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Deals with fiction and poetry.
Celebrates the diversity and vitality of Louis MacNeice's writing. Poets and critics illuminate the work of a writer whose achievement and influence is increasingly recognised as central to modern poetry in English.
What role does ritual play in the everyday lives of modern Africans? How are so-called "traditional" cultural forms deployed by people seeking empowerment in a world where "modernity" has failed to deliver on its promises? Some of the essays in Modernity and Its Malcontents address familiar anthropological issues—like witchcraft, myth, and the politics of reproduction—but treat them in fresh ways, situating them amidst the polyphonies of contemporary Africa. Others explore distinctly nontraditional subjects—among them the Nigerian popular press and soul-eating in Niger—in such a way as to confront the conceptual limits of Western social science. Together they demonstrate how ritual may be powerfuly mobilized in the making of history, present, and future. Addressing challenges posed by contemporary African realities, the authors subject such concepts as modernity, ritual, power, and history to renewed critical scrutiny. Writing about a variety of phenomena, they are united by a wish to preserve the diversity and historical specificity of local signs and practices, voices and perspectives. Their work makes a substantial and original contribution toward the historical anthropology of Africa. The contributors, all from the Africanist circle at the University of Chicago, are Adeline Masquelier, Deborah Kaspin, J. Lorand Matory, Ralph A. Austen, Andrew Apter, Misty L. Bastian, Mark Auslander, and Pamela G. Schmoll.
This compilation was inspired by an international symposium held on the Legon campus in September 2003. Hosted by the CODESRIA African Humanities Institute Programme, the symposium had the theme 'Canonical Works and Continuing Innovation in African Arts & Humanities'.
The Teaching Excellence Framework (TEF)’s aims, implementation and effect on the English higher education sector remains a controversial and contested subject. This text offers a wide-ranging interdisciplinary discussion of the implications of the TEF on the UK’s fast-moving policy environment, and increasingly neoliberal higher education sector.
We live in a mutilated world and our humanity seems irrevocably damaged. Many critics suggest we have reached the end of humanity. In this challenging book, Ken Plummer suggests that such claims may be premature; instead, what we need is a new transformative understanding of humanity. Critical Humanism critically reflects upon and reimagines humanism for the twenty-first century. What is now required is a fresh, wide-ranging imaginary of an open, worldly, plural and caring humanity. It needs to take a critical stance towards older, often divisive ideas of what it means to be human, while reconnecting to a wider understanding of the rich diversity of life in the pluriverse. In an age of post- and transhumanist turns, Plummer provides a personal, political and passionate call for thinkers, researchers and activists to not turn their backs on humanism. We need instead to create a vital new political imaginary of being human in a connected planet. We simply cannot afford to be anti-human or posthuman. Restoring our belief in humanity has never been more important for edging towards a better world for all.
Foreword by Cardinal Christoph Schoenborn The theme of this book is that the Catechism of the Catholic Church, perhaps the most important work on catechesis since the Apostolic Age, offers not only a new, definitive account for our times of the full teaching of the Catholic faith, but also that it is a superbly crafted work from which to learn and to teach the faith. This book reveals the pedagogy embedded in the Catechism, showing every teacher, parent, catechist or student how to discover the key principles that enable one to learn from, and teach from, the Catechism. The Compendium of the Catechism of the Catholic Church speaks of the "wisdom of the presentation" of the Catechism and of "the depth of its spirituality". These points have rarely been explained in any sustained way and have never before been systematically treated. The unique point about this book is that it focuses on these points, rather than a simple explanation of the content of the Catechism. This book offers a pedagogical approach to the Catechism for handing on the faith of the Catholic Church in any setting, whether home, school and parish. It offers perennially valid teaching points drawn from a perennial text, and an explanation of the 'pedagogy of God' which underpins all authentic teaching methods in the Church. In this way, the book offers a twelve step ‘path to recovery' out of unhealthy catechetical addictions and obsessions which have bedeviled the catechetical world. It is unique in its origin, emerging from a 'catechetical friendship', encouraged by Cardinal Schönborn, between three institutions working in an authentic Catholic catechetical tradition. The three authors display a deep trust and love for the words of the Catechism of the Catholic Church – words that hold a rich heritage and can be pondered lovingly and searchingly, since they are for our good, for everyone's good.
What is most strikingly new about the transcultural is its sudden ubiquity. Following in the wake of previous concepts in cultural and literary studies such as creolization, hybridity, and syncretism, and signalling a family relationship to terms such as transnationality, translocality, and transmigration, 'transcultural' terminology has unobtrusively but powerfully edged its way into contemporary theoretical and critical discourse. The four sections of this volume denote major areas where 'transcultural' questions and problematics have come to the fore: theories of culture and literature that have sought to account for the complexity of culture in a world increasingly characterized by globalization, transnationalization, and interdependence; realities of individual and collective life-worlds shaped by the ubiquity of phenomena and experiences relating to transnational connections and the blurring of cultural boundaries; fictions in literature and other media that explore these realities, negotiate the fuzzy edges of 'ethnic' or 'national' cultures, and participate in the creation of transnational public spheres as well as transcultural imaginations and memories; and, finally, pedagogy and didactics, where earlier models of teaching 'other' cultures are faced with the challenge of coming to terms with cultural complexity both in what is being taught and in the people it is taught to, and where 'target cultures' have become elusive. The idea of 'locating' culture and literature exclusively in the context of ethnicities or nations is rapidly losing plausibility throughout an 'English-speaking world' that has long since been multi- rather than monolingual. Exploring the prospects and contours of 'Transcultural English Studies' thus reflects a set of common challenges and predicaments that in recent years have increasingly moved centre stage not only in the New Literatures in English, but also in British and American studies.
An Adventure in Service-Learning argues that education can provide not just knowledge and skills but it can also encourage the development of values and responsibility Service-Learning is a teaching method unlike any other. It allows students to use their classroom theory to help others through relevant service or volunteering activity. In so doing, it gives students the opportunity to use the experiences of helping others to strengthen their understanding of subject material. Service-learning is like a bridge that connects education with the outside world. It breathes life and clarity into any subject and better prepares students for life after college. An Adventure in Service-Learning is a well written and easy to read book. It introduces the newcomer to service-learning and provides the seasoned practitioner with an important analysis of this most interesting of teaching methods. Its discussion of learning and the role of higher education will interest educationalists and its consideration of service will be important to those who are concerned about community. A passionate belief in education and its possibilities permeates An Adventure in Service-Learning. The book examines service-learning in project management, leadership and management consultancy and provides readers with an understanding of how the method can work in any subject or discipline. It clarifies the need for community and discusses the nature and possibilities of what it means to be human. The book will help to renew and reinvigorate practitioners, policy makers and the education system as a whole.
Through discussion of the ways in which major Northern Irish poets (such as John Hewitt, Seamus Heaney, Michael Longley, Louis MacNeice and Derek Mahon) have been influenced by America, this study shows how Northern Irish poetry overspills national borders, complicating and enriching itself through cross-cultural interaction and hybridity.