Recollecting Lotte Eisner provides the first in-depth examination of the remarkable transnational career of film journalist, archivist, and historian Lotte Eisner (1896–1983). From her early years as a film critic in interwar Berlin to her escape from prison in occupied France and from her role as chief curator at the Cinémathèque française to that as the mythic "collective conscience" of New German Cinema, Eisner was a prolific writer and lecturer and a pivotal voice in early film and media studies. Situated at the juncture of feminist media historiography and disciplinary intellectual history, this groundbreaking book is based on extensive multilingual archival research and the excavation of a rich corpus of previously overlooked materials. Introducing samples of Eisner's writing in translation, this volume makes some of the most important contributions of a foundational scholar in the field of film studies accessible for the first time to an English-language readership.
Recollecting Lotte Eisner provides the first in-depth examination of the remarkable transnational career of film journalist, archivist, and historian Lotte Eisner (1896–1983). From her early years as a film critic in interwar Berlin to her escape from prison in occupied France and from her role as chief curator at the Cinémathèque française to that as the mythic "collective conscience" of New German Cinema, Eisner was a prolific writer and lecturer and a pivotal voice in early film and media studies. Situated at the juncture of feminist media historiography and disciplinary intellectual history, this groundbreaking book is based on extensive multilingual archival research and the excavation of a rich corpus of previously overlooked materials. Introducing samples of Eisner's writing in translation, this volume makes some of the most important contributions of a foundational scholar in the field of film studies accessible for the first time to an English-language readership.
This book considers the causes and effects of an education field that remains white and gendered and critically examines how the race-gendered power afforded to white women in educational spaces is transacted through instructional practices and interpersonal interactions. White women occupy a complex position in society within systems of white supremacy and patriarchy, participating as both oppressors and oppressed. Emphasizing the consequences of whiteness for educational professionals and students of all racial identities, the chapters in this book offer strategies for identifying and moving beyond the gendered transaction of whiteness, including what white women can do instead and how all educators can work toward transformative antiracist education.
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