This annual series, published in cooperation with the Women and International Development Program at Michigan State University, uses a multi-disciplinary approach to explore women's experiences across a wide range of geographical areas, economic sectors, and social institutions. The articles presented in each volume synthesize a growing body of literature on key issues, suggest priorities for research, and propose changes in development policy and programming. Each volume is divided into three major sections. In the first, contributors distill and interpret research in review articles; in the second–a trend report–they provide original analyses of existing data sets; and in the final section, they analyze a specific research concern from varying perspectives.
This annual series, published in cooperation with the Women and International Development Program at Michigan State University, uses a multi-disciplinary approach to explore women's experiences across a wide range of geographical areas, economic sectors, and social institutions. The articles presented in each volume synthesize a growing body of literature on key issues, suggest priorities for research, and propose changes in development policy and programming. Each volume is divided into three major sections. In the first, contributors distill and interpret research in review articles; in the second–a trend report–they provide original analyses of existing data sets; and in the final section, they analyze a specific research concern from varying perspectives.
In recent years, various tributaries of psychoanalytic and developmental theory have flowed into our dawning understanding of the role of early sensory and affective experiences in the construction of our personal worlds. In Patterns: Building Blocks of Experience, Marilyn Charles shows how such primary experiences coalesce into patterns, those essential units of meaning that capture the unique subjectivity of each individual. Frequently "known" by their prosody or affective melody, patterns come to have profound meanings that we utilize in constructing basic notions of self and other. Through pattern, Charles holds, we approach elusive meanings through dimensions of shape, contour, and affective resonance. Such patterned understandings, in turn, become a mode of interchange through which we touch one another in ways that go beyond the overtly physical. Analytic patients, Charles finds, have often led early lives too full of "noise" to use their early sensory and affective experiences constructively. Such patients tend to live out patterns that operate unconsciously and have become literally incomprehensible. Analytic communication, by drawing explicit attention to such patterned experience, provides new images that intrude on ingrained patterns of thinking about the self and other. Out of the productive clash of analytically co-constructed images and the invariant patterns of the past emerge new conceptions of what the patient may choose to be in the present moment. Through it all, Charles displays an admirable willingness to sit in difficult spaces and to work through troubling therapeutic impasses from the inside out, rather than from some point of ostensible safety. This finely textured and richly evocative study, which grows out of Charles' extensive clinical work with artists, writers, and musicians, is a signal contribution to developmental theory, clinical theory, and the psychology of creativity.
Beyond Grammar: Language, Power, and the Classroom asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community. Each chapter provides extended discussion of a set of critical language issues that directly affect students in classrooms: the political nature of language, the power of words, hate language and bullying, gender and language, dialects, and language policies. Written for pre-service and practicing teachers, this text addresses how teachers can alert students to the realities of language and power--removing language study from a “neutral” corner to situate it within the context of political, social, and cultural issues. Developing a critical pedagogy about language instruction can help educators understand that classrooms can either maintain existing inequity or address and diminish inequity through critical language study. A common framework structures the chapters of the text: * Each chapter begins with an overview of the language issue in question, and includes references for further research and for classroom use, and provides applications for classroom teachers. * Numerous references to the popular press and the breadth of language issues found therein foreground current thought on socio-cultural language issues, attitudes, standards, and policies found in the culture(s) at large. * References to current and recent events illustrate the language issue’s importance, cartoons address the issue, and brief “For Thought” activities illustrate the point being discussed and extend the reader’s knowledge and awareness. * “Personal Explorations” ask readers to go beyond the text to develop further understanding; “Teaching Explorations” ask teachers to apply chapter content to teaching situations. Beyond Grammar: Language, Power, and the Classroom is intended for undergraduate and master’s level courses that address literacy education, linguistics, and issues of language and culture.
Psychoanalysis offers many concepts that are extremely useful clinically but not always accessible in the original. In Psychoanalysis and Literature:The Stories We Live, Marilyn Charles pairs case vignettes with examples from literature to highlight the essential human struggles that play out in the consulting room. This pairing depathologizes those struggles and offers a conceptual framework that can help the clinician facilitate these journeys of discovery. Describing first how literature affords an opportunity for vicarious engagement with struggles endemic to the human condition, she then focuses on trauma, dreams, and ‘cultural collisions’turning more explicitly to the developmental challenges of identity, relatedness, aging, and generativity. Psychoanalysis and Literature is accessible, relevant, and timely.
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