|Early Modern Histories of Time The Periodizations of Sixteenth- and Seventeenth-Century England||Early Modern Histories of Time The Periodizations of Sixteenth- and Seventeenth-Century England||Poole, Kristen||Williams, Owen||University of Pennsylvania Press ||Philadelphia, PA||2019||https://www.amazon.com/Early-Modern-Histories-Time-Seventeenth-Century/dp/0812251520/ref=sr_1_1?keywords=Kristen+Poole+and+Owen+Williams&qid=1574171357&s=books&sr=1-1||<p><em>Early Modern Histories of Time</em> examines how a range of chronological modes intrinsic to the sixteenth and seventeenth centuries shaped the thought-worlds of those living during this time and explores how these temporally indigenous models can productively influence our own working concepts of historical period. This innovative approach thus moves beyond debates about where we should divide linear time (and what to call the ensuing segments) to reconsider the very concept of "period." Bringing together an eminent cast of literary scholars and historians, the volume develops productive historical models by drawing on the very texts and cultural contexts that are their objects of study. What happens to the idea of "period" when English literature is properly placed within the dynamic currents of pan-European literary phenomena? How might we think of historical period through the palimpsested nature of buildings, through the religious concept of the secular, through the demographic model of the life cycle, even through the repetitive labor of laundering? From theology to material culture to the temporal constructions of Shakespeare, and from the politics of space to the poetics of typology, the essays in this volume take up diverse, complex models of sixteenth- and seventeenth-century temporality and contemplate their current relevance for our own ideas of history. The volume thus embraces the ambiguity inherent in the word "contemporary," moving between our subjects' sense of self-emplacement and the historiographical need to address the questions and concerns that affect us today.</p>||kpoole|
|The Power of Teacher Talk||The Power of Teacher Talk||Bieler, Deborah||Teachers College Press ||2019||https://www.amazon.com/gp/product/0807759570/ref=dbs_a_def_rwt_bibl_vppi_i0||<p><em>The Power of Teacher Talk</em> investigates the connections between two persistent educational challenges: high numbers of students who drop out and of teachers who leave the profession. Based on a study of thousands of daily interactions between new justice-oriented English teachers and their students, this book proposes that teachers who show a commitment to equity in their communications can positively affect student retention and are more likely to remain in the profession. Blending vivid descriptions of classroom life with equity and language research, the author urges teachers to be aware of and intentional about the power of their interactions with students―in everything from their classroom décor and informal hallway chats to their responses to challenging moments during class and in after-class discussions. This must-read book shifts the narrative on what kinds of teaching practices matter and how teachers can and do work toward equity.</p>||deb|
|Feminism and Intersectionality in Academia: Women’s Narratives and Experiences in Higher Education||Feminism and Intersectionality in Academia: Women’s Narratives and Experiences in Higher Education||Flynn, Jill||Shelton, Stephanie Anne, Groseland, Tanetha Jamaey (Eds.)||Springer||2018||https://link.springer.com/book/10.1007%2F978-3-319-90590-7#about||<p>This edited volume explores the diversities and complexities of women’s experiences in higher education. Its emphasis on personal narratives provides a forum for topics not typically found in in print, such as mental illness, marital difficulties, and gender identity. The intersectional narratives afford typically disenfranchised women opportunities to share experiences in ways that de-center standard academic writing, while simultaneously making these stories accessible to a range of readers, both inside and outside higher education.<br></p>||jeflynn|
|Black in America||Black in America||Edwards, Jessica||Broadview Press||2018||https://broadviewpress.com/product/black-in-america/?ph=520e08a63daa08ffebfa06f6#tab-companion-site||<p>B<em>lack in America</em> samples the breadth of non-fiction writing on African American experiences in the United States. The emphasis is on twenty-first-century authors such as Ta-Nehisi Coates, Claudia Rankine, and Roxane Gay, but a substantial representation of vitally important writing from other eras is also included, from Olaudah Equiano and Sojourner Truth to James Baldwin, Audre Lorde, and Alice Walker; in all there are over 50 selections. Selections are arranged by author in rough chronological order; the book also includes alternative tables of contents listing material by thematic subject and by genre and rhetorical style. A headnote, explanatory notes, and discussion questions facilitate student engagement with each piece.</p>||edwardsj|
|One Rough Life: Ted Ashlaw: Adirondack Lumber Camp and Barroom Singer||One Rough Life: Ted Ashlaw: Adirondack Lumber Camp and Barroom Singer||Bethke, Robert||TAUNY Publications in Regional Folkways||2018||https://tauny-folkstore.myshopify.com/products/one-rough-life-ted-ashlaw-adirondack-lumber-camp-and-barron||<p>This is the first folklore fieldwork case study with ethnographic
and musicological focus, and contextual photographs, devoted to a
northern New York State career-long Adirondack logger. The
book includes texts, tunes, and annotations for 35 British, Irish, and
American folk ballads and songs sung unaccompanied, as learned by Ted
Ashlaw mainly through oral tradition ca. 1910-1950. Two CDs that come with
the book present the singing as field collected by the
author during the 1970s. Additional details about the book along
with ordering information are found at www. tauny.org.</p><p>
|The Bible on the Shakespearean Stage: Cultures of Interpretation in Reformation England||The Bible on the Shakespearean Stage: Cultures of Interpretation in Reformation England||Poole, Kristen||Thomas Fulton||Cambridge University Press||2018||https://www.cambridge.org/core/books/bible-on-the-shakespearean-stage/CB324C9FA456A5D4562C9BA6DA3CD245||<p>The Bible was everywhere in Shakespeare's England. Through sermons, catechisms, treatises, artwork, literature and, of course, biblical reading itself, the stories and language of the Bible pervaded popular and elite culture. In recent years, scholars have demonstrated how thoroughly biblical allusions saturate Shakespearean plays. But Shakespeare's audiences were not simply well versed in the Bible's content - they were also steeped in the practices and methods of biblical interpretation. Reformation and counter-reformation debate focused not just on the biblical text, but - crucially - on how to read the text. The Bible on the Shakespearean Stage is the first volume to integrate the study of Shakespeare's plays with the vital history of Reformation practices of biblical interpretation. Bringing together the foremost international scholars in the field of 'Shakespeare and the Bible', these essays explore Shakespeare's engagement with scriptural interpretation in the tragedies, histories, comedies, and romances.<br></p>||kpoole|
|Of Sheep, Oranges, and Yeast: A Multispecies Impression||Of Sheep, Oranges, and Yeast: A Multispecies Impression||Yates, Julian||University of Minnesota Press||2017||https://www.upress.umn.edu/book-division/books/of-sheep-oranges-and-yeast||<p>In what senses do animals, plants, and minerals “write”? How does their “writing” mark our lives—our past, present, and future? Addressing such questions with an exhilarating blend of creative flair and theoretical depth, <em>Of Sheep, Oranges, and Yeast</em> traces how the lives of, yes, sheep, oranges, gold, and yeast mark the stories of those animals we call “human.”</p><p>Bringing together often separate conversations in animal studies, plant studies, ecotheory, and biopolitics, <em>Of Sheep, Oranges, and Yeast</em> crafts scripts for literary and historical study that embrace the fact that we come into being through our relations to other animal, plant, fungal, microbial, viral, mineral, and chemical actors. The book opens and closes in the company of a Shakespearean character talking through his painful encounter with the skin of a lamb (in the form of parchment). This encounter stages a visceral awareness of what Julian Yates names a “multispecies impression,” the way all acts of writing are saturated with the “writing” of other beings. Yates then develops a multimodal reading strategy that traces a series of anthropo-zoo-genetic figures that derive from our comaking with sheep (keyed to the story of biopolitics), oranges (keyed to economy), and yeast (keyed to the notion of foundation or infrastructure).</p><p>Working with an array of materials (published and archival), across disciplines and historical periods (Classical to postmodern), the book allows sheep, oranges, and yeast to dictate their own chronologies and plot their own stories. What emerges is a methodology that fundamentally alters what it means to read in the twenty-first century. </p>||jyates|
|Negotiating Disability||Negotiating Disability||Kerschbaum, Stephanie||Laura T. Eisenman, and James M. Jones||University of Michigan Press||Ann Arbor, MI||2017||https://www.press.umich.edu/9426902/negotiating_disability||<p>Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies. </p>||kersch|
