Academic literature on the topic 'Authors and readers – History – 21st century'
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Journal articles on the topic "Authors and readers – History – 21st century"
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Kiyasov, Sergey E. "British Enlightenment in the faces of their time: View from Russia of the 21st century." Izvestiya of Saratov University. New Series. Series: History. International Relations 21, no. 1 (March 25, 2021): 134–38. http://dx.doi.org/10.18500/1819-4907-2021-21-1-134-138.
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The review contains comments that were the result of acquaintance with a new book by Russian experts on the history of the British Enlightenment. The authors focused on the main representatives of several generations of this direction of philosophical thought. Their bright essays are based on attracting a wide range of sources and scientific literature. Readers will have the opportunity to expand their understanding of the work of British educational intellectuals.
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Brenner, Michael J., C. W. David Chang, Emily F. Boss, Julie L. Goldman, Richard M. Rosenfeld, and Cecelia E. Schmalbach. "Patient Safety/Quality Improvement Primer, Part I: What PS/QI Means to Your Otolaryngology Practice." Otolaryngology–Head and Neck Surgery 159, no. 1 (July 2018): 3–10. http://dx.doi.org/10.1177/0194599818779547.
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Patient safety/quality improvement (PS/QI) is the cornerstone of 21st-century health care. Otolaryngology–Head and Neck Surgery is excited to provide a dedicated PS/QI primer. The overarching goal for this PS/QI series is to provide a comprehensive and practical resource that assists readers, authors, and peer reviewers in understanding PS/QI research, its unique methodology, and the associated reporting standards for trustworthy performance measures. The target audience includes resident and fellows, faculty from the private sector and academia, and allied health professionals. This inaugural primer reviews PS/QI background as it relates to otolaryngology practice. It explores the history, goals, and development of performance measurement. In addition, it highlights opportunities for integrating PS/QI into otolaryngology practice. Payers will drive patients to quality care based on outcomes. Otolaryngologists have a responsibility to embrace a culture of PS/QI. In doing so, we will define optimal, quality otolaryngology care through objective data and metrics.
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Vasiljeva, Elina, and Elvira Isajeva. "Contemporary Russian Literature in Latvia: Children’s Literature." Respectus Philologicus, no. 41(46) (April 15, 2022): 145–54. http://dx.doi.org/10.15388/respectus.2022.41.46.115.
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Throughout the 20th century, Russian children’s literature in Latvia was a unique phenomenon. Against the background of the general trends of Soviet children’s literature, Latvian children’s literature (in both Latvian and Russian) developed in a space that was less constrained in respect of ideological censorship. 21st century children’s literature in Latvia is developing both taking into account the previous history and current trends. The article is devoted to the specific features of children’s literature in Russian, taking into account the general status of the Russian language as a foreign language and general trends in the socio-cultural space of Latvia. The study considers two main issues. First, it is a sociological analysis of the situation: an assortment of children’s books, the specifics of the school programme, awareness of contemporary Latvian and Russian children’s literature. On the other hand, the corpus of texts of contemporary children’s literature is studied, and an overview of the oeuvre of contemporary Latvian authors is presented. The material for literary analysis was the book by Vladimir Novikov, “The Mischief of the Obedient Martins”. In the course of the analysis, the specifics of the traditional children’s story, the cultural and historical context of the cross-border identity of the author and his potential readers, the specifics of the contemporary narrative, the identification of the concept “one’s own – other’s” were revealed.
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Pylypchuk, Oleh, Oleh Strelko, and Yulia Berdnychenko. "PREFACE." History of science and technology 10, no. 2 (December 12, 2020): 160–62. http://dx.doi.org/10.32703/2415-7422-2020-10-2-160-162.
