Academic pipeline programs are critical to effectively support the steady increase of diverse students entering the academy. Academic Pipeline Programs: Diversifying Bachelor's to the Professoriate describes best practices of successful academic government and privately funded pre-collegiate, collegiate, graduate, and postdoctoral/faculty development pipeline programs. The authors explore 21 hallmark academic pipeline programs using their THRIVE index: Type, History, Research, Inclusion, Identity, Voice, and Expectation. The final chapter of the book offers information for using and starting similar programs. The appendix offers an interactive Geographic Information System (GIS) mapped database of programs using the THRIVE index. This book will equip parents, high school counselors, college advisors, faculty, department chairs, and higher education administrators to identify academic pipeline programs that fit their needs. Readers will also learn about how academic pipeline programs are situated within an institutional or organizational change model.
This book offers a lived defense of liberal education. How does a college professor, on a daily basis, help students feel the value of liberal education and get the most from that education? We answer this question, as professors, each day in the classroom. John William Miller, a philosophy professor at Williams College from 1924-1960 and someone noted for his exceptional teaching, developed one form that this lived defense can take. Though Miller published very little while he was alive, the archives at Williams College hold unpublished notes and essays of this master teacher. In this book, Jeff Frank offers an extended commentary on one of these unpublished essays where Miller develops his thinking on liberal education. Frank refines the idea that presence is central to liberal education and offers suggestions for how professors can become an educative presence for students. The goal of this book is an invitation to other professors who value liberal education to think with Miller about how to foster their own lived defense of liberal education, each day, in their own classrooms. The tone of the book is meant to be invitational, at times even conversational, and the book concludes with some direct suggestions for how professors can live their own defense of liberal education.
As a community-based organization in the mountains of south-central Puerto Rico, Casa Pueblo implements alternatives to extractive capitalism that do not rely on governments or distant non-profits. In this book, Alexis Massol-González, Casa Pueblo’s founder, reflects on its extraordinary forty-year history of experiments with community self-governance. Massol-González received the prestigious Goldman Prize (popularly known as the Green Nobel) for the organization’s initiatives to protect the environment, affirm cultural and human values, and create sustainable economic alternatives. This collective translation was undertaken in the spirit of the organization and offers a chronological account of Casa Pueblo’s evolution from a small group of concerned citizens to an internationally recognized model for activism.
Most people get information about child sexual abuse from media coverage, social movements, or conversations with family and friends. Confronting Child Sexual Abuse describes how these forces shape our views of victims and offenders, while also providing an in-depth look at prevention efforts and current research. Sociologist Anne Nurse has synthesized studies spanning the fields of psychology, sociology, communications, criminology, and political science to produce this nuanced, accessible, and up-to-date account. Topics include the prevalence of abuse, the impact of abuse on victims and families, offender characteristics, abuse in institutions, and the efficacy of treatments. Written for people who care for kids, for students considering careers in criminal justice or human services, and for anyone seeking information about this devastating issue, Nurse’s book offers new public policy ideas as well as practical suggestions on how to engage in prevention work. Interactive links to studies, videos, and podcasts connect readers to further resources.
Instructors in today’s language classrooms face the challenge of preparing globally competent and socially responsible students with transcultural aptitude. As classroom content shifts toward communication, collaboration, and problem solving across cultural, racial, and linguistic boundaries, the teaching of culture is an integral part of foreign language education. This volume offers nontraditional approaches to teaching culture in a complex time when the internet and social networks have blurred geographical, social, and political borders.The authors offer practical advice about teaching culture with kinesthetics, music, improvisation, and communication technologies for different competency levels.The chapters also explore multi-literacies, project-based learning, and discussions on teaching culture through literature, media, and film.The appendices share examples of course syllabi, specific course activities, and extracurricular projects that explore culinary practices, performing arts, pop culture, geolocation, digital literacy, journalism, and civic literacy.
