Enthusiast! : essays on modern American literature / / David Herd

• Record Nr.: UNISA996552349303316
• Autore: Herd David
• Pubbl/distr/stampa: Manchester, UK ; ; New York : , : Manchester University Press; New York : , : Distributed exclusively in the USA by Palgrave, , 2007; ©2007
• ISBN: 1-5261-2511-0; 0-7190-9584-0
• Descrizione fisica: 1 online resource (212 pages)
• Disciplina: 810.9
• Soggetti: Enthusiasm in literature; American literature - History and criticism; Literature; Literature: History & Criticism; LITERARY CRITICISM / American / General; Literature: history & criticism; American literature; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: First published: 2007.
• Nota di bibliografia: Includes bibliographical references (pages [203]-207) and index.
• Nota di contenuto: Introduction: a short essay on enthusiasm -- Sounding: Henry David Thoreau -- Ranting: Herman Melville -- Distributing: Ezra Pound -- Presenting: Marianne Moore -- Circulating: Frank O'Hara -- Relishing: James Schuyler -- Afterword: enthusiasm and audit.
• Sommario/riassunto: This book takes enthusiasm to be a defining feature of American literature, showing how successive major writers – Melville, Thoreau, Pound, Moore, Frank O’Hara and James Schuyler – have modernized and re-modeled Emerson’s founding sense of enthusiasm. The book presents the writer as enthusiast, showing how enthusiasm is fundamental to the composition and the circulation of literature. Enthusiasm, it is argued, is the way literary value is passed on. Starting with a brief history of enthusiasm from Plato to Kant and Emerson, the book features chapters on each of Melville, Thoreau, Pound, Moore, O’; Hara, and Schuyler. Each chapter presents an aspect of the writer as enthusiast, the book as a whole charting the changing sense of literary enthusiasm from Romanticism to the present day. Lucidly written and combatively argued, the book will appeal to readers of American Literature or Modern Poetry, and to all those interested in the circulation of literary work.

(Re)Constructing Memory: Education, Identity, and Conflict / / edited by Michelle J. Bellino, James H. Williams

• Record Nr.: UNINA9910164112903321
• Pubbl/distr/stampa: Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2017
• ISBN: 9789463008600; 9463008608
• Edizione: [1st ed. 2017.]
• Descrizione fisica: 1 online resource (XII, 340 p.)
• Disciplina: 370
• Soggetti: Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teachingof National History in Uganda -- From “Civilizing Force” to “Source of Backwardness”: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799–2002: Some Criteria for Textbook Improvement and Representations of ; Conflict -- History Education, Domestic Narratives, and China’s International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian–Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index.
• Sommario/riassunto: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about whobelongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.