Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.

Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.

After more than four decades, the Viet Nam War continues to haunt our national memory, culture, politics, and military actions. In this probing interdisciplinary study, Susan Lyn Eastman examines a range of cultural productions—from memorials and poetry to cinematic and fictional narratives—that have tried to grapple with the psychic afterlife of traumatic violence resulting from the ill-fated conflict in Southeast Asia.

Underpinning the book is the notion of “prosthetic memory,” which involves memories acquired by those with no direct experience of the war, such as readers and filmgoers. Prosthetic memories, Eastman argues, refuse to relegate the war to the forgotten past and challenge the authenticity of experience, thus ensuring its continued relevance to debates over America’s self-conception, specifically her coinage of the “New Vietnam Syndrome,” and the country’s role in world affairs when it comes to contemporary military interventions.

With the notable exception of the Veterans’ Memorial in Washington, Eastman’s focus is on works produced from the Persian Gulf War (1990–91) through the post-9/11 “War on Terror.” She looks not only at American representations of the war—from movies like Randall Wallace’s We Were Soldiers to poems by W. D. Ehrhart, Yusef Komunyakaa, and others—but also at novels by Vietnamese authors Bao Ninh and Huong Thu Duong. The experiences of women figure prominently in the book: Eastman devotes a chapter to the Vietnam Women’s Memorial and another to Sandie Frazier’s novel I Married Vietnam and Oliver Stone’s film Heaven and Earth, based on memoirs by Le Ly Hayslip. And by examining Jessica Hagedorn’s Dream Jungle, a novel inspired by the filming of Apocalypse Now, she considers how the war’s repercussions were felt in other countries, in this case the Philippines. Her investigation of Vietnamese American authors Lan Cao, Andrew Lam, and GB Tran adds a transnational dimension to the study.

With its up-to-date perspective on recent works that have heretofore received scant critical notice, this book offers new ways of thinking about one of the most polemic chapters in U.S. history.

SUSAN LYN EASTMAN teaches in the Department of English at the University of Tennessee at Chattanooga.

Archaeologists study a wide array of material remains to propose conclusions about non-material aspects of culture. The intricacies of these findings have increased over recent decades, but only limited attention has been paid to what the archaeological record can tell us about the transfer of cultural knowledge through apprenticeship.

Apprenticeship is broadly defined as the transmission of culture through a formal or informal teacher–pupil relationship. This collection invites a wide discussion, citing case studies from all over the world and yet focuses the scholarship into a concise set of contributions. The chapters in this volume demonstrate how archaeology can benefit greatly from the understanding of the social dimensions of knowledge transfer. This book also examines apprenticeship in archaeology against a backdrop of sociological and cognitive psychology literature, to enrich the understanding of the relationship between material remains and enculturation.

Each of the authors in this collection looks specifically at how material remains can reveal several specific aspects of ancient cultures: What is the human potential for learning? How do people learn? Who is teaching? Why are they learning? What are the results of such learning? How do we recognize knowledge transfer in the archaeological record? These fundamental questions are featured in various forms in all chapters of the book. With case studies from the American Southwest, Alaska, Egypt, Ancient Greece, and Mesopotamia, this book will have broad appeal for scholars—particularly those concerned with cultural transmission and traditions of learning and education—all over the world.