A longed-for meeting between a woman and her birth family spurs fantasies of a "happily ever after" utopian togetherness....a secret longing that may exist within the hearts of many with an adoption, relinquishment, and reunion experience. Instead, and unknown to her at the time, that longed-for meeting would actually serve as the catalyst for stepping onto the wanderer's path. A path of spiritual awakening, and, in some instances, remembering, that would involve walking into the deepest, and sometimes, treacherous, of ambiguous terrains. A path guided by totemic sages of diverse spiritual practices that would lead to a far different reunion: reconnection with The Creator....though more as a partner and less than a parent. And a path, concealed from that initial reunion day, that would eventually reveal itself via embracing a home within the heart and soul of Judaism.
In this stimulating study, Scott Romine explores the impact of globalization on contemporary southern culture and the South's persistence in an age of media and what he terms "cultural reproduction." Rather than being compromised, Romine asserts, southern cultures are both complicated and reconfigured as they increasingly detach from tradition in its conventional sense. In considering Souths that might appear fake -- the Souths of the theme restaurant, commercial television, and popular regional magazines, for example -- Romine contends that authenticity and reality emerge as central concepts that allow groups and individuals to imagine and navigate social worlds. Romine addresses a major critical problem -- "authenticity" -- in a fundamentally new manner. Less concerned with what actually constitutes an "authentic" or "real" South than in how these concepts are used today, The Real South explores a wide range of southern narratives that describe and travel through virtual, simulated, and commodified Souths. Where earlier critics have tended to assume a real or authentic South, Romine questions such assumptions and whether the "authentic South" ever truly existed. From Gone with the Wind, Civil War reenactments, and a tennis community outside Atlanta called Tara, to the work of Josephine Humphreys, the travel narrative of V. S. Naipaul, and the historical fiction of Lewis Nordan, Romine examines how narratives (and spaces) are used to fashion social solidarity and cultural continuity in a time of fragmentation and change. Far from deteriorating or disappearing in a global economy, Romine shows, the South continues to be reproduced and used by diverse groups engaged in diverse cultural projects.
With the insights she has gleaned from her close and subtle observation of parent-teacher conferences, renowned Harvard University professor Sara Lawrence-Lightfoot has written a wise, useful book about the ways in which parents and teachers can make the most of their essential conversation—the dialogue between the most vital people in a child’s life. “The essential conversation” is the crucial exchange that occurs between parents and teachers—a dialogue that takes place more than one hundred million times a year across our country and is both mirror of and metaphor for the larger cultural forces that define family-school relationships and shape the development of our children. Participating in this twice-yearly ritual, so friendly and benign in its apparent goals, parents and teachers are often wracked with anxiety. In a meeting marked by decorum and politeness, they frequently exhibit wariness and assume defensive postures. Even though the conversation appears to be focused on the student, adults may find themselves playing out their own childhood histories, insecurities, and fears. Through vivid portraits and parables, Sara Lawrence-Lightfoot captures the dynamics of this complex, intense relationship from the perspective of both parents and teachers. She also identifies new principles and practices for improving family-school relationships. In a voice that combines the passion of a mother, the skepticism of a social scientist, and the keen understanding of one of our nation’s most admired educators, Lawrence-Lightfoot offers penetrating analysis and an urgent call to arms for all those who want to act in the best interests of their children. For parents and teachers who seek productive dialogues and collaborative alliances in support of the learning and growth of their children, this book will offer valuable insights, incisive lessons, and deft guidance on how to communicate more effectively. In The Essential Conversation, Sara Lawrence-Lightfoot brings scholarship, warmth, and wisdom to an immensely important cultural subject—the way we raise our children.
Exploring graduate supervision from a constructivist standpoint, this book offers an original look at the graduate supervisory practices and pedagogies at The University of the West Indies and The University of the South Pacific. Highlighting the ad hoc nature of graduate research supervision and the problems associated with their implementation, this volume examines the impact that unformalized supervisory arrangements have on both the students and their supervisors at these tertiary institutions, and draws connections to institutions in other parts of the developing world.
