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Lebenserhaltung als Haftungsgrund (MedR Schriftenreihe Medizinrecht)
by Petra BaltzIn der Arbeit wird untersucht, unter welchen Voraussetzungen die Erhaltung menschlichen Lebens Schadensersatzansprüche des Patienten begründet. Die Fragestellung ergibt sich aus dem Patientenrecht auf Selbstbestimmung, das auch die Ablehnung lebenserhaltender Maßnahmen regelt. Nach Darstellung der straf- und haftungsrechtlichen Grundlagen erläutert die Autorin, wer in welcher Situation über lebenserhaltende Maßnahmen zu entscheiden hat. Anhand verschiedener Fallkonstellationen wird geprüft, inwieweit diese Maßnahmen Schadensersatzansprüche auslösen.
Lebenslanges Lernen für die Medienwelt von morgen: Eine empirische Analyse der journalistischen Weiterbildung
by Michaela PetekWarum „lebenslanges Lernen für die Medienwelt von morgen“ sowohl für Journalistinnen und Journalisten als auch für Medienunternehmen alternativlos ist, legt Michaela Petek hier in einer empirischen Analyse der journalistischen Weiterbildung dar. Im Vergleich zum seit fünf Jahrzehnten gut untersuchten Bereich der journalistischen Ausbildung wird damit erstmals in der Journalismusforschung die Weiterbildung umfassend unter die Lupe genommen. Michaela Peteks Ziel ist es, alle Akteure auf dem journalistischen Weiterbildungsmarkt in die Untersuchung mit einzubeziehen: Journalist*innen, Medienunternehmen und Weiterbildungsinstitutionen. Neben ökonomischen Zwängen sind es vor allem die technischen Innovationen, die den Wandel in der Medienlandschaft vorantreiben. So entstehen ständig neue Produkte und Formate, Redaktionsstrukturen, Arbeitsabläufe, Berufsbilder. In dieser sich rasant wandelnden Medienwelt ist die kontinuierliche Investition in Weiterbildung für Journalistinnen und Journalisten notwendig, um einem immer wieder neu an die Veränderungen anzupassenden journalistischen Kompetenzprofil gerecht zu werden.
Lebenssimulationen: Zur Literaturtheorie und Fiktionalen Praxis von Dieter Wellershoff
by Torsten Bügner
Lectures and Notes on Shakespeare and Other Dramatists. (Routledge Revivals)
by S.T ColeridgeThis book presents lectures and notes upon Shakespeare and other dramatists, including poetry, the drama and Shakespeare; order of Shakespeare's plays; notes on Shakespeare's plays from English history; and notes on some of the plays of Shakespeare, Johnson, Beaumont and Fletcher.
Lectures and Notes on Shakespeare and Other Dramatists. (Routledge Revivals)
by S.T ColeridgeThis book presents lectures and notes upon Shakespeare and other dramatists, including poetry, the drama and Shakespeare; order of Shakespeare's plays; notes on Shakespeare's plays from English history; and notes on some of the plays of Shakespeare, Johnson, Beaumont and Fletcher.
Lectures on a Philosophy Less Ordinary: Language and Morality in J.L. Austin’s Philosophy (Routledge Studies in Twentieth-Century Philosophy)
by Niklas ForsbergThis book offers a comprehensive reinterpretation of J.L. Austin’s philosophy. It opens new ways of thinking about ethics and other contemporary issues in the wake of Austin’s philosophical work. Austin is primarily viewed as a philosopher of language whose work focused on the pragmatic aspects of speech. His work on ordinary language philosophy and speech act theory is seen as his main contribution to philosophy. This book challenges this received view to show that Austin used his most well-known theoretical notions as heuristic tools aimed at debunking the fact/value dichotomy. Additionally, it demonstrates that Austin’s continual returns to the ordinary is rooted in a desire to show that our lives in language are complicated and multifaceted. What emerges is an attempt to think with Austin about problems that are central to philosophy today—such as the question about linguistic inheritance, truth, the relationship between a language inherited and morality, and how we are to cope with linguistic elasticity and historicity. Lectures on a Philosophy Less Ordinary will appeal to scholars and advanced students working on Austin’s philosophy, philosophy of language, and the history of analytic philosophy.
