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Medical therapy, research and technology enable us to make our bodies, or parts of them, available to others in an increasing number of ways. This is the case in organ, tissue, egg and sperm donation as well as in surrogate motherhood and clinical research. Bringing together leading scholars working on the ethical, social and cultural aspects of such bodily exchanges, this cutting-edge book develops new ways of understanding them. Bodily Exchanges, Bioethics and Border Crossing both probes the established giving and selling frameworks for conceptualising bodily exchanges in medicine, and seeks to develop and examine another, less familiar framework: that of sharing. A framework of sharing can capture practices that involve giving up and giving away part of one’s body, such as organ and tissue donation, and practices that do not, such as surrogacy and research participation. Sharing also recognizes the multiple relationalities that these exchanges can involve and invites inquiry into the context in which they occur. In addition, the book explores the multiple forms of border crossing that bodily exchanges in medicine involve, from the physical boundaries of the body to relational borders – as can happen in surrogacy – to national borders and the range of ethical issues that these various border-crossings can give rise to. Engaging with anthropology, sociology, philosophy, and feminist and postcolonical perspectives, this is an original and timely contribution to contemporary bioethics in a time of increasing globalization. It will be of use to students and researchers from a range of humanities and social science backgrounds as well as medical and other healthcare professionals with an interest in bioethics.
Published in 1998. Migration patterns at the global level have become more complex, affecting more countries, more people and for a greater variety of reasons. Consequently, international migration is receiving increasing attention throughout the world. Migration is an inherently spatial phenomenon. But while the spatial patterns themselves have been described in recent surveys of global contemporary international migration, the causes and consequences of the spatial patterns have received surprisingly little systematic attention. Often migration is seen just from a host country perspective, or from a sending country perspective, without explicit consideration of the sub-national origin and destinations of the flows or linkages between countries. It is well known that migration flows follow certain gravity-like properties, that there is chain migration, that certain regions attract more migrants than others, that migrants are highly urbanised, and that within urban areas there are also concentrations of migrants leading to a reshaping of the urban landscape. However, such observations are often the result of purely descriptive research or case study research. Consequently, there is still a need for an integrated multi-disciplinary study of the spatial impact and the resulting socio-economic and political issues concerning migration. This book aims to fill this gap by bringing together a collection of papers which are primarily concerned with the spatial impact of contemporary international migration patterns, or with related issues. The topics of the papers are wide ranging and the focus varies from broad international perspectives to specific urban areas. Two general themes run through the papers. The first of these is that migration is an inherently dynamic process which may have either equilibrating or self-reinforcing (cumulative) effects. The importance of considering international migration in a dynamic context has come to the fore in several theoretical frameworks which are available in the literature to study this phenomenon. The second major theme of the book is the emphasis on the importance of personal networks in shaping international migration patterns, leading to pronounced clusters of (urban) areas from which migrants are drawn and of migrant settlement.
Wordplay involving several linguistic codes represents an important modality of ludic language. It is attested in different epochs, communicative situations, genres, and contexts of use. The translation of wordplay, which is generally seen as a challenging enterprise, illustrates another dimension of crossing linguistic borders in wordplay. The third volume of the series The Dynamics of Wordplay unites contributions from different disciplines which study the creative and playful use of elements from different languages and the transfer of ludic language into other linguistic systems. It sheds light on the multi-dimensionality, special linguistic make-up, and specific interactive potential of wordplay at the interface of different languages and cultures. The individual studies collected in this volume will be of interest to scholars from different scientific fields, such as linguistics and literary studies as well as cultural and media studies.
Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy
Over the past ten years, more than 4,000 people have died while crossing the Arizona desert to find jobs, join families, or start new lives. Other migrants tell of the corpses they pass—bodies that are never recovered or counted. Crossing With the Virgin collects stories heard from migrants about these treacherous treks—firsthand accounts told to volunteers for the Samaritans, a humanitarian group that seeks to prevent such unnecessary deaths by providing these travelers with medical aid, water, and food. Other books have dealt with border crossing; this is the first to share stories of immigrant suffering at its worst told by migrants encountered on desert trails. The Samaritans write about their encounters to show what takes place on a daily basis along the border: confrontations with Border Patrol agents at checkpoints reminiscent of wartime; children who die in their parents’ desperate bid to reunite families; migrants terrorized by bandits; and hovering ghost-like above nearly every crossing, the ever-present threat of death. These thirty-nine stories are about the migrants, but they also tell how each individual author became involved with this work. As such, they offer not only a window into the migrants’ plight but also a look at the challenges faced by volunteers in sometimes compromising situations—and at their own humanizing process. Crossing With the Virgin raises important questions about underlying assumptions and basic operations of border enforcement, helping readers see past political positions to view migrants as human beings. It will touch your heart as surely as it reassures you that there are people who still care about their fellow man.
Dans ce livre sont réunies certaines des communications présentées lors de l'atelier : Europe Viewing America, America viewing Europe de la conférence de l'EAAS à Budapest en mars 1986. Ces textes viennent de divers pays, leurs auteurs sont aussi bien des historiens que des littéraires ou des "civilisationistes". Au premier coup d'œil, l'ouvrage peut sembler hétéroclite, toutefois, sa richesse apparaît rapidement. Il s'agit d'une histoire faite d'éloignement et de rapprochement. L'Euro et les Etats-Unis étaient alors aussi éloignés l'un de l'autre qu'ils pouvaient être proches, surtout dans une période où les seconds dépendaient encore de la première, tout en cherchant à développer leur propre personnalité. C'est alors que l'Europe acquit sa fascination pour Nouveau Monde, malgré des réticences. Les liens entre les Etats-Unis et l'Europe sont, encore aujourd'hui faits d'étrangeté et de familiarité. Il est important d'en savoir plus sur les racines de notre attitude actuelle. Laissons les lecteurs les découvrir.
In Sounds of Crossing Alex E. Chávez explores the contemporary politics of Mexican migrant cultural expression manifest in the sounds and poetics of huapango arribeño, a musical genre originating from north-central Mexico. Following the resonance of huapango's improvisational performance within the lives of audiences, musicians, and himself—from New Year's festivities in the highlands of Guanajuato, Mexico, to backyard get-togethers along the back roads of central Texas—Chávez shows how Mexicans living on both sides of the border use expressive culture to construct meaningful communities amid the United States’ often vitriolic immigration politics. Through Chávez's writing, we gain an intimate look at the experience of migration and how huapango carries the voices of those in Mexico, those undertaking the dangerous trek across the border, and those living in the United States. Illuminating how huapango arribeño’s performance refigures the sociopolitical and economic terms of migration through aesthetic means, Chávez adds fresh and compelling insights into the ways transnational music-making is at the center of everyday Mexican migrant life.
As college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book: *Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum. *Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time. *Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
Collaboration among contemporary Native American communities and local public schools is vital for nurturing Native languages. Although public schools cannot bear the entire burden, Native-language education will remain on the margins without their support. Using case studies of school districts on the Flathead Indian Reservation in Montana, Crossing Mountains provides important insights about integrating Native-language learning into public education. Phyllis Ngai argues that carefully designed and inclusive Native-language programs can benefit communities and students regardless of ethnic identity by providing for language-revitalization and promoting intercultural competence.