|The Social Life of Maps in America, 1750-1860||The Social Life of Maps in America, 1750-1860||Brückner, Martin||Omohundro Institute of Early American History & Culture and UNCP||Chapel Hill, NC||2017||https://www.uncpress.org/book/9781469632605/the-social-life-of-maps-in-america-1750-1860/||<p><em>Winner of the 2018 Fred B. Kniffen Book Award, International Society for Landscape, Place, and Material Culture</em><br></p><p>In the age of MapQuest and GPS, we take cartographic literacy for granted. We should not; the ability to find meaning in maps is the fruit of a long process of exposure and instruction. A "carto-coded" America--a nation in which maps are pervasive and meaningful--had to be created. <em>The Social Life of Maps</em> tracks American cartography's spectacular rise to its unprecedented cultural influence.Between 1750 and 1860, maps did more than communicate geographic information and political pretensions. They became affordable and intelligible to ordinary American men and women looking for their place in the world. School maps quickly entered classrooms, where they shaped reading and other cognitive exercises; giant maps drew attention in public spaces; miniature maps helped Americans chart personal experiences. In short, maps were uniquely social objects whose visual and material expressions affected commercial practices and graphic arts, theatrical performances and the communication of emotions. This lavishly illustrated study follows popular maps from their points of creation to shops and galleries, schoolrooms and coat pockets, parlors and bookbindings. Between the decades leading up to the Revolutionary War and the Civil War, early Americans bonded with maps; Martin Brückner's comprehensive history of quotidian cartographic encounters is the first to show us how.</p>||mcb|
|Alphabet Year||Alphabet Year||Miller-Duggan, Devon||Wipf and Stock||2017||https://wipfandstock.com/alphabet-year.html||<p>These poems started with a bag of children's beach toys--primary-colored alphabet sand-molds--and a quiet afternoon. They ended up needing a spreadsheet to keep track of the first words. "Love" is the "L" word for all the disorderly abecedarians because it creates a thread with which to gather all the ribbons of art, religion, human cruelty, anger, and the infinite intrusions by the random that both buffer us from a frequently distressing world and buffet us with that same world's constant noise. Because the proper abecedarians have a more orderly arrangement with the universe simply by virtue of progressing through the alphabet the way it's supposed to line up, the "L" words shift and wiggle even as the poems fun-house-mirror each other. Ultimately, the poems reach for peace without demanding either understanding, or patience, deciding that it is not only necessary, but lovely to dance with the monsters underneath our beds.<br></p>||dmd|
|For All Waters: Finding Ourselves in Early Modern Wetscapes||For All Waters: Finding Ourselves in Early Modern Wetscapes||Duckert, Lowell||University of Minnesota Press||2017||https://www.upress.umn.edu/book-division/books/for-all-waters||<p>
Lowell Duckert shows that when playwrights and travel writers physically interacted with rivers, glaciers, monsoons, and swamps, they composed “hydrographies,” or bodily and textual assemblages of human and nonhuman things that dissolved notions of human autonomy and its singular narrativity. Duckert concludes by investigating waterscapes in peril today and outlining what we can learn from early moderns’ eco-ontological lessons.<br></p>||lduckert|
|Veer Ecology: A Companion for Environmental Thinking||Veer Ecology: A Companion for Environmental Thinking||Duckert, Lowell||Jeffrey Jerome Cohen||University of Minnesota Press||2017||https://www.upress.umn.edu/book-division/books/veer-ecology||<p><em>Veer Ecology </em>is a groundbreaking guide for the twenty-first century, with the editors asking thirty brilliant thinkers to each propose one verb that stresses the forceful potential of inquiry, weather, biomes, apprehensions, and desires to swerve and sheer. Each term is accompanied by a concise essay contextualizing its meaning in times of resource depletion, environmental degradation, and global climate change.<br></p>||lduckert|
|Food Fight: GMOS and the Future of the American Diet||Food Fight: GMOS and the Future of the American Diet||Jenkins, McKay||Avery||2017||https://www.penguinrandomhouse.com/books/318796/food-fight-by-mckay-jenkins/9781101982204/||<p>Are GMOs really that bad? A prominent environmental journalist takes a fresh look at what they actually mean for our food system and for us.</p><p>In the past two decades, GMOs have come to dominate the American diet. Advocates hail them as the future of food, an enhanced method of crop breeding that can help feed an ever-increasing global population and adapt to a rapidly changing environment. Critics, meanwhile, call for their banishment, insisting GMOs were designed by overeager scientists and greedy corporations to bolster an industrial food system that forces us to rely on cheap, unhealthy, processed food so they can turn an easy profit. In response, health-conscious brands such as Trader Joe’s and Whole Foods have started boasting that they are “GMO-free,” and companies like Monsanto have become villains in the eyes of average consumers.</p><p>Where can we turn for the truth? Are GMOs an astounding scientific breakthrough destined to end world hunger? Or are they simply a way for giant companies to control a problematic food system? </p><p>Environmental writer McKay Jenkins traveled across the country to answer these questions and discovered that the GMO controversy is more complicated than meets the eye. He interviewed dozens of people on all sides of the debate—scientists hoping to engineer new crops that could provide nutrients to people in the developing world, Hawaiian papaya farmers who credit GMOs with saving their livelihoods, and local farmers in Maryland who are redefining what it means to be “sustainable.” The result is a comprehensive, nuanced examination of the state of our food system and a much-needed guide<strong> </strong>for consumers to help them make more informed choices about what to eat for their next meal.<br></p>||mckay|
|The Oxford Handbook of Adaptation Studies||The Oxford Handbook of Adaptation Studies||Leitch, Thomas||Oxford University Press||2017||https://global.oup.com/academic/product/the-oxford-handbook-of-adaptation-studies-9780199331000||<p>This collection of forty new essays, written by the leading scholars in adaptation studies and distinguished contributors from outside the field, is the most comprehensive volume on adaptation ever published. Written to appeal alike to specialists in adaptation, scholars in allied fields, and general readers, it hearkens back to the foundations of adaptation studies a century and more ago, surveys its ferment of activity over the past twenty years, and looks forward to the future. It considers the very different problems in adapting the classics, from the Bible to <em>Frankenstein</em> to Philip Roth, and the commons, from online mashups and remixes to adult movies. It surveys a dizzying range of adaptations around the world, from Latin American telenovelas to Czech cinema, from Hong Kong comics to <em>Classics Illustrated</em>, from Bollywood to zombies, and explores the ways media as different as radio, opera, popular song, and videogames have handled adaptation. Going still further, it examines the relations between adaptation and such intertextual practices as translation, illustration, prequels, sequels, remakes, intermediality, and transmediality. The volume's contributors consider the similarities and differences between adaptation and history, adaptation and performance, adaptation and revision, and textual and biological adaptation, casting an appreciative but critical eye on the theory and practice of adaptation scholars--and, occasionally, each other. <em>The Oxford Handbook of Adaptation Studies </em>offers specific suggestions for how to read, teach, create, and write about adaptations in order to prepare for a world in which adaptation, already ubiquitous, is likely to become ever more important.<br></p>||tleitch|
|The Prentice Hall Reader, 12th Edition||The Prentice Hall Reader, 12th Edition||Miller, George||Jon Miller||Pearson||2017||https://www.pearson.com/us/higher-education/program/Miller-The-Prentice-Hall-Reader-12th-Edition/PGM328460.html||<p><em>The Prentice Hall Reader</em> helps students organize their writing around structural patterns and engage in these patterns by reading. These patterns help students organize their knowledge to see different ways in which information can be conveyed. Most commonly used in academic writing, the structural patterns will guide students through skills such as narration, description, classification, comparison, explanation, analysis, definition, and argument – across all subject matter they may encounter in their academic work.</p><p>The 12th Edition expands on previous editions with 43 essays. This includes 26 new essays, 11 written by students, and 27 that employ examples of the organizational strategies emphasized throughout the book, used in academic and literary texts, and visuals. Readings are chosen based on how well they demonstrate a particular pattern of organization, appeal to an audience of first-year students, and promote interesting discussion and writing activities.<br></p>||miller|
|After Disasters||After Disasters||Dinh, Viet||Little A||Newburyport, MA||2016||https://www.amazon.com/After-Disasters-Viet-Dinh/dp/1477849998||Beautifully and hauntingly written, After Disasters is told through the eyes of four people in the wake of a life-shattering earthquake in India. An intricate story of love and loss weaves together the emotional and intimate narratives of Ted, a pharmaceutical salesman turned member of the Disaster Assistance Response Team; his colleague Piotr, who still carries with him the scars of the Bosnia conflict; Andy, a young firefighter eager to prove his worth; and Dev, a doctor on the ground racing against time and dwindling resources. Through time and place, hope and tragedy, love and lust, these four men put their lives at risk in a country where danger lurks everywhere.
