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Recognising the great legacy of women's life writings, this book draws on a wealth of sources to critically examine the impact of these writings on our communities.
The first critical study of personal narrative by women with disabilities, Unruly Bodies examines how contemporary writers use life writing to challenge cultural stereotypes about disability, gender, embodiment, and identity. Combining the analyses of disability and feminist theories, Susannah Mintz discusses the work of eight American autobiographers: Nancy Mairs, Lucy Grealy, Georgina Kleege, Connie Panzarino, Eli Clare, Anne Finger, Denise Sherer Jacobson, and May Sarton. Mintz shows that by refusing inspirational rhetoric or triumph-over-adversity narrative patterns, these authors insist on their disabilities as a core--but not diminishing--aspect of identity. They offer candid portrayals of shame and painful medical procedures, struggles for the right to work or to parent, the inventive joys of disabled sex, the support and the hostility of family, and the losses and rewards of aging. Mintz demonstrates how these unconventional stories challenge feminist idealizations of independence and self-control and expand the parameters of what counts as a life worthy of both narration and political activism. Unruly Bodies also suggests that atypical life stories can redefine the relation between embodiment and identity generally.
This peer-reviewed collection represents some of the finest research presented at the 2004 Association of Internet Researchers Conference held in Sussex in 2004. Responding to the theme of ubiquity, papers collected here represent a diverse range of inquiries into the development, as well as perceived development, of the Internet. Offering new and important work about blogs, online games, users, norms and access, to name just a few topics, this collection is a must-read for Internet scholars intent on keeping pace with a rapidly expanding field.
The Spiritual Lives and Manuscript Cultures of Eighteenth-Century English Women explores the vital and unexplored ways in which women's life writings acted to undergird, guide, and indeed shape religious communities. Through an exploration of various significant but understudied personal relationships- including mentorship by older women, spiritual friendship, and care for nonbiological children-the book demonstrates the multiple ways in which women were active in writing religious communities. The women discussed here belonged to communities that habitually communicated through personal writing. At the same time, their acts of writing were creative acts, powerful to build and shape religious communities: these women wrote religious community. The book consists of a series of interweaving case studies and focuses on Catherine Talbot (1721-70), Anne Steele (1717-78), and Ann Bolton (1743-1822), and on their literary interactions with friends and family. Considered together, these subjects and sources allow comparison across denomination, for Talbot was Anglican, Steele a Baptist, and Bolton a Methodist. Further, it considers women's life writings as spiritual legacy, as manuscripts were preserved by female friends and family members and continued to function in religious communities after the death of their authors. Various strands of enquiry weave through the book: questions of gender and religion, themselves inflected by denomination; themes related to life writings and manuscript cultures; and the interplay between the writer as individual and her relationships and communal affiliations. The result is a variegated and highly textured account of eighteenth-century women's spiritual and writing lives.
Career Narratives and Academic Womanhood is a collection of essays in which life writing scholars theorize their early-career, mid-career, and late-career experiences with the documents that shape their professional lives as women: the institutional auto/biography of employment letters, curriculum vitae, tenure portfolios, promotion applications, publication and conference bios, academic website profiles, and other self-authored narratives required by institutions to compete for opportunities and resources. The essays explore the privacy laws, peer review, disciplinary standards, digital media, and other standardizing tools, practices and policies that impact women’s self-construction at pivotal junctures at which they promote themselves in the spaces of academic careers.
What are the imagined communities that compel men to kill or to die for an idea of a nation? This notion of nationhood had its origins in the founding of the Americas, but was then adopted and transformed by populist movements in nineteenth-century Europe. It became the rallying cry for anti-Imperialism as well as the abiding explanation for colonialism. In this scintillating, groundbreaking work of intellectual history Anderson explores how ideas are formed and reformulated at every level, from high politics to popular culture, and the way that they can make people do extraordinary things. In the twenty-first century, these debates on the nature of the nation state are even more urgent. As new nations rise, vying for influence, and old empires decline, we must understand who we are as a community in the face of history, and change.
Marion and Shiva Stone are twin brothers born of a secret union between a beautiful Indian nun and a brash British surgeon. Orphaned by their mother’s death and their father’s disappearance and bound together by a preternatural connection and a shared fascination with medicine, the twins come of age as Ethiopia hovers on the brink of revolution. Moving from Addis Ababa to New York City and back again, Cutting for Stone is an unforgettable story of love and betrayal, medicine and ordinary miracles—and two brothers whose fates are forever intertwined.
Imagined Communities and Educational Possibilities focuses on three main themes: imaged communities expand the range of possible selves, technological advances in the last two decades have had a significant impact on what is possible to imagine, and imagination at even the most personal level is related to social ideologies and hegemonies. The diverse studies in this issue demonstrate convincingly that learners and teachers are capable of imagining the world as different from prevailing realities. Moreover, time and energy can be invested to strive for the realization of alternative visions of the future. Research in this special issue suggests that investment in such imagined communities offers intriguing possibilities for social and educational change.