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Transformations of a Genre: A Literary History of the Beguiled Apprentice (Palgrave Studies in the Enlightenment, Romanticism and Cultures of Print)
by Ralph CohenThe aim of this book is to orchestrate “a generic reconstitution of literary studies” based on a comprehensive theory of genre and generic transformation. Taking “An Excellent Ballad of George Barnwel,” a seventeenth-century broadside of sex and greed, Ralph Cohen analyzes the generic transformations—including Addison’s ballad criticism in The Spectator, The London Merchant, Percy’s ballad editing in Reliques, and Barnwell. A Novel—in which this particular ballad exhibits remarkable continuity over the next four centuries, culminating with his personal re-formation; what was considered non-literary criticism becomes literary. This unique literary history reconceives narrative as a component of genre rather than a genre itself, demonstrates the ineluctably mixed nature of genres and the literary nature of our humanness, and analyzes the shifting generic contexts for interpretation and gender relations. Incorporating theory consciousness into the literary genre he is regenerating, Cohen offers a brilliant example of how future literary histories might be written.
Transformations of African Marriage (African Seminars: Scholarship from the International African Institute)
by David Parkin David NyamwayaOriginally published in 1987, this book shows that there is still considerable continuity in the practices and ideas of marriage in Afican against a background of social and economic change. This book discusses the diverse marriage forms in Africa and explores the different systems some of which can be understood in terms of Levi-Strauss's distinciton between complex and semi-complex structures, while others throw up questions of filiation, child custoidanship and rights secured through bridewealth transactions.
Transformations of African Marriage (African Seminars: Scholarship from the International African Institute #6)
by David Parkin David NyamwayaOriginally published in 1987, this book shows that there is still considerable continuity in the practices and ideas of marriage in Afican against a background of social and economic change. This book discusses the diverse marriage forms in Africa and explores the different systems some of which can be understood in terms of Levi-Strauss's distinciton between complex and semi-complex structures, while others throw up questions of filiation, child custoidanship and rights secured through bridewealth transactions.
Transformations of Domesticity in Modern Women's Writing: Homelessness at Home
by T. FosterTransformations of Domesticity in Modern Women's Writing makes new connections between feminist criticism of domestic ideology in the nineteenth century, modernist women's experiments with literary form, contemporary feminist debates about the politics of location, and postmodern theories of social space. The book identifies a coherent transition of women's writing that transforms domestic ideologies of 'woman's place' by redefining the ideas about space that underlie that ideology. The result is to open the space of gender identity to new relations of class and race.
Transformations of Electricity in Nineteenth-Century Literature and Science
by Stella Pratt-SmithThroughout the nineteenth century, practitioners of science, writers of fiction and journalists wrote about electricity in ways that defied epistemological and disciplinary boundaries. Revealing electricity as a site for intense and imaginative Victorian speculation, Stella Pratt-Smith traces the synthesis of nineteenth-century electricity made possible by the powerful combination of science, literature and the popular imagination. With electricity resisting clear description, even by those such as Michael Faraday and James Clerk Maxwell who knew it best, Pratt-Smith argues that electricity was both metaphorically suggestive and open to imaginative speculation. Her book engages with Victorian scientific texts, popular and specialist periodicals and the work of leading midcentury novelists, including Charles Dickens, Charlotte Bronte, Emily Bronte, William Makepeace Thackeray and Wilkie Collins. Examining the work of William Harrison Ainsworth and Edward Bulwer-Lytton, Pratt-Smith explores how Victorian novelists attributed magical qualities to electricity, imbuing it with both the romance of the past and the thrill of the future. She concludes with a case study of Benjamin Lumley’s Another World, which presents an enticing fantasy of electricity’s potential based on contemporary developments. Ultimately, her book contends that writing and reading about electricity appropriated and expanded its imaginative scope, transformed its factual origins and applications and contravened the bounds of literary genres and disciplinary constraints.
