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Edited by Alison Wilde

Globally today, television, film and the internet comprise the principal sources of cultural consumption and engagement. Despite this, these areas have not featured strongly in the cultural study of disability. This book series will provide the first specific outlet for international scholars of disability to present their work on these topics.

The series will build a body of work that brings together critical analysis of disability and impairments in media and culture. The series expands the work currently undertaken in literary studies on disability by using media and cultural theory to understand the place of disability and impairment in a range of media and cultural forms.

The series encourages the development of work on disabled people in the media, within the media industries and in the wider cultural sphere. Whilst film and television analysis will be central to this series, we also encourage work on disability in other media, including journalism, radio, the internet and gaming.

We welcome proposals from media studies: narrative constructions of disability; technical aspects of media production; disability, the economy and society; the impact of social media and gaming on disabled identities; and the role of architecture and image. Cultural studies are also encouraged: the uses of disabled and chronically ill bodies, ‘cripping culture’, corporeal projections in culture, intersectional identities, advertising, and the uses of cultural theory in furthering understandings of ableism and disablism.

All proposals and manuscripts will be rigorously peer reviewed. The language of publication is English, although we welcome submissions from around the world and on topics that may take as their focus non-English media. We welcome new proposals for monographs and edited collections.

Editorial Board: Eleoma Bodammer (Edinburgh), Catalin Brylla (Bournemouth), Colin Cameron (Northumbria), Sally Chivers (Trent, Canada), Eduard Cuelenaere (Ghent), Beth Haller (Towson, USA), Catherine Long, Nicole Marcotić (Windsor), Maria Tsakiri (Cyprus), Dolly Sen, Sonali Shah (Birmingham), Alison Sheldon (Leeds), Murray Simpson (Dundee), Angela M. Smith (Utah), Heike Steinhoff (Ruhr-University Bochum), Laura Waite (Liverpool Hope).

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Alison Wilde

Forthcoming
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Edited by Graeme Davis and Kieran McCartney

The global COVID-19 lockdown has led to a complete transformation of education. Never again could pedagogy be separated from its digital dimension. Traditional learning practices were replaced overnight by digital practices, frequently untested. Many educational settings were forced to address the fragmented national and regulatory frameworks that direct teaching and learning practice as well as testing. The Digital Learning and the Future book series was born of the pandemic, offering an outlet for teachers and scholars to share their research and practices in this new reality.

This interdisciplinary book series examines the use of digital technology in education. It is part of an unfolding educational agenda around technology-enhanced learning, where technology is both blended as a tool within existing pedagogies and drives new pedagogies. The series looks to the future, to emerging technologies and methodologies. Areas of interest include educational futures and future pedagogies, pedagogy and globalization (including MOOC), mobile learning, edtech, technology in assessment, and technology and face-to-face blended learning.

The series encourages proposals for short-format books (between 25,000 and 50,000 words) with the aim of responding quickly to this rapidly changing field. Short monographs, co-authored or edited collections, case studies, practical guides and more are all welcome.

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Mobile Education

Personalised Learning and Assessment in Remote Education: A Guide for Educators and Learners

Series:

Kieran McCartney

Forthcoming
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Permanent Outsiders in China

American Migrants’ Otherness in the Chinese Gaze

Series:

Yang Liu

This book will situate migrating individuals’ sense of Otherness in receiving countries front and center and systematically illustrate the configuration of Western migrants’ Other-identity during their reversed migration from the West to China, which has become a new destination of international migration as a result of its rise to prominence in the global labor market. As a result, international migrants from Western countries, especially those who are perceived as desirable skilled migrants in mainland China, have become this country’s main target in the global race for talent. In this context, this book will attend to American migrants on the Chinese mainland, who are perceived as the prototypical waiguoren in this region, as an illuminating case, and illustrate the configuration of their Other-identity, rising from their intercultural adaptation as the privileged but marginalized Other in an asymmetric power structure. Eventually, this book will attempt to reveal the condition and process of Chinese Othering of American migrants that does exist but is far less openly discussed in mainland China.

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Africa in Europe and Europe in Africa

Reassessing the Cultural Legacy

Edited by Yolanda Aixelà-Cabré

This book studies the Afro-European and Euro-African past and present from an interdisciplinary and comparative perspective. It addresses Africa as a whole, eschewing historical divisions between North and Sub-Saharan Africa. Its content exemplifies the extent to which the histories of Europe and Africa are intertwined, and the way European sources are usually privileged in the writing of historical accounts of cross-cultural encounters. Using post/decolonial studies, the authors' point of view is based on anthropology, history, ethnomusicology, and film and literary studies. The authors argue that mutual experiences and imaginations have affected how cultural heritage and legacy are conceived and thought of, as well as memories and sociopolitical experiences. The aim is to establish and encourage a broader knowledge of Africa–Europe and Europe–Africa encounters, incorporating case studies of Euro-African and Afro-European legacies. The final goal is to favour a more relational point of view by comparing Euro-African and Afro-European realities.