O. Henry Prize-winning author Viet Dinh takes us on a moving and evocative journey through an India set with smoky funeral pyres, winding rivers that hold prayers and the deceased, and the rubble of Gujarat, a crumbling place wavering between life and death. As the four men fight to impose order on an increasingly chaotic city, where looting and threats of violence become more severe, they realize the first lives they save might be their own.||vdinh|
|ContamiNation: My Quest to Survive in a Toxic World||ContamiNation: My Quest to Survive in a Toxic World||Jenkins, McKay||Avery||New York||2016||http://www.amazon.com/ContamiNation-Quest-Survive-Toxic-World/dp/0399573402||An investigation into the dangers of the chemicals present in our daily lives, along with practical advice for reducing these toxins in our bodies and homes, from acclaimed journalist McKay Jenkins.
A few years ago, journalism professor McKay Jenkins went in for a routine medical exam. What doctors found was not routine at all: a tumor, the size of a navel orange, was lurking in his abdomen. When Jenkins returned to the hospital to have the tumor removed, he was visited by a couple of researchers with clipboards. They had some questions for him. Odd questions. How much exposure had he had to toxic chemicals and other contaminants? Asbestos dust? Vinyl chlorine? Pesticides? A million questions, all about seemingly obscure chemicals. Jenkins, an exercise nut and an enviro-conscious, organic-garden kind of guy, suddenly realized he'd spent his life marinating in toxic stuff, from his wall-to-wall carpeting, to his dryer sheets, to his drinking water. And from the moment he left the hospital, he resolved to discover the truth about chemicals and the "healthy" levels of exposure we encounter each day as Americans.
Jenkins spent the next two years digging, exploring five frontiers of toxic exposure-the body, the home, the drinking water, the lawn, and the local box store-and asking how we allowed ourselves to get to this point. He soon learned that the giants of the chemical industry operate virtually unchecked, and a parent has almost no way of finding out what the toy her child is putting in his or her mouth is made of. Most important, though, Jenkins wanted to know what we can do to turn things around. Though toxins may be present in products we all use every day--from ant spray, perfume, and grass seed to shower curtains and, yes, baby shampoo--there are ways to lessen our exposure. ContamiNation is an eye-opening report from the front lines of consumer advocacy.||mckay|
|The American School of Empire||The American School of Empire||Larkin, Edward||Cambridge University Press||New York||2016||http://www.cambridge.org/us/academic/subjects/history/early-republic-and-antebellum-history/american-school-empire||Early American artists and political thinkers wrestled with the challenges of forming a cohesive, if not coherent, culture and political structure to organize the young republic and its diverse peoples. The American School of Empire shows how this American idea of empire emerged through a dialogue with British forms of empire, becoming foundational to how the US organized its government and providing early Americans with the framework for thinking about the relations between states and the disparate peoples and cultures that defined them. Edward Larkin places special emphasis on the forms of the novel and history painting, which were crucial vehicles for the articulation of the American vision of empire in the late eighteenth and early nineteenth centuries.||elarkin|
|Object Oriented Environs||Object Oriented Environs||Yates, Julian||Jeffrey Jerome Cohen||Punctum Books||New York||2016||http://punctumbooks.com/titles/object-oriented-environs/||Object Oriented Environs is the lively archive of a critical confluence between the environmental turn so vigorous within early modern studies, and thing theory (object oriented ontology, vibrant materialism, the new materialism and speculative realism). The book unfolds a conversation that attempts to move beyond anthropocentrism and examine nonhumans at every scale, their relations to each other, and the ethics of human enmeshment within an agentic material world. The diverse essays, reflections, images and ephemera collected here offer a laboratory for probing the mystery and potential autonomy of objects, in their alliances and in performance.
The book is the trace of an event-space crafted over a day of conversation in two seminars at the Shakespeare Association of America meeting in 2014 in St. Louis and offers its nineteen essays as the end to the work-cycle of the collective we crafted that day. It is a noisy collation, full of bees, bushes, laundry, crutches, lists, poems, plague vectors, planks, chairs, rain, shoes, meat, body parts, books, and assorted humans (living and dead), and also a repertoire of dance steps, ways of configuring the relations between subject and object, actors or actants (human and otherwise). It is also a book that asks readers to ponder their environs, to consider the particularities of their world, of their reading experiences, and to consider what orders of meaning we might be able to derive from attending closely to all the very many things we come into being with.
Contributors include: Lizz Angello, Sallie Anglin, Keith M. Botelho, Patricia A. Cahill, Jeffrey Cohen, Drew Daniel, Christine Hoffmann, Neal Klomp, Julia Lupton, Vin Nardizzi, Tara Pedersen, Tripthi Pillai, Karen Raber, Pauline Reid, Emily Rendek, Lindsey Row-Heyveld, Debapriya Sarkar, Rob Wakeman, Jennifer Waldron, Luke Wilson, and Julian Yates.||jyates|
|An Empire of Air and Water: Uncolonizable Space in British Imagination, 1750-1850||An Empire of Air and Water: Uncolonizable Space in British Imagination, 1750-1850||Carroll, Siobhan||University of Pennsylvania Press||Philadelphia||2015||http://www.upenn.edu/pennpress/book/15349.html||Planetary spaces such as the poles, the oceans, the atmosphere, and subterranean regions captured the British imperial imagination. Intangible, inhospitable, or inaccessible, these blank spaces--what Siobhan Carroll calls "atopias"--existed beyond the boundaries of known and inhabited places. The eighteenth century conceived of these geographic outliers as the natural limits of imperial expansion, but scientific and naval advances in the nineteenth century created new possibilities to know and control them. This development preoccupied British authors, who were accustomed to seeing atopic regions as otherworldly marvels in fantastical tales. Spaces that an empire could not colonize were spaces that literature might claim, as literary representations of atopias came to reflect their authors' attitudes toward the growth of the British Empire as well as the part they saw literature playing in that expansion.
