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Alison Wilde

Forthcoming
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Mobile Education

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

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Kieran McCartney

Forthcoming
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Permanent Outsiders in China

American Migrants’ Otherness in the Chinese Gaze

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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.

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Gerald Peters

Religious sectarianism played a significant role in the early settlement and social development of the United States. Although historians have minimized what these societies contributed to the creation of a uniquely American "social imaginary," this era of social experimentalism drew the attention of highly influential European writers including Goethe, Tolstoy, Marx and Weber. More recent social thinkers like Benedict Anderson, Charles Taylor, and Robert Wuthnow emphasize the importance of discourses (familial, dynastic, religious) in the creation of community. They contend that literary analysis, in particular, is critical for understanding how "social imaginaries" develop, sustain themselves, and transform. Drawing on thinkers like Marx, Weber, Dawkins, and Goethe, Nineteenth-Century Utopianism and the American Social Imaginary explores the "evolution" of the American social imaginary within these discursive traditions. Goethe, in particular, becomes a major contributor to this discussion, not simply because of his profound international influence during the period, but because he was a contemporary witness to these events. His final novel Wilhelm Meister’s Journeyman Years (1828) depicts an emigrant society about to start an intentional community in the New World as an illustration of "cultural metamorphosis"that becomes central to understanding social development during the period. Utilizing a theoretical framework that draws on Lacan, the Frankfurt School, and post-structuralist thinkers like Fredric Jameson SlavocZizek, Ernesto Laclau and Chantal Mouffe, the author shows how communities develop within specific discursive structures and how American adaptations of these structures have the potential to create more radical and equitable democracies.

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Jerome L. Packard

A Social View on the Chinese Language is intended to be a general linguistic introduction to the Chinese language for the general reader and can be used in beginning-level Chinese linguistics courses. It is different from other Chinese linguistics surveys, because in addition to the usual areas of interest (such as the Chinese dialects, the history of the language, the characters and the grammar), it offers a view into linguistic phenomena that are also related to human behavior and society, such as how Chinese children and US college students learn Chinese, how the brain processes Chinese, the genetic origins of Chinese, language disorders and language loss in Chinese, differences in Chinese language use in different social groups, studies of Chinese reading and psycholinguistic aspects of Chinese language use.