Liquor was essential to military culture as well as healthcare regimens in both the Union and Confederate armies. But its widespread use and misuse caused severe disruptions as unruly drunken soldiers and officers stumbled down roads and through towns, colliding with civilians. The problems surrounding liquor prompted debates among military officials, soldiers, and civilians as to what constituted acceptable drinking. While Americans never could agree on precisely when it was appropriate to make or drink alcohol, one consensus emerged: the wasteful manufacture and reckless consumption of spirits during a time of civil war was so unpatriotic that it sometimes bordered on disloyalty. Using an array of sources—temperance periodicals, soldiers' accounts, legislative proceedings, and military records—Megan L. Bever explores the relationship between war, the practical realities of drinking alcohol, and temperance sentiment within the United States. Her insightful conclusions promise to shed new light on our understanding of soldiers' and veterans' lives, civil-military relations, and the complicated relationship between drinking, morality, and masculinity.
A key concern in postwar America was “who's passing for whom?” Analyzing representations of passing in Hollywood films reveals changing cultural ideas about authenticity and identity in a country reeling from a hot war and moving towards a cold one. After World War II, passing became an important theme in Hollywood movies, one that lasted throughout the long 1950s, as it became a metaphor to express postwar anxiety. The potent, imagined fear of passing linked the language and anxieties of identity to other postwar concerns, including cultural obsessions about threats from within. Passing created an epistemological conundrum that threatened to destabilize all forms of identity, not just the longstanding American color line separating white and black. In the imaginative fears of postwar America, identity was under siege on all fronts. Not only were there blacks passing as whites, but women were passing as men, gays passing as straight, communists passing as good Americans, Jews passing as gentiles, and even aliens passing as humans (and vice versa). Fears about communist infiltration, invasion by aliens, collapsing gender and sexual categories, racial ambiguity, and miscegenation made their way into films that featured narratives about passing. N. Megan Kelley shows that these films transcend genre, discussing Gentleman's Agreement, Home of the Brave, Pinky, Island in the Sun, My Son John, Invasion of the Body-Snatchers, I Married a Monster from Outer Space, Rebel without a Cause, Vertigo, All about Eve, and Johnny Guitar, among others. Representations of passing enabled Americans to express anxieties about who they were and who they imagined their neighbors to be. By showing how pervasive the anxiety about passing was, and how it extended to virtually every facet of identity, Projections of Passing broadens the literature on passing in a fundamental way. It also opens up important counter-narratives about postwar America and how the language of identity developed in this critical period of American history.
Discipline and Learn: Bodies, Pedagogy and Writing explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the repressive aspects of discipline highlighting its enabling potential and role in the development of dispositions to learning. The book engages with the work of a range of theorists: Foucault, Bourdieu, Merleau-Ponty, Mauss and Spinoza and considers their usefulness in theorizing embodiment and learning in the teaching of writing in the early years of school. Emphasis, however, is placed on the work of Bourdieu and his notion of habitus melding theory and practice in an ethnography of contemporary classrooms. This text is invaluable reading for students and academics across the social sciences and humanities interested in questions of embodiment, affect and their relation to learning. This is the most thought-provoking book to be published on pedagogy in a long, long time. Conceptually elegant and empirically rich, it undercuts conventional wisdom and potentially rearranges how we think about teaching, learning and writing. It argues that students’ bodies not just their minds matter in learning, explaining how, in practice, the desire to learn is a mindful bodily disposition. And it shows how, through an enabling form of discipline, teachers can produce a scholarly habitus in all students, including the educationally disadvantaged and defiant. Jane Kenway, Professor of Education, Monash University Discipline and Learn: Bodies, Pedagogy and Writing an excellent book which makes an important contribution to our understanding of both pedagogy and the body and which is sure to spark debate in both fields. It is careful and judicious in its approach but still manages to be provocative and original. Nick Crossley, Professor of Sociology, University of Manchester
This ethnography takes the reader into the Australian suburbs to learn about food, eating and bodies during the highly political context of one of Australia’s largest childhood obesity interventions. While there is ample evidence about the number of people who are overweight or obese and an abundance of information about what and how to eat, obesity remains ‘a problem’ in high-income countries such as Australia. Rather than rely on common assumptions that people are making all the wrong choices, this volume reveals the challenges of ‘eating healthy’ when money is scarce and how, different versions of being fat and doing fat happen in everyday worlds of precarity. Without acknowledgement of the multiple realities of fatness and obesity, interventions will continue to have limited reach.
Most leaders in the Department of Defense (DoD) agree that family resilience is an important construct, yet DoD does not have a standard definition. The authors of this report review existing definitions of family resilience and offer a candidate definition for DoD use. They also review models of family resilience, identify key family resilience factors, and make recommendations for how DoD can manage family-resilience programs and policies.
