(Limelight). Ranging from rollicking farce to gentle satire to bitter domestic drama, these plays Torchbearers , The Show-Off , and Craig's Wife reveal Kelly as a master theatrical craftsman, an unflinching observer of human character, and a playwright to be remembered.
The Lost Oasis tells the true story behind The English Patient. An extraordinary episode in World War II, it describes the Zerzura Club, a group of desert explorers and adventurers who indulged in desert travel by early-model-motor cars and airplanes, and who searched for lost desert oases and ancient cities of vanished civilizations. In reality, they were mapping the desert for military reasons and espionage. The club's members came from countries that soon would be enemies: England and the Allied Forces v. Italy and Germany. When war erupted in 1939, Ralph Bagnold founded the British Long Range Desert Group to spy on and disrupt Rommel's advance on Cairo, while a fellow club member, Hungarian Count Almasy, succeeded in placing German spies there. Ultimately, the British prevailed. Saul Kelly's riveting history draws on interviews with survivors and previously unknown documentary material in England, Italy, Germany, Hungary, and Egypt. His book reads like a thriller -- with one key difference: it's all true.
Robert Kollar captures the diversity, color, and dramatic scale of life in the Tennessee Valley in this collection of 240 color photographs. He records the Friday night high school football games, county fairs, family reunions, and Sunday dinners that make the region so appealing. Kelly Leiter s text reveals the real people behind the faces-their concerns and their pride, their savvy, and their traditionalism.
Mental hygiene" films developed for classroom use touted vigilance, correct behavior, morality, and model citizenship. They also became powerful tools for teaching literacy skills and literacy-based behaviors to young people following the Second World War. In this study, Kelly Ritter offers an extensive theoretical analysis of the alliance of the value systems inherent in mental hygiene films (class-based ideals, democracy, patriotism) with writing education—an alliance that continues today by way of the mass digital technologies used in teaching online. She further details the larger material and cultural forces at work in the production of these films behind the scenes and their effects on education trends. Through her examination of literacy theory, instructional films, policy documents, and textbooks of the late 1940s to mid-1950s, Ritter demonstrates a reliance on pedagogies that emphasize institutional ideologies and correctness over epistemic complexity and de-emphasize the role of the student in his or her own learning process. To Ritter, these practices are sustained in today's pedagogies and media that create a false promise of social uplift through formalized education, instead often resulting in negative material consequences.
To Know Her Own History chronicles the evolution of writing programs at a landmark Southern women's college during the postwar period. Kelly Ritter finds that despite its conservative Southern culture and vocational roots, the Woman's College of the University of North Carolina was a unique setting where advanced writing programs and creativity flourished long before these trends emerged nationally. Ritter profiles the history of the Woman's College, first as a normal school, where women trained as teachers with an emphasis on composition and analytical writing, then as a liberal arts college. She compares the burgeoning writing program here to those of the Seven Sisters (Wellesley, Smith, Radcliffe, Barnard, Vassar, Bryn Mawr, and Mount Holyoke) and to elite all-male universities, to show the singular progressivism of the Woman's College. Ritter presents lively student writing samples from the early postwar period to reveal a blurring of the boundaries between "creative" and "expository" styles. By midcentury, a quantum shift toward creative writing changed administrators' valuation of composition courses and staff at the Woman's College. An intensive process of curricular revisions, modeled after Harvard's "Redbook" plan, was proposed and rejected in 1951, as the college stood by its unique curricula and singular values. Ritter follows the plight of individual instructors of creative writing and composition, showing how their compensation and standing were made disproportionate by the shifting position of expository writing in relation to creative writing. Despite this unsettled period, the Woman's College continued to gain in stature, and by 1964 it became a prize acquisition of the University of North Carolina system. Ritter's study demonstrates the value of local histories to uncover undocumented advancements in writing education, offering insights into the political, cultural, and social conditions that influenced learning and methodologies at "marginalized" schools such as the Woman's College.
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