Transformations of Electricity in Nineteenth-Century Literature and Science
by Stella Pratt-SmithThroughout the nineteenth century, practitioners of science, writers of fiction and journalists wrote about electricity in ways that defied epistemological and disciplinary boundaries. Revealing electricity as a site for intense and imaginative Victorian speculation, Stella Pratt-Smith traces the synthesis of nineteenth-century electricity made possible by the powerful combination of science, literature and the popular imagination. With electricity resisting clear description, even by those such as Michael Faraday and James Clerk Maxwell who knew it best, Pratt-Smith argues that electricity was both metaphorically suggestive and open to imaginative speculation. Her book engages with Victorian scientific texts, popular and specialist periodicals and the work of leading midcentury novelists, including Charles Dickens, Charlotte Bronte, Emily Bronte, William Makepeace Thackeray and Wilkie Collins. Examining the work of William Harrison Ainsworth and Edward Bulwer-Lytton, Pratt-Smith explores how Victorian novelists attributed magical qualities to electricity, imbuing it with both the romance of the past and the thrill of the future. She concludes with a case study of Benjamin Lumley’s Another World, which presents an enticing fantasy of electricity’s potential based on contemporary developments. Ultimately, her book contends that writing and reading about electricity appropriated and expanded its imaginative scope, transformed its factual origins and applications and contravened the bounds of literary genres and disciplinary constraints.
Transformations of the Supernatural: Problems of Representation in the Work of Daniel Defoe (Lettre)
by Petra SchoenenbergerDaniel Defoe's work displays a keen interest in stories of supernatural encounters. Once considering how one might prove supernatural occurrences and whether one can trust eyewitness accounts, Defoe demonstrates that more is at stake. Like his contemporaries, Defoe wonders about the range of scientific insight, and about the moral and epistemological ramifications of unchallenged trust and faith. His transformations of the supernatural probe the boundaries of knowledge and evidence and play with the limits of cognition, emphasizing the inseparability of mind and emotion.
Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms: Future Proofing Education
by Leonie Rowan and Chris BigumIn this book we outline an optimistic, aspirational and unashamedly ambitious agenda for schooling. We make cautious use of the concept of ‘future proofing’ to signal the commitment of the various authors to re-thinking the purposes, content and processes of schooling with a view to ensuring that all children, from all backgrounds are prepared by their education to make a positive contribution to the futures that are ahead of them. The book focuses on issues relating to technology and social justice to re-examine the traditional relationship between schools and technology, between schools and diverse learners, and between schools, children and knowledge. Drawing from examples from around the world, the book explores practical ways that diverse schools have worked to celebrate diverse understandings of what it means to be a learner, a citizen, a worker in these changed and changing times and the ways different technologies can support this agenda.
Transformative Fictions: World Literature and Personal Change (Routledge Studies in Comparative Literature)
by Daniel JustTransformative Fictions: World Literature and Personal Change engages with current debates in world literature over the past twenty years, addressing the nature of literary influence in centers and peripheries, the formation of transnational literary and pedagogical canons, and the role of translation and regionalism in how we relate to texts from around the globe. The author, Daniel Just, argues for a supranational but sub-global perspective of regions that emphasizes practical reasons for reading and focuses on the potential of literary texts to stimulate personal transformation in readers. One of the recurring dilemmas in these debates is the issue of delimitation of world literature. The trouble with the world as a frame of reference is that no single researcher is bound to have the in-depth knowledge and linguistic skills to discuss works from all countries. In response, this book revives literary theory and recasts it for the purposes of world literature, by making a case for the continuing relevance of literature in the age of new media. With the examples of fictional and nonfictional writings by Milan Kundera, Witold Gombrowicz and Bohumil Hrabal, Just shows that regional literatures offer differing methods of activating readers and thereby prompting personal change. This book would be of general interest to anyone who wants to explore personal change through literature but is particularly indispensable for literary professionals, researchers, and postgraduate and graduate students.
Transformative Fictions: World Literature and Personal Change (Routledge Studies in Comparative Literature)
by Daniel JustTransformative Fictions: World Literature and Personal Change engages with current debates in world literature over the past twenty years, addressing the nature of literary influence in centers and peripheries, the formation of transnational literary and pedagogical canons, and the role of translation and regionalism in how we relate to texts from around the globe. The author, Daniel Just, argues for a supranational but sub-global perspective of regions that emphasizes practical reasons for reading and focuses on the potential of literary texts to stimulate personal transformation in readers. One of the recurring dilemmas in these debates is the issue of delimitation of world literature. The trouble with the world as a frame of reference is that no single researcher is bound to have the in-depth knowledge and linguistic skills to discuss works from all countries. In response, this book revives literary theory and recasts it for the purposes of world literature, by making a case for the continuing relevance of literature in the age of new media. With the examples of fictional and nonfictional writings by Milan Kundera, Witold Gombrowicz and Bohumil Hrabal, Just shows that regional literatures offer differing methods of activating readers and thereby prompting personal change. This book would be of general interest to anyone who wants to explore personal change through literature but is particularly indispensable for literary professionals, researchers, and postgraduate and graduate students.
