In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.
Albany, New York, experienced massive upheaval when the Volstead Act of 1919 established Prohibition. Crime already proliferated in the capital of the Empire State, with rival political machines stooping to corruption and the mob with their heavy-handed powers of persuasion. As it did nationwide, Prohibition in Albany served merely to force alcohol-related commerce underground and lawlessness and violence to the forefront of city activity.
Contending that a mythology of race consisting of themes of sex and savagery exists in the United States and is perpetuated in popular culture, Frankie Y. Bailey identifies stereotypical images of blacks in crime and detective fiction and probes the implied values and collective fantasies found there. Out of the Woodpile is the first sociohistorical study of the evolution of black detectives and other African American characters in genre fiction. The volume's three divisions reflect the evolution of the status of African Americans in American society. The three chapters of the first section, From Slaves to Servants, begin with a survey of the works of Poe and Twain in antebellum America, then discuss the depiction of blacks and other natives in British crime and detective fiction in the days of the British Empire, and lastly focus on American classics of the pre-World War II period. In Urban Blues, Bailey continues her investigation of black stock characters by zeroing in on the denizens of the Black Metropolis and their Black Rage. Assimilating, the final section, contains chapters that scrutinize The Detectives, Black Lives: Post-War/Post Revolution, and the roles assigned to Black Women. The results of survey questions carried in The Third Degree, the newsletter of the Mystery Writers of America, as well as the views of fourteen crime writers on the creation of black characters in genre fiction are followed by the Directory, which includes a sampling of cases featuring black characters, a list of black detectives, relevant works of fiction, film, television, and more. The volume's informed analyses will be important reading for students and scholars in the fields of popular culture, American popular fiction, genre fiction, crime and detective fiction, and black and ethnic studies. It is also a timely resource for courses dealing with race relations and blacks in American literature or society.
The Marias River canyon in north-central Montana served during late Holocene time as a locus of human activity in an ecologically and geologically dynamic landscape. This volume presents the results of interdisciplinary research, synergistically combining geologic, ecologic, and archaeologic approaches focused on examining the ways that Late Precontact peoples depended upon the animal (bison) and plant resources of a changing landscape subject to erosion and sediment transport as dominant surficial processes. Connections between erosion and deposition, plant community distribution, large mammal niches, and native peoples' place in the Marias River canyon geoecosystem, as well as the role of tributary-junction alluvial fans as repositories of archaeological materials and vertebrate faunal remains are emphasized.
In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.
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