In Caribbean Shadows and Victorian Ghosts, Kathleen J. Renk demonstrates how contemporary Anglophone Caribbean women's writing radically subverts the powerful myth of the family as it is constructed in nineteenth-century British and colonial texts. Reading the fiction of Jamaica Kincaid, Dionne Brand, Jean Rhys, Erna Brodber, and Michelle Cliff alongside British texts such as Dickens's Great Expectations and Bronte's Jane Eyre, she argues that Anglophone Caribbean women writers create new narratives that simultaneously "bury" Victorian ghosts--the discourse on the Victorian mother, the plantation family discourse, and the discourse on madness--and "catch" Caribbean shadows--the histories of forgotten or elided Caribbean ancestors and narratives of resistance. Book jacket.
This book examines the ways in which contemporary British and British postcolonial writers in the after-empire era draw connections between magic (defined here as Renaissance Hermetic philosophy) and science. Writers such as Tom Stoppard, Zadie Smith, and Margaret Atwood critique both imperial science, or science used in service to empire, and what Renk calls "imperical science," a distortion of rational science which denies that reality is holistic and claims that nature can and should be conquered. In warning of the dangers of imperical science, these writers restore the connection between magic and science as they examine major shifts in scientific thinking across the centuries. They reflect on the Copernican Revolution and the historic split between magic and science, scrutinize Darwinism, consider the relationship between Victorian science and pseudo-science, analyze twentieth-century Uncertainty theories, reject bio/genetic engineering, call for a new approach to science that reconnects science and art, and ultimately endeavor to bring an end to the imperial age. Overall, these writers forge a new discourse that merges science with the arts and emphasizes a holistic philosophy, a view shared by both Hermetic philosophy and recent scientific theories, such as chaos or complexity theory. Along with recent books that focus on the relationship between contemporary literature and science, this work focuses on contemporary British literature’s critique of science and the ways in which postcolonial literature addresses the relationship between magic, science, and empire.
Renk demonstrates how contemporary Anglophone Caribbean women's writing radically subverts the myth of the family as it is constructed in 19th century British and colonial texts. These women writers reconfigure Caribbean identity, family, and nation according to cross-cultural, trans-national and transtemporal paradigms.
This book examines the ways in which contemporary British and British postcolonial writers in the after-empire era draw connections between magic (defined here as Renaissance Hermetic philosophy) and science. Writers such as Tom Stoppard, Zadie Smith, and Margaret Atwood critique both imperial science, or science used in service to empire, and what Renk calls "imperical science," a distortion of rational science which denies that reality is holistic and claims that nature can and should be conquered. In warning of the dangers of imperical science, these writers restore the connection between magic and science as they examine major shifts in scientific thinking across the centuries. They reflect on the Copernican Revolution and the historic split between magic and science, scrutinize Darwinism, consider the relationship between Victorian science and pseudo-science, analyze twentieth-century Uncertainty theories, reject bio/genetic engineering, call for a new approach to science that reconnects science and art, and ultimately endeavor to bring an end to the imperial age. Overall, these writers forge a new discourse that merges science with the arts and emphasizes a holistic philosophy, a view shared by both Hermetic philosophy and recent scientific theories, such as chaos or complexity theory. Along with recent books that focus on the relationship between contemporary literature and science, this work focuses on contemporary British literature’s critique of science and the ways in which postcolonial literature addresses the relationship between magic, science, and empire.
The Handbook of Trauma, Traumatic Loss, and Adversity in Children is a developmentally oriented book rich with findings related to child development, the impact of trauma on development and functioning, and interventions directed at treating reactions to trauma. Aspects of attachment and parenting and the use of interrelationships toward therapeutic ends are included in each age-related section of the book, ranging from 0 to 18+. Consolidating research from a range of disciplines including neurobiology, psychopathology, and trauma studies, chapters offer guidance on the potentially cascading effects of trauma, and outline strategies for assisting parents and teachers as well as children. Readers will also find appendices with further resources for download on the book’s website. Grounded in interdisciplinary research, the Handbook of Trauma, Traumatic Loss, and Adversity in Children is an important resource for mental health researchers and professionals working with children, adolescents, and families during the ongoing process of healing from traumatic exposure.
Most of us have, at one time, been obsessed with something, but how did obsession become a mental illness? This book examines literary, medical, and philosophical texts to argue that what we call obsession became a disease in the Romantic era and reflects the era’s anxieties. Using a number of literary texts, some well-known (like Mary Shelley’s 1818 Frankenstein and Edgar Allan Poe’s 1843 “The Tell Tale Heart”) and some not (like Charlotte Dacre’s 1811 The Passions and Charles Brockden Brown’s 1787 Edgar Huntly), the book looks at “vigilia”, an overly intense curiosity, “intellectual monomania”, an obsession with study, “nymphomania” and “erotomania”, gendered forms of desire, “revolutiana”, an obsession with sublime violence and military service, and “ideality,” an obsession with an idea. The coda argues that traces of these Romantic constructs can be seen in popular accounts of obsession today.
The seventh edition comes with significant revision of cognitive development throughout childhood, revised and updated chapters on adolescence, and more attention to emerging and early adulthood. It is a thorough revision with new research on everything from genetics to the timing of puberty, including brain development, life span disorders and cultural diversity. It also includes new learning features promoting critical thinking, revision and application." - product description.
Check out a preview. KATHLEEN STASSEN BERGER’s bestselling textbooks are un-matched for the engrossing, culturally inclusive way they communicate the essential science of human development. But that does not even begin to convey what the Berger experience is: What makes these bestselling textbooks so distinctive is the unmistakable presence of KATHLEEN STASSEN BERGER on every page, in writing that continually draws on the author’s teaching and family life to demonstrate a remarkable understanding not just of the field, but of students’ questions, their concerns, and their lives. The distinctive, definitive BERGER touch is evident throughout her new textbook, Invitation to the Life Span. This brief, original, 15-chapter textbook was created from page 1 to address the challenges teachers and students face when covering the entire life span in a semester (or even a quarter!). The hallmark Berger qualities are all here—the relatable presentation of research, the inclusive approach to world cultures, the study help that builds critical thinking and observational skills, the outstanding media and supplements—and all held together with Berger’s skill in bringing students and the science together.
Check out a preview. Edition after edition, Berger’s highly praised, bestselling text opens students’ eyes to the ways children grow—and the ways that growth is investigated and interpreted by developmentalists. Staying true to the hallmarks that have defined Berger’s vision from the outset, the Eighth Edition again redefines excellence in a child development textbook, combining thoughtful interpretations of the latest science with new skill-building pedagogy and media tools that can revolutionize classroom and study time.
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