The Transformative Humanities: A Manifesto
by Mikhail EpsteinIn his famous classification of the sciences, Francis Bacon not only catalogued those branches of knowledge that already existed in his time, but also anticipated the new disciplines he believed would emerge in the future: the "desirable sciences." Mikhail Epstein echoes, in part, Bacon's vision and outlines the "desirable" disciplines and methodologies that may emerge in the humanities in response to the new realities of the twenty-first century. Are the humanities a purely scholarly field, or should they have some active, constructive supplement? We know that technology serves as the practical extension of the natural sciences, and politics as the extension of the social sciences. Both technology and politics are designed to transform what their respective disciplines study objectively. The Transformative Humanities: A Manifesto addresses the question: Is there any activity in the humanities that would correspond to the transformative status of technology and politics? It argues that we need a practical branch of the humanities which functions similarly to technology and politics, but is specific to the cultural domain.
The Transformative Humanities: A Manifesto
by Mikhail Epstein Igor E. KlyukanovIn his famous classification of the sciences, Francis Bacon not only catalogued those branches of knowledge that already existed in his time, but also anticipated the new disciplines he believed would emerge in the future: the "desirable sciences." Mikhail Epstein echoes, in part, Bacon's vision and outlines the "desirable" disciplines and methodologies that may emerge in the humanities in response to the new realities of the twenty-first century. Are the humanities a purely scholarly field, or should they have some active, constructive supplement? We know that technology serves as the practical extension of the natural sciences, and politics as the extension of the social sciences. Both technology and politics are designed to transform what their respective disciplines study objectively. The Transformative Humanities: A Manifesto addresses the question: Is there any activity in the humanities that would correspond to the transformative status of technology and politics? It argues that we need a practical branch of the humanities which functions similarly to technology and politics, but is specific to the cultural domain.
Transformative Practice in Critical Media Literacy: Radical Democracy and Decolonized Pedagogy in Higher Education (International Studies in Higher Education)
by Steve Gennaro Nolan Higdon Michael HoechsmannTransformative Practice in Critical Media Literacy brings together a diverse selection of essays to examine the knowledge production crisis in higher education and the role that news media and technology play in this process.This text highlights the importance of radical pedagogy and critical media literacy to fight back and reclaim higher education as the battleground for democracy and the embodiment of citizenship. Using a global and social justice lens, it explores the transformative potential of critical media literacy in higher education. It also provides real examples of current critical media literacy practices around the globe and of successful experiences inside classrooms. In an era of fake news, this text fulfils the yearning for critical media literacy to permeate higher education by drawing together practitioners and scholars speaking to journalism students, teacher candidates, and to students, scholars, and activists across a variety of spaces in higher education.This book will be a key resource for scholars, students, policymakers, community members and activists interested in education, politics, youth studies, critical theory, intersectionality, social justice and peace studies, activism, critical media literacy, communication, or media studies.
Transformative Practice in Critical Media Literacy: Radical Democracy and Decolonized Pedagogy in Higher Education (International Studies in Higher Education)
Transformative Practice in Critical Media Literacy brings together a diverse selection of essays to examine the knowledge production crisis in higher education and the role that news media and technology play in this process.This text highlights the importance of radical pedagogy and critical media literacy to fight back and reclaim higher education as the battleground for democracy and the embodiment of citizenship. Using a global and social justice lens, it explores the transformative potential of critical media literacy in higher education. It also provides real examples of current critical media literacy practices around the globe and of successful experiences inside classrooms. In an era of fake news, this text fulfils the yearning for critical media literacy to permeate higher education by drawing together practitioners and scholars speaking to journalism students, teacher candidates, and to students, scholars, and activists across a variety of spaces in higher education.This book will be a key resource for scholars, students, policymakers, community members and activists interested in education, politics, youth studies, critical theory, intersectionality, social justice and peace studies, activism, critical media literacy, communication, or media studies.
Transforming Christian Thought in the Visual Arts: Theology, Aesthetics, and Practice (Routledge Studies in Theology, Imagination and the Arts)
by Sheona Beaumont Madeleine Emerald ThieleThis volume explores how the visual arts are presenting and responding to Christian theology and demonstrates how modern and contemporary artists and artworks have actively engaged in conversation with Christianity. Modern intellectual enquiry has often been reluctant to engage theology as an enriching or useful form of visual analysis, but critics are increasingly revisiting religious narratives and Christian thought in pursuit of understanding our present-day visual culture. In this book an international group of contributors demonstrate how theology is often implicit within artworks and how, regardless of a viewer’s personal faith, it can become implicit in a viewer’s visual encounter. Their observations include deliberate juxtaposition of Christian symbols, imaginative play with theologies, the validation of non-confessional or secular public engagement, and inversions of biblical interpretation. Case studies such as an interactive Easter, glow-sticks as sacrament, and visualisation of the Bible’s polyphonic voices enrich this discussion. Together, they call for a greater interpretative generosity and more nuance around theology’s cultural contexts in the modern era. By engaging with theology, culture, and the visual art, this collection offers a fresh lens through which to see the interaction of religion and art. As such, it will be of great use to those working in Religion and the Arts, Visual Art, Material Religion, Theology, Aesthetics, and Cultural Studies.
