Based on a series of studies of the ways in which literary imagination can be used to explore options, solve problems, and understand others, this book is about reading literature, thinking about it, and teaching it. The book, focusing on literature instruction, offers a way to rethink the contribution of literature to intelligent thinking as well as its role in schooling. Chapters in the book are: (1) Literary Thought and Literate Mind; (2) Building Envisionments; (3) The Nature of Literary Experience; (4) The Classroom as a Social Setting for Envisionment Building; (5) A Practical Pedagogy; (6) Strategies for Teaching; (7) Literature for Students the System Has Failed; (8) Learning Literary Concepts and Vocabulary; (9) Literature across the Curriculum; and (10) Closing Thoughts: Literature in School and Life. An afterword (Reflections of Teachers and Students) is attached. Contains 114 references. (RS)
DIVTraces the growth and evolution of a Taiwan's sense of itself as a separate and distinct entity by examining the diverse ways a discourse of nation has been produced in the Taiwanese cultural imagination./div
In the mid-nineteenth century, some of Cuba's most influential writers settled in U.S. cities and published a variety of newspapers, pamphlets, and books. Collaborating with military movements known as filibusters, this generation of exiled writers create
In a unique analysis of Cuban literature inside and outside the country's borders, Eduardo Gonzalez looks closely at the work of three of the most important contemporary Cuban authors to write in the post-1959 diaspora: Guillermo Cabrera Infante (1929-2005), who left Cuba for good in 1965 and established himself in London; Antonio Benitez-Rojo (1931-2005), who settled in the United States; and Leonardo Padura Fuentes (b. 1955), who still lives and writes in Cuba. Through the positive experiences of exile and wandering that appear in their work, these three writers exhibit what Gonzalez calls "Romantic authorship," a deep connection to the Romantic spirit of irony and complex sublimity crafted in literature by Lord Byron, Thomas De Quincey, and Samuel Taylor Coleridge. In Gonzalez's view, a writer becomes a belated Romantic by dint of exile adopted creatively with comic or tragic irony. Gonzalez weaves into his analysis related cinematic elements of myth, folktale, and the grotesque that appear in the work of filmmakers such as Alfred Hitchcock and Pedro Almodovar. Placing the three Cuban writers in conversation with artists and thinkers from British and American literature, anthropology, philosophy, psychoanalysis, and cinema, Gonzalez ultimately provides a space in which Cuba and its literature, inside and outside its borders, are deprovincialized.
Bringing together scholars from across the world, Haruo Shirane presents a fascinating portrait of The Tale of Genji's reception and reproduction over the past thousand years. The essays examine the canonization of the work from the late Heian through the medieval, Edo, Meiji, Taisho, Showa, and Heisei periods, revealing its profound influence on a variety of genres and fields, including modern nation building. They also consider parody, pastiche, and re-creation of the text in various popular and mass media. Since the Genji was written by a woman for female readers, contributors also take up the issue of gender and cultural authority, looking at the novel's function as a symbol of Heian court culture and as an important tool in women's education. Throughout the volume, scholars discuss achievements in visualization, from screen painting and woodblock prints to manga and anime. Taking up such recurrent themes as cultural nostalgia, eroticism, and gender, this book is the most comprehensive history of the reception of The Tale of Genji to date, both in the country of its origin and throughout the world.
This book by Judith Langer—internationally known scholar in literacy learning—examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark "knowing" in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs.
Reexamining World Literature asks scholars to reassess the practice of World Literature by engaging with a range of literary works that elude the field's assumptions generated by its homogenizing theoretical predisposition.
Viewing turn-of-the-century African American history through the lens of cinema, Envisioning Freedom examines the forgotten history of early black film exhibition during the era of mass migration and Jim Crow. By embracing the new medium of moving pictures at the turn of the twentieth century, black Americans forged a collective—if fraught—culture of freedom. In Cara Caddoo’s perspective-changing study, African Americans emerge as pioneers of cinema from the 1890s to the 1920s. Across the South and Midwest, moving pictures presented in churches, lodges, and schools raised money and created shared social experiences for black urban communities. As migrants moved northward, bound for Chicago and New York, cinema moved with them. Along these routes, ministers and reformers, preaching messages of racial uplift, used moving pictures as an enticement to attract followers. But as it gained popularity, black cinema also became controversial. Facing a losing competition with movie houses, once-supportive ministers denounced the evils of the “colored theater.” Onscreen images sparked arguments over black identity and the meaning of freedom. In 1910, when boxing champion Jack Johnson became the world’s first black movie star, representation in film vaulted to the center of black concerns about racial progress. Black leaders demanded self-representation and an end to cinematic mischaracterizations which, they charged, violated the civil rights of African Americans. In 1915, these ideas both led to the creation of an industry that produced “race films” by and for black audiences and sparked the first mass black protest movement of the twentieth century.
Envisioning Brazil is a comprehensive and sweeping assessment of Brazilian studies in the United States. Focusing on synthesis and interpretation and assessing trends and perspectives, this reference work provides an overview of the writings on Brazil by United States scholars since 1945. "The Development of Brazilian Studies in the United States," provides an overview of Brazilian Studies in North American universities. "Perspectives from the Disciplines" surveys the various academic disciplines that cultivate Brazilian studies: Portuguese language studies, Brazilian literature, art, music, history, anthropology, Amazonian ethnology, economics, politics, and sociology. "Counterpoints: Brazilian Studies in Britain and France" places the contributions of U.S. scholars in an international perspective. "Bibliographic and Reference Sources" offers a chronology of key publications, an essay on the impact of the digital age on Brazilian sources, and a selective bibliography.
Envisioning an English Empire brings together leading historians and literary scholars to reframe our understanding of the history of Jamestown and the literature of empire that emerged from it. The founding of an English colony at Jamestown in 1607 was no isolated incident. It was one event among many in the long development of the North Atlantic world. Ireland, Spain, Morocco, West Africa, Turkey, and the Native federations of North America all played a role alongside the Virginia Company in London and English settlers on the ground. English proponents of empire responded as much to fears of Spanish ambitions, fantasies about discovering gold, and dreams of easily dominating the region's Natives as they did to the grim lessons of earlier, failed outposts in North America. Developments in trade and technology, in diplomatic relations and ideology, in agricultural practices and property relations were as crucial as the self-consciously combative adventurers who initially set sail for the Chesapeake. The collection begins by exploring the initial encounters between the Jamestown settlers and the Powhatan Indians and the relations of both these groups with London. It goes on to examine the international context that defined English colonialism in this period—relations with Spain, the Turks, North Africa, and Ireland. Finally, it turns to the ways both settlers and Natives were transformed over the course of the seventeenth century, considering conflicts and exchanges over food, property, slavery, and colonial identity. What results is a multifaceted view of the history of Jamestown up to the time of Bacon's Rebellion and its aftermath. The writings of Captain John Smith, the experience of Powhatans in London, the letters home of a disappointed indentured servant, the Moroccans, Turks, and Indians of the English stage, the ethnographic texts of early explorers, and many other phenomena all come into focus as examples of the envisioning of a nascent empire and the Atlantic world in which it found a hold.
