Pratt intriguingly explores European travel and exploration writing. In a study of genre and as a critique of ideology, Imperial Eyes examines how travel books by Europeans create the domestic subject of European imperialism.
Tracing colonialism alongside the history of anticolonial struggles in the Americas, Mary Louise Pratt shows how the turn of the twenty-first century marks a catastrophic turning point in the human and planetary condition.
Mary Lous Surprise is a story of a young girl named Mary Lou who has leukemia and who is missing her classmates. After hearing the news at school, Henry decides to throw a party at Easter time at her house with cake, ice-cream, balloons, and games. Through all the excitement, Mary Lous friends, teacher, and principle all learn that happiness is doing for others. I wrote and illustrated Mary Lous Surprise when I was eleven years old. For over thirty-six years, the homemade book was tucked away in my mothers attic, hidden in an old suitcase I used to carry around as a child. Getting ready to move, my mother rediscovered it and gave it me. When I reread the story that I wrote many years ago, I discovered several uncanny parallels to my adult life. I knew God wanted me to share it as a testimonial of hope for others. I feel I am living proof that life goes in a full circle. Like Mary Lou, I too, have cancer which is also a white blood disorder and is very similar to leukemia. I have had it for fourteen years and have relapsed for the fifth time as of last year. Over the summer the cancer has spread and I start chemotherapy for a third time in January. It was not long before I started work at Island Hospice as Volunteer Coordinator for THA Group, that I felt my calling was to help others. I recruited my children Sims fourteen and Stephen seventeen, as Island Hospice Teen volunteers. I wanted them to learn important lessons in life like the benefits of helping those in need. There are a number of other aspects in the book and from my childhood that now have so much relevance. Not only does Mary Lou have cancer, but they go to visit her on Easter. This year April 8th, my husband Stephen and I will have been married twenty four years and it falls on Easter. Mary Lous teachers name is Miss Beatie and that is the teacher on the popular television show Little House on the Prairie, which was my childhood favorite show. My daughter and I watch the reruns today. Henry and the children play games with Mary Lou to cheer her up. I play games now with our hospice patients to cheer them up and relieve stress. The cover was recreated by my daughter just like we found it, but put on a lime green paper. My children discovered that all cancer types are given a color and lymphomas is lime green and the celebration month is September. The book was just discovered in the month of September and my childhood favorite color just so happened to be apple green. I truly believe God gave me the courage to write the story so young because I believed in him so much. He knew one day I would find the book at just the right time in my life, so that I could share it with others who need encouragement. I believe everything is for a reason and there are no such things as consequences. I have shared my story with patients, nurses, children and veterans. I now want to share it with you and your family. Mary Lous moral of her story says it all happiness is doing for others. I would love to hear your comments. Email: buttimer1@att.net.
This is the first published biography of Caroline Pratt, an innovative progressive educator who founded the City and Country School in Greenwich Village, New York, in 1914. It provides a feminist analysis of Pratt's life and work that adds a new dimension to our appreciation of her contributions to progressive education. Learning from Children also shows how an analysis of Pratt's work can inform our understanding of current critical issues in educational policy and practice. Caroline Pratt's story will enliven courses on history of education, foundations of early childhood education, and women's history topics.
Is cultural dialogue an abstruse intellectual exercise obsessed with examining the interaction of high and low culture in our communication? Is the way we understand communication underpinned by universals or are these assumptions also culturally specific?
Every major Peruvian author of the twentieth century has written a narrative focused on childhood or coming of age. Mining Memory argues that Peruvian narratives of the twentieth century re-imagine childhood not only to document personal pasts, but also to focus on national identity as a dynamic and incomplete process. Mining Memory shows how 20th-century narratives and films reimagine the self and the nation by representing child and adolescent protagonists and their evolution, using the remembrance of childhood as part of a nation-making project. The book demonstrates how, in the context of Peru, fictions focusing on childhood become vehicles for the national reimagining and collective remembering central to much of Latin American literature. The figure of the child, as emblem of both a collective memory and an always deferred utopian project, holds special promise for twentieth-century Peruvian writers as they write from a national context rife with cultural, racial and political conflict. The book intervenes in debates internal to Peruvian cultural studies as well as wider conversations in Latin American Studies and post-colonial studies. Mining Memory provides a new understanding to both the Latin American and Anglo-American traditions regarding the representations of national subjectivities through the voices of the child and adolescent. Such a representational strategy performs a very particular kind of hybridity and temporal balancing act capable of addressing the very issues of cultural memory and fractured identities so relevant to multi-cultural, post-colonial cultural contexts.
Over the past several decades, higher education has been transformed by the entry of faculty of color and women into the university system. Through detailed institutional ethnographies of three very different universities, Privilege and Diversity in the Academy explores how this diversification has dismantled and reconfigured relationships of privilege and diversity in higher education. Authors Maher and Tetreault use examples from a top-ranked private university, a comprehensive urban university, and a major public university to illustrate how privilege is enacted, resisted, and transformed as changes occur in the student bodies and faculties of these schools. In their analyses, they identify the institutional structures that facilitate the success of a diverse faculty and make valuable observations about patterns of institutional change and resistance.
DIVExamines how Chicana literature -- its narrative techniques, stylistic conventions, plot dilemmas and resolutions -- interrogate the multiple ways space and social relations constitute each other./div
Drawing on substantial collections of previously unpublished papers, this book examines personal experiences of British naval officers employed in suppressing the transatlantic slave trade from West Africa in the nineteenth century. It illuminates cultural encounters, the complexities of British abolitionism, and extraordinary military service at sea and in African territories.
