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Australian Feminist Approaches to Mass Awareness Campaigns

Celanthropy, Celebrity Feminism and Online Activism

Sarah Casey

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Beyond the Broadway

Performance, Culture and Social Change in Southall

Jerri Daboo

Forthcoming
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Michael Zimmer and Katharina Kinder-Kurlanda

The continuous evolution of internet and related social media technologies and platforms have opened up vast new means for communication, socialization, expression, and collaboration. They also have provided new resources for researchers seeking to explore, observe, and measure human opinions, activities, and interactions. However, those using the internet and social media for research – and those tasked with facilitating and monitoring ethical research such as ethical review boards – are confronted with a continuously expanding set of ethical dilemmas. Internet Research Ethics for the Social Age: New Challenges, Cases, and Contexts directly engages with these discussions and debates, and stimulates new ways to think about – and work towards resolving – the novel ethical dilemmas we face as internet and social media-based research continues to evolve. The chapters in this book – from an esteemed collection of global scholars and researchers – offer extensive reflection about current internet research ethics and suggest some important reframings of well-known concepts such as justice, privacy, consent, and research validity, as well as providing concrete case studies and emerging research contexts to learn from.

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Jean-François Bonnot and Sylvie Freyermuth

Soldat de l’armée d’Orient, le caporal télégraphiste Henri Chabos entretiendra durant la guerre de 14-18 une correspondance quasi quotidienne avec son amie institutrice. L’absence de saillance sociale du scripteur – commis des Postes saisi par la guerre – rend l’étude approfondie de ce cas particulièrement pertinente : ces données constituent en effet autant de traces micro-historiques éclairant les représentations d’une fraction sociale formée d’individus nés dans les dernières années du XIXe siècle, exerçant des professions d’employés d’administration ou d’enseignant du premier degré. Ce n’est toutefois pas au caporal Chabos que les auteurs s’intéressent au premier chef, mais à l’individu préexistant à la guerre, un jour contraint « d’y aller », rapidement las et soumis, et lui-même produit d’une longue histoire.

Dans une première partie, les auteurs reconstruisent la trajectoire d’une lignée d’individus (1780-1920), douaniers et enseignants, originaires du haut Doubs, qu’ils livrent dans une représentation dynamique, en interaction permanente avec un milieu marqué par un écotype singulier, celui de la frontière, fonctionnant comme un système de valeurs environnementales interdépendantes, qu’il s’agisse d’indices sociaux, économiques, culturels, historiques ou géographiques. La seconde partie est entièrement consacrée à la mise en perspective du courrier envoyé par Henri Chabos à sa fiancée, puis épouse – correspondance révélant des êtres de chair soumis aux mouvances du cœur, à l’incertitude accrue par la distance et à l’impuissance devant la séparation.

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Mariacruz Castro Ricalde, Mauricio Díaz Calderón and James Ramey

"It was a great night for Mexico, as usual." Donald Trump's words about Alejandro González Iñárritu on Oscars’ night 2014 were a preview of his now-notorious attitude toward Mexicans: "He's walking away with all the gold? Was it that good? I don't hear that. It was certainly a big night for them." Although the future president’s comments were offensive, for scholars interested in transnational film and literature, his words were themselves pure gold. For they raise questions about "nation" as a category of representation. When we invoke "Mexican cinema," for example, we imply that some kind of "national cinema" exists – but what is a national cinema? Is the cinema made in the US a national cinema in the same way as that of Mexico’s? And is a film made by a foreigner in Mexico part of Mexican cinema? What does it mean for a film or a literary work to cross a border? And are borders to be defined in geographical terms only, or can they also be cast in terms of gender, sexual orientation, race, or language itself? This book, in short, reflects on the implications of the term "transnational" in relation to film and literature conceived – in any way, shape, or form – as "Mexican."

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Fighting Words

Fifteen Books that Shaped the Postcolonial World

Dominic Davies, Erica Lombard and Benjamin Mountford

Forthcoming
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James H. Honeycutt and Pavica Sheldon

The book is divided into 5 parts: 1) Emotions, Imagination, and Physiology of Relationships, 2) Bases of Relational Scripts, 3) Relational Escalation and Deescalation, 4) Relationship Scripts in Context, and 5) Cautions & Recommendations. The authors discuss the basis of relationship scripts, emotions, imagery, and physiology of relationships including romance, friendship, work associates, mentors, and Facebook friends. They argue that people’s expectations for relational development influence their communication, faith, and commitment in relationships. Misconstruing sexual or flirtatious intent, for example, is derived from having different scripts about attraction. They discuss abusive relationships including characteristics of abusers, stalking, verbal and physical aggression.

Designed for classes in psychology, communication, sociology, family studies, and social work, this text provides a comprehensive overview of how scripts and communication are used in relationships. Guidelines based on developing and improving verbal and nonverbal communication competence are provided. A downloadable teacher’s guide is available on request.

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Vygotsky for Educators

Linking Theory and Practice

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Jennifer A. Vadeboncoeur

Vygotsky and the Promise of Public Education recontextualizes the scholarship of educator and psychologist Lev Vygotsky, highlighting its relevance to contemporary issues in public education. Emphasizing the historical, social, and cultural formation of conscious awareness, Vadeboncoeur advances Vygotsky’s project with current research in psychology, enabling the redefinition of central concepts such as learning, teaching, and developing. This attention to how we conceptualize learning and teaching is vital to the project of crafting schools to fulfill the promise of public education. Written for teacher candidates, educators, researchers, and policy-makers, this book both recognizes the complications of teaching and learning in public schools and contributes to the scholarship on the critical possibilities of schools as social institutions. The significance of public education for each and every child and teacher, and the future that is created in each student-teacher relationship, is re-centered as, perhaps, the most worthwhile project of our time.

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Catherine Mayaux

Les travaux rassemblés dans cet ouvrage étudient la représentation ou l’imaginaire muséographique d’écrivains de la fin du XIXe siècle à l’époque contemporaine. Ils interrogent la manière dont la réflexion sur le musée croise les préoccupations d’un écrivain et interagit avec sa création. Selon quelles lignes de force un écrivain invente-t-il de toutes pièces une forme muséographique ou reconfigure-t-il le musée qu’il a parcouru ? Comment parfois défait-il symboliquement l’institution muséale que ses références ou ses caprices rendent tout à coup plastique et délégitiment de sa forme académique? Comment encore nourrit-il son imagination créatrice d’œuvres muséales et (re)crée-t-il son musée par les mots, mots puissamment vivants dans l’esprit du lecteur soumis à tous les pouvoirs de l’ekphrasis et des tropes métamorphiques du réel ? Comment la littérature travaille-t-elle à une autre forme de patrimonialisation de l’art, à l’élaboration d’une autre histoire de l’art, qui déjoue les académismes historiques et les contraintes institutionnelles ? Telles sont les questions auxquelles répondent les études proposées, à partir d’exemples variés d’auteurs majeurs des XIXe et XXe siècles.