After the publication of Salman Rushdie’s The Satanic Verses (1988), the poetics of incitement— found in texts originating in the West containing themes and representations of Islam hurtful to Muslims—became an accepted method of textual production in the West. Production of such texts intensified after the attacks of 9/11. Democratic Criticism: Poetics of Incitement and the Muslim Sacred by Masood Ashraf Raja urges a new mode of reading, one that permits Western readers to transcend local reading practices in order to, as best as one can, read from the point of view of the Other.
Raja argues that the lack of understanding of Muslim responses to the poetics of incitement in the West is the result of a lack of cross-cultural knowledge. He claims metropolitan universities often do not teach the proper social, historical, and religious context required for effectively reading these texts with any form of cultural knowledge. To remedy this, Raja offers and theorizes “democratic reading practices” and new ways for students to engage with texts. A genealogy of the Muslim Sacred is included, thereby giving readers the history and specific knowledge that constitutes an average Muslim reader of these texts, a subject who should be imagined and empathized with when those in the West read works of the poetics of incitement.
Democratic Criticism encourages Western readers to develop a deeper understanding of the meaning-making processes of the Islamic world while at the same time encouraging the Muslim readers to read representations of the Islamic world with a more expansive understanding. It will be a helpful tool in creating reading practices that allow both teachers and students of literature to transcend their mode of reading as universal and to read from the perspective of the Other, and allow readers to engage meaningfully with these texts. Students and scholars of world literature, history, and religious studies will find this book insightful and valuable.
In a life full of chaos and travel, Elizabeth Bishop managed to preserve and even partially catalog, a large collection—more than 3,500 pages of drafts of poems and prose, notebooks, memorabilia, artwork, hundreds of letters to major poets and writers, and thousands of books—now housed at Vassar College. Informed by archival theory and practice, as well as a deep appreciation of Bishop’s poetics, the collection charts new territory for teaching and reading American poetry at the intersection of the institutional archive, literary study, the liberal arts college, and the digital humanities. The fifteen essays in this collection use this archive as a subject, and, for the first time, argue for the critical importance of working with and describing original documents in order to understand the relationship between this most archival of poets and her own archive. This collection features a unique set of interdisciplinary scholars, archivists, translators, and poets, who approach the archive collaboratively and from multiple perspectives. The contributions explore remarkable new acquisitions, such as Bishop’s letters to her psychoanalyst, one of the most detailed psychosexual memoirs of any twentieth century poet and the exuberant correspondence with her final partner, Alice Methfessel, an important series of queer love letters of the 20th century. Lever Press’s digital environment allows the contributors to present some of the visual experience of the archive, such as Bishop’s extraordinary “multi-medial” and “multimodal” notebooks, in order to reveal aspects of the poet’s complex composition process.
It is not an accident that American engineering is so disproportionately male and white; it took and takes work to create and sustain this situation. Engineering Manhood: Race and the Antebellum Virginia Military Institute examines the process by which engineers of the antebellum Virginia Military Institute cultivated whiteness, manhood, and other intersecting identities as essential to an engineering professional identity. VMI opened in 1839 to provide one of the earliest and most thorough engineering educations available in antebellum America. The officers of the school saw engineering work as intimately linked to being a particular type of person, one that excluded women or black men. This particular white manhood they crafted drew upon a growing middle-class culture. These precedents impacted engineering education broadly in this country and we continue to see their legacy today.
This inspirative and hopeful collection demonstrates that the arts and humanities are entering a renaissance that stands to change the direction of our communities. Community leaders, artists, educators, scholars, and professionals from many fields show how they are creating responsible transformations through partnership in the arts and humanities. The diverse perspectives that come together in this book teach us how to perceive our lives and our disciplines through a broader context. The contributions exemplify how individuals, groups, and organizations use artistic and humanistic principles to explore new structures and novel ways of interacting to reimagine society. They refresh and reinterpret the ways in which we have traditionally assigned space and value to the arts and humanities.
