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Essential passages form the works of more than 100 fifteenth-and sixteenth-century thinkers and writers, including Erasmus, Cervantes, Boccaccio, Montaigne, Bodin, Dürer, Machiavelli, Guicciardini, Rabelais, Leonardo, Cellini, Copernicus, Galileo, Savonarola, Luther, and Calvin.
Gathering a representative sampling of the New Negro Movement's most important figures, and providing substantial introductory essays, headnotes, and brief biographical notes, Lewis' volume—organized chronologically—includes the poetry and prose of Sterling Brown, Countee Cullen, W. E. B. Du Bois, Zora Neale Hurston, James Weldon Johnson, and others.
Cultural life flowered from the mid-fifteenth century in the Italian city-states, many of which profited from the new trading opportunities that growing world networks permitted. Contact among regions of the world expanded, bringing new ideas and prompting an appreciation of arts and letters-not only of the present but of the past. In Italy this cultural flowering was known at first as the renaissance of arts and letters, soon shortened to just "Renaissance" to accommodate cultural ingredients that came from beyond Europe. Italian and northern European cultural expansion benefited from similar retrieval of ancient knowledge in the Islamic world and East Asia. Like the Italians, the Chinese had grown even wealthier from the extensive links to global commerce provided by the Mongol Empire, but once thrown off, their cultural life flourished under the Ming. Cultural knowledge and the arts spread across Asia and into Europe. As part of state-building, the Ming nourished commerce but also rejected the cosmopolitan Buddhist legacy that arrived from central and south Asia. To strengthen dynastic Chinese rule, the Ming challenged Buddhism with a revival of age-old concern for the Confucian values that had languished under the Mongols. Foremost among these new Confucians was Wu Yube, so expert in his teachings that he attracted a wide coterie of disciples. In India, Nanak, an educated employee of an Afghan prince, sparked the founding of Sikhism. A similar search for reviving fundamental religious values occurred in Europe, where Martin Luther challenged the practices of the Catholic church, ushering in Protestantism. Religious reform and resistance to it were closely connected to the state-building efforts of enterprising monarchs such as Henry VIII of England. India likewise experienced a fervent movement to revive pure, ancient religious practices. Fourteenth and fifteenth century global trade and long-distance ventures such as those made by the Ming and then by the Portuguese further inspired and advanced these worldwide cultural and political developments. A brisk Indian Ocean trade flourished. Economic change ensued with the arrival of New World silver on the global market. The advance of printing not only furthered the cause of religious reform and state-building globally; it also helped globalize knowledge and intellectual experimentation. People of great power and those of more limited means came to live their lives differently because of this expanding web of shared knowledge and trade. Cities flourished, the enslavement of native Americans came to replace their use as human sacrifices, and diseases migrated at a more rapid pace and greater devastation than perhaps ever before.
An interdisciplinary look at the Harlem Renaissance, it includes essays on the principal participants, those who defined the political, intellectual and cultural milieu in which the Renaissance existed; on important events and places.
In their introduction to this anthology, James Bruce Ross and Mary Martin McLaughlin remind us that "no area of the past is dead if we are alive to it. The variety, the complexity, the sheer humanity of the middle ages live most meaningfully in their own authentic voices." The Portable Medieval Reader assembles an entire chorus of those voices—of kings, warriors, prelates, merchants, artisans, chroniclers, and scholars—that together convey a lively, intimate impression of a world that might otherwise seem immeasurably alien. All the aspects and strata of medieval society are represented here: the life of monasteries and colleges, the codes of knigthood, the labor of peasants and the privileges of kings. There are contemporary accounts of the persecution of Jews and heretics, of the Crusades in the Holy Land, of courtly pageants, popular uprisings, and the first trade missions to Cathay. We find Chaucer, Petrarch, Boccaccio, Saint Francis of Assisi, Thomas Aquinas and Abelard alongside a host of lesser-known writers, discoursing on all the arts, knowledge and speculation of their time. The result, according to the Columbia Record, is a broad and eminetly readable "cross section of source history and literature...as rich and varied as a stained glass window."
Teaching the Harlem Renaissance: Course Design and Classroom Strategies addresses the practical and theoretical needs of college and high school instructors offering a unit or a full course on the Harlem Renaissance. In this collection many of the field's leading scholars address a wide range of issues and primary materials: the role of slave narrative in shaping individual and collective identity; the long-recognized centrality of women writers, editors, and critics within the «New Negro» movement; the role of the visual arts and «popular» forms in the dialogue about race and cultural expression; and tried-and-true methods for bringing students into contact with the movement's poetry, prose, and visual art. Teaching the Harlem Renaissance is meant to be an ongoing resource for scholars and teachers as they devise a syllabus, prepare a lecture or lesson plan, or simply learn more about a particular Harlem Renaissance writer or text.
This book expands the discourse on the Harlem Renaissance into more recent crucial areas for literary scholars, college instructors, graduate students, upper-level undergraduates, and Harlem Renaissance aficionados. These selected essays, authored by mostly new critics in Harlem Renaissance studies, address critical discourse in race, cultural studies, feminist studies, identity politics, queer theory, and rhetoric and pedagogy. While some canonical writers are included, such as Langston Hughes and Alain Locke, others such as Dorothy West, Jessie Fauset, and Wallace Thurman have equal footing. Illustrations from several books and journals help demonstrate the vibrancy of this era. Australia Tarver is Associate Professor of English at Texas Christian University. Paula C. Barnes is an Associate Professor of English at Hampton University.