Siobhan Carroll interrogates the role these blank spaces played in the construction of British identity during an era of unsettling global circulations. Examining the poetry of Samuel T. Coleridge and George Gordon Byron and the prose of Sophia Lee, Mary Shelley, and Charles Dickens, as well as newspaper accounts and voyage narratives, she traces the ways Romantic and Victorian writers reconceptualized atopias as threatening or, at times, vulnerable. These textual explorations of the earth's highest reaches and secret depths shed light on persistent facets of the British global and environmental imagination that linger in the twenty-first century.||sicarrol|
|Elemental Ecocriticism: Thinking with Earth, Air, Water, and Fire||Elemental Ecocriticism: Thinking with Earth, Air, Water, and Fire||Duckert, Lowell||Jeffrey Jerome Cohen||University of Minnesota Press||2015||https://www.upress.umn.edu/book-division/books/elemental-ecocriticism||<p>Decentering the human, the essays collected in <em>Elemental Ecocriticism </em>provide important correctives to the idea of the material world as mere resource. A renewed intimacy with the elemental holds the potential for a more dynamic environmental ethics and the possibility of a reinvigorated materialism.<br></p>||lduckert|
|The Oxford Guide for Writing Tutors: Practice and Research||The Oxford Guide for Writing Tutors: Practice and Research||Ianetta, Melissa||Lauren Fitzgerald||Oxford University Press||Oxford||2015||https://global.oup.com/academic/product/the-oxford-guide-for-writing-tutors-9780199941841?cc=us&lang=en&||Distinctive features
Includes scholarship authored by undergraduate tutor-researchersProvides extensive references to and bibliographic citations of the scholarship of the fieldOffers references to research that supports and challenges disciplinary common knowledgeContains assignments designed to support discussion, writing, and inquiry||ianetta|
|Toward a New Rhetoric of Difference||Toward a New Rhetoric of Difference||Kerschbaum, Stephanie||National Council of Teachers of English||Urbana, IL||2015||https://secure.ncte.org/store/toward-a-new-rhetoric-of-difference||Unlike much current writing studies research, Toward a New Rhetoric of Difference addresses conversations about diversity in higher education, institutional racism, and the teaching of writing by taking a microinteractional look at the ways people define themselves and are defined by others within institutional contexts.
Focusing on four specific peer review moments in a writing classroom, Stephanie L. Kerschbaum reveals the ways in which students mark themselves and others, as well as how these practices of marking are contextualized within writing programs and the broader institution.
Kerschbaum's unique approach provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies, as well as sociolinguistic analyses of classroom discourse that are coordinated with students' writing and the moves they make around that writing.
Each of these analyses is grounded in an approach to difference that understands it to be dynamic, relational, and emergent-in-interaction, a theory developed out of Bakhtin's ethical scholarship, the author's lived experience of deafness, and close attention to students' interactions with one another in the writing classroom.
Toward a New Rhetoric of Difference enriches the teaching of writing by challenging forms of institutional racism, enabling teachers to critically examine their own positioning and positionality vis-a-vis their students, and highlighting the ways that differences motivate rich relationship building within the classroom.||kersch|
|Ambition: Essays by Members of the Chrysostom Society||Ambition: Essays by Members of the Chrysostom Society||Walker, Jeanne||Luci Shaw||Cascade Books||Eugene, OR||2015||http://chrysostomsociety.org/2015/09/ambition/||In a world of selfies and social media, where each of us reach for "fifteen minutes of fame," as Andy Warhol put it, is it good or bad to have ambition? Without ambition how is it possible to do anything well? But ambition can feed on itself, take over, become insatiable. A goal, duly accomplished, often leads to greater plans. Success with those plans leads to even grander possibilities, and soon blatant ambition is running the whole show.
Nine members of the Chrysostom Society of Writers asked themselves what role ambition has played in their lives. The volume, Ambition, is the result: a collection of essays in which, with striking honesty, they muse on their own motivations and experiences of ambition. The book contains a fascinating spectrum of responses and cautions, ranging from Diane Glancy's praise of ambition as a gift, to Eugene Peterson's narrative about how busyness can become spiritually crippling. Along the way Dain Trafton ponders his family's respect for ambition, on the one hand, and on the other, biblical condemnations of overweening pride. Erin McGraw argues that the extent to which ambition is good or bad depends upon the goal, the what for which one is ambitious. Jeanne Murray Walker wrestles with the ambivalences that accompany the gender-specific challenges of a woman with ambitions, while Gina Ochsner offers an entertaining appraisal of ambition's insatiability. Luci Shaw recounts her ambivalence regarding her literary acknowledgment. And Emily Griffin reflects on her own wrestling with the lure of "Fame." Finally, Bret Lott urges that wherever we are, having achieved our ambitions or still struggling with them, they should take a back seat to gratitude.
The purpose of Ambition is to inspire honest self-searching. It will encourage readers to probe their own identities and purposes, helping them to find a balance between hubris and self-abnegation. What is the legitimate role of ambition in a sane and ethical person's life? Does gender affect ambition? What does it mean to be justifiably ambitious for our children? How can we set and maintain limits for ambition in our own lives? These questions may be more urgent now than they have ever been. The fresh and original thinking of well-known and widely-published authors will challenge the readers' pre-conceptions, leaving them to ponder their own deeper reasons for doing what they do.||jwalker|
|Cultures of Obsolescence: History, Materiality, and the Digital Age||Cultures of Obsolescence: History, Materiality, and the Digital Age||Wasserman, Sarah||Babette B. Tischleder||Palgrave Macmillan||New York||2015||http://www.palgrave.com/page/detail/cultures-of-obsolescence-babette-b-tischleder/?K=9781137470898||Obsolescence is fundamental to the experience of modernity, not simply one dimension of an economic system. The contributors to this book investigate obsolescence as a historical phenomenon, an aesthetic practice, and an affective mode. Because obsolescence depends upon the supersession and disappearance of what is old and outmoded, this volume sheds light on what usually remains unseen or overlooked. Calling attention to the fact that obsolescence can structure everything from the self to the skyscraper, Cultures of Obsolescence asks readers to rethink existing relationships between the old and the new. Moreover, the essays in this volume argue for the paradoxical ways in which subjects and their concepts of the human, of newness, and of the future are constituted by a relationship to the obsolete.||swasser|
|The B Side: The Death of Tin Pan Alley and the Rebirth of the Great American Song||The B Side: The Death of Tin Pan Alley and the Rebirth of the Great American Song||Yagoda, Ben||Riverhead Books||New York||2015||http://www.barnesandnoble.com/w/the-b-side-ben-yagoda/1119671287||Everybody knows and loves the American Songbook. But it's a bit less widely understood that in about 1950, this stream of great songs more or less dried up. All of a sudden, what came over the radio wasn't Gershwin, Porter, and Berlin, but <br>Come on-a My House" and "How Much Is That Doggie in the Window?" Elvis and rock and roll arrived a few years later, and at that point the game was truly up. What happened, and why? In The B Side, acclaimed cultural historian Ben Yagoda answers those questions in a fascinating piece of detective work. Drawing on previously untapped archival sources and on scores of interviews, the voices include Randy Newman, Jimmy Webb, Linda Ronstadt, and Herb Alpert the book illuminates broad musical trends through a series of intertwined stories. Among them are the battle between ASCAP and Broadcast Music, Inc.; the revolution in jazz after World War II; the impact of radio and then television; and the bitter, decades-long feud between Mitch Miller and Frank Sinatra.
