03541nam 2200517 450 991082720790332120230808205605.01-56368-671-6(CKB)4340000000023083(MiAaPQ)EBC4760888(OCoLC)965828505(MdBmJHUP)muse53988(Au-PeEL)EBL4760888(CaPaEBR)ebr11312865(EXLCZ)99434000000002308320161102h20162016 uy| 0engurcnu||||||||rdacontentrdamediardacarrierDeaf epistemologies, identity, and learning a comparative perspective /Goedele A. M. De ClerckWashington :Gallaudet University Press,[2016]©20161 online resource (283 pages) illustrationsDeaf education series ;51-56368-670-8 Includes bibliographical references and index."Goedele A. M. De Clerck presents cross-cultural comparative research that examines and documents where deaf flourishing occurs and how it can be advanced. She spotlights collective and dynamic resources of knowledge and learning; the coexistence of lived differences; social, linguistic, cultural, and psychological capital; and human potential and creativity. Deaf Epistemologies, Identity, and Learning argues for an inclusive approach to the intrinsic human diversity in society, education, and scholarship, and shows how emotions of hope, frustration, and humiliation contribute to the construction of identity and community. De Clerck also considers global to local dynamics in deaf identity, deaf culture, deaf education, and deaf empowerment. She presents empirical research through case studies of the emancipation processes for deaf people in Flanders (a region of Belgium), the United States (specifically, at Gallaudet University in Washington, DC), and the West African nation of Cameroon. These three settings illuminate different phases of emancipation in different contexts, and the research findings are integrated into a broader literature review and subjected to theoretical reflection. De Clerck's anthropology of deaf flourishing draws from her critical application of the empowerment paradigm in settings of daily life, research, leadership, and community work, as she explores identity and well-being through an interdisciplinary lens. This work is centered around practices of signed storytelling and posits learning as the primary access and pathway to culture, identity, values, and change. Change driven by the learning process is considered an awakening--and through this awakening, the deaf community can gain hope, empowerment, and full citizenship. In this way, deaf people are allowed to shape their histories, and the result is the elevation of all aspects of deaf lives around the world"--Provided by publisher.Deaf education series ;5.DeafEducationCross-cultural studiesDeafServices forCross-cultural studiesIdentity (Psychology)DeafEducationDeafServices forIdentity (Psychology)305.9/082EDU026000bisacshDe Clerck Goedele1676811MiAaPQMiAaPQMiAaPQBOOK9910827207903321Deaf epistemologies, identity, and learning4043265UNINA03505nam 22006735 450 991029980140332120230810192850.09783319706757331970675610.1007/978-3-319-70675-7(OCoLC)1023426970(CKB)3840000000347779(MiAaPQ)EBC5295020(DE-He213)978-3-319-70675-7(Perlego)3493905(EXLCZ)99384000000034777920180213d2018 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierDesire and Empathy in Twentieth-Century Dystopian Fiction /by Thomas Horan1st ed. 2018.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2018.1 online resourcePalgrave Studies in Utopianism,2946-448X9783319706740 3319706748 Includes bibliographical references and index.1. Introduction -- 2. The Sexualized Proletariat in Jack London's The Iron Heel -- 3. Redemptive Atavism in Yevgeny Zamyatin's We -- 4. The Sexual Life of the Savage in Aldous Huxley's Brave New World -- 5. Katherine Burdekin's Swastika Night, a Gay Romance -- 6. Distortions of Queer Desire in Ayn Rand's Anthem -- 7. Desire and Empathy in George Orwell's Nineteen Eighty-Four -- 8. Ludic Perversions and Enduring Communities in Margaret Atwood's The Handmaid's Tale -- 9. Conclusion.This book assesses key works of twentieth-century dystopian fiction, including Aldous Huxley's Brave New World, George Orwell's Nineteen Eighty-Four, and Margaret Atwood's The Handmaid's Tale, to demonstrate that the major authors of this genre locate empathy and morality in eroticism. Taken together, these books delineate a subset of politically conscious speculative literature, which can be understood collectively as projected political fiction. While Thomas Horan addresses problematic aspects of this subgenre, particularly sexist and racist stereotypes, he also highlights how some of these texts locate social responsibility in queer and other non-heteronormative sexual relationships, anticipating the ideas of various cultural theorists. In these novels, even when the illicit relationship itself is truncated, sexual desire fosters hope and community.Palgrave Studies in Utopianism,2946-448XLiteratureHistory and criticismHistory, ModernCivilizationHistoryIntellectual lifeHistoryComparative literatureLiterary HistoryModern HistoryCultural HistoryIntellectual HistoryComparative LiteratureLiteratureHistory and criticism.History, Modern.CivilizationHistory.Intellectual lifeHistory.Comparative literature.Literary History.Modern History.Cultural History.Intellectual History.Comparative Literature.809.304Horan Thomasauthttp://id.loc.gov/vocabulary/relators/aut151248BOOK9910299801403321Desire and Empathy in Twentieth-Century Dystopian Fiction2501123UNINA