Lectures on a Philosophy Less Ordinary: Language and Morality in J.L. Austin’s Philosophy (Routledge Studies in Twentieth-Century Philosophy)
by Niklas ForsbergThis book offers a comprehensive reinterpretation of J.L. Austin’s philosophy. It opens new ways of thinking about ethics and other contemporary issues in the wake of Austin’s philosophical work. Austin is primarily viewed as a philosopher of language whose work focused on the pragmatic aspects of speech. His work on ordinary language philosophy and speech act theory is seen as his main contribution to philosophy. This book challenges this received view to show that Austin used his most well-known theoretical notions as heuristic tools aimed at debunking the fact/value dichotomy. Additionally, it demonstrates that Austin’s continual returns to the ordinary is rooted in a desire to show that our lives in language are complicated and multifaceted. What emerges is an attempt to think with Austin about problems that are central to philosophy today—such as the question about linguistic inheritance, truth, the relationship between a language inherited and morality, and how we are to cope with linguistic elasticity and historicity. Lectures on a Philosophy Less Ordinary will appeal to scholars and advanced students working on Austin’s philosophy, philosophy of language, and the history of analytic philosophy.
Lectures on Dostoevsky
by Joseph FrankFrom the author of the definitive biography of Fyodor Dostoevsky, never-before-published lectures that provide an accessible introduction to the Russian writer's major worksJoseph Frank (1918–2013) was perhaps the most important Dostoevsky biographer, scholar, and critic of his time. His never-before-published Stanford lectures on the Russian novelist's major works provide an unparalleled and accessible introduction to some of literature's greatest masterpieces. Presented here for the first time, these illuminating lectures begin with an introduction to Dostoevsky's life and literary influences and go on to explore the breadth of his career—from Poor Folk, The Double, and The House of the Dead to Notes from Underground, Crime and Punishment, The Idiot, and The Brothers Karamazov. Written in a conversational style that combines literary analysis and cultural history, Lectures on Dostoevsky places the novels and their key characters and scenes in a rich context. Bringing Joseph Frank’s unmatched knowledge and understanding of Dostoevsky's life and writings to a new generation of readers, this remarkable book will appeal to anyone seeking to understand Dostoevsky and his times.The book also includes Frank's favorite review of his Dostoevsky biography, "Joseph Frank's Dostoevsky" by David Foster Wallace, originally published in the Village Voice.
Lectures on Shakespeare: Conferencias Sobre Shakespeare (Princeton Classics Ser. #45)
by W. H. AudenFrom one of the great modern writers, the acclaimed lectures in which he draws on a lifetime of experience to take the measure of Shakespeare's plays and sonnets "W. H. Auden, poet and critic, will conduct a course on Shakespeare at the New School for Social Research beginning Wednesday. Mr. Auden . . . proposes to read all Shakespeare's plays in chronological order." So the New York Times reported on September 27, 1946, giving notice of a rare opportunity to hear one of the century's great poets discuss at length one of the greatest writers of all time. Reconstructed by Arthur Kirsch, these lectures offer remarkable insights into Shakespeare's plays and sonnets while also adding immeasurably to our understanding of Auden.
Lectures on Shakespeare (Princeton Classics Ser. #45)
by W. H. AudenFrom one of the great modern writers, the acclaimed lectures in which he draws on a lifetime of experience to take the measure of Shakespeare's plays and sonnets "W. H. Auden, poet and critic, will conduct a course on Shakespeare at the New School for Social Research beginning Wednesday. Mr. Auden . . . proposes to read all Shakespeare's plays in chronological order." So the New York Times reported on September 27, 1946, giving notice of a rare opportunity to hear one of the century's great poets discuss at length one of the greatest writers of all time. Reconstructed by Arthur Kirsch, these lectures offer remarkable insights into Shakespeare's plays and sonnets while also adding immeasurably to our understanding of Auden.
