Set in the turbulent, colorful 1970's, What We Set in Motion finds the daughter of a prominent South Carolina Lowcountry family fleeing to New York's Greenwich Village to become a dancer. With patience and focus, Nadine's ensuing chaotic, sometimes dangerous, life shows her that each choice is a milestone in forging her own destiny.
Acclaimed writers, family, friends, and more pay homage to the celebrated Southern author of The Prince of Tides and The Great Santini. New York Times–bestselling writer Pat Conroy (1945–2016) inspired a worldwide legion of devoted fans, but none are more loyal to him and more committed to sustaining his literary legacy than the many writers he nurtured over the course of his fifty-year career. In sharing their stories of Conroy, his fellow writers honor his memory and advance our shared understanding of his lasting impact on literary life in and well beyond the American South. Conroy’s fellowship drew from all walks of life. His relationships were complicated, and people and places he thought he’d left behind often circled back to him at crucial moments. The pantheon of contributors includes Rick Bragg, Kathleen Parker, Barbra Streisand, Janis Ian, Anthony Grooms, Mary Hood, Nikky Finney, Nathalie Dupree and Cynthia Graubart, Ron Rash, Sandra Brown, and Mary Alice Monroe; Conroy biographers Katherine Clark and Catherine Seltzer; his longtime friends; Pat’s students Sallie Ann Robinson and Valerie Sayers; members of the Conroy family; and many more. Each author in this collection shares a slightly different view of Conroy. Through their voices, a multifaceted portrait of him comes to life and sheds new light on who he was. Loosely following Conroy’s own chronology, the essays herewith wind through his river of a story, stopping at important ports of call. Cities he called home and longed to visit, along with each book he birthed, become characters that are as equally important as the people he touched along the way.
This timely book will help early care and education teachers, leaders, administrators, coaches, and staff deliver on the promise of high-quality education for all children. The authors provide inspiration, practical tools, and resources through the culturally responsive, anti-bias, anti-racist (CRABAR) framework. This teacher-friendly text shows how to engage in self-inquiry and evaluate current classroom practices while embedding new ones that advance the learning and well-being of children, especially those from minoritized and poor communities. Readers will find tools and assessments to support the implementation of culturally grounded practices that will improve outcomes for diverse children in early childhood settings and systems. This book connects history to current events, supports self-inquiry, encourages a shift in mindset and, most importantly, offers guidance for creating affirming and joyful spaces for young children to learn. Book Features: Presents a problem and asks readers to discuss how they would resolve it. "Educators' Corner" encourages teachers to think about how they are a product of the beliefs, values, and social-political history of their cultural group. "Now What?" sections help teachers to problem-solve how they might react during difficult situations.
This text provides specially written profiles of eight key discourse analysts, describing each one's main contribution to the field, and introducing their method of discourse analysis.
Does martyrdom hurt? The obvious answer to this question is “yes.” L. Stephanie Cobb, asserts, however, that early Christian martyr texts respond to this question with an emphatic “no!” Divine Deliverance examines the original martyr texts of the second through fifth centuries, concluding that these narratives in fact seek to demonstrate the Christian martyrs’ imperviousness to pain. For these martyrs, God was present with, and within, the martyrs, delivering them from pain. These martyrs’ claims not to feel pain define and redefine Christianity in the ancient world: whereas Christians did not deny the reality of their subjection to state violence, they argued that they were not ultimately vulnerable to its painful effects.
In this pathbreaking book, which includes a powerful new translation of Hesiod's Works and Days by esteemed translator David Grene, Stephanie Nelson argues that a society's vision of farming contains deep indications about its view of the human place within nature, and our relationship to the divine. She contends that both Hesiod in the Works and Days and Vergil in the Georgics saw farming in this way, and so wrote their poems not only about farming itself, but also about its deeper ethical and religious implications. Hesiod, Nelson argues, saw farming as revealing that man must live by the sweat of his brow, and that good, for human beings, must always be accompanied by hardship. Within this vision justice, competition, cooperation, and the need for labor take their place alongside the uncertainties of the seasons and even of particular lucky and unlucky days to form a meaningful whole within which human life is an integral part. Vergil, Nelson argues, deliberately modeled his poem upon the Works and Days, and did so in order to reveal that his is a very different vision. Hesiod saw the hardship in farming; Vergil sees its violence as well. Farming is for him both our life within nature, and also our battle against her. Against the background of Hesiods poem, which found a single meaning for human life, Vergil thus creates a split vision and suggests that human beings may be radically alienated from both nature and the divine. Nelson argues that both the Georgics and the Works and Days have been misread because scholars have not seen the importance of the connection between the two poems, and because they have not seen that farming is the true concern of both, farming in its deepest and most profoundly unsettling sense.
