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When Lorine Niedecker died in 1970, the British poet and critic Basil Bunting eulogized her warmly. “In England,” he wrote, “she was, in the estimation of many, the most interesting woman poet America has yet produced.” Aesthetically linked with the New York Objectivist poets, Niedecker remained committed to her community in rural Wisconsin despite the grinding poverty that dogged her throughout her life. Largely self-taught, Niedecker formed attachments through her voracious reading and correspondence, but she also delighted in the disruptive richness of vernacular usage and in the homegrown, improvisational aesthetics that thrived within her immediate world. Niedecker wrote from a highly attenuated concern with biological, cultural, and political sustainability and, in her stridently modernist poems, anticipated many of the most urgent concerns in twenty-first-century poetics. In Radical Vernacular, Elizabeth Willis collects essays by leading poets and scholars that make a major contribution to the study of an important but long overlooked American poet. This pathbreaking volume contains essays by seventeen leading scholars: Rae Armantrout, Glenna Breslin, Michael Davidson, Rachel Blau DuPlessis, Ruth Jennison, Peter Middleton, Jenny Penberthy, Mary Pinard, Patrick Pritchett, Peter Quartermain, Lisa Robertson, Elizabeth Robinson, Eleni Sikelianos, Jonathan Skinner, Anne Waldman, Eliot Weinberger, and Elizabeth Willis.
Winner of the 2015 James M. Britton Award presented by Conference on English Education a constituent organization within the National Council of Teachers of English Carmen Kynard locates literacy in the twenty-first century at the onset of new thematic and disciplinary imperatives brought into effect by Black Freedom Movements. Kynard argues that we must begin to see how a series of vernacular insurrections—protests and new ideologies developed in relation to the work of Black Freedom Movements—have shaped our imaginations, practices, and research of how literacy works in our lives and schools. Utilizing many styles and registers, the book borrows from educational history, critical race theory, first-year writing studies, Africana studies, African American cultural theory, cultural materialism, narrative inquiry, and basic writing scholarship. Connections between social justice, language rights, and new literacies are uncovered from the vantage point of a multiracial, multiethnic Civil Rights Movement.
Relates Black Freedom Movements to literacy education.
In an era of high-tech and climate extremes, we are drowning in information while starving for wisdom. Enter Lo--TEK, a design movement building on indigenous philosophy and vernacular infrastructure to generate sustainable, resilient, nature-based technology. With a foreword by anthropologist Wade Davis and spanning 18 countries from Peru to...
In this volume, the editors and authors strive to understand the evolving Trans-Caribbean as a discontinuous, displacing, and displaced transnational space. The Trans-Caribbean is therefore understood as a space suspended in a double dialectic, which opposes both the hegemonic metropolitan space inhabited, as well as the romanticized, yet colonialized, "inner plantation" (Kamau Brathwaite), whose transcendence via migration perpetually turns out to be an illusion.
The contributors to Globalizing Cultural Studies: Ethnographic Interventions in Theory, Method, and Policy take as their central topic the problematic status of «the global» within cultural studies in the areas of theory, method, and policy, and particularly in relation to the intersections of language, power, and identity in twenty-first century, post-9/11 culture(s). Writing against the Anglo-centric ethnographic gaze that has saturated various cultural studies projects to date, contributors offer new interdisciplinary, autobiographical, ethnographic, textual, postcolonial, poststructural, and political economic approaches to the practice of cultural studies. This edited volume foregrounds twenty-five groundbreaking essays (plus a provocative foreword and an insightful afterword) in which the authors show how globalization is articulated in the micro and macro dimensions of contemporary life, pointing to the need for cultural studies to be more systematically engaged with the multiplicity and difference that globalization has proffered.
Through the consideration of canonical authors such as Blake, Scott, and Wordsworth and of lesser-studied works such as radical press writings and popular drama, this study explores the imaginative appeal of the social structures and literary forms of the Middle Ages, and how they raised awareness of Britain's tradition of freedom.
Contesting the idea that the study of Anglophone literature and literary studies is simply a foreign import in Asia, this collection addresses the genealogies of textual critique and institutionalized forms of teaching of English language and literature in Asia through the 19th and 20th centuries, along with an examination of how its present options and possible future directions relate to these historical contexts. It argues that the establishment of Anglophone literature in Asia did not simply “happen”: there were extra-literary and -academic forces at work, inserting and domesticating in Asian universities both the English language and Anglo-American literature, and their attendant cultural and political values. Offering new perspectives for ongoing conversations surrounding the globalization of Anglophone literature in literary and cultural studies, the book also considers the practicalities of teaching both the language and its canon of classic texts, and that the historical formation and shape of English studies in Asia offers lessons that relate not only to the discipline but also may be applied to the humanities as a whole. ​
Vernacular Aesthetics in the Later Middle Ages explores the formal composition, public performance, and popular reception of vernacular poetry, music, and prose within late medieval French and English cultures. This collection of essays considers the extra-literary and extra-textual methods by which vernacular forms and genres were obtained and examines the roles that performance and orality play in the reception and dissemination of those genres, arguing that late medieval vernacular forms can be used to delineate the interests and perspectives of the subaltern. Via an interdisciplinary approach, contributors use theories of multimodality, translation, manuscript studies, sound studies, gender studies, and activist New Formalism to address how and for whom popular, vernacular medieval forms were made.