The last 25 years have witnessed extraordinary growth in the academic specialization variously described as composition studies or rhetoric and composition. What was noticeable about the field in its infancy was a preoccupation with practice, a lack of emphasis on theory, and an exclusive reliance on the writing process. As its disciplinary status has grown, the field has become far more theoretical. Composition studies has expanded its focus, reconceptualized the writing process, and embraced a wide range of critical perspectives. The result of this change is that terms such as poststructuralism, social construction, gender, and genre, which were largely unknown in 1965, now dominate discussion. This reference book is a guide to the multiplicity of theories that have emerged to form the disciplinary foundation of composition studies. The volume consists of 66 entries, each of which is written by an expert contributor and focuses on a particular theory or group of theories. While the entries show how various individuals have contributed to theoretical movements, very few concentrate on the work of a single theorist. Each entry first provides a critical summary of a particular theory or group of theories, including key elements, basic concepts and claims, and information about seminal or particularly influential works. It then reviews the theory's critical reception in composition studies and discusses its significance in the field. The bibliography at the end of each entry lists primary texts and major scholarship related to the theory and provides additional suggestions for further reading. The volume closes with a selected bibliography of important works.
A striking analysis of popular board games’ roots in imperialist reasoning—and why the future of play depends on reckoning with it. Board games conjure up images of innocuously enriching entertainment: family game nights, childhood pastimes, cooperative board games centered around resource management and strategic play. Yet in Playing Oppression, Mary Flanagan and Mikael Jakobsson apply the incisive frameworks of postcolonial theory to a broad historical survey of board games to show how these seemingly benign entertainments reinforce the logic of imperialism. Through this lens, the commercialized version of Snakes and Ladders takes shape as the British Empire’s distortion of Gyan Chaupar (an Indian game of spiritual knowledge), and early twentieth-century “trading games” that fêted French colonialism are exposed for how they conveniently sanitized its brutality while also relying on crudely racist imagery. These games’ most explicitly abhorrent features may no longer be visible, but their legacy still lingers in the contemporary Eurogame tendency to exalt (and incentivize) cycles of exploration, expansion, exploitation, and extermination. An essential addition to any player’s bookshelf, Playing Oppression deftly analyzes this insidious violence and proposes a path forward with board games that challenge colonialist thinking and embrace a much broader cultural imagination.
During the early modern period, western Europe was transformed by the proliferation of new worlds—geographic worlds found in the voyages of discovery and conceptual and celestial worlds opened by natural philosophy, or science. The response to incredible overseas encounters and to the profound technological, religious, economic, and intellectual changes occurring in Europe was one of nearly overwhelming wonder, expressed in a rich variety of texts. In the need to manage this wonder, to harness this imaginative overabundance, Mary Baine Campbell finds both the sensational beauty of early scientific works and the beginnings of the divergence of the sciences—particularly geography, astronomy, and anthropology—from the writing of fiction. Campbell's learned and brilliantly perceptive new book analyzes a cross section of texts in which worlds were made and unmade; these texts include cosmographies, colonial reports, works of natural philosophy and natural history, fantastic voyages, exotic fictions, and confessions. Among the authors she discusses are André Thevet, Thomas Hariot, Francis Bacon, Galileo, Margaret Cavendish, and Aphra Behn. Campbell's emphasis is on developments in England and France, but she considers works in languages other than English or French which were well known in the polyglot book culture of the time. With over thirty well-chosen illustrations, Wonder and Science enhances our understanding of the culture of early modern Europe, the history of science, and the development of literary forms, including the novel and ethnography.
Advancing a Chicana feminist interpretation, Davalos carefully explores both the history of nineteenth- and twentieth-century museum practices and the more recent phenomenon of physically locating Mestizo/Chicano art within "insider spaces" (such as ethnically or racially specific cultural institutions and alternative galleries). Just as public museums instruct visitors about who does and who does not belong to a nation's legacy, Davalos makes clear that exhibitions in so-called minority museums are likewise shaped by notions of difference and nationalism and by the politics of identity and race."--BOOK JACKET.
This book is for higher education faculty and staff who wish to deepen their approach to mentoring all students, but it is especially concerned with “outsider” students – those who come from groups that were long excluded from higher education, and who have been marginalized and minoritized by society and academia. Mentoring is difficult work for an abundance of reasons, and – given higher education’s troubled history of exclusion, as well as a contemporary context fraught with social and power imbalances – it can be especially challenging when the mentorship takes place across dimensions of difference such as social class, race, ethnicity, sexuality, gender, or ability. Mutuality, Mystery, and Mentorship in Higher Education examines the seemingly spontaneous and serendipitous connection between mentor and protégé, and points to a new vision of mentorship based on a deep sense of reciprocity between the two. Hinsdale proposes that if more mentors take a responsive, decolonizing approach to their work across difference, then the promise of social and class mobility through education might be realized for more of our students and the tide might begin to turn toward an increasingly inclusive, intellectually open academy.
In this book, Mary Jean Corbett explores fictional and non-fictional representations of Ireland's relationship with England throughout the nineteenth century. Through postcolonial and feminist theory, she considers how cross-cultural contact is negotiated through tropes of marriage and family, and demonstrates how familial rhetoric sometimes works to sustain, sometimes to contest the structures of colonial inequality. Analyzing novels by Edgeworth, Owenson, Gaskell, Kingsley, and Trollope, as well as writings by Burke, Carlyle, Engels, Arnold, and Mill, Corbett argues that the colonizing imperative for 'reforming' the Irish in an age of imperial expansion constitutes a largely unrecognized but crucial element in the rhetorical project of English nation-formation. By situating her readings within the varying historical and rhetorical contexts that shape them, she revises the critical orthodoxies surrounding colonial discourse that currently prevail in Irish and English studies, and offers a fresh perspective on important aspects of Victorian culture.
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