When Juno Browne purchases a wardrobe to stock in her fledgling antiques store, she doesn't expect to find a dead body inside. And when the man she bought it from, rascally farmer Fred Crick, is found battered to death in his blazing cottage, the hunt for a double murderer is on. Despite the police struggling to connect the two deaths, this time Juno is resolved to ignore her impulse to investigate. Until, that is, a stranger arrives who bears an uncanny resemblance to the dead man in the wardrobe. Determined to discover how his identical twin brother died and impressed by Juno's reputation in the local press as Ashburton's amateur sleuth, Henry tries to drag her into his quest to solve the mystery, with disastrous results.
Transatlantic Footholds: Turn-of-the-Century American Women Writers and British Reviewers analyses British reviews of American women fiction writers, essayists and poets between the periods of literary domesticity and modernism. The book demonstrates that a variety of American women writers were intelligently read in Britain during this era. British reviewers read American women as literary artists, as women and as Americans. While their notion of who counted as "women" was too limited by race and class, they eagerly read these writers for insight about how women around the world were entering debates on women’s place, the class struggle, religion, Indian policy, childrearing, and high society. In the process, by reading American women in varied ways, reviewers became hybrid and dissenting readers. The taste among British reviewers for American women’s books helped change the predominant direction that high culture flowed across the Atlantic from east-to-west to west-to-east. Britons working in London or far afield were deeply invested in the idea of "America." "America," their responses prove, is a transnational construct.
On the day Juno Browne's van goes up in flames and nearly cooks a dog, Juno meets James Westershall, owner of Moorworthy Chase, a large family estate. She is invited, along with her friends from Old Nick's, to bring along their goods for sale to an upcoming garden fete. Included in the invitation is the newest and most irritating member of the Old Nick's team, Gavin. During the fete Gavin wanders off and is later discovered dead in nearby woods, apparently the victim of a bizarre accident. A police investigation ensues, but results are inconclusive and Juno has a theory of her own. As she begins to investigate, she discovers that Gavin's is not the only strange death to have occurred at Moorworthy Chase, including that of an expert, researching colonies of rare bats in caves on the Moorworthy Estate. It soon becomes clear to Juno that there is something very wrong at Moorworthy and the caves contain a dark and dangerous secret.
Winner of the Los Angeles Times Book Prize in History A bold and searing investigation into the role of white women in the American slave economy “Compelling.”—Renee Graham, Boston Globe “Stunning.”—Rebecca Onion, Slate “Makes a vital contribution to our understanding of our past and present.”—Parul Sehgal, New York Times Bridging women’s history, the history of the South, and African American history, this book makes a bold argument about the role of white women in American slavery. Historian Stephanie E. Jones-Rogers draws on a variety of sources to show that slave‑owning women were sophisticated economic actors who directly engaged in and benefited from the South’s slave market. Because women typically inherited more slaves than land, enslaved people were often their primary source of wealth. Not only did white women often refuse to cede ownership of their slaves to their husbands, they employed management techniques that were as effective and brutal as those used by slave‑owning men. White women actively participated in the slave market, profited from it, and used it for economic and social empowerment. By examining the economically entangled lives of enslaved people and slave‑owning women, Jones-Rogers presents a narrative that forces us to rethink the economics and social conventions of slaveholding America.
There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment: What counts as an educated 19 year old today? Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community? Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond. The authors acknowledge that much has been achieved by the respective governments – massive investment in resources; closer collaboration between schools, colleges, training providers, voluntary agencies and employers; recognition and promotion of a wider range of qualifications. They are also optimistic about the good things that are going on in many secondary classrooms – enormous amounts of creativity; courageous efforts to meet problems; a deep concern and caring for many young people otherwise deprived of hope and opportunity. But they argue for a radical reshaping of the future in the light of a broader vision of education – a greater respect for more practical and active learning; a system of assessment which supports rather than impoverishes learning; respect for the professional expertise of the teacher; a more unified system of qualifications ensuring progression into higher education and employment; the creation of strongly collaborative and local learning systems; and a more reflective and participative approach to policy. Education for All should be read by everyone working in – or with an interest in – secondary-level education in England and Wales and beyond.
Maximize the effectiveness of your professional activities through the use of wikis, and raise student achievement in turn! With strategies from online educator and technology expert Stephanie Sandifer, this book provides how-to advice on the way in which wikis result in a more efficient use of time, better communication, and increased adult learning for the members of your school community. Inside, you'll find out how to promote collaboration and productivity in your school, all while contributing to improved student learning. Topics include: The Dos and Don'ts of Wikis Social Networking Tools and Wikis Wikis for Leadership and Administration Wikis in the Classroom Wikis for Home-to-School Communications Implement each of these practical, innovative ideas and "wikify" your school today!