Lectures on Shakespeare (W.H. Auden: Critical Editions)
by W. H. Auden Arthur C. Kirsch"W. H. Auden, poet and critic, will conduct a course on Shakespeare at the New School for Social Research beginning Wednesday. Mr. Auden has announced that in his course . . . he proposes to read all Shakespeare's plays in chronological order." The New York Times reported this item on September 27, 1946, giving notice of a rare opportunity to hear one of the century's great poets comment on one of the greatest poets of all time. Published here for the first time, these lectures now make Auden's thoughts on Shakespeare available widely. Painstakingly reconstructed by Arthur Kirsch from the notes of students who attended, primarily Alan Ansen, who became Auden's secretary and friend, the lectures afford remarkable insights into Shakespeare's plays as well as the sonnets. A remarkable lecturer, Auden could inspire his listeners to great feats of recall and dictation. Consequently, the poet's unique voice, often down to the precise details of his phrasing, speaks clearly and eloquently throughout this volume. In these lectures, we hear Auden alluding to authors from Homer, Dante, and St. Augustine to Kierkegaard, Ibsen, and T. S. Eliot, drawing upon the full range of European literature and opera, and referring to the day's newspapers and magazines, movies and cartoons. The result is an extended instance of the "live conversation" that Auden believed criticism to be. Notably a conversation between Auden's capacious thought and the work of Shakespeare, these lectures are also a prelude to many ideas developed in Auden's later prose--a prose in which, one critic has remarked, "all the artists of the past are alive and talking among themselves." Reflecting the twentieth-century poet's lifelong engagement with the crowning masterpieces of English literature, these lectures add immeasurably to both our understanding of Auden and our appreciation of Shakespeare.
Lecturing the Atlantic: Speech, Print, and an Anglo-American Commons 1830-1870
by Tom F. WrightIn the early nineteenth century, the public lecture emerged as one of the Anglo-American world's most important cultural forms. On both sides of the Atlantic, audiences and performers transformed a cultural practice with origins in the medieval cloister into an unexpected flashpoint medium of public life. In the United States, as part of the "lyceum movement," lecturing became crucial to literary and political life, multiple social reform movements, and the rise of public intellectualism, offering speakers from across the cultural spectrum a platform from which to promote their ideas and explain contemporary life. Lecturing the Atlantic argues for a new interpretation of this neglected institution. It reorients our understanding of the lyceum by seeing it as an international and cross-media phenomenon patterned by cultural investment in an "Anglo-American commons." Tom F. Wright shows how some of the mid-century North Atlantic world's most enduring cultural figures, such as Frederick Douglass, William Makepeace Thackeray, and Ralph Waldo Emerson, as well as fascinating marginal voices such as Lola Montez and John B. Gough, used lecture hall discussions of a transatlantic imaginary to offer powerful commentaries on slavery, progress, comedy, order, tradition, and reform. Crucially, this world was a matter as much of print as performance, since as the book reveals, a remarkable culture of newspaper commentary allowed oratory to resonate far beyond the realm of the lecture hall. Through a series of inventive readings of Anglo-American relations as understood through performance and print re-mediation, Wright connects the transatlantic turn in cultural studies to important recent debates in media theory and public sphere scholarship. Lecturing the Atlantic speaks to those interested in the literature and history of Victorian Britain and the early US, to students of performance, communication and rhetoric, and all those seeking a deeper understanding of nineteenth-century public culture.
Lecturing the Atlantic: Speech, Print, and an Anglo-American Commons 1830-1870
by Tom F. WrightIn the early nineteenth century, the public lecture emerged as one of the Anglo-American world's most important cultural forms. On both sides of the Atlantic, audiences and performers transformed a cultural practice with origins in the medieval cloister into an unexpected flashpoint medium of public life. In the United States, as part of the "lyceum movement," lecturing became crucial to literary and political life, multiple social reform movements, and the rise of public intellectualism, offering speakers from across the cultural spectrum a platform from which to promote their ideas and explain contemporary life. Lecturing the Atlantic argues for a new interpretation of this neglected institution. It reorients our understanding of the lyceum by seeing it as an international and cross-media phenomenon patterned by cultural investment in an "Anglo-American commons." Tom F. Wright shows how some of the mid-century North Atlantic world's most enduring cultural figures, such as Frederick Douglass, William Makepeace Thackeray, and Ralph Waldo Emerson, as well as fascinating marginal voices such as Lola Montez and John B. Gough, used lecture hall discussions of a transatlantic imaginary to offer powerful commentaries on slavery, progress, comedy, order, tradition, and reform. Crucially, this world was a matter as much of print as performance, since as the book reveals, a remarkable culture of newspaper commentary allowed oratory to resonate far beyond the realm of the lecture hall. Through a series of inventive readings of Anglo-American relations as understood through performance and print re-mediation, Wright connects the transatlantic turn in cultural studies to important recent debates in media theory and public sphere scholarship. Lecturing the Atlantic speaks to those interested in the literature and history of Victorian Britain and the early US, to students of performance, communication and rhetoric, and all those seeking a deeper understanding of nineteenth-century public culture.