The B Side is about taste, and the particular economics and culture of songwriting, and the potential of popular art for greatness and beauty. It's destined to become a classic of American musical history.||byagoda|
|Reading Sounds Closed-Captioned Media and Popular Culture||Reading Sounds Closed-Captioned Media and Popular Culture||Zdenek, Sean||The University of Chicago Press||Chicago, IL||2015||https://press.uchicago.edu/ucp/books/book/chicago/R/bo21933882.html||<p>Imagine a common movie scene: a hero confronts a villain. Captioning such a moment would at first glance seem as basic as transcribing the dialogue. But consider the choices involved: How do you convey the sarcasm in a comeback? Do you include a henchman’s muttering in the background? Does the villain emit a <em>scream</em>, a <em>grunt</em>, or a <em>howl</em> as he goes down? And how do you note a gunshot without spoiling the scene?These are the choices closed captioners face every day. Captioners must decide whether and how to describe background noises, accents, laughter, musical cues, and even silences. When captioners describe a sound—or choose to ignore it—they are applying their own subjective interpretations to otherwise objective noises, creating meaning that does not necessarily exist in the soundtrack or the script.<em>Reading Sounds</em> looks at closed-captioning as a potent source of meaning in rhetorical analysis. Through nine engrossing chapters, Sean Zdenek demonstrates how the choices captioners make affect the way deaf and hard of hearing viewers experience media. He draws on hundreds of real-life examples, as well as interviews with both professional captioners and regular viewers of closed captioning. Zdenek’s analysis is an engrossing look at how we make the audible visible, one that proves that better standards for closed captioning create a better entertainment experience for all viewers.</p>||zdenek|
|The Oxford Handbook of the African American Slave Narrative||The Oxford Handbook of the African American Slave Narrative||Ernest, John||2014||http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199731480.001.0001/oxfordhb-9780199731480||<p>The Oxford Handbook of the African American Slave Narrative approaches
the history of slave testimony in three ways: by prioritizing the broad
tradition over individual authors; by representing interdisciplinary
approaches to slave narratives; and by highlighting emerging scholarship
on slave narratives, concerning both established debates over concerns
of authorship and agency, for example, and developing concerns like
ecocritical readings of slave narratives. Ultimately, the aim of the
Handbook is not to highlight the singularity of any particular account,
nor to comfortably locate slave narratives in traditional literary or
cultural history, but rather to faithfully represent a body of writing
and testimony that was designed to speak for the many, to represent the
unspeakable, and to account for the experience of enslaved and nominally
free communities. The Handbook is organized into six sections:
“Historical Fractures,” “Layered Testimonies,” “Textual Bindings,”
“Experience and Authority,” “Environments and Migrations,” and “Echoes
and Traces.” The Handbook’s contributing scholars address testimony
from a broad range of sources, including traditional archives, Works
Progress Administration (WPA), newspapers, diaries or memoirs, pension
records, and even the testimony suggested by traces in the landscape and
architecture of slave plantations. The reach of sources covered in the
Handbook is not exhaustive, but instead is intended to indicate the
broad range of sources from which testimony can be recovered. Other
chapters address matters of gender, sexuality, and community,
environmental concerns, legal contexts and implications, and
manifestations of slave testimony in visual and aural cultures. Many
essays work to locate African American slave narratives both
historically and geographically, through considerations of literary
history, through considerations of the geography covered by slave
narratives, and through hemispheric and transatlantic connections
central to understanding U.S. testimony. There are no chapters devoted
to major writers, since various resources already exist for that purpose
and since those writers emerge as central figures in many of the
essays. The purpose of all chapters in the Handbook is to account for
the conventional wisdom on the subject in the process of exploring
critical new directions for approaching these concerns. The Handbook’s
goal is to encourage research on a great number of understudied
narratives while demonstrating the rich complexity of this field of
study for those just entering it.</p>||jrernest|
|Douglass in His Own Time: A Biographical Chronicle of His Life, Drawn from Recollections, Interviews, and Memoirs||Douglass in His Own Time: A Biographical Chronicle of His Life, Drawn from Recollections, Interviews, and Memoirs||Ernest, John||University of Iowa Press||Iowa City, IA||2014||http://www.uiowapress.org/books/2014-fall/douglass-his-own-time.htm||One of the most incredible stories in American history is that of Frederick Douglass, the man who escaped from slavery and rose to become one of the most celebrated and eloquent orators, writers, and public figures in the world. He first committed his story to writing in his 1845 autobiography Narrative of the Life of Frederick Douglass, an American Slave. Over the course of his life, he would expand on his story considerably, writing two other autobiographies, My Bondage and My Freedom and Life and Times of Frederick Douglass, as well as innumerable newspaper articles and editorials and orations.
As valuable as these writings are in illuminating the man, the story Douglass told in 1845 has become rather too easy to tell, obscuring as much as it reveals. Less a living presence than an inspiring tale, Frederick Douglass remains relatively unknown even to many of those who celebrate his achievements. Douglass in His Own Time offers an introduction to Douglass the man by those who knew him. The bookincludes a broad range of writings, some intended for public viewing and some private correspondence, all of which contend with the force of Douglass's tremendous power over the written and spoken word, his amazing presence before crowds, his ability to improvise, to entertain, to instruct, to inspire, indeed, to change lives through his eloquent appeals to righteous self-awareness and social justice. In approaching Douglass through the biographical sketches, memoirs, letters, editorials, and other articles about him, readers will encounter the complexity of a life lived on a very public stage, the story of an extraordinary black man in an insistently white world.||jrernest|
|Poison Spring: The Secret History of Pollution and the EPA||Poison Spring: The Secret History of Pollution and the EPA||Jenkins, McKay||E.G. Vallianatos||Bloomsbury||New York||2014||http://www.barnesandnoble.com/w/poison-spring-eg-vallianatos/1115438139||When you order a meal in a restaurant, you won't find malathion, kelthane or arsenic listed on the menu as an ingredient of your entrè, but these and scores of other pesticides and dangerous chemicals are in the food we eat. They are dumped into the environment where they seep into our water supply and float in the air we breathe. The use of these poisons is approved,or in some cases, simply ignored by the Environmental Protection Agency.
Poison Spring documents, in devastating detail, the EPA's corruption and misuse of science and public trust. In its half-century of existence, the agency has repeatedly reinforced the chemical-industrial complex by endorsing deadly chemicals, botching field investigations, turning a blind eye to toxic disasters, and swallowing the self-serving claims of industry. E. G. Vallianatos, who saw the EPA from the inside for more than two decades with rising dismay, reveals in Poison Spring how the agency has allowed our lands and waters to be poisoned with more toxic chemicals than ever. No one who cares for the natural world, or for the health of future generations, can ignore this powerful exposè.||mckay|
|Wikipedia U: Knowledge, Authority, and Liberal Education in the Digital Age||Wikipedia U: Knowledge, Authority, and Liberal Education in the Digital Age||Leitch, Thomas||Johns Hopkins University Press||Baltimore||2014||https://jhupbooks.press.jhu.edu/content/wikipedia-u||Since its launch in 2001, Wikipedia has been a lightning rod for debates about knowledge and traditional authority. It has come under particular scrutiny from publishers of print encyclopedias and college professors, who are skeptical about whether a crowd-sourced encyclopedia--in which most entries are subject to potentially endless reviewing and editing by anonymous collaborators whose credentials cannot be established--can ever truly be accurate or authoritative.