This co-authored collection offers valuable insights about the impact of leading off-campus study on faculty leaders’ teaching, research, service, and overall well-being. Recognizing that faculty leaders are themselves global learners, the book addresses ways that liberal arts colleges can more effectively achieve their strategic goals for students' global learning by intentionally anticipating and supporting the needs of faculty leaders, as they grow and change. Faculty as Global Learners offers key findings and recommendations to stimulate conversations among administrators, faculty, and staff about concrete actions they can explore and steps they can take on their campuses to both support faculty leaders of off-campus programs and advance strategic institutional goals for global learning. This collection includes transferrable pedagogical insights and the perspectives of faculty members who have led off-campus study programs in a variety of disciplines and geographic regions.
Although numerous disciplines recognize multiple ways of conceptualizing time, Stefan Tanaka argues that scholars still overwhelmingly operate on chronological and linear Newtonian or classical time that emerged during the Enlightenment. This short, approachable book implores the humanities and humanistic social sciences to actively embrace the richness of different times that are evident in non-modern societies and have become common in several scientific fields throughout the twentieth century. Tanaka first offers a history of chronology by showing how the social structures built on clocks and calendars gained material expression. Tanaka then proposes that we can move away from this chronology by considering how contemporary scientific understandings of time might be adapted to reconceive the present and pasts. This opens up a conversation that allows for the possibility of other ways to know about and re-present pasts. A multiplicity of times will help us broaden the historical horizon by embracing the heterogeneity of our lives and world via rethinking the complex interaction between stability, repetition, and change. This history without chronology also allows for incorporating the affordances of digital media.
Like a Captive Bird is an examination of the educational methods employed in Plutarch’s work to regulate the expression of identity in women and men. I argue that psychagogy is a practice of self-formation that embeds a power dynamic of submission and domination in the psyche. Plutarch theorises a relatively complex system of gender variation that is entwined with other forms of difference, including ethnicity, class and sex. This process is not limited by genre, and therefore I have taken a broad view of Plutarch’s work as ideologically coherent even if written at different developmental stages of his life. The chapters address a wide array of questions around audience, philosophical therapeutics, conjugality, tensions between real and ideal in Plutarch’s work, the formation of the self as a gendered subject, the ontology of gender and the origin of evil, and the role of women and gendered others in the biographies. I argue that gender is a flexible mode of being that expresses a relation between body and soul, in other words that gender and virtue are inextricably linked. Plutarch connects the expression of virtue with reproductive role, yet also recognises the fluidity of the soul’s action in the body, a condition which he defines as vicious and metaphysically incomplete because it causes difference. As a result, the expression of gender is also an expression of a moral condition that signifies relationships of power, especially that between the husband and wife. These categories of identification are politically charged, mutually constitutive and relatively fluid. In arguing for women’s ability to attain masculine virtue, Plutarch inadvertently theorises a third type of person whose gender is non-normative and therefore immoral. Doing so functions as a (re)distribution of power which allows some women to dominate other women and in rare cases men too.
As jazz enters its second century it is reasserting itself as dynamic and relevant. Boston Globe jazz writer and Emerson College professor Bill Beuttler reveals new ways in which jazz is engaging with society through the vivid biographies and music of Jason Moran, Vijay Iyer, Rudresh Mahanthappa, The Bad Plus, Miguel Zenón, Anat Cohen, Robert Glasper, and Esperanza Spalding. These musicians are freely incorporating other genres of music into jazz—from classical (both western and Indian) to popular (hip-hop, R&B, rock, bluegrass, klezmer, Brazilian choro)—and other art forms as well (literature, film, photography, and other visual arts). This new generation of jazz is increasingly more international and is becoming more open to women as instrumentalists and bandleaders. Contemporary jazz is reasserting itself as a force for social change, prompted by developments such as the Black Lives Matter, #MeToo movements, and the election of Donald Trump.
