account of the major phases of British and American Twentieth-century criticism, from 'decadent' aestheticism to feminist, decontsructonist and post-colonial theories. Special attention is given to new perspectives on Shakesperean criticism, theories of the novel and models of the literary canon. The book will help to define and account for the major developments in literary criticism during this century exploring the full diversity of critical work from major critics such as T S Eliot and F R Leavis to minor but fascinating figures and critical schools. Unlike most guides to modern literary theory, its focus is firmly on developments within the English speaking world.
Criticism and Objectivity (Routledge Revivals)
by Raman SeldenFirst published in 1984 Criticism and Objectivity argues that literary critics should not abandon the concept of knowledge. English literary criticism has long considered ‘theory’ to be alien to the felt experience of readers and writers; the Romantic attitude towards reason and feeling has continued to inhibit the conceptual development of criticism. The similarities between the role of theory in science and in literary criticism imply the need for ‘objectivity’ to be redefined rather than abandoned. While accepting that tests are relatively open structures defying final interpretations, Dr Selden argues that their plurality is as much the effect of historical conditions as of the nature of language or subjectivity. He calls for an historical criticism capable of ‘conducting’ the voices of the text without resorting to formalism or reducing the text to its ‘background’. This book will be of interest to students of literary theory.
Criticism and Objectivity (Routledge Revivals)
by Raman SeldenFirst published in 1984 Criticism and Objectivity argues that literary critics should not abandon the concept of knowledge. English literary criticism has long considered ‘theory’ to be alien to the felt experience of readers and writers; the Romantic attitude towards reason and feeling has continued to inhibit the conceptual development of criticism. The similarities between the role of theory in science and in literary criticism imply the need for ‘objectivity’ to be redefined rather than abandoned. While accepting that tests are relatively open structures defying final interpretations, Dr Selden argues that their plurality is as much the effect of historical conditions as of the nature of language or subjectivity. He calls for an historical criticism capable of ‘conducting’ the voices of the text without resorting to formalism or reducing the text to its ‘background’. This book will be of interest to students of literary theory.
Criticism and Politics: A Polemical Introduction
by Bruce RobbinsAn accessible introduction to cultural theory and an original polemic about the purpose of criticism. What is criticism for? Over the past few decades, impassioned disagreements over that question in the academy have burst into the news media. These conflicts have renewed the culture wars over the legacy of the 1960s, becoming entangled in national politics and leading to a new set of questions about critics and the power they do or don't wield. Re-examining theorists from Matthew Arnold to Walter Benjamin, to Fredric Jameson, Stuart Hall, and Hortense Spillers, Criticism and Politics explores the animating contradictions that have long propelled literary studies: between pronouncing judgment and engaging in philosophical critique, between democracy and expertise, between political commitment and aesthetic autonomy. Both a leftist critic and a critic of the left, Robbins unflinchingly defends criticism from those who might wish to de-politicize it, arguing that working for change is not optional for critics, but rather a core part of their job description.
Criticism and the Nineteenth Century (Bloomsbury Academic Collections: English Literary Criticism)
by Geoffrey TillotsonThe re-emergence into critical esteem of the literature of the English mid-nineteenth century has been one of the post-war excitements for students and general readers. Mid-nineteenth century literature is not simply the best body of literature the English have produced. It happens also to be literature that has a practical interest for ourselves. We live so plainly in its wake. The problems being faced a hundred years ago are the problems still facing ourselves, such as the continued supremacy of science and its methods and the consequently progressive disappearance of what was called the supernatural. Nineteenth-century literature, however, is interesting for other reasons than extended topicality, offering infinite aesthetic riches, as Geoffrey Tillotson discusses in this volume of essays.