Animals and Humans : Sensibility and Representation, 1650-1820
European culture in the seventeenth and eighteenth centuries witnessed a radical redefinition of ‘humanity’ and its place in the environment, together with a new understanding of animals and their relation to humans. In examining the dynamics of animal-human relations as embodied in the literature, art, farming practices, natural history, religion and philosophy of this period, leading experts explore the roots of much current thinking on interspecies morality and animal welfare.
The animal-human relationship challenged not only disciplinary boundaries – between poetry and science, art and animal husbandry, natural history and fiction – but also the basic assumptions of human intellectual and cultural activity, expression, and self-perception. This is specifically apparent in the re-evaluation of sentiment and sensibility, which constitutes a major theme of this chronologically organised volume. Authors engage with contemporary reactions to the commodification of animals during the period of British imperialism, tracing how eighteenth-century ecological consciousness and notions of animal identity and welfare emerged from earlier, traditional models of the cosmos, and reassessing late eighteenth-century poetic representations of the sentimental encounter with the animal other. They show how human experience was no longer viewed as an iterative process but as one continually shaped by the other. In concluding chapters authors highlight the political resonances of the animal-human relationship as it was used both to represent and to redress the injustices between humans as well as between humans and animals. Through a multifaceted study of eighteenth-century European culture, authors reveal how the animal presence – both real and imagined – forces a different reading not only of texts but also of society.
Graphic Encounters: Comics and the Sponsorship of Multimodal Literacy
With the recent explosion of activity and discussion surrounding comics, it seems timely to examine how we might think about the multiple ways in which comics are read and consumed. Graphic Encounters moves beyond seeing the reading of comics as a debased or simplified word-based literacy. Dale Jacobs argues compellingly that we should consider comics as multimodal texts in which meaning is created through linguistic, visual, audio, gestural, and spatial realms in order to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text. Jacobs advances two key ideas: one, that reading comics involves a complex, multimodal literacy and, two, that by studying how comics are used to sponsor multimodal literacy, we can engage more deeply with the ways students encounter and use these and other multimodal texts. Looking at the history of how comics have been used (by churches, schools, and libraries among others) will help us, as literacy teachers, best use that knowledge within our curricula, even as we act as sponsors ourselves.
Under the Veil: Feminism and Spirituality in Post-Reformation England and Europe
For women in early modern Europe, the Reformation and the Enlightenment entailed both new freedom and new restrictions. In response to an ideology that immured the female mind and spirit inside the body, women found in religion a hope for individual freedom, a sense of self-identity, and a justification for gender equality. Under the Veil: Feminism and Spirituality in Post-Reformation Europe invokes the veil’s dual significance, as the marker of the religious woman, and as the metaphoric veil separating female interior life from its public construction. This collection of nine essays focuses specifically on the direct links between emergent feminism and religious faith as experienced through wide cultural, geographic, and confessional differences, united by themes of female subjectivity, selfhood, autonomy, and community. The essays range in topic and scope from the early seventeenth to the early nineteenth centuries, across Europe, Britain, and North America, through a wide range of experiences and written accounts – its subjects are Philadelphian visionaries and Quaker missionaries, Iroquois leaders and early Canadian nuns, Islamic societies and European female travellers, French mystics and educators, and British writers and intellectuals. These accounts reveal how women across a wide spectrum of formal beliefs and cultural backgrounds found in religion a way to negotiate the restrictions of their outward lives, and a radical source of personal and collective independence and value.
The Myles Horton Reader: Education For Social Change
Cornel West has called Myles Horton “an indescribably courageous and visionary white brother from Tennessee.” Horton (1905-1990) cofounded the Highlander Folk School (now known as the Highlander Research and Education Center), an institution controversial from its beginnings. During the early labor movement, the Highlander School sponsored programs for both union organizers and rank-and-file members; the staff of Highlander saw education as a way to approach and work through problems. Issues of race were always important to the school, which became a beacon for the civil rights movement; its summer institutes included such influential participants as Rosa parks, Martin Luther King Jr., and Andrew young. His commitment to education as an agent of social change allowed Horton to see himself as both a teacher and a student, as one who could learn from others as well as help others learn. The Myles Horton Reader presents essays, speeches, and interviews, giving the reader a grounding in the pathbreaking work of an extraordinary man.
A Way to Move: Rhetorics of Emotion and Composition Studies
This groundbreaking volume offers a fresh and invigorating examination of emotion as a category of critical thought in Composition Studies. By posing fundamental questions and exploring the emotional side of academic life, A Way to Move articulates and challenges the way we think about emotion in professional life. The numerous contributors to this volume name and interpret the affective dimensions of their work, helping to make visible the ways emotion structures and is structured by our professional locations - classrooms, English departments, and universities.
Broken Boundaries: Women and Feminism in Restoration Drama
Katherine M. Quinsey
This volume of twelve original essays is the first comprehensive study of feminist issues in Restoration drama. The late seventeenth century marks a pivotal era in the history of feminism, when Renaissance assumptions about gender and patriarchy were being directly challenged. For the first time, women appeared onstage as actresses, made their presence felt as spectators and patrons, and wrote a number of the plays produced in theaters. Ina n unusually direct and probing way, drama of the Restoration period raised radical questions about the place of women in the family and in society, and about the essential nature of men and women. The essays examine feminist issues from a variety of historical and theoretical approaches across a spectrum of plays—comedies, tragedies, tragicomedies, and heroic drama. By addressing the acute questions of gender raised in the drama, Broken Boundaries presents a vivid portrait of the uncertainties and changing perceptions in all areas of intellectual, political, and social life during the last decades of the seventeenth century.
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