Explores the academic debates surrounding the relationship between ethnicity and education and proposes a rethinking of the goals and methods of multicultural education.
Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors. This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes? This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.
Learn how to knit with simple, easy-to-follow guides and over 20 cute and cozy project patterns! Interested in knitting but unsure where to start? Everyday Knitting offers simple, step-by-step tutorials geared toward beginning knitters. Master the basics of knitting and improve your technique with clear, comprehensive instructions for casting on, binding off, knit and purl stitches, and more. Once you’ve mastered the basics, move on to fun and functional practice projects to hone your skills. From selecting the right yarn to choosing the tools you need to get started, Everyday Knitting covers everything you need to know to make lace bookmarks, scarves, fingerless mitts, and even friendly knitted critters. Features include: Clear, step-by-step instructions to build confidence in beginning knitters Over 20 practice projects to help you hone your skills and create fun, usable items Handy instructional guides to teach you how to decipher a chart, read a pattern, increase and decrease rows, purchase yarn for your project, and more Stitch galleries to provide inspiration with nearly two dozen stitch patterns including a variety of cable and lace stitches
The western American landscape has always had great significance in American thinking, requiring an unlikely union between frontier mythology and the reality of a fragile western environment. Additionally it has borne the burden of being a gendered space, seen by some as the traditional "virgin land" of the explorers and pioneers, subject to masculine desires, and by others as a masculine space in which the feminine is neither desired nor appreciated. Both Wallace Stegner and Cormac McCarthy focus on this landscape and environment; its spiritual, narrative, symbolic, imaginative, and ideological force is central to their work. In this study, McGilchrist shows how their various treatments of these issues relate to the social climates (pre- and post-Vietnam era) in which they were written, and how despite historical discontinuities, both Stegner and McCarthy reveal a similar unease about the effects of the myth of the frontier on American thought and life. The gendering of the landscape is revealed as indicative of the attempts to deny the failure of the myth, and to force the often numinous western landscape into parameters which will never contain it. Stegner's pre-Vietnam sensibility allows the natural world to emerge tentatively triumphant from the ruins of frontier mythology, whereas McCarthy's conclusions suggest a darker future for the West in particular and America in general. However, McGilchrist suggests that the conclusion of McCarthy's Border Trilogy, upon which her arguments regarding McCarthy are largely based, offers a gleam of hope in its final conclusion of acceptance of the feminine.
In the years following World War I, women activists in the United States and Europe saw themselves as leaders of a globalizing movement to promote women's rights and international peace. In hopes of advancing alliances, U.S. internationalists such as Jane Addams, Carrie Chapman Catt, and Doris Stevens reached across the border to their colleagues in Mexico, including educator Margarita Robles de Mendoza and feminist Hermila Galindo. They established new organizations, sponsored conferences, and rallied for peaceful relations between the two countries. But diplomatic tensions and the ongoing Mexican Revolution complicated their efforts. In Pan American Women, Megan Threlkeld chronicles the clash of political ideologies between U.S. and Mexican women during an era of war and revolution. Promoting a "human internationalism" (in the words of Addams), U.S. women overestimated the universal acceptance of their ideas. They considered nationalism an ethos to be overcome, while the revolutionary spirit of Mexico inspired female citizens there to embrace ideas and reforms that focused on their homeland. Although U.S. women gradually became less imperialistic in their outlook and more sophisticated in their organizational efforts, they could not overcome the deep divide between their own vision of international cooperation and Mexican women's nationalist aspirations. Pan American Women exposes the tensions of imperialism, revolutionary nationalism, and internationalism that challenged women's efforts to build an inter-American movement for peace and equality, in the process demonstrating the importance of viewing women's political history through a wider geographic lens.
This authoritative guide features 2,200 book and magazine markets seeking every kind of fiction, including literary, mainstream, romance, mystery, religious, historical, westerns and more. Listings provide complete information on each publisher's specific requests, payment policies and submission guidelines--so you can target the best leads for your novel or short story. And, a comprehensive Category Index sorts listings by fiction type for quick referencing. Book jacket.
Meaning Making: 8 Values That Drive America's Newest Generations is our investigation into the values that young people, ages 13 to 25, practice and uphold. What motivates them in their common quest to discover, create, and express significant meaning in their lives? What are the organizations and groups they choose to engage with and be a part of? How do those organizations exhibit and express those values? The values young people articulated comprise the chapters of this book. They emerged from surveys and interviews with young people, as well as other quantitative and qualitative research involving a range of resources, both scholarly and popular. As we collected our data early in 2020 through a nationally representative survey; looked at other data sources; and uncovered the practices, people, and organizations that were attracting intense commitment from young people; we made discoveries helpful to leaders trying to shape organizations, groups, institutions, and one-on-one relationships that better serve and care for young people today This is a rush request since publication is end of July...thank you in advance"--
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