This series unites the allied fields of printing history and print culture, and is therefore concerned not only with the design, production and distribution of printed material but also its consumption, reception and impact. It includes the histories of the machinery and equipment, of the industry and its personnel, of the printing processes, the design of its artefacts (books, newspapers, journals, fine prints, and ephemera) and with the related arts and crafts, including calligraphy, type-founding, typography, papermaking, bookbinding, illustration, and publishing. It also covers the cultural context and environment in which print was produced and consumed.
Selbstoptimierung
Eine kritische Diskursgeschichte des Tagebuchs
Series:
Ralph Köhnen
Lebenskunst hat Konjunktur: Offenbar ist der Traum, das Leben als Gesamtkunstwerk einzurichten, zur ethischen Maxime geworden. Beteiligt ist dabei seit der Antike das Motiv von Selbsterforschung bzw. Selbstbesserung, das über die Frühe Neuzeit bis in die Gegenwart wirksam geblieben ist. Tagebücher sind dabei ein notwendiges Begleitmedium gewesen und haben wechselhafte Formen angenommen, die von religiösen, wirtschaftlichen, psychologischen und medizinischen Aufschreibesystemen bestimmt worden sind. In diesem umfassenden mediologischen Sinn untersucht der Autor Programme der Selbstschrift und stellt diese an Beispielen dar, die sich von Pacioli über Pepys, Leibniz, Herder, Moritz, Goethe, Hebbel, Schmitt, Jünger oder Rainald Goetz bis in die Gegenwart der Social Media erstrecken.
Edited by Gregory Castle, Alex Davis and Lee Jenkins
The Global Literary Modernisms series provides a platform for literary scholarship on modernism across genres and geographies. The concept of the global today carries with it new ideas about time and historical development, as well as new theories about national literary traditions and new models of social belonging that extend beyond national borders. Without sacrificing our interest in national traditions, we invite studies that link those traditions to more extensive global and transnational contexts. The series also invites studies that reconsider the temporalities and formal and aesthetic praxes of modernism—not only its historical development, but the peculiar rhythms and pacing of its narratives, its dramatic literatures, its poetry, its song. While respecting the contemporary elasticity of the term, this series understands modernism not simply as a synonym for the ‘modern’ but as a movement that responds to the modern wherever it finds it.
We invite English-language submissions on all aspects of literary modernism. Proposals are invited for monographs and edited volumes that engage transnational and postcolonial, canonical and marginal modernisms, and the legacies of modernism. We welcome single- and multiple-author studies from a variety of approaches and frameworks, literary-historical and/or theoretical.
Series:
Warren J. Blumenfeld
Using a three-tiered format, The What, The So What, and the Now What of Social Justice Education presents the What of social justice education by addressing primary and secondary terminology and definitions, and an overarching conceptual framework within this field of inquiry. The So What of social justice education highlights the reasons why this field of inquiry is important to study and promote, and why one should care to reduce social inequities and transform our world into a more socially just environment. And the Now What of social justice education provides some "best (theoretical) practices" that can be taped and developed by individuals, institutions, and larger societies to work toward short- and long-term solutions in the attainment of a more equitable and less oppressive environment. Each tier introduces influential researchers, theorists, and practitioners who have significantly advanced our understanding of issues connected to social justice education pedagogy and practice. As the scope of Social Justice Education is wide and diverse, so too is the potential audience for this book. Though it can function as a primary academic and training source for educators – K-12 through university graduate professors, administrators, school psychologists – and high school, and college graduate and undergraduate students (education, social justice education, multicultural education, educational psychology, civil rights history, law, journalism) it can also serve as a reference for academic researchers in several disciplines as well as journalists.
Moving Sounds
A Cultural History of the Car Radio
Edited by Phylis Johnson and Ian Punnett
Moving Sounds: A Cultural History of the Car Radio explores the unique animating symbiosis that develops whenever previously unrelated technologies become intertwined and form a mutually invigorating relationship. When “car” and “radio” became permanently inculcated, it changed how both cars and radio were designed and experienced. Moving Sounds is the first book-length study exploring the relationship between the car and the radio. While much scholarship has been devoted to the general history of radio, radio’s unique relationship with the open road has been largely overlooked. The nascent interconnectivity between the early car and radio developers, and what they did to help each other, is another aspect of cultural history that is explored in Moving Sounds.
Make America Meme Again
The Rhetoric of the Alt-Right
Series:
Heather Suzanne Woods and Leslie A. Hahner
As demonstrated by the 2016 Presidential Election, memes have become the suasory tactic par excellence for the promotional and recruitment efforts of the Alt-right. Memes are not simply humorous shorthands, or pithy assertions, but play a significant role in the machinations of politics and in how the public comes to understand and respond to their government and compatriots. Using the tools of rhetorical criticism, Woods and Hahner detail how memetic persuasion operates, with a particular focus on the 2016 election of Donald J. Trump. Make America Meme Again: The Rhetoric of the Alt-right reveals the rhetorical principles used to design Alt-right memes, outlining the myriad ways memes lure mainstream audiences to a number of extremist claims. In particular, Make America Meme Again argues that Alt-right memes impact the culture of digital boards and a broader public culture by stultifying discourse and thereby shaping how publics congeal. Woods and Hahner demonstrate that memes are a mechanism that proliferate white nationalism and exclusionary politics by spreading algorithmically through network cultures in ways that are often difficult to discern. Alt-right memes thus present a significant threat to democratic praxis, one that can begin to be combatted through a rigorous rhetorical analysis of their power and influence. Make America Meme Again illuminates the function of networked persuasion for scholars and practitioners of rhetoric, media, and communication; political theorists; digital humanists; and anyone who has ever seen, crafted, or proliferated a meme.
Defining Literacy Standards
Essays on Assessment, Inclusion, Pedagogy and Civic Engagement
Series:
Edited by Ronald A. Sudol and Alice S. Horning
As individual institutions of education at all levels respond to the call for greater accountability and assessment, those who teach literacy face the challenging task of choosing what to measure and how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough? How are the criteria for judgment to be known and applied? Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society.