Bodies, Biographies, & Beliefs
Edited by Kimberly R. Myers
Edited by Alison Wilde and Murray Simpson
Edited by Tiffany N. Florvil and Vanessa D. Plumly
Dafydd Sills-Jones, Jouko Aaltonen and Pietari Kaapa
Claudia Canu Fautré
Cet ouvrage s’attache à comprendre ce qui caractérise l’espace méditerranéen actuellement à travers le roman policier méditerranéen.
Le traitement de l’articulation espace-temps investit et remet en question les frontières entre Occident et Orient, entre Nord et Sud. Des chronotopies ainsi qu’une nouvelle topographie de la Méditerranée se dessinent sous la plume des auteurs des deux rives et nous permettent de saisir la portée des échanges, des héritages, des traits culturels communs ainsi que des divergences. Dans ce voyage au cœur de la mer du « Milieu », la dimension géographique est inséparable de l’historique. À cet effet, l’usage de la « géocritique » a été fécond dans l’analyse de la portée culturelle et symbolique de la Méditerranée.
La capacité du noir méditerranéen à dévoiler des vérités incommodes, occultées ou bien difficiles à saisir montre que le réel investit la fiction et l’enquête policière se mue en enquête politique, historique, sociale. Yasmina Khadra, Andreu Martín et Giorgio Todde articulent ainsi, chacun à sa manière, la relation intrinsèque qui relie le détective à l’historien et à l’écrivain.
L’approche comparée de ces trois auteurs appartenant à des cultures et à des langues différentes nous permet d’observer les multiples facettes de cette Méditerranée, ses traditions et ses usages, ses ports et ses multiples couleurs. Elle est bleue mais également blanche, elle baigne dans la lumière mais son tragique sombre dans la noirceur et entraîne le lecteur dans ces couplets oxymoriques. La « portée attestatrice » du genre, qui voile pour ensuite mieux dévoiler les engrenages internes du système sociétal en question, permet à l’histoire de révéler la vérité.
C’est enfin la possibilité d’entrevoir les traits d’un idéal méditerranéen qui nous entraîne dans ce voyage à la découverte des mystères de la Méditerranée : pour une véritable compréhension des peuples méditerranéens, comment conjuguer un savoir ancien avec un présent en mouvement ?
Innovation and Knowledge Management in Practice: Concepts, Research and Case Studies
Edited by Bernhard Seyr
Die Schriftenreihe Innovatives Wissensmanagement stellt der Wissenschaft sowie der Wirtschaftspraxis aktuelle Forschungsergebnisse, innovative Lösungsansätze sowie Fallstudien in der Schnittmenge der Disziplinen Innovations- und Wissensmanagement zur Verfügung.
Understanding the Controversies
Edited by Helen J. Knowles and Brandon T. Metroka
The rallying cry of "Free speech!" has long served as a touchstone for liberals and conservatives, alike, engaged in political polarization conflict and discourse. The democratization of media and the feverish pitch of political polarization, however, have contributed to the weaponization of free expression. From Colin Kaepernick to "fake news," boycotts of partisan television programming to removals of Confederate monuments, internet neutrality to the silencing of college professors and all points between, citizens and pundits all too frequently wield the slogan of "Free speech!" as the sword and shield of political discourse. Oftentimes, ironically they do so with little regard for the views of their opponents. As a result, society risks trading a substantive value for an empty slogan or, far worse, blind authority.To rediscover the underlying assumptions and social values served by free expression, and to move current controversies beyond rhetorical flourishes, Helen J. Knowles and Brandon T. Metroka assemble an impressive group of legal and political scholars to address one overarching question: "Why should we value free speech?" Through analyses of several recent controversies invoking concerns for free expression, the contributors to this volume make complex political theory accessible, informative, and entertaining. Beginning with internet neutrality and ending with an overview of developing free expression controversies in comparable western democracies, experts reestablish the link between free expression and the underlying values it may serve. In doing so, this volume unearths values previously unexamined in our modern—but increasingly impoverished and bitter—political discourse.
Edited by Daniel White Hodge, Don C. Sawyer III, Anthony J. Nocella II and Ahmad R. Washington
Hip-Hop and Dismantling the School-to-Prison Pipeline was created for K-12 students in hopes that they find tangible strategies for creating affirming communities where students, parents, advocates and other stakeholders collaborate to compose useful frameworks that effectively define the school-to-prison pipeline and identify the nefarious ways it adversely affects their lives. This book is for educators who we hope will join us in challenging the predominant preconceived notion held by many educators that Hip-Hop has no redeemable value. Lastly, the authors/editors argue against the understanding of Hip-Hop studies as primarily an academic endeavor situated solely in the academy. We understand the fact that people on streets, blocks, avenues, have been living and theorizing about Hip-Hop since its inception. This book is an honest, thorough, and robust examination of the ingenious and inventive ways people who have an allegiance to Hip-Hop work tirelessly, in various capacities, to dismantle the school-to-prison pipeline.
Towards an Emancipatory Reading
The research presented in this book is a critical study of some effects of popular biblical interpretations in the context of an East African ethnic group, the Maasai. The book focuses on parallels between concepts of female inferiority in biblical texts and in Maasai traditional culture. It investigates some parallels and analyses their problems as they are conceptualized in popular Maasai biblical interpretation and how these affect the social transformation of the contemporary Maasai women.
Therefore, this book aims at sensitizing readers of the Bible about popular interpretation of biblical texts that consciously, and more often unconsciously, function as a legitimizing force, which authorizes or reinforces socio-cultural structures that oppress women. However, it demonstrates the potential of reading biblical texts from emancipatory perspectives, both in popular and academic critical contexts. Also, this book demonstrates how some popular Maasai biblical interpretations contributes in the academic works for the emancipation of women. Moreover, this work develops its own contextual hermeneutics approach of woman liberation known as enkitok. The new approach borrows some aspects from social fields and it has been employed in this work on some selected biblical texts.
Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher ß à student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.