In Archaeologies of an Uncertain Future, McPherson explores the memory work, alternative historiographies, and feminist aesthetics by which women writers revisit the past and reimagine the future. Grounded within critical discourses across many discplines, McPherson's analysis engages contemporary discussions about autobiographical genres, post-modern historiographies, memoirs, and literary genealogies.
Maintaining that women's storytelling is a telling activity, Karen McPherson "reads for guilt" in novels by five twentieth-century writers--Simone de Beauvoir (L'Invitée), Marguerite Duras (Le ravissement de Lol V. Stein), Anne Hébert (Kamouraska), Virginia Woolf (Mrs. Dalloway), and Nicole Brossard (Le désert mauve). She finds in the vocabulary and atmosphere of these novels a linking of female protagonists to crime and culpability. The guilt, however, is not clearly imputed or assumed; it tends to trouble the conscience of the entire narrative. Through critical close readings and an inquiry into the interrelations among narration, transgression, and gender, McPherson explores how the women in the stories come under suspicion and how they attempt to reverse or rewrite the guilty sentence. The author examines the complex process and language of incrimination, reflecting on its literary, philosophical, social, and political manifestations in the texts and contexts of the five novels. She looks for signs of possible subversion of the incriminating process within the texts: Can female protagonists (and women writers) escape the vicious circling of the story that would incriminate them? In the course of this book, the stories are made to reveal their strikingly modern and postmodern preoccupations with survival.
Children often ask the simple question, “God, do you love me?” In this book, they will discover that God shows love for us by providing all we have: wind, grass, flowers, hills, lakes, trees, birds, family, friends, church, the Bible, and more. A meaningful Scripture accompanies each answer.
First Fieldwork: Pacific Anthropology, 1960–1985 explores what a generation of anthropologists experienced during their first visits to the field at a time of momentous political changes in Pacific island countries and societies and in anthropology itself. Answering some of the same how and why questions found in Terence E. Hays’ Ethnographic Presents: Pioneering Anthropologists in the Papua New Guinea Highlands (1993), First Fieldwork begins where that collection left off in the 1950s and covers a broader selection of Pacific Islands societies and topics. Chapters range from candid reflections on working with little-known peoples to reflexive analyses of adapting research projects and field sites, in order to better fit local politics and concerns. Included in these accounts are the often harsh emotional and logistical demands placed on fieldworkers and interlocutors as they attempt the work of connecting and achieving mutual understandings. Evident throughout is the conviction that fieldwork and what we learn from and write about it are necessary to a robust anthropology. By demystifying a phase begun in the mid-1980s when critics considered attempts to describe fieldwork and its relation to ethnography as inevitably biased representations of the unknowable truth, First Fieldwork contributes to a renewed interest in experiential and theoretical nuances of fieldwork. Looking back on the richest of fieldwork experiences, the contributors uncover essential structures and challenges of fieldwork: connection, context, and change. What they find is that building relationships and having others include you in their lives (once referred to as “achieving rapport”) is determined as much by our subjects as by ourselves. As they examine connections made or attempted during first fieldwork and bring to bear subsequent understandings and questions—new contexts from which to view and think—about their experiences, the contributors provide readers with multidimensional perspectives on fieldwork and how it continues to inspire anthropological interpretations and commitment. A crucial dimension is change. Each chapter is richly detailed in history: theirs/ours; colonial/postcolonial; and the then and now of theory and practice. While change is ever present, specifics are not. Reflecting back, the authors demonstrate how that specificity defined their experiences and ultimately their ethnographic re/productions.
Karen F. Stein University of Rhode Island, Kingston, USA Rachel Carson is the twentieth century’s most significant environmentalist. Her books about the sea blend science and poetry as they invite readers to share her celebration of the ocean’s wonders. Silent Spring, her graphic and compelling exposé of the damage caused by the widespread aerial spraying of persistent organic pesticides such as DDT, opened our eyes to the interconnectedness of all living beings and the ecological systems we inhabit. Carson’s work challenges our belief that science and technology can control the natural world, asks us to recognize our place in the world around us, and inspires us to treat the earth respectfully. She calls us to rekindle our sense of wonder at nature’s power and beauty, and to tread lightly on the earth so that it will continue to sustain us and our descendants. This book guides readers on a journey through Carson’s life and work, considers Carson’s legacies, and points to some of the continuing challenges to sustainability. It provides a listing of resources for reading, learning, or teaching about the environment, about nature writing, and about Carson and the crucial issues she addressed.
It is a great pleasure to offer this volume from Michael J. Nakkula, Karen C. Foster, Marc Mannes, and Shenita Bolstrom as the latest in the Search Institute Series on Developmentally Attentive Community and Society. Its importance to the series and this ?eld of inquiry and practice is readily evident in its title, Building Healthy Communities for Positive Youth Development. Since the early 1990s, Search Institute has invited and encouraged communities of all shapes and sizes to use its framework of Developmental Assets and principles of asset building to create strong, vibrant, and welcoming communities for children and youth. We have operated largely at the grassroots level, encouraging innovation and adaptation around a shared vision, rather than proposing a program or model for replication. We seek to learn as much from the communities as they learn from us. This book offers in-depth case studies of what happened in eight diverse c- munities that took up our invitation. In them, we see a wide array of strategies and approaches that, on the surface, seem to have little coherence. But, as Nakkula and colleagues found, underlying each of these distinct efforts was a deep commitment to transforming the social norms of community life to more effectively attend to young people’s healthy development throughout the ?rst two decades of life. There have been many ambitious efforts aimed at comprehensive community change on behalf of young people.
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