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Dramatism and Musical Theater

Experiments in Rhetorical Performance

Kimberly Eckel Beasley and James P. Beasley

Dramatism and Musical Theater: Experiments in Rhetorical Performance is an innovative workbook for both students and teachers in advanced communication performance. Meeting at the nexus of English composition, advanced rhetoric, theater, music, and drama, this book utilizes Kenneth Burke's method of dramatism to discover the motives inherent in performance practices, whether they be in the classroom or on the stage. In this book Kimberly Eckel Beasley and James P. Beasley take the five corners of the dramatistic pentad (act, scene, agent, agency, and purpose) and demonstrate their utilization in performance analysis. The authors then correlate those performance practices with the production of five contemporary musicals: Little Women, Aida, Street Scene, Into the Woods, and Children of Eden in order to emphasize the use of the dramatistic pentad in character, scene, and staging direction. By doing so, the book highlights dramatism as a performance practice necessary for effective participation in artistic communities.

Dramatism and Musical Theater: Experiments in Rhetorical Performance is also an indispensable guide for teachers and directors to successfully navigate the challenges of collegiate theatrical production.

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Narry F. Santos

 The social values of honor and shame, which have attracted much research from cultural anthropology and New Testament studies for the past five decades, is the main focus of the book. This book proposes the need to combine major contributions of narrative, rhetorical, and cultural anthropological approaches to trace the development of the twofold honor-shame concept throughout the Marcan narrative—with special attention to family relations. Though adequate social-scientific and socio-rhetorical studies in Mark’s Gospel (even in relation to honor and shame) have been conducted, there are still few scholarly monographs that trace the honor-shame motifs from the start to the end of the narrative through the use of helpful insights from literary methods and heuristic models (e.g., challenge-riposte; patron–client relation). Thus, this book seeks to undertake this kind of research. If argues further that Mark intends to reverse the content of the honor-shame value system of his audience by means of narrative reversal and family relativization. Such dramatic redefinition basically turns this value system upside-down, especially in relation to the natural family and the new fictive family of Jesus. Finally, the book unpacks how Mark persuades his readers to reverse their value system—what they consider as shameful must now be valued as honorable, and what they view as honorable must now be seen as dishonorable. NT scholars, seminary professors, and graduate students will benefit from reading this book, which offers a fresh integrated honor–shame approach in studying Mark’s Gospel from start to finish.

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Fujia Yang and Jiarui Zhang

This book traces the historical background of liberal arts education from west to east, expounds its implication and fundamental goal of universities, and introduces its application in Western and Chinese universities, particularly its experimentation at University of Nottingham Ningbo China. It takes the University of Nottingham Ningbo China as an example to introduce readers to the achievements and shortcomings of British education in the process of implementing liberal arts education. The author summarises the five elements of liberal arts education: "Bo": integration of arts and sciences, cross-discipline, seeking in-depth knowledge on the basis of extensive learning, understanding the new and gaining a wide knowledge of the old; "Ya":  Human beings first, professionals second; being committed to student-centred idea, prioritizing education among all work; encouraging questioning; and a very abundant organized extra-curriculum classes. This book will appeal to anyone who is interested in liberal arts education and the comparison between Western and Chinese education. It advocates that in order to meet the needs of all aspects of society, the structure of China’s education must be diversified for the realization of the China dream. This book will appeal to teachers and students, educators, and readers interested in education.

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Edited by Cyril Levitt and Sabine Sander

This posthumously published work by Lawrence Krader surveys the study of myths from ancient times (classical Greece and Rome, Egypt, Babylonian, Akkadian, Sumerian, Chinese) from the Biblican traditions, from the indigenous peoples of the Americas and Australia, and from Northeastern and Central Asia.The book covers the various approaches to the study of myth from ancient times through Europe in the Middle Ages, in the Renaissance and Enlightenment, in the Romantic movement in the late eighteenth and early to mid-nineteenth century, among the evolutionists of the mid-nineteenth to the early twentieth century, and the structuralists, and hermeneutic approaches as well as linguistics. The book covers the treatment of myth from the inside that is from the experience of those committed to the myth and from the outside or those ethnologists, philosophers, and other students of myth who are outsiders. This treatment takes up the theme of esoteric and exoteric myths as it rejects some of the assumptions and approaches to the study of myth in the past while singling out others for approval and inclusion in the general theory of myth. Interestingly, it includes a discussion of myth in science and in infinitesimal mathematics. And, it considers the relationship between myth and ideology in the twentieth century in relation to politics and power. It both incorporates and broadens Krader’s theory of nature as a manifold consisting of different orders which he developed in his magnum opus Noetics: The Science of Thinking and Knowing.