Immigration, Diversity and Student Journeys to Higher Education presents an in-depth understanding of how immigrant students at a major public research university balanced keeping their family cultures alive and learning U.S. culture to get to college. A revitalized anthropological understanding of acculturation provides the theoretical framework for the book. The text builds its analysis using extensive quotes from the 160 immigrant students who participated in the 21 focus groups that form the core of this study. The students’ families come from Africa, Asia, the Caribbean, Europe and Latin America, and reflect a wide diversity of experiences and insights into how these students successfully pursued higher education. A key theme of the book is the "immigrant bargain," where students repay their parents’ hard work and migration sacrifices by excelling in school. A large majority of the parents made clear that a major motivation for immigrating was so their children could have better educational opportunities; these parents had the original dreams for their children. Immigration, Diversity and Student Journeys to Higher Education examines the similarities and differences across this diverse group of students, ending with a series of recommendations about how to improve acculturation research and how to facilitate immigrant students’ journeys to educational success.
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Peter J. Guarnaccia
Vision and Cognition in the Middle Ages
Brian J. Reilly
Getting the Blues: Vision and Cognition in the Middle Ages is an interdisciplinary study of medieval color. By integrating scientific and literary approaches, it revises our current understanding of how people in medieval Europe experienced color and what it meant to them. This book insists that the past perception of the world can be recovered by joining timeless universal constraints on human experience (discovered by science) to the unique cultural expressions of that experience (revealed by literature).
The Middle Ages may evoke images of the multicolored stained glass of gothic cathedrals, the motley garb of minstrels, or the brilliant illuminations of manuscripts, yet such color often goes unnoticed in scholarly accounts of medieval literature. Getting the Blues restores some of the most important literary works of the Middle Ages to their full living color. Particular consideration is given to the twelfth-century Arthurian romances by Chrétien de Troyes and the thirteenth-century Lancelot-Grail Cycle.
Getting the Blues engages debates within the humanities and the sciences over universalist and relativist approaches to how humans see and name color. Scholars in the humanities often insist that color is a strictly cultural phenomenon, eschewing as irrelevant to the Middle Ages recent developments in cognitive science that show universal constraints on how people in all cultures see and name color. This book contributes to the recent cognitive turn in the humanities and sheds new light on some of the most frequent and meaningful cultural experiences in the Middle Ages: the perception, use, and naming of color.
Offspring of an Icon
This book examines poetic interpretations of the life and works of the American Modernist painter Georgia O’Keeffe. It shows how these poems have interpreted, de-codified and translated O’Keeffe’s subjects, expanding her art and nourishing her legacy. By borrowing the term radicant from art scholar Nicolas Bourriaud, it seeks to capture the essence of O’Keeffe as an artist who approached art in heterogeneous contexts and formats, transplanting and sharing new creative behaviours.
After an introduction to the development of ekphrastic writing, and a summary of the principal aesthetic and critical theories that deal with the intriguing intersections between visual and verbal media, the book provokes reflection on the reasons why O’Keeffe often showed reticence towards the world of words. Subsequent chapters analyse the extent to which poetry prompted by O’Keeffe’s paintings provides not only accurate and eulogistic descriptions of her art but also an encounter between media that expand the interpretation of her art. The book confirms that in visual art as well as in poetry, the shared process of selecting and emphasizing helps artists get at the essence of things and, thus, disentangle the complicated facets of existence.
Thinking Local Development in a Global South
Clara Rachel Eybalin Casséus
This book offers new perspectives on transnational citizenship, memory and strategies of development. Beginning with an exploration of belonging and cultural memory, the book turns to a series of case studies in order to examine the ways in which citizens actively engage with their state of origin through narratives of remembrance. In the Haitian case, community engagement is primarily a grassroots movement in spite of the early creation of a Ministry of Haitians Abroad (MHAVE). The Jamaican case, however, differentiates itself by having a top–down structure promoted by an administration that actively seeks to engage Jamaicans abroad by way of solidarity funds. By treating simultaneously two geopolitical entities, Francophonie and the Commonwealth, this study offers a unique, comparative perspective on a complex web of family networks, spiritual bonds and entrepreneurial cross-border practices at the core of a common Caribbean culture of resilience and self-reliance. The findings on the relationship between memory, citizenship and the State challenge the existing assumption that communities abroad become increasingly assimilated into the new society, whereas, in fact, the idea of a transnational citizenship has become increasingly prevalent. This evolution is enhanced by memory, which acts as a powerful dynamic engine to deconstruct citizenship while connecting beyond borders.
Edited by Teresa Heinz Housel
First-Generation College Student Experiences of Intersecting Marginalities examines the intersecting relationships between a student’s identity as a first-generation college student (FGCS) and other identities such as race, class, LGBTQ+, and spiritual identity. This book breaks new ground by examining highly diverse populations of FGCS, rather than predominantly White undergraduates at four-year public universities. First-Generation College Student Experiences of Intersecting Marginalities explores the intersections of identities that may be marginalized in different ways across a student’s educational journey in research-grounded chapters that discuss real academic experiences of faculty, administrators, graduate students, and undergraduates.