In Wikipedia U, Thomas Leitch argues that the assumptions these critics make about accuracy and authority are themselves open to debate. After all, academics are expected both to consult the latest research and to return to the earliest sources in their field, each of which has its own authority. And when teachers encourage students to master information so that they can question it independently, their ultimate goal is to create a new generation of thinkers and makers whose authority will ultimately supplant their own.
Wikipedia U offers vital new lessons about the nature of authority and the opportunities and challenges of Web 2.0. Leitch regards Wikipedia as an ideal instrument for probing the central assumptions behind liberal education, making it more than merely, as one of its severest critics has charged, "the encyclopedia game, played online."||tleitch|
|A Christmas Far from Home: An Epic Tale of Courage and Survival during the Korean War||A Christmas Far from Home: An Epic Tale of Courage and Survival during the Korean War||Da Capo Press||Boston||2014||http://www.barnesandnoble.com/w/a-christmas-far-from-home-stanley-weintraub/1118704540||The day after Thanksgiving, five months into the Korean War, General Douglas MacArthur flew to American positions in the north and grandly announced an end-the-war-by-Christmas offensive, despite recent evidence of intervention by Mao's Chinese troops. Marching north in plunging temperatures, General Edward Almond's X Corps, which included a Marine division under the able leadership of General Oliver Smith, encountered little resistance. But thousands of Chinese, who had infiltrated across the frozen Yalu River, were lying in wait and would soon trap tens of thousands of US troops.
Led by the Marines, an overwhelmed X Corps evacuated the frigid, mountainous Chosin Reservoir vastness and fought a swarming enemy and treacherous snow and ice to reach the coast. Weather, terrain, Chinese firepower, and a 4,000-foot chasm made escape seem impossible in the face of a vanishing Christmas. But endurance and sacrifice prevailed, and the last troopships weighed anchor on Christmas Eve.
In the tradition of his Silent Night and Pearl Harbor Christmas, Stanley Weintraub presents another gripping narrative of a wartime Christmas season.|
|You Need to Read This||You Need to Read This||Yagoda, Ben||Riverhead Books||New York||2014||http://www.barnesandnoble.com/w/you-need-to-read-this-ben-yagoda/1121228398||In You Need to Read This, language expert Ben Yagoda writes about the cuckoo things we have done to the English language. His witty, insightful, and wise observations and advice are gathered here together for the first time.
From the phenomenon of curate, to the rise of the glottal stop, to the prevalence of starting sentences with so, to the story of an epithet of the moment (douchey), Yagoda chronicles the trends in our language. In the second part of You Need to Read This, he examines the issue of mistakes and "mistakes," and the battles between prescriptivists, who nitpick grammar, and descriptivists, who defend new expressions and casual usage. Yagoda is on the front lines of the language wars, and you need to read this book to find out which side you're on.||byagoda|
|Rethinking the Romance Genre: Global Intimacies in Contemporary Literary and Visual Culture||Rethinking the Romance Genre: Global Intimacies in Contemporary Literary and Visual Culture||Davis, Emily||Palgrave Macmillan||London||2013||http://www.barnesandnoble.com/w/rethinking-the-romance-genre-emily-s-davis/1116331706||Rethinking the Romance Genre examines why the romance has proven such an irresistible form for contemporary writers and filmmakers approaching global issues. Through a series of close readings informed by historical context and transnational reception, Emily S. Davis demonstrates that the generic instability of the romance makes it an especially malleable tool for representing fluid political, sexual, and racial identities and coalitions in an era of flexible global capitalism. In contemporary texts ranging from literary works to films to social media, romance facilitates a range of intimacies that offer new feminist models for understanding affinity and solidarity in the age of globalization.||edavis|
|The Geography of Memory: A Pilgrimage Through Alzheimer's||The Geography of Memory: A Pilgrimage Through Alzheimer's||Walker, Jeanne||Center Street||New York||2013||http://www.barnesandnoble.com/w/the-geography-of-memory-jeanne-murray-walker/1114308542||Award-winning poet Jeanne Murray Walker tells an extraordinarily wise, witty, and quietly wrenching tale of her mother's long passage into dementia. This powerful story explores parental love, profound grief, and the unexpected consolation of memory. While Walker does not flinch from the horrors of "the ugly twins, aging and death," her eye for the apt image provides a window into unexpected joy and humor even during the darkest days.
This is a multi-layered narrative of generations, faith, and friendship. As Walker leans in to the task of caring for her mother, their relationship unexpectedly deepens and becomes life-giving. Her mother's memory, which more and more dwells in the distant past, illuminates Walker's own childhood. She rediscovers and begins to understand her own past, as well as to enter more fully into her mother's final years.
The Georgraphy of Memory is not only a personal journey made public in the most engaging, funny, and revealing way possible, here is a story of redemption for anyone who is caring for or expecting to care for ill and aging parents-and for all the rest of us as well.||jwalker|
|Poison's Dark Works in Renaissance England||Poison's Dark Works in Renaissance England||Wilson, Miranda||Bucknell University Press||Lewisburg, PA||2013||http://www.barnesandnoble.com/w/poisons-dark-works-in-renaissance-england-miranda-wilson/1116879928||Poison's Dark Works in Renaissance England considers the ways sixteenth- and seventeenth-century fears of poisoning prompt new models for understanding the world even as the fictive qualities of poisoning frustrate attempts at certainty. Whether English writers invoke literal poisons, as they do in so many revenge dramas, homicide cases, and medical documents, or whether poisoning appears more metaphorically, as it does in a host of theological, legal, philosophical, popular, and literary works, this particular, "invisible" weapon easily comes to embody the darkest elements of a more general English appetite for imagining the hidden correlations between the seen and the unseen.
This book is an inherently interdisciplinary project. This book works from the premise that accounts of poisons and their operations in Renaissance texts are neither incidental nor purely sensational; rather, they do moral, political, and religious work which can best be assessed when we consider poisoning as part of the texture of Renaissance culture. Placing little known or less-studied texts (medical reports, legal accounts, or anonymous pamphlets) alongside those most familiar to scholars and the larger public (such as poetry by Edmund Spenser and plays by William Shakespeare and Thomas Middleton) allows us to appreciate the almost gravitational pull exerted by the notion of poison in the Renaissance. Considering a variety of texts, written for disparate audiences, and with diverse purposes, makes apparent the ways this crime functions as both a local problem to be solved and as an apt metaphor for the complications of epistemology.||miwilson|
|How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them||How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them||Yagoda, Ben||Riverhead Books||New York||2013||http://www.barnesandnoble.com/w/how-to-not-write-bad-ben-yagoda/1111431593||Ben Yagoda's How to Not Write Bad illustrates how we can all write better, more clearly, and for a wider readership.
He offers advice on what he calls "not-writing-badly," which consists of the ability, first, to craft sentences that are correct in terms of spelling, diction (word choice), punctuation, and grammar, and that also display clarity, precision, and grace. Then he focuses on crafting whole paragraphs with attention to cadence, consistency of tone, sentence transitions, and paragraph length.