As smartphones mediate more of our activities, they are changing our relationship with meaning. To a teenager, for example a “conversation” is just as likely to refer to an exchange of text messages as it is a face-to-face discussion. Meanwhile, Facebook has redefined what friendship means, Snapchat what a memory means, etc. The kinds of changes smartphones bring are happening at rapid pace: TikTok reached a billion users in just over three years, whereas it took the telephone 75 years to reach a tenth of that number of people. Meaningful Technologies: How Digital Metaphors Change the Way We Think and Live by Eric Chown and Fernando Nascimento offers systematic reconsideration of the ways in which digital technologies impact our lives both individually and collectively.
Metaphors aren’t just a clever way to describe technology, they are also changing the way we think. When we click on a picture of a shopping cart it connects a complex set of technologies to represent a simple idea that we’re all familiar with. A heart icon under a photo is understood as an easy way to express appreciation. We aren’t required to understand how technology works, just how we interact with it. The ambiguity of metaphors, and the complexity of technology can also hide important realities about what is being described. “The cloud,” for example, actually consists of very real data centers, which consume huge amounts of natural resources to keep running. Meanwhile, pressing that heart icon on a photo is a signal to the artificial intelligences running in your app that you want to see more things like that photo and that it should adjust what it knows about you accordingly.
There is a constant feedback loop between us and the digital technologies we use. We are constantly using them and they are changing us through their usage. Meaningful Technologies focuses on this loop from the perspectives of hermeneutic philosophy and cognitive science. Through the former, the authors examine meaning and how it changes over time. Through the latter, they gain understanding of how this feedback loop impacts individuals, especially in terms of learning and attention. Chown and Nascimento argue that, on the one hand, apps have a kind of agency never before possible in a technology, but also that, armed with a critical framework for examining such apps, we can regain some of our own agency. This book will appeal to scholars of digital media digital and computational studies, and those interested in issues related to ethical impacts of digital technologies.
This edited volume gathers eight cases of industrial materials development, broadly conceived, from North America, Europe and Asia over the last 200 years. Whether given utility as building parts, fabrics, pharmaceuticals, or foodstuffs, whether seen by their proponents as human-made or “found in nature,” materials result from the designation of some matter as both knowable and worth knowing about. In following these determinations we learn that the production of physical novelty under industrial, imperial and other cultural conditions has historically accomplished a huge range of social effects, from accruals of status and wealth to demarcations of bodies and geographies. Among other cases, New Materials traces the beneficent self-identity of Quaker asylum planners who devised soundless metal cell locks in the early 19th century, and the inculcation of national pride attending Taiwanese carbon-fiber bicycle parts in the 21st; the racialized labor organizations promoted by California orange breeders in the 1910s, and bureaucratized distributions of blame for deadly high-rise fires a century later. Across eras and global regions New Materials reflects circumstances not made clear when technological innovation is explained solely as a by-product of modernizing impulses or critiqued simply as a craving for profit. Whether establishing the efficacy of nano-scale pharmaceuticals or the tastiness of farmed catfish, proponents of new materials enact complex political ideologies. In highlighting their actors’ conceptions of efficiency, certainty, safety, pleasure, pain, faith and identity, the authors reveal that to produce a “new material” is invariably to preserve other things, to sustain existing values and social structures.
In the fall of 2015, a collection of faculty at liberal arts colleges began a conversation about the challenges we faced as instructors: Why were there so few course materials accessible to undergraduates and lay readers that reflected current scholarly debate? How can we convey the relevance of studying music history to current and future generations of students? And how might we represent and reflect the myriad, often conflicting perspectives, positions, and identities that make up both music’s history and the writers of history?
Here we offer one response to those questions. Open Access Musicology is a collection of essays, written in an accessible style and with a focus on modes of inquiry rather than content coverage. Our authors draw from their experience as scholars but also as teachers. They have been asked to describe why they became musicologists in the first place and how their individual paths led to the topics they explore and the questions they pose. Like most scholarly literature, the essays have all been reviewed by experts in the field. Unlike all scholarly literature, the essays have also been reviewed by students at a variety of institutions for clarity and relevance.
