Disability and literacy are often understood as incompatible. Disability is taken to be a sign of illiteracy, and illiteracy to be a sign of disability. These oppositions generate damaging consequences for disabled students (and those labeled as such) who are denied full literacy education and for nonliterate adults who are perceived as lacking intelligence, knowledge, and ability. What It Means to Be Literate turns attention to disabled writers themselves, exposing how the cultural oppositions between disability and literacy affect how people understand themselves as literate and even as fully human. Drawing on interviews with individuals who have experienced strokes and brain injuries causing the language disability aphasia, Elisabeth L. Miller argues for the importance of taking a disability materiality approach to literacy that accounts for the embodied, material experiences of disabled people writing and reading. This approach reveals how aphasic writers’ literate practices may reinscribe, challenge, or even exceed scripts around the body in literacy (how brains, hands, eyes, mouths, voice boxes, and more operate to make reading and writing happen) as well as what and how spaces, activities, tools, and materials matter in literate practice. Miller pushes for a deeper understanding of how individuals’ specific bodies always matter for literate practice and identity, enabling researchers to better account for, and counter, ableist literate norms.
In this book, Elisabeth H. Kinsley weaves the stories of racially and ethnically distinct Shakespeare theatre scenes in late nineteenth- and early twentieth-century Manhattan into a single cultural history, revealing how these communities interacted with one another and how their work influenced ideas about race and belonging in the United States during a time of unprecedented immigration. As Progressive Era reformers touted the works of Shakespeare as an “antidote” to the linguistic and cultural mixing of American society, and some reformers attempted to use the Bard’s plays to “Americanize” immigrant groups on Manhattan’s Lower East Side, immigrants from across Europe appropriated Shakespeare for their own ends. Kinsley uses archival material such as reform-era handbooks, theatre posters, playbills, programs, sheet music, and reviews to demonstrate how, in addition to being a source of cultural capital, authority, and resistance for these communities, Shakespeare’s plays were also a site of cultural exchange. Performances of Shakespeare occasioned nuanced social encounters between New York’s empowered and marginalized groups and influenced sociocultural ideas about what Shakespeare, race, and national belonging should and could mean for Americans. Timely and immensely readable, this book explains how ideas about cultural belonging formed and transformed within a particular human community at a time of heightened demographic change. Kinsley’s work will be welcomed by anyone interested in the formation of national identity, immigrant communities, and the history of the theatre scene in New York and the rest of the United States.
Winner, 2020 JDC-Herbert Katzki Award for Writing Based on Archival Material, given by the Jewish Book Council The astonishing story of the efforts of scholars and activists to rescue Jewish cultural treasures after the Holocaust In March 1946 the American Military Government for Germany established the Offenbach Archival Depot near Frankfurt to store, identify, and restore the huge quantities of Nazi-looted books, archival material, and ritual objects that Army members had found hidden in German caches. These items bore testimony to the cultural genocide that accompanied the Nazis’ systematic acts of mass murder. The depot built a short-lived lieu de memoire—a “mortuary of books,” as the later renowned historian Lucy Dawidowicz called it—with over three million books of Jewish origin coming from nineteen different European countries awaiting restitution. A Mortuary of Books tells the miraculous story of the many Jewish organizations and individuals who, after the war, sought to recover this looted cultural property and return the millions of treasured objects to their rightful owners. Some of the most outstanding Jewish intellectuals of the twentieth century, including Dawidowicz, Hannah Arendt, Salo W. Baron, and Gershom Scholem, were involved in this herculean effort. This led to the creation of Jewish Cultural Reconstruction Inc., an international body that acted as the Jewish trustee for heirless property in the American Zone and transferred hundreds of thousands of objects from the Depot to the new centers of Jewish life after the Holocaust. The commitment of these individuals to the restitution of cultural property revealed the importance of cultural objects as symbols of the enduring legacy of those who could not be saved. It also fostered Jewish culture and scholarly life in the postwar world.
In 1995, Kentucky governor Brereton Jones granted parole to ten women who had been convicted of killing, conspiring to kill, or assaulting the men who had abused them for years. The media began referring to them as the "Sisters in Pain," a name they embraced. These are their stories. Linda Elisabeth Beattie and Mary Angela Shaughnessy's interviews of seven of the Sisters in Pain detail the physical, sexual, or psychological abuse they suffered at the hands of their husbands or boyfriends, battery beyond comprehension. Anyone who has ever asked, "Why don't they just leave?" will come to understand the interconnected strands of abuse that make just living through another day a personal triumph. Beattie and Shaughnessy address the pervasive nature of domestic violence in America and explore the legal ramifications of fighting back. Their interviews with the Sisters in Pain reveal the ways in which these women have picked up the pieces of their shattered lives and learned to face the future.