Employing a comparative and cross-ethnic approach, this book provides a sophisticated literary and cultural analysis of texts by Mexican American, Puerto Rican, Cuban American, and Dominican American women writers. As she engages contemporary feminist, political, postcolonial, and psychoanalytic theory, Fatima Mujčinović investigates how selected U.S. Latina narratives have proposed a rethinking of minority subject positioning under the postmodern conditions of cultural hybridization, gender objectification, political oppression, and geographic displacement. In its emphasis on gendered, diasporic, exilic, and geopolitical identities, this book specifically examines works by Ana Castillo, Cristina García, Graciela Limón, Demetria Martínez, Rosario Morales, Aurora Levins Morales, Judith Ortiz Cofer, Helena María Viramontes, and Julia Alvarez.
Why has shame recently displaced guilt as a dominant emotional reference in the West? After the Holocaust, survivors often reported feeling guilty for living when so many others had died, and in the 1960s psychoanalysts and psychiatrists in the United States helped make survivor guilt a defining feature of the "survivor syndrome." Yet the idea of survivor guilt has always caused trouble, largely because it appears to imply that, by unconsciously identifying with the perpetrator, victims psychically collude with power. In From Guilt to Shame, Ruth Leys has written the first genealogical-critical study of the vicissitudes of the concept of survivor guilt and the momentous but largely unrecognized significance of guilt's replacement by shame. Ultimately, Leys challenges the theoretical and empirical validity of the shame theory proposed by figures such as Silvan Tomkins, Eve Kosofsky Sedgwick, and Giorgio Agamben, demonstrating that while the notion of survivor guilt has depended on an intentionalist framework, shame theorists share a problematic commitment to interpreting the emotions, including shame, in antiintentionalist and materialist terms.
This book explores the role and implications of responsibility for anthropology, asking how responsibility is recognised and invoked in the world, what relations it draws upon, and how it comes to define notions of the person, institutional practices, ways of knowing and modes of evaluation. The category of responsibility has a long genealogy within the discipline of anthropology and it surfaces in contemporary debates as well as in anthropologists’ collaboration with other disciplines, including when anthropology is applied in fields such as development, medicine, and humanitarian response. As a category that unsettles, challenges and critically engages with political, ethical and epistemological questions, responsibility is central to anthropological theory, ethnographic practice, collaborative research, and applied engagement. With chapters focused on a variety of cultural contexts, this volume considers how anthropology can contribute to a better understanding of responsibility, including the ‘responsibility of anthropology’ and the responsibility of anthropologists to specific others.
Since radio's invention, some Canadians have been concerned about the increasingly commercialized and centralized nature of medium. Sometimes working alone, more often in teams, and always illegally, these activists represent islands of resistance within the ocean of homogenous frequencies, pirating radio signals for personal, political and artistic expression. In the first book published on the subject, Islands of Resistance gives you a view from the crowsnest of the phenomenon of pirate radio in Canada. Here is a collection of seventeen activist manifestos, artistic treatises of intent, historical essays on the development of radio and its regulatory bodies, sociological examination of pirate radio's application in new social movements, and personal anecdotes from behind the eyepatch. Just as the new media ostensibly renders the old obsolete, Islands of Resistance unveils the existence of a thriving clandestine counterculture. An invaluable addition to an unscrutinized subject in Canadian media studies, Islands of Resistance appeals to the anarchist, anti–authoritarian impulses in all of us. Visit the Islands of Resistance website for more about the book and to hear audio clips of pirate radio.
What is the value of literature? In this important new work, Thomas Docherty charts a new economic history of literary culture and its institutions in the modern age. From the literary patronage of the early modern period, through the colonial exploitation of the 18th and 19th centuries to the institutionalisation of “literature” in the neoliberal university of the 21st century, Literature and Capital explores the changing ways in which literary culture has both resisted and become complicit with exploitative economic notions of value. Drawing on the work of economic and political thinkers such as Thomas Piketty, Naomi Klein, Edward Said and Raymond Williams, the book includes readings of work by a wide range of canonical authors from Shakespeare, Donne and Swift to Tolstoy, Woolf and Ishiguro.
This book shows the impact of postmodernism upon the theory and practice of education and how it challenges the existing concepts, structures and hierarchies.