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The year 2020, verging to a close, is one of the most difficult and hardest years in the life of mankind over the last century. Unfortunately, it is in the 20th year of each century for the last several hundred years that human civilization has been suffering from another global pandemic (to say nothing of local and regional pandemics)… Several pandemics of plague killed at least 300 million people, and the highest incidence in Europe occurred in 1720‒1722. In 1817‒1824, the First Cholera Pandemic spread across the world. One hundred years later, in 1918‒1920, fifty million lives worldwide were claimed by the Spanish flu (H1N1). For a year now, starting in December 2019 and throughout 2020, the entire world is fighting the 21st century pandemic – the global COVID-19 outbreak caused by the SARS-CoV-2 coronavirus. Despite all the difficulties that humanity faces today, life goes on, and the world scientific community is persistently looking for ways to get out of the latest pandemic trap. The world has learned the lessons of pandemics and learned to use the acquired knowledge and scientific legacy of past generations. This led to a quick response to the challenges that life presents us. In December 2020, at this writing, several pharmaceutical companies have already announced the invention of vaccines and the final stages of their trials. We hope that our esteemed authors and readership will witness yet another victory of science over the world's evil. 10 years ago to the day, creation of the History of Science and Technology journal began. Therefore, we would like to summarize some of the work undertaken over the years. The first issue of History of Science and Technology was published in 2011. The founder of the journal was the State Economy and Technology University of Transport. State Economy and Technology University of Transport was one of the three universities in Ukraine that mainly trained specialists for the railway industry. It is the teachers, students and staff of the State Economy and Technology University of Transport who became the primary authors of the first journal issues. Therefore, in the first years after the journal was created, its focus on the study of the history of the development of railway transport and related areas was apparent. Back then the journal was titled History of Science and Technology: Collection of scientific papers of the State Economic and Technological University of Transport. Printed versions of the journal were regularly distributed in libraries of higher educational institutions and research institutions of Ukraine. The electronic version of the full-text issue of the journal (without division into separate articles) was posted on the University library website. Gradually, the journal began to gain popularity, and as far back as in 2013‒2015 it received a large audience of readers and authors across regions and organizations from all over Ukraine. Accordingly, the themes of the articles changed, being no longer limited to rail transport, but extended to the study of the history of all branches of science and various technologies instead. In 2016, the journal History of Science and Technology replaced its founder. It was the State University of Infrastructure and Technologies which was established through the decree of Ukrainian government dated February 29, 2016 by way of merger of two metropolitan higher educational institutions – Kyiv State Maritime Academy named after hetman Petro Konashevych-Sahaidachnyi and State Economy and Technology University of Transport. Accordingly, the name of the journal has changed into History of Science and Technology: Collection of scientific papers of State University of Infrastructure and Technologies. The next stage in the life of the journal was the creation of its separate website in March 2018. Since then, work has begun on a deeper reform of the journal, which continues to this day. History of Science and Technology journal is constantly changing. Thus, steps have been taken to improve the design of the journal and bring it into line with internationally recognized standards. The composition of the journal's editorial board has undergone significant personnel changes. In April 2019, it underwent state re-registration of the print media and acquired its current name – History of Science and Technology journal. However, fundamental steps have been taken towards filling the journal with original and high-qualty scientific content that would be of interest not only to the Ukrainian reader but also to foreign reader. Strict analysis in the selection of articles, strict plagiarism policy, independent double-blind peer review, as well as numerous other steps and innovations, have affected the number of published articles. If in 2019 approximately 25% of submitted articles were rejected, in 2020 this figure reaches almost 60%. Although hopefully, a change in quality of articles for the better followed the change in their number. They have really become interesting to the international world community, as evidenced by statistics on daily visits to the journal's website by representatives from around the world. The journal generated interest among authors from different countries and continents. In the first issue of History of Science and Technology for the year 2020, articles by authors representing universities and research organizations from Ghana, Canada, USA, Spain, Russia and Ukraine were published. Thus, in the second issue of 2020, History of Science and Technology journal introduces its readers to articles by authors from around the world, namely Azerbaijan, India, Indonesia, Italy, Spain and Ukraine. While summing up our 10 years’ work, we would like not to be limited to bare figures. Thus, History of Science and Technology has published 10 volumes and 17 issues over the years, which include more than 400 articles by various authors. And of course, each of these published articles has undergone a great deal of work by authors, editors, reviewers, proof-readers, print workers, etc. All these people primarily have always been trying to make History of Science and Technology journal interesting for you, our Readers! Our team will keep working enthusiastically and persistently on it!
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Rawnsley, Gary D. "Taiwan: A Political History. By Denny Roy. [Ithica, NY: Cornell University Press, 2003. xiii +255 pp. Hard cover £31.50, ISBN: 0-8014-4070-X; paperback £11.95, ISBN 0-8014-8805-2.]." China Quarterly 176 (December 2003): 1108–9. http://dx.doi.org/10.1017/s0305741003350635.
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Anyone wishing to read a compelling and thorough history of Taiwan will do no better than turn in the first instance to Denny Roy's new volume. Its aspiration is simple: to trace the political development of Taiwan from Chinese outpost and contested European colony to 21st-century democracy. Applying a broad-brush approach, Taiwan is a careful synthesis of the published research with few surprises for the specialist, but the book will appeal most to the non-specialist and the student market.In the opening pages, the author sells short his contribution. This book, he promises, “examines selected events from the last several centuries . . . ,” but “more recent periods are studied in greater depth” (p. 2). In fact, the first 54 pages that analyse the history of Taiwan prior to the more familiar story of the island's return to rule by mainlanders are the most fascinating. In saying this, I