In a fun, comprehensive guide, Yagoda lays out the simple steps we can all take to make our writing more effective, more interesting and just plain better.||byagoda|
|What's the Worst Thing You Can Do to Shakespeare?||What's the Worst Thing You Can Do to Shakespeare?||Yates, Julian||Richard Burt||Palgrave Macmillan||London||2013||http://www.barnesandnoble.com/w/whats-the-worst-thing-you-can-do-to-shakespeare-richard-burt/1114597416||What's the worst thing you can do to Shakespeare? The answer is simple: don't read him. To that end, Richard Burt and Julian Yates embark here on a project of un/reading the Bard, through both reverent and irreverent discourse. Addressing recent critical debates around problems of print and performance, works in media theory and deconstruction, and film adaptations, the chapters uncover areas of confluence and reveal the inventive ways in which these areas respond to each other. Ultimately, this book turns conventional challenges into a roadmap for textual analysis and a thorough reconsideration of the plays in light of their absorption into global culture.||jyates|
|A Teaching Subject: Composition Since 1966, New Edition||A Teaching Subject: Composition Since 1966, New Edition||Harris, Joseph||Utah State University Press||Logan, UT||2012||http://www.barnesandnoble.com/w/a-teaching-subject-joseph-harris/1111621130||In this classic text, Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies. Postscripts to each chapter in this new edition bring the history of composition up to the present.
Reviewing the development of the field through five key ideas, Harris unfolds a set of issues and tensions that continue to shape the teaching of writing today. Ultimately, he builds a case, now deeply influential in its own right, that composition defines itself through its interest and investment in the literacy work that students and teachers do together. Unique among English studies fields, composition is, Harris contends, a teaching subject.||joeharris|
|Writing to Survive: Teachers and Teens Negotiate the Effects of Violence, Abuse, and Disaster||Writing to Survive: Teachers and Teens Negotiate the Effects of Violence, Abuse, and Disaster||Alvarez, Deborah||Rowman and Littlefield||Lanham, MD||2011||http://www.barnesandnoble.com/w/writing-to-survive-deborah-alvarez/1101958956||Writing to Survive exposes the complicated world of teaching writing to adolescents who have been affected by critical life events: violence, abuse, and natural disasters. In this qualitative study, the author traces the effects of critical life event in the lives of five adolescents and their high school English teachers. Using theories and research on writing and traumatic effects of critical life events on the adolescent brain, the author chronicles how critical life events affect an adolescent's ability to process and complete literate tasks. By examining the writings which the adolescents complete in and out of the classroom, the author contextualizes all the writings and the ongoing adolescents' life crises as they address or fail to address the adolescents' learning situation. After presenting the five adolescents' cases, the author makes a curricular recommendation for teaching writing that offers teachers specific pedagogical tasks, teaching strategies and writing assignments which can have a positive affect on the literacy development of adolescents affected by violence, abuse and disasters.||dmalva|
|Early American Cartographies||Early American Cartographies||Brückner, Martin||Univ. of North Carolina Press||Chapel Hill, NC||2011||http://www.barnesandnoble.com/w/early-american-cartographies-martin-bruckner/1102102856||<p>The fourteen essays in <em>Early American Cartographies </em>examine indigenous and European peoples' creation and use of maps to better represent and understand the world they inhabited.
Drawing from both current historical interpretations and new interdisciplinary perspectives, this collection provides diverse approaches to understanding the multilayered exchanges that went into creating cartographic knowledge in and about the Americas. In the introduction, editor Martin Brückner provides a critical assessment of the concept of cartography and of the historiography of maps. The individual essays, then, range widely over space and place, from the imperial reach of Iberian and British cartography to indigenous conceptualizations, including "dirty," ephemeral maps and star charts, to demonstrate that pre-nineteenth-century American cartography was at once a multiform and multicultural affair.
This volume not only highlights the collaborative genesis of cartographic knowledge about the early Americas; the essays also bring to light original archives and innovative methodologies for investigating spatial relations among peoples in the western hemisphere. Taken together, the authors reveal the roles of early American cartographies in shaping popular notions of national space, informing visual perception, animating literary imagination, and structuring the political history of Anglo- and Ibero-America. </p><p>Names of contributors in the project: </p><ul><li>Martin Brückner, University of Delaware<br></li><li>Michael J. Drexler, Bucknell University<br></li><li>Matthew H. Edney, University of Southern Maine<br></li><li>Jess Edwards, Manchester Metropolitan University<br></li><li>Júnia Ferreira Furtado, Universidade Federal de Minas Gerais, Brazil<br></li><li>William Gustav Gartner, University of Wisconsin Madison<br></li><li>Gavin Hollis, Hunter College of the City University of New York<br></li><li>Scott Lehman, independent scholar<br></li><li>Ken MacMillan, University of Calgary<br></li><li>Barbara E. Mundy, Fordham University<br></li><li>Andrew Newman, Stony Brook University<br></li><li>Ricardo Padrón, University of Virginia<br></li><li>Judith Ridner, Mississippi State University<br></li></ul><div><br></div>||mcb|
|My Southern Home: The South and Its People||My Southern Home: The South and Its People||Ernest, John||William Wells Brown||University of North Carolina Press||Chapel Hill, NC||2011||http://uncpress.unc.edu/books/10299.html||The culmination of William Wells Brown's long writing career, My Southern Home is the story of Brown's search for a home in a land of slavery and racism. Brown (1814-84), a prolific and celebrated abolitionist and writer often recognized as the first African American novelist for his Clotel (1853), was born enslaved in Kentucky and escaped to Ohio in 1834.
In this comprehensive edition, John Ernest acts as a surefooted guide to this seminal work, beginning with a substantial introduction placing Brown's life and work in cultural and historical context. Brown addresses from a post-emancipation vantage point his early experiences and understanding of the world of slavery and describes his travels through many southern states. The text itself is presented in its original form, while Ernest's annotations highlight its layered complexity and document the many instances in which Brown borrows from his own earlier writings and the writings of others to form an underlying dialogue. This edition sheds new light on Brown's literary craft and provides readers with the maps they need to follow Brown on his quest for home in the chaotic social landscape of American southern culture in the final decades of the nineteenth century.
|A Nation Within a Nation: Organizing African-American Communities Before the Civil War||A Nation Within a Nation: Organizing African-American Communities Before the Civil War||Ernest, John||Ivan R. Dee||Lanham, MD||2011||http://www.barnesandnoble.com/w/nation-within-a-nation-john-ernest/1100219366||John Ernest offers a comprehensive survey of the broad-ranging and influential African American organizations and networks formed in the North in the late eighteenth century through the end of the Civil War. He examines fraternal organizations, churches, conventions, mutual aid benefit and literary societies, educational organizations, newspapers, and magazines. Ernest argues these organizations demonstrate how African Americans self-definition was not solely determined by slavery as they tried to create organizations in the hope of creating a community.||jrernest|
|Republic of Words: The Atlantic Monthly and its Writers, 1857-1925||Republic of Words: The Atlantic Monthly and its Writers, 1857-1925||Goodman, Susan||University Press of New England||Lebanon, New Hampshire||2011||http://www.barnesandnoble.com/w/republic-of-words-susan-goodman/1103815320||"Taking her cue from editors such as William Dean Howells, who 'knew that books lived as much on author's personalities as on their contents', Goodman's own book, with its Dickensian array of characters, stands out amid drier studies of the same milieu."-Times Literary Supplement
In the late nineteenth and early twentieth centuries, the Atlantic Monthly became the conscience of the American public and the biggest platform of the nation's flourishing literature.
