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This issue explores the often uneasy relationship betwen rock and classical music by presenting a range of essays on the composers, performers, theorists, historians, critics and listeners who welcome the difficult but fruitful intercourse between classical and popular culture. Fascinating philosophical and analytical issues arise as a picture of the rich historical relationship between the two media emerges. John Covach is associate professor of music at the University of North Carolina at Chapel Hill. He has published numerous articles on rock music, twelve-tone music and theory, and the philosophy of music. He is co-editor, with Graeme Boone, of Understanding Rock: Essays in Musical Analysis (Oxford UP, 1997). Also includes 32 musical examples. Walter Everett is associate professor of music of Music at the University of Michigan. He has published numerous articles on rock music, art song, opera, Schenkerian theory, and other topics. He is author of The Beatles as Musicans: Revolver through the Anthology (O
The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. This volume will be of interest to anyone engaged in distance education at either the K-12 or college level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments.
In an ere as morally confused as ours, Stoner argues, we at least ought to know what we've abandoned or suppressed in the name of judicial activism and the modern rights-oriented Constitution. Having lost our way, perhaps the common law, in its original sense, provides a way back, a viable alternative to the debilitating relativism of our current age.
Understanding Organization Through Culture and Structure: Relational and Other Lessons From the African American Organization presents an innovative view of organizations and the communication processes that constitute them. Arguing that human beings are communicatively embedded in their cultures, Anne Maydan Nicotera and Marcia J. Clinkscales, working with Felicia R. Walker, examine issues concerning task and relational orientations and the ways they and other cultural dimensions connect with organizational structure and function for predominantly African American organizations. Utilizing the results of their own research on organizations, they develop a set of humanistically-based models that illustrate how hidden cultural processes suffuse organizational life and are manifest through communication. Emphasizing the development of alternative theories and models of organizing which are rooted in African-American culture, such as team-based versus hierarchy-based interactions, this book explores such organizational functions as leadership and management, power, authority and control, communication and interpersonal dynamics, and cultural identity and human development. Applying their findings in a broader analysis of contemporary practices in organizational restructuring, the authors present research that serves as the foundation for generating several emergent models with significant implications for organizational systems. Understanding Organization Through Culture and Structure stimulates and inspires current researchers of organizational communication, and is certain to raise greater awareness of the operation of culture in organizing. The text is intended for scholars and students in organizational communication, management, organizational psychology, African studies, and related areas.
'This collection presents significant summaries of past criminal behavior, and significant new cultural and political contextualizations that provide greater understanding of the complex effects of crime, sovereignty, culture, and colonization on crime and criminalization on Indian reservations.' Duane Champagne, UCLA (From the Foreword) Native Americans and the Criminal Justice System offers a comprehensive approach to explaining the causes, effects, and solutions for the presence and plight of Native Americans in the criminal justice system. Articles from scholars and experts in Native American issues examine the ways in which society's response to Native Americans is often socially constructed. The contributors work to dispel the myths surrounding the crimes committed by Native Americans and assertions about the role of criminal justice agencies that interact with Native Americans. In doing so, the contributors emphasize the historical, social, and cultural roots of Anglo European conflicts with Native peoples and how they are manifested in the criminal justice system. Selected chapters also consider the global and cross-national ramifications of Native Americans and crime. This book systematically analyzes the broad nature of the subject area, including unique and emerging problems, theoretical issues, and policy implications.
In Schools of Fiction, Morgan Day Frank considers a bizarre but integral feature of the modern educational experience: that teachers enthusiastically teach literary works that have terrible things to say about school. From Ishmael's insistence in Herman Melville's Moby-Dick that a whale-ship was my Yale College and my Harvard, to the unnamed narrator's expulsion from his southern college in Ralph Ellison's Invisible Man, the most frequently taught books in the English curriculum tend to be those that cast the school as a stultifying and inhumane social institution. Why have educators preferred the anti-scholasticism of the American romance tradition to the didacticism of sentimentalists? Why have they organized African American literature as a discursive category around texts that despaired of the post-Reconstruction institutional system? Why did they start teaching novels, that literary form whose very nature, in Mikhail Bakhtin's words, is not canonic? Reading literature in class is a paradoxical undertaking that, according to Day Frank, has proved foundational to the development of American formal education over the last two centuries, allowing the school to claim access to a social world external to itself. By drawing attention to the transformative effect literature has had on the school, Schools of Fiction challenges some of our core assumptions about the nature of cultural administration and the place of English in the curriculum. The educational system, Day Frank argues, has depended historically on the cultural objects whose existence it is ordinarily thought to govern and the academic subject it is ordinarily thought to have marginalized.
What are the religious impulses in the 1976 film Rocky, and how can they work to shape one's social identity? Do the films Alien and Aliens signify the reemergence of the earth goddess as a vital cultural power? What female archetypes, borne out of male desire, inform the experience of women in Nine and a Half Weeks?These are among the several compelling questions the authors of this volume consider as they explore the way popular American film relates to religion. Oddly, religion and film?two pervasive elements of American culture?have seldom been studied in connection with each other. In this first systematic exploration, the authors look beyond surface religious themes and imagery in film, discovering a deeper, implicit presence of religion. They employ theological, mythological, and social and political criticism to analyze the influence of religion, in all its rich variety and diversity, on popular film. Perhaps more importantly, they consider how the medium of film has helped influence and shape American religious culture, secular or otherwise.More than a random collection of essays, this volume brings to the study of religion and film a carefully constructed analytic framework that advances our understanding of both. Screening the Sacred provides fresh and welcome insight to film criticism; it also holds far-reaching relevance for the study of religion. Progressive in its approach, instructive in its analyses, this book is written for students, scholars, and other readers interested in religion, popular film, and the impact of each on American culture.
In the past few years, a new generation of progressive intellectuals has dramatically transformed how law, race, and racial power are understood and discussed in America. Questioning the old assumptions of both liberals and conservatives with respect to the goals and the means of traditional civil rights reform, critical race theorists have presented new paradigms for understanding racial injustice and new ways of seeing the links between race, gender, sexual orientation, and class. This reader, edited by the principal founders and leading theoreticians of the critical race theory movement, gathers together for the first time the movement's most important essays.