Transforming Christian Thought in the Visual Arts: Theology, Aesthetics, and Practice (Routledge Studies in Theology, Imagination and the Arts)
by Sheona Beaumont and Madeleine Emerald ThieleThis volume explores how the visual arts are presenting and responding to Christian theology and demonstrates how modern and contemporary artists and artworks have actively engaged in conversation with Christianity. Modern intellectual enquiry has often been reluctant to engage theology as an enriching or useful form of visual analysis, but critics are increasingly revisiting religious narratives and Christian thought in pursuit of understanding our present-day visual culture. In this book an international group of contributors demonstrate how theology is often implicit within artworks and how, regardless of a viewer’s personal faith, it can become implicit in a viewer’s visual encounter. Their observations include deliberate juxtaposition of Christian symbols, imaginative play with theologies, the validation of non-confessional or secular public engagement, and inversions of biblical interpretation. Case studies such as an interactive Easter, glow-sticks as sacrament, and visualisation of the Bible’s polyphonic voices enrich this discussion. Together, they call for a greater interpretative generosity and more nuance around theology’s cultural contexts in the modern era. By engaging with theology, culture, and the visual art, this collection offers a fresh lens through which to see the interaction of religion and art. As such, it will be of great use to those working in Religion and the Arts, Visual Art, Material Religion, Theology, Aesthetics, and Cultural Studies.
Transforming Ethos: Place and the Material in Rhetoric and Writing
by Rosanne CarloIn Transforming Ethos Rosanne Carlo synthesizes philosophy, rhetorical theory, and composition theory to clarify the role of ethos and its potential for identification and pedagogy for writing studies. Carlo renews focus on the ethos appeal and highlights its connection to materiality and place as a powerful instrument for writing and its teaching—one that insists on the relational and multimodal aspects of writing and makes prominent its inherent ethical considerations and possibilities. Through case studies of professional and student writings as well as narrative reflections Transforming Ethos imagines the ethos appeal as not only connected to style and voice but also a process of habituation, related to practices of everyday interaction in places and with things. Carlo addresses how ethos aids in creating identification, transcending divisions between the self and other. She shows that when writers tell their experiences, they create and reveal the ethos appeal, and this type of narrative/multimodal writing is central to scholarship in rhetoric and composition as well as the teaching of writing. In addition, Carlo considers how composition is becoming compromised by professionalization—particularly through the idea of “transfer”—which is overtaking the critical work of self-development with others that a writing classroom should encourage in college students. Transforming Ethos cements ethos as an essential term for the modern practice and teaching of rhetoric and places it at the heart of writing studies. This book will be significant for students and scholars in rhetoric and composition, as well as those interested in higher education more broadly.
Transforming Language and Literacy Education: New Materialism, Posthumanism, and Ontoethics
by Kelleen TooheyThe field of languages and literacies education is undergoing rapid transformation. Scholarship that draws upon feminist, post-colonial, new material and posthuman ontologies is transcending disciplinary boundaries and disrupting traditional binaries between human and nonhuman, the natural and the cultural, the material and the discursive. In Transforming Language and Literacy Education, editors Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte bring together accessible, conceptually rich stories from internationally diverse authors to guide new practices, new conversations and new thinking among scholars and educators at the forefront of languages and literacies learning. The book addresses these concepts for diverse groups of learners including young children, youth and adults in formal educational and community-based settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.
Transforming Language and Literacy Education: New Materialism, Posthumanism, and Ontoethics
by Kelleen Toohey Suzanne Smythe Diane Dagenais Magali ForteThe field of languages and literacies education is undergoing rapid transformation. Scholarship that draws upon feminist, post-colonial, new material and posthuman ontologies is transcending disciplinary boundaries and disrupting traditional binaries between human and nonhuman, the natural and the cultural, the material and the discursive. In Transforming Language and Literacy Education, editors Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte bring together accessible, conceptually rich stories from internationally diverse authors to guide new practices, new conversations and new thinking among scholars and educators at the forefront of languages and literacies learning. The book addresses these concepts for diverse groups of learners including young children, youth and adults in formal educational and community-based settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.