In this pathbreaking book, which includes a powerful new translation of Hesiod's Works and Days by esteemed translator David Grene, Stephanie Nelson argues that a society's vision of farming contains deep indications about its view of the human place within nature, and our relationship to the divine. She contends that both Hesiod in the Works and Days and Vergil in the Georgics saw farming in this way, and so wrote their poems not only about farming itself, but also about its deeper ethical and religious implications. Hesiod, Nelson argues, saw farming as revealing that man must live by the sweat of his brow, and that good, for human beings, must always be accompanied by hardship. Within this vision justice, competition, cooperation, and the need for labor take their place alongside the uncertainties of the seasons and even of particular lucky and unlucky days to form a meaningful whole within which human life is an integral part. Vergil, Nelson argues, deliberately modeled his poem upon the Works and Days, and did so in order to reveal that his is a very different vision. Hesiod saw the hardship in farming; Vergil sees its violence as well. Farming is for him both our life within nature, and also our battle against her. Against the background of Hesiods poem, which found a single meaning for human life, Vergil thus creates a split vision and suggests that human beings may be radically alienated from both nature and the divine. Nelson argues that both the Georgics and the Works and Days have been misread because scholars have not seen the importance of the connection between the two poems, and because they have not seen that farming is the true concern of both, farming in its deepest and most profoundly unsettling sense.
Uneven Land explores the ambiguous conceptual position of agriculture and nature in American literature during the late nineteenth and early twentieth centuries. Focusing on the work of Ralph Waldo Emerson, Hamlin Garland, Frank Norris, William Ellsworth Smythe, and Liberty Hyde Bailey, Stephanie L. Sarver reveals a range of views about agriculture, its value to the individual, and its relationship to nature. ø Sarver proposes that agricultural practices require a relationship with nature that is simultaneously material and spiritual as well as economic and social. Emerson interprets the relationship between the farmer and nature in several ways, confirming that the farmer enjoys a privileged connection to nature. Garland and Bailey continue in Emerson?s tradition but present the farmer?s relationship to nature as always compromised by the commercial character of farming. In contrast, Norris and Smythe minimize the individual spiritual experiences of nature in farming. They abstract agrarian land, suggesting that the farm is a stage on which human dramas are enacted. Out of this study emerges a complex picture of America?s uncertain relationship with nature and agriculture.
The facts and fictions that continue to shape our understanding of Chaucer and his place in literary tradition Is Chaucer the father of English literature? The first English poet? Was he a feminist? A political opportunist? A spy? Is Chaucer’s language too difficult for modern readers? 30 Great Myths about Chaucer explores the widely held ideas and opinions about the medieval poet, discussing how ‘myths’ have influenced Chaucer’s reception history and interpretations of his poetry through the centuries. This unique text offers original insights on the character of Chaucer, the nature of his works, the myths that inform our conceptions of Chaucer, and the underlying causes of these myths. Each accessible and engaging chapter focuses on a specific myth, including those surrounding Chaucer’s romantic life, political leanings, religious views, personal struggles, financial challenges, ideas about chivalry, representations of social class, and many others. More than simply correcting inaccurate facts or clarifying common misconceptions about Chaucer, the text delves deeper to address how the myths have shaped the critical interpretation and enduring literary legacy of Chaucer. This innovative volume: Explores how generations of readers continue to shape understanding of Chaucer Highlights the intersection of medievalism and Chaucer studies Helps readers detach myths about Chaucer from critical readings of his works Examines whether myths about Chaucer are based on historical fact or literary interpretation Discusses the history of reading Chaucer in contexts of biography, criticism, and popular culture 30 Great Myths about Chaucer is an indispensable resource for academics, researchers, graduate students, upper-level undergraduates, and general readers with interest in Chaucer and early English and Middle Ages literature.
A PopMatters Best Non-Fiction Book of 2020 From the 1930s to the 1960s, the booming popularity of country music threw a spotlight on a new generation of innovative women artists. These individuals blazed trails as singers, musicians, and performers even as the industry hemmed in their potential popularity with labels like woman hillbilly, singing cowgirl, and honky-tonk angel. Stephanie Vander Wel looks at the careers of artists like Patsy Montana, Rose Maddox, and Kitty Wells against the backdrop of country music's golden age. Analyzing recordings and appearances on radio, film, and television, she connects performances to real and imagined places and examines how the music sparked new ways for women listeners to imagine the open range, the honky-tonk, and the home. The music also captured the tensions felt by women facing geographic disruption and economic uncertainty. While classic songs and heartfelt performances might ease anxieties, the subject matter underlined women's ambivalent relationships to industrialism, middle-class security, and established notions of femininity.
This book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood. Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
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