Lee and the Box: Band 2b Red B (PDF) (Collins Big Cat Phonics For Letters And Sounds Ser.)
by Catherine Casey Kelly O'NeillCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1-6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary. What can you do with an empty cardboard box? Let Lee show you! Red B/Band 2B books offer simple but varied text with familiar objects and actions, combined with simple story development and a satisfying conclusion. Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. The focus sounds in this book are: /ai/ /ee/ /igh/ /oa/ /oo/ /ar/ /air/ Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.
The Left Behind: Reimagining Britain's Socially Excluded
by James Morrison'The Left Behind' is a defining motif of contemporary British political discourse. It is the thread that knits together the 2016 Brexit referendum, the crumbling of the fabled 'Red Wall' in the North, and the pernicious culture war being waged today. But who are the Left Behind? James Morrison goes in search of the reality behind the rhetoric, offering the first comprehensive, historical analysis of the origins, uses and meanings of the term. He interrogates the popular archetype of the Left Behind - as a working class, leave-voting white male from a former industrial heartland - and situates the concept in the context of longstanding, demonising discourses aimed at communities seen as backward and 'undeserving'. Analysing national newspaper coverage and parliamentary discussions, and drawing on interviews with MPs, community leaders, charities and people with direct lived experiences of poverty and precarity, The Left Behind grapples with the real human cost of austerity for neglected post-industrial communities and other marginalised groups across the world, and the stigmatising discourse that does little to serve them.
The Left Behind: Reimagining Britain's Socially Excluded
by James Morrison'The Left Behind' is a defining motif of contemporary British political discourse. It is the thread that knits together the 2016 Brexit referendum, the crumbling of the fabled 'Red Wall' in the North, and the pernicious culture war being waged today. But who are the Left Behind? James Morrison goes in search of the reality behind the rhetoric, offering the first comprehensive, historical analysis of the origins, uses and meanings of the term. He interrogates the popular archetype of the Left Behind - as a working class, leave-voting white male from a former industrial heartland - and situates the concept in the context of longstanding, demonising discourses aimed at communities seen as backward and 'undeserving'. Analysing national newspaper coverage and parliamentary discussions, and drawing on interviews with MPs, community leaders, charities and people with direct lived experiences of poverty and precarity, The Left Behind grapples with the real human cost of austerity for neglected post-industrial communities and other marginalised groups across the world, and the stigmatising discourse that does little to serve them.
Left of Poetry: Depression America and the Formation of Modern Poetics
by Sarah EhlersIn this incisive study, Sarah Ehlers returns to the Depression-era United States in order to unsettle longstanding ideas about poetry and emerging approaches to poetics. By bringing to light a range of archival materials and theories about poetry that emerged on the 1930s left, Ehlers reimagines the historical formation of modern poetics. Offering new and challenging readings of prominent figures such as Langston Hughes, Muriel Rukeyser, and Jacques Roumain, and uncovering the contributions of lesser-known writers such as Genevieve Taggard and Martha Millet, Ehlers illuminates an aesthetically and geographically diverse matrix of schools and movements. Resisting the dismissal of thirties left writing as mere propaganda, the book reveals how communist-affiliated poets experimented with poetic modes—such as lyric and documentary—and genres, including songs, ballads, and nursery rhymes, in ways that challenged existing frameworks for understanding the relationships among poetic form, political commitment, and historical transformation. As Ehlers shows, Depression left movements and their international connections are crucial for understanding both the history of modern poetry and the role of poetic thought in conceptualizing historical change.