These essays are intended for undergraduates, graduate students, and interested readers without any particular expertise. They can be incorporated into courses on a range of topics as standalone readings or used to supplement textbooks. The topics introduce and explore a variety of subjects, practices, and methods but, above all, seek to stimulate classroom discussion on music history’s relevance to performers, listeners, and citizens.
There is no doubt that the beginning of the twenty-first century was marked by crises of debt. Less well known is that literature played a historical role in defining and teaching debt to the public. Promissory Notes: On the Literary Conditions of Debt addresses how neoliberal finance has depended upon a historical linking of geopolitical inequality and financial representation that positions the so-called “Third World” as negative value, or debt. Starting with an analysis of Anthony Trollope’s novel, The Eustace Diamonds, Goodman shows how colonized spaces came to inhabit this negative value. Promissory Notes argues that the twentieth-century continues to apply literary innovations in character, subjectivity, temporal and spatial representation to construct debt as the negative creation of value not only in reference to objects, but also houses, credit cards, students, and, in particular, “Third World” geographies, often leading to crisis. Yet, late twentieth century and early twenty-first literary texts, such as Soyinka’s The Road and Ngugi’s Wizard of the Crow, address the negative space of the indebted world also as a critique of the financial take-over of the postcolonial developmental state. Looking to situations like the Puerto Rican debt crisis, Goodman demonstrates how financial discourse is articulated through social inequalities and how literature can both expose and contest the imposition of a morality of debt as a mode of anti-democratic control.
Why are vinyl records making a comeback? How is their resurgence connected to the political economy of music? Vinyl Theory responds to these and other questions by exploring the intersection of vinyl records with critical theory. In the process, it asks how the political economy of music might be connected with the philosophy of the record. The young critical theorist and composer Theodor Adorno’s work on the philosophy of the record and the political economy of music of the contemporary French public intellectual, Jacques Attali, are brought together with the work of other theorists in order to understand the fall and resurrection of vinyl records. The major argument of Vinyl Theory is that the very existence of vinyl records may be central to understanding the resiliency of neoliberalism. This argument is made by examining the work of Adorno, Attali, Friedrich Nietzsche, and others on music through the lens of Michel Foucault’s biopolitics.
The dignity of cognitively disabled people and the ethics of representing their lives are at the heart of an extraordinary yet little-known book first published in the former German Democratic Republic. Was für eine Insel in was für einem Meer, or What Kind of Island in What Kind of Sea (Rostock, Hinstorff, 1986) depicts residents of a church-run institution for people with cognitive disabilities in astonishing black-and-white photographs by Dietmar Riemann and in a probing, poignant essay by esteemed German writer Franz Fühmann. This important text, which moved from a medical model to a historical and cultural view of disability as an aspect of human identity and experience, is translated into English for the first time by Elizabeth Hamilton and includes reflections on the book and its impact. As fuller, global histories of disability are now being written, What Kind of Island in What Kind of Sea opens an essential window onto a formerly shuttered world, demonstrating the power of the arts to hone our capacity to perceive and appreciate human difference.
Women of Trachis
Rachel Kitzinger Lever Press, 2021 Library of Congress PA4414.T7K6 2021 | Dewey Decimal 882.01
This new translation of Sophokles’ Women of Trachis is a living script in conversation with the past. Rachel Kitzinger, a Classicist, and Eamon Grennan, a poet, have captured the tones of ancient Greek in strong, swift English, making this translation suitable for a modern audience, whether as readers, listeners, or viewers. The unique addition of an audio recording of the text performed by Vassar College students contributes to the play's accessibility and vividness. Offering a picture both of domestic life and of the values and expectations that characterize Athenian men, Women of Trachis is a rich resource for those interested in gender roles in Greek antiquity.