Why Song Sounds the Way It Does
Lynn Whidden and Paul Shore
Why does human music sound the way it does? To better understand this, the authors look at the human and even animal ability for mimicry, at existing acoustic niches and introduce the idea of at least three habitats for music. Is there a unified sound quality for music created indoors, for song sung outdoors, and for music produced with electric signals?
Whidden and Shore seek answers from music ethnography, from the closed space of medieval churches, from Gothic architecture, from particular buildings such as the Prague Estates Theatre and from their own experience and that of others in the contemporary electronic music environment. Drawing on fieldwork, archival materials and media studies research, they propose a model that will inspire scholars to explore human music in its rightful and important place in the natural world.
Epistemology, Aesthetics and Resistance
Elizabeth Bishop and Tamsen Wojtanowski
Embodying Theory: Epistemology, Aesthetics and Resistance takes a deep dive into representational spaces of social science theory and research, positioning post-structuralist frameworks as potent tools in ongoing fights against injustice and inequity. In this interactive text, the reader takes a discursive tour through theoretical and imagistic landscapes that offer options for liberated existence and expression from repression and moralism. By foregrounding the "double articulation" of what is articulated through language and what is shown through visual material, Embodying Theory furthers an argument that there are numerous ways to embody, interpret and interact with meaning across cultural, materialist and populist platforms, to strategically create counter-narratives in the service of building peaceable, inclusive, sustainable and joyful futures.
Embodying Theory offers a series of writings and images to make theory walk, recasting major post-structural and deconstructive thought in order to explore spheres of action in the educational, the sociopolitical, the ethical, the aesthetic and the academic. This is an explicitly politicized approach to text creation, understood as both building theory and practice, to collaboratively design a textual experiment. This book reconceptualizes the text as an anti-moralistic response, as a non-violent battleground visually and textually. Embodying Theory uses the form of the book to demonstrate the always possible, to break open words and images. Through an interplay of light and language, the text foregrounds an affirmative stance against the nihilistic and the cynical. Embodying Theory interacts with core notions of "becoming" as key to understanding processes of subjects constructing their present and future.
Public Education and Urban Redevelopment in Camden, NJ
Keith E. Benson
Education Reform and Gentrification in the Age of #CamdenRising: Public Education and Urban Redevelopment in Camden, NJ examines the perceptions and interpretations of Camden—a New Jersey community whose population is predominately minority, historically impoverished, and rapidly employing neoliberal strategies in public education and urban redevelopment. Using the framework of standpoint theory as a lens to alternatively view change and "progress" in Camden (dubbed by city officials as #CamdenRising), this book highlights the views of Camden residents who hold little sociopolitical capital yet are profoundly impacted by the city’s efforts in employing neoliberal approaches within urban development and public education.
This book will center current and future resident viewpoints on living in a city whose leadership employs neoliberal tactics in redevelopment and in rebranding public education. Participants in this work reported feelings of political alienation pertaining to participation in redevelopment and public education decision-making. Further, participants also believe such recent efforts for change in Camden are intended to benefit a targeted, potentially gentrifying, population and not the majority low-income minorities who currently reside there.
Youb Kim and Patricia H. Hinchey
For teachers and teacher educators striving to address a growing number of state mandates relating to the education of English language learners (ELLs), Educating English Language Learners in an Inclusive Environment, Second Edition provides a reader-friendly survey of key topics, including: legal and professional imperatives, cultural concerns, linguistics, literacy instruction, assessment, policy, and politics. This overview will be useful to in-service teachers with little or no preparation for working with ELLs but who nevertheless face legislative demands to teach both academic content and English. It will also be useful to teacher educators trying to squeeze preparation for working with ELLs into already overflowing teacher preparation programs. Though many try, no one text can provide exhaustive information; there is simply too much to learn. This second edition instead provides readers with a road map to critical topics and to specific resources they can use independently to learn more, as they will surely need to do.
Edgar Allan Poe: Amateur Psychologist is the "first and foremost" major source of information dedicated to the theme of Poe and psychopathology. Its introduction, conclusion, chapters, and appendices highlight and employ the best insights from earlier and current scholars, but this text goes beyond them in its analysis of Poe’s relation to mainstream psychology and its rival system, phrenology. His knowledge of this subject matter is far broader and deeper than Poe specialists have hitherto supposed; his method—contrary to the "Poe myth" according to which an alcoholic, drug-addicted, tormented artist wrote to exorcise his own pathologies—was to research mental illnesses for the sake of scientific precision and verisimilitude. We also come to appreciate the interrelatedness of the psychopathologies he illustrates and other "knowledge frames," characteristic themes, featured in his tales, such as the occult, symbology, chromatography, the "cult of sensibility," Neoplatonism, and Transcendentalist epistemology. While locating Poe firmly within the science and pseudoscience of his time, Edgar Allan Poe: Amateur Psychologist simultaneously looks back from the 1830s and 40s (when Poe’s literary career was at its height) to theories and possible sources of information from the late eighteenth century, as well as forward to the twentieth and twenty-first centuries to demonstrate how Poe’s theories of mind, and his depiction of psychological illnesses, occasionally anticipate modern insights and therapies. The book will be of interest not only to Poe scholars but also to students, teachers, and any intelligent reader interested in psychology, psychotherapy, and the history of ideas.