Left Out: The Inside Story of Labour Under Corbyn
by Patrick Maguire Gabriel Pogrund'A stunningly good book with jaw-dropping revelations on every page, Left Out is the ultimate inside story of how Jeremy Corbyn went from the brink of victory to one of the worst defeats in British political history. It is both a breath-taking work of political journalism and a gripping first draft of history that is unlikely ever to be bettered. Unquestionably the political book of the year' TIM SHIPMAN, author of All Out WarLeft Out is the first full account of Labour's recent transformation and historic defeat.The 2017 parliament began with Labour on the precipice of power, and its left-most fringe - for so long alienated within its own party - closer to government than it had ever been. It ended with them even farther away than they started. From the peak of Jeremy Corbyn's popularity and the shock hung parliament of 2017 to Labour's humbling in 2019 and the election of Keir Starmer, Left Out draws on unrivalled access throughout the party and to both leaders' inner circles to provide a blistering narrative exposé of the Labour Party during one of the most tumultuous and significant episodes in its history.It reveals a party riven by factionalism and at war over ideology, then incapacitated by crisis and indecision. From the plotting of the break-away Independent Group to the inaction and despair over accusations of anti-Semitism, from complaints of sexual harassment and bullying to foiled coups and furious disagreements over Brexit, the reader is in the room as tempers fray and tensions boil over, as sworn enemies forge unlikely alliances and lifelong friendships are tested to breaking-point. At the heart of the book is Corbyn himself, a man whose like had never been seen at the top of British politics - and is unlikely to ever be seen again. Heroised for his principles by some, derided as an idealist by others, the loyalty and hatred he inspired changed not only the party but the nation.Intimately drawn and brilliantly told, Left Out is the revelatory inside account of how Labour became the party it is today and of the greatest experiment seen in British politics for a generation.
Left Out: The forgotten tradition of radical publishing for children in Britain 1910–1949
by Kimberley ReynoldsLeft Out presents an alternative and corrective history of writing for children in the first half of the twentieth century. Between 1910 and 1949 a number of British publishers, writers, and illustrators included children's literature in their efforts to make Britain a progressive, egalitarian, and modern society. Some came from privileged backgrounds, others from the poorest parts of the poorest cities in the land; some belonged to the metropolitan intelligentsia or bohemia, others were working-class autodidacts, but all sought to use writing for children and young people to create activists, visionaries, and leaders among the rising generation.Together they produced a significant number of both politically and aesthetically radical publications for children and young people. This 'radical children's literature' was designed to ignite and underpin the work of making a new Britain for a new kind of Briton. While there are many dedicated studies of children's literature and childrens' writers working in other periods, the years 1910-1949 have previous received little critical attention. In this study, Kimberley Reynolds shows that the accepted characterisation of inter-war children's literature as retreatist, anti-modernist, and apolitical is too sweeping and that the relationship between children's literature and modernism, left-wing politics, and progressive education has been neglected.
Left Out: The forgotten tradition of radical publishing for children in Britain 1910–1949
by Kimberley ReynoldsLeft Out presents an alternative and corrective history of writing for children in the first half of the twentieth century. Between 1910 and 1949 a number of British publishers, writers, and illustrators included children's literature in their efforts to make Britain a progressive, egalitarian, and modern society. Some came from privileged backgrounds, others from the poorest parts of the poorest cities in the land; some belonged to the metropolitan intelligentsia or bohemia, others were working-class autodidacts, but all sought to use writing for children and young people to create activists, visionaries, and leaders among the rising generation.Together they produced a significant number of both politically and aesthetically radical publications for children and young people. This 'radical children's literature' was designed to ignite and underpin the work of making a new Britain for a new kind of Briton. While there are many dedicated studies of children's literature and childrens' writers working in other periods, the years 1910-1949 have previous received little critical attention. In this study, Kimberley Reynolds shows that the accepted characterisation of inter-war children's literature as retreatist, anti-modernist, and apolitical is too sweeping and that the relationship between children's literature and modernism, left-wing politics, and progressive education has been neglected.
Leftovers: Eating, Drinking and Re-thinking with Case Studies from Post-war French Fiction (Contemporary French and Francophone Cultures #67)
by Ruth CruickshankEating and drinking are essential to survival. Yet for human animals, they are intrinsically ambivalent, proliferating with ideological, historical and psychological leftovers. This study reveals and mobilizes the provisional meanings, repressed experiences and unacknowledged tensions bound up with representations of food, drink and their consumption. It creates a flexible critical framework by bringing together an unexploited convergence of post-war French thinkers who use – or whose thought is legible through – figures of eating and drinking, including Barthes, Bataille, Beauvoir, Bourdieu, Certeau, Cixous, Derrida, Fischler, Giard, Kristeva, Lacan, Lefebvre, Lévi-Strauss, Mayol and Sartre. New combinations emerge for elucidating the intersecting effects of incorporation; constructs of class, gender and racial difference; bad faith; distinction; secondary ideological signifying systems; provisional meanings bound up with linguistic traces; economies of excess; everyday ‘making-do’; the ethics of consuming the other; the return of the repressed; lack; abjection; and notions of ‘eating on the sly’, ‘mother’s milk’, the ‘omnivore’s paradox’ and ‘gastro-anomie’. The vast possibilities for re-thinking with eating and drinking are further exemplified in case studies of novels in which – often beyond authorial intentions – food and drink are structurally important and interpretatively plural. These are Robbe-Grillet’s Les Gommes/The Erasers (1953); Ernaux’s Les Armoires vides/Cleaned Out (1974); Darrieussecq’s Truismes/Pig Tales (1996); and Houellebecq’s La Carte et le territoire/The Map and the Territory (2010). New understandings of post-war French cultural production are revealed in these case studies. But above all, the analyses demonstrate the potential for literary, comparative, cultural, film, gender and food studies of re-thinking with eating and drinking across genres, periods and places.
Legacies and Lifespans in Contemporary Women’s Writing (Palgrave Studies in Contemporary Women’s Writing)
by Gina Wisker Leanne Bibby Heidi YeandleThis book examines the connections and conversations between women writers from the twentieth century and the twenty-first century. The essays consider the ways in which twenty-first-century women writers look back and respond to their predecessors within the field of contemporary women’s writing. The book looks back to the foundations of contemporary women’s writing and also considers how this category may be defined in future decades. We ask how writers and readers have interpreted ‘the contemporary’, a moving target and an often-contentious term, especially in light of feminist theory and criticism of the late twentieth century. Writing about the relationships between women’s writings is an always-vital, ongoing political project with a rich history. These essays argue that establishing and defining the contemporary is, for women writers, another ongoing political project to which this collection of essays aims, in part, to contribute.
Legacies of Christian Languaging and Literacies in American Education: Perspectives on English Language Arts Curriculum, Teaching, and Learning (Routledge Research in Education)
by Mary M. Juzwik Jennifer C. Stone Kevin J. Burke Denise DávilaBecause spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning. This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
Legacies of Christian Languaging and Literacies in American Education: Perspectives on English Language Arts Curriculum, Teaching, and Learning (Routledge Research in Education)
by Mary Juzwik Jennifer Stone Kevin J. Burke Denise DavilaBecause spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning. This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
Legacies of David Cranz's 'Historie von Grönland' (Christianities in the Trans-Atlantic World)
by Christina Petterson Felicity JenszThis book brings together interdisciplinary scholars from history, theology, folklore, ethnology and meteorology to examine how David Cranz’s Historie von Grönland (1765) resonated in various disciplines, periods and countries. Collectively the contributors demonstrate the reach of the book beyond its initial purpose as a record of missionary work, and into secular and political fields beyond Greenland and Germany. The chapters also reveal how the book contributed to broader discussions and conceptualizations of Greenland as part of the Atlantic world. The interdisciplinary scope of the volume allows for a layered reading of Cranz’s book that demonstrates how different meanings could be drawn from the book in different contexts and how the book resonated throughout time and space. It also makes the broader argument that the construction of the Artic in the eighteenth century broadened our understanding of the Atlantic.