A record of Atlantic Monthly authors reads like a Who's Who of American literature. The magazine's stable of contributors included Mark Twain, Ralph Waldo Emerson, Henry Wadsworth Longfellow, Frederick Douglass, Louisa May Alcott, Sarah Orne Jewett, Kate Chopin, Henry Adams, Frank Norris, Jack London, Henry James, Owen Wister, Robert Frost, and many others.
In Republic of Words, Susan Goodman brilliantly captures this emerging culture of arts, ideas, science, and literature of an America in its adolescence, as filtered through the intersecting lives and words of the best and brightest writers of the day. Through this lens, Goodman examines the life of the magazine from its emergence in 1857 through the 1920s.
Endorsements: "An erudite, elegant and deeply fascinating look behind the scenes at the group of extraordinary writers who published in Atlantic Monthly. A wonderful-and brilliantly structured-book that will bring fresh insights to scholars and lay readers, alike."-Miranda Seymour, author of Ring of Conspirators: Henry James and His Literary Circle
|True Crime: Virginia||True Crime: Virginia||Jebb, John||Stackpole Books||Mechanicsburg, PA||2011||http://www.barnesandnoble.com/w/true-crime-john-f-jebb/1103099276||Criminal justice, history, legal studies, and geography come together in this study of 11 cases from 1792 through the 2000's. The University of Virginia and Thomas Jefferson appear prominently. The book explores how cases from the Commonwealth of Virginia have influenced American legal history.||johnjebb|
|What�s Gotten Into Us: Staying Healthy in a Toxic World||What�s Gotten Into Us: Staying Healthy in a Toxic World||Jenkins, McKay||Random House||New York||2011||http://www.barnesandnoble.com/w/books/1101001453?ean=9781400068036||What's Gotten into Us? is a deep, remarkable, and empowering investigation into the threats, biological and environmental, that chemicals now present in our daily lives.
Do you know what chemicals are in your shampoo? How about your cosmetics? Do you know what's in the plastic water bottles you drink from, or the weed killer in your garage, or your children's pajamas? If you're like most of us, the answer is probably no. But you also probably figured that most of these products were safe, and that someone, the manufacturers, the government, was looking out for you. The truth might surprise you.
After experiencing a health scare of his own, journalist McKay Jenkins set out to discover the truth about toxic chemicals, our alarming levels of exposure, and our government's utter failure to regulate them effectively. What's Gotten into Us? reveals how dangerous, and how common, toxins are in the most ordinary things, and in the most familiar of places:Our water: Thanks to suburban sprawl and agricultural runoff, 97 percent of our nation's rivers and streams are now contaminated with everything from herbicides to pharmaceutical drugs.Our bodies: High levels of hormone-disrupting chemicals from cosmetics, flame-retardants from clothing and furniture, even long-banned substances like DDT and lead, are consistently showing up in human blood samples.Our homes: Many toxins lurk beneath our sinks and in our basements, of course, but did you know that they're also found in wall-to-wall carpeting, plywood, and fabric softeners?Our yards: Pesticides, fungicides, even common fertilizers, there are enormous, unseen costs to our national obsession with green, weed-free lawns.
What's Gotten Into Us? is much more than a wake-up call. It offers numerous practical ways for us to regain some control over our lives, to make our own personal worlds a little less toxic. Inside, you'll find ideas to help you make informed decisions about the products you buy, and to disentangle yourself from unhealthy products you don't need so that you and your family can start living healthier lives now, and in the years to come. Because, as this book shows, what you don't know can hurt you.||mckay|
|A Delaware Album, 1900-1930||A Delaware Album, 1900-1930||Miller, George||University of Delaware Press||Newark, DE||2011||http://www.barnesandnoble.com/w/delaware-album-1900-1930-george-miller/1100230649||The Album reproduces more than 300 photographs taken during the period from 1900 to 1930 and printed on postcards. Readers can witness the development of Delaware agriculture and fisheries, the expansion of the railroad into southern Delaware, the declining days of steamship service on Delaware rivers and creeks, the unsuccessful campaign against "King Alcohol," the summer visits to local amusement parks and beaches. Each photograph is accompanied by an essay caption and the images are arranged by the subjects depicted in the image, including views of cities and towns, Delaware beaches, amusements, agriculture and industry, transportation, schools, religion, and businesses. An appendix discusses the popularization of photography achieved through Kodak's 3A postcard camera and the Velox postal and why the photographic record of small-town America during this period exists almost entirely in postcard images.||miller|
|Supernatural Environments in Shakespeare's England: Spaces of Demonism, Divinity, and Drama||Supernatural Environments in Shakespeare's England: Spaces of Demonism, Divinity, and Drama||Poole, Kristen||Cambridge University Press||Cambridge||2011||http://www.cambridge.org/us/academic/subjects/literature/renaissance-and-early-modern-literature/supernatural-environments-shake||Bringing together recent scholarship on religion and the spatial imagination, Kristen Poole examines how changing religious beliefs and transforming conceptions of space were mutually informative in the decades around 1600. Supernatural Environments in Shakespeare's England explores a series of cultural spaces that focused attention on interactions between the human and the demonic or divine: the deathbed, purgatory, demonic contracts and their spatial surround, Reformation cosmologies and a landscape newly subject to cartographic surveying. It examines the seemingly incongruous coexistence of traditional religious beliefs and new mathematical, geometrical ways of perceiving the environment. Arguing that the late sixteenth- and early seventeenth-century stage dramatized the phenomenological tension that resulted from this uneasy confluence, this groundbreaking study considers the complex nature of supernatural environments in Marlowe's Doctor Faustus and Shakespeare's Othello, Hamlet, Macbeth and The Tempest.||kpoole|
|Hearts of Gold||Hearts of Gold||Ernest, John||J. McHenry Jones||West Virginia University Press||2010||http://wvupressonline.com/jones_hearts_of_gold_9781933202525||<p>J. McHenry Jones’s <em>Hearts of Gold</em> is a gripping tale of
post–Civil War battles against racism and systemic injustice. Originally
published in 1896, this novel reveals an African American community of
individuals dedicated to education, journalism, fraternal organizations,
and tireless work serving the needs of those abandoned by the political
process of the white world. Jones challenges conventional wisdom by
addressing a range of subjects—from interracial relationships to forced
labor in coal mines—that virtually no other novelist of the time was
willing to approach. With the addition of an introduction and appendix,
this new edition reveals the difficult foundations upon which African
Americans built a platform to address injustice, generate opportunities,
and play a prominent role in American social, economic, and political
|Knowledge in the Making: Academic Freedom and Free Speech in America's Schools and Universities||Knowledge in the Making: Academic Freedom and Free Speech in America's Schools and Universities||DelFattore, Joan||Yale University Press||New Haven||2010||http://search.barnesandnoble.com/Knowledge-in-the-Making/Joan-DelFattore/e/9780300111811||How free are students and teachers to express unpopular ideas in public schools and universities? Not free enough, Joan DelFattore suggests. The book explores a wide range of topics that have fractured school and university communities: homosexuality-themed children's books, research on race-based intelligence, the teaching of evolution, the regulation of hate speech, and more. In particular, the book explains why the speech of public university professors and K-12 teachers enjoys less protection than does the speech of their students.||jdel|