The word stress is everywhere and highly overused. Everyone is stressed, it seems, all the time. Looking into the meaning of stress in the natural science and the humanities, this book explores cellular stress as cause of and in correlation with what humans experience as stress. When do we psychologically feel stress and when do we show physiological evidence of stress in our brain? Stress is a deviation from what feels normal and healthy. It can be created by social or economic factors and become chronic, which has substantial impacts on the individual and society as a whole. Focusing on poverty as one chronic inducer of stress, this book explores how the lack of pressure-free time, the hardships and unpredictability of everyday life and a general lack of protection lead to destructive toxic stress. This pressure affects cognitive and social functioning, brain development during childhood and may also result in premature aging. How can the sciences inform our understanding of and our response to stress? What can be done about toxic stress both on a personal level and in terms of structures and policies? The book is written for anyone interested in stress, its causes and consequences, and its relationship to poverty.
The authors argue that women gamers, too often ignored as gamers, are in many respects leading the way in this trend towards design, cultural production, new learning communities, and the combination of technical proficiency with emotional and social intelligence.
Annotation Muhlenfeld traces the life (particularly the last 20 years) of South Carolina socialite and writer Chesnut (1823-1886), best-known today for her excellent firsthand account of life in the Confederate States of America, A Diary from Dixie (republished in 1981 as Mary Chesnut's Civil War). Annotation c. by Book News, Inc., Portland, Or.
Provides an in-depth review of current print and electronic tools for research in numerous disciplines of biology, including dictionaries and encyclopedias, method guides, handbooks, on-line directories, and periodicals. Directs readers to an associated Web page that maintains the URLs and annotations of all major Inernet resources discussed in th
Noelle-Newmann's classic on public opinion as a form of social control was originally published in German in 1980 and first published in English in 1984. This revised edition adds three new chapters to summarize ongoing research, new findings, and new developments. Annotation copyright by Book News, Inc., Portland, OR
Most research on poverty focuses on the damage that persistent unemployment causes for individuals, families, and neighborhoods. But what happens when jobs are plentiful and workers are hard to come by? Persistent labor shortages became the norm in 2022, but there have been a number of periods in American history where tight labor markets prevailed. Moving the Needle examines what happens when conditions favorable to workers create market pressures that boost wages at the bottom, improve benefits, pull the unemployed from the sidelines to the center of a burgeoning job market, lengthen job ladders, and dampen credentialism. Utilizing 79 years of quantitative and historical data, as well as fieldwork among employers, jobseekers, and long-time residents of poor neighborhoods, this book explores how profoundly positive tight labor markets are for labor and recommends policies that would keep that momentum moving when the conditions that spur it forward no longer hold"--
This volume provides an overview of EU actions seeking to manage diversity, introduces a conceptual framework to think about diversity in the European Union, and provides a tapestry of cases that illustrate minority politics and activism, contestations over identity and difference, and the construction of new meanings of European citizenship.
Disability and literacy are often understood as incompatible. Disability is taken to be a sign of illiteracy, and illiteracy to be a sign of disability. These oppositions generate damaging consequences for disabled students (and those labeled as such) who are denied full literacy education and for nonliterate adults who are perceived as lacking intelligence, knowledge, and ability. What It Means to Be Literate turns attention to disabled writers themselves, exposing how the cultural oppositions between disability and literacy affect how people understand themselves as literate and even as fully human. Drawing on interviews with individuals who have experienced strokes and brain injuries causing the language disability aphasia, Elisabeth L. Miller argues for the importance of taking a disability materiality approach to literacy that accounts for the embodied, material experiences of disabled people writing and reading. This approach reveals how aphasic writers’ literate practices may reinscribe, challenge, or even exceed scripts around the body in literacy (how brains, hands, eyes, mouths, voice boxes, and more operate to make reading and writing happen) as well as what and how spaces, activities, tools, and materials matter in literate practice. Miller pushes for a deeper understanding of how individuals’ specific bodies always matter for literate practice and identity, enabling researchers to better account for, and counter, ableist literate norms.
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