Many available books say that a particular approach, framework, philosophy, or method is the key to a rosy future for the social sciences, psychology, or cultural studies. However, they make these claims separately and in technical and specialized ways. This book addresses all of these aspects at once in a lively and generalist way. Unusual about it is its seamless flow across a large range of fields and issues. Rare about it is the emotional tension it builds and sustains. Unique about it is that, while grounding and orienting the human sciences, it addresses the largest questions of...

This critical anthology presents original scholarship and materials about the prominent dramatist and concentration camp memoir writer Elsa Porges-Bernstein (1866-1949). The individual scholarly contributions provide new insights into the issue of multiple identity and allegiance in the first half of the twentieth century. Bernstein was a Germanophile and, according to Nazi ideology, a Jew; she also assumed the traditional roles of mother and housewife; finally, she was a feminist and a socialite related to the Wagner family. The complexity and conflictedness of Elsa Porges-Bernstein appeals...

Henry Giroux is one of the world s leading contemporary critical, social, educational, and cultural theorists. Reading and Teaching Henry Giroux demonstrates how his writings can be used in universities, schools, and in cultural production in a very practical fashion. Giroux s works, along with the voices of students and teachers will enable professors, teachers, cultural workers, public intellectuals, policymakers, parents, and students to work toward building democratic societies."

What does liberal/general education mean, in promise and practice? Debate about what a college degree should be is as relevant today as it was two hundred years ago. This book respects the complexities and concepts of liberal and general, pushing at their historical and rhetorical legacies to redefine and reaffirm their potential in a new age. Faculty and administrators from across the seventeen colleges of the City University of New York (CUNY), the nation s largest urban public university, re-examine these critical issues. Through recollection, vision, debate, and...

Describing a new narrative research approach, this book focuses on difficulty in teaching practices, particularly at the site of the professional teaching self. A thoughtful approach to narrative research is foundationally constructed through the use of thirteen original stories. Leah C. Fowler writes theoretically, narratively, and autobiographically to illustrate her narrative method of working. Her theory, along with internarrative exemplars, addresses a need for deeper inquiry into narrative research. The seven orbitals of scholarly narrative analysis include naive storying, psychological...

Contents: Victor C. Simpson: Introduction Manuel A. Alonso: La Negrita y la Vaquita Matias Gonzalez Garcia: La Gloria de don Ramiro Alfredo Collado Martell: Un Corazon De Pura Sangre Abelardo Diaz Alfaro: El Cuento del Baquine Jose Luis Gonzalez: La Galeria; En Este Lado Luis Quero Chiesa: Jose Campeche Salvador M. de Jesus: Lagrimas de Mangle Luis Rafael Sanchez: Aleluya Negra Carmelo Rodriguez Torres: Paraiso Ana Lydia Vega: Encancaranublado; Otra Maldad de Pateco Mayra Santos Febres: Marina y Su Olor."

No twentieth-century woman/teacher has provoked as much interest and perplexity as Sylvia Ashton-Warner (1908-1984). Her life reveals the fascinating dilemmas of classroom erotics, the dangers of intimacy in teaching and learning, the difficult and ambiguous nature of post-heterosexual attachments in women s biographies, and the powerful fantasy that the objects of teaching lives are other than our own teaching selves. Provocations: Sylvia Ashton-Warner and Excitability in Education provides a groundbreaking and timely feminist re-visioning of Ashton-Warner. This book speaks not only...

Introducing the concept of cinematic education defined as pedagogy infused by the moving image this volume explores the historical, theoretical, and practical basis for using film in kindergarten through post-secondary classrooms. Its scholarly inquiry into the meaning film can bring to teaching and learning extends a vast literature on film theory. At the same time it broadens the scope of cultural studies in education to include a more thorough consideration of the day-to-day political dimensions of the cinematic in K-12 public and private classrooms."

This book, the final installment of a two-volume history of French lordship, examines the role of lordship in old regime society, the internal structures and administration of lordship including the seigneurial dues, domain-farms, forests and common lands, and serfdom and seigneurial justice. In addition, the book reviews the regional patterns of lordship, and concludes with an examination of lordship from 1770 to 1789, the years immediately preceding the French Revolution."

This daring work argues that the traumas of the twentieth century form the backdrop of a subjectivity marked by the drive for survival, and that sublime figurations are the aesthetic marker of that drive. Hence, the works of Jean Francois Lyotard, Samuel Beckett, and Marguerite Duras can be understood only with reference to the postmodern conception of the sublime. The sublime becomes a central modality for bearing witness to the terrors of history and to the possibilities of writing in their wake. This book will be of special value to those concerned with aesthetic and literary theory,...