Ursula A. Kelly draws on radical theories of literacy, culture, identity and pedagogy to frame the culture of pedagogy as it relates to human desire. Examples from (auto)biography, classroom practices, and popular media provide the means by which the author highlights some of the pedagogical dilemmas facing literacy practices which often work to silence the cultural politics of identity and desire.
The Middle Ages in Western Europe extended from roughly 500 to 1500 c.e. During these thousand years, hundreds of monastic communities were founded and played important roles in religious, economic, social, literary and even military realms. Each had different emphases and goals, ranging from aristocratic monasteries and nunneries that offered comfort and security, to rural institutions that specialized only in the most ascetic lifestyles. This book has two goals. The first is to detail the most significant monastic and secular events of the Middle Ages in Western Europe, such as the decline of the Roman Catholic Church, the rise of Protestantism and the various types and purposes of monasteries and nunneries. The second is to introduce some notable (and unusual) individuals who made their mark upon the Middle Ages-- such as Eustache, the French monk who became a pirate and made a pact with the Devil.
Arising from the legacies of the twentieth century - unprecedented worldwide migration, unrelenting global conflict and warring, unchecked materialist consumption, and unconscionable environmental degradation - are important questions about the toll of loss such changes exact, individually and collectively. As large-scale and ubiquitous as these changes are, their deep specificity re-inscribes the importance of place as a critical construct. Attending to such specificity emphasizes the interconnections between contexts and broader movements and remains a prudent route to articulating critical interconnections among places and peoples in complex times. This book of essays turns to such specificity as a means to examine the inflections of migration on identity- displacement, disorientation, loss, and difference- as sites of both regression and possibility. Fusing autobiography and cultural analysis, it provides a framework for a critical education attuned to such concerns.
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