Description : Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.
Description : "Pioneering. . . . An important and timely collection that profiles the lives and professional careers of women medievalists in the last centuries."--Maureen Mazzaoui, University of Wisconsin-Madison
Description : There are disturbing trends in the continued under-representation of African American women in higher education, especially their attainment of post-baccalaureate and graduate degrees. This is an issue of major concern nationally, for the Black community, and for leaders in higher education. The fifteen scholars who contribute to this volume trace the trajectory of Black women in education, with a particular focus on higher education. These scholars combine research and personal narratives to explore educational issues ranging from historical accounts of Black female teachers in the nineteenth century, to the challenges and triumphs of being an activist researcher at the turn of the twenty-first century. The essays in this volume address specific historical, social, cultural, political, and academic issues that affect Black women in the academy, and provide readers with tangible examples of how these scholars have transcended some of the challenges in their pursuit of academic excellence. While these essays do not claim to provide the "magic solution" or a "how-to-guide" to success in higher education, they do raise thought-provoking issues that are critical to the success of Black women in higher education. This book uncovers issues, and proposes remedies, which will be of vital interest for anyone concerned with diversity and equity in higher education. It celebrates emergent scholars of African descent, who have used the challenges they have encountered in their journeys through the academy to create opportunities for success.
Description : Academies functioned as the main venues for the promotion, display and teaching of art throughout the 19th century. 20th-century opinion has tended to maintain a consipicuous silence on their account, except for the strategic employment of academicism as a term of abuse. The authors uncover the institutional structures and artistic practices of academies from London and Paris to Dusseldorf and Rio de Janeiro. By situating the efforts of individual artists and academies within the context of a network of global proportions, new insights are gained into the ways in which institutions of art helped shape the 19th century's view of itself as an age of equipoise and civilization amidst the turmoil of rapid social and cultural change.
Description : Brings together essays by leading scholars to explore the profound impact of feminist scholarship on the major academic disciplines.
Description : The second part of Medievalism and the Academy identifies the four specific questions that have come to focus recent scholarship in medievalism: What is difference? what is theory? woman? God?
Description : Reeves (philosophy, U. of North Carolina, Chapel Hill) wrote and presented these dialogues as part of a humanities course at Reed College in Portland, Oregon. The dialogues, which touch on many of the philosophical themes of Plato's Republic, take place between the two women students reputed to be members of Plato's Academy and Plato, their fellow students, and Aristotle.
Description : This book presents serious academic scholarship on Buffy the Vampire Slayer. It differs from other works because it uses Buffy as a primary text and not as a secondary instrument to explore other concepts. In doing so, it demonstrates that popular culture studies should be approached with the same serious attention that is paid to classic philosophy and other long-established fields. Essays assemble the Buffy canon and explore how Buffy treats Shakespeare, comics, power, sisterhood, apocalyptic revisionism, folklore, feminism, redemption, patriarchy, identity and education. Instructors considering this book for use in a course may request an examination copy here.
Description : Advocates of "new musicology" claim that technical methods of music analysis are conservative, elitist, positivist, and emotionally arid. Pieter C. van den Toorn challenges those claims, asking why cultural, sociopolitical, or gender-studies approaches to music should be deemed more democratic or expressive of music's content or impact. Why should music analysis be thought incapable of serving larger aesthetic ends? Van den Toorn confronts Susan McClary, Leo Treitler, and Joseph Kerman in particular, arguing that hands-on music analysis can penetrate the complexity of music and speak to our experience of it. He criticizes new musicologists for retreating from issues of musical immediacy by focusing on cultural issues. In later chapters van den Toorn defends Schenkerian methods and demonstrates the usefulness of technical analysis in the appreciation of Beethoven, Debussy, Schoenberg, and Stravinsky.
Description : This book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.