Transforming Learning Environments: Strategies to Shape the Next Generation (Advances in Educational Administration #16)
by Fayneese Miller Carol Camp-YeakeyWith the influence and pressures of the globalized economy, education systems are at a crossroads and need to find a place and/or identity that reflect new or transformed realities for learning environments. Questions such as to what extent, in what way, and how are we doing will need to be raised and answered before learning environments can begin the work necessary to create people who are ready to enter the globalized workforce. This book will present chapters written from a variety of perspectives to address the question "what is needed within systems of education to prepare the next generation of leaders for a competitive global environment?" The authors focus on such topics as online learning, technology, leadership, and English Language Learners to show the challenges to traditional educational practices and the ways in which learning environments are responding to the new reality of globalization.
Transforming Literacies and Language: Multimodality and Literacy in the New Media Age
by Caroline M. Ho Kate T. Anderson Alvin P. LeongTechnology-mediated communication cannot help but inform our literacies. This book is a reconceptualization of the role of language and pedagogy in what Kress (2003) has termed the new media age. At the heart of the volume is the notion of 'transformation' - a change in discourse practices, meaning making, technology and, as a result, literacy acquisition itself.The chapters look at language as positioned in a hugely multimodal world. Communication extends beyond the traditional realms of discourse, from the collaborative efforts of wikis to the hybrid speech and text of online messaging. These new areas of meaning-making are excellent and extremely important avenues to explore for academics interested in applied linguistics, language and literature, language acquisition and multimodality.
Transforming Literacy Curriculum Genres: Working With Teacher Researchers in Urban Classrooms
by Christine C. Pappas Liliana ZeckerIn this volume, university researchers and urban elementary teacher-researchers coauthor chapters on the teachers' year-long inquiries, on a range of literacy topics that they conducted as part of a collaborative school-university action research project. Central to this project was the teacher-researchers' attempts to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and their finding that their inquiry efforts resulted in developing more collaborative styles of teaching. Because the everyday interactions between teachers and students are realized by the social talk in the classroom, the university- and teacher-researchers analyzed classroom discourse to study and document the teachers' efforts to make changes in the locus of power in literacy teaching and learning. The chapters include many classroom discourse examples to illustrate the critical points or incidents of these teachers' inquiries. They show the successes and the struggles involved in shedding teacher-controlled patterns of talk. This book explores the process of urban teachers' journeys to create dialogically organized literacy instruction in particular literacy routines--called, in this book, curriculum genres. The book is organized in terms of these curriculum genres, such as writing curriculum genres, reading-aloud curriculum genres, drama curriculum genres, and so forth. Teacher inquiries were conducted in various elementary grade levels, from kindergarten through grade eight. Three occurred in bilingual classrooms and one in a special education classroom. The first and last chapters, written by the editors, provide the background, theoretical, and methodological underpinnings of the project.
Transforming Literacy Curriculum Genres: Working With Teacher Researchers in Urban Classrooms
by Christine C. Pappas Liliana ZeckerIn this volume, university researchers and urban elementary teacher-researchers coauthor chapters on the teachers' year-long inquiries, on a range of literacy topics that they conducted as part of a collaborative school-university action research project. Central to this project was the teacher-researchers' attempts to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and their finding that their inquiry efforts resulted in developing more collaborative styles of teaching. Because the everyday interactions between teachers and students are realized by the social talk in the classroom, the university- and teacher-researchers analyzed classroom discourse to study and document the teachers' efforts to make changes in the locus of power in literacy teaching and learning. The chapters include many classroom discourse examples to illustrate the critical points or incidents of these teachers' inquiries. They show the successes and the struggles involved in shedding teacher-controlled patterns of talk. This book explores the process of urban teachers' journeys to create dialogically organized literacy instruction in particular literacy routines--called, in this book, curriculum genres. The book is organized in terms of these curriculum genres, such as writing curriculum genres, reading-aloud curriculum genres, drama curriculum genres, and so forth. Teacher inquiries were conducted in various elementary grade levels, from kindergarten through grade eight. Three occurred in bilingual classrooms and one in a special education classroom. The first and last chapters, written by the editors, provide the background, theoretical, and methodological underpinnings of the project.
Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued (NCTE-Routledge Research Series)
by Maneka Deanna BrooksGrounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.
Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued (NCTE-Routledge Research Series)
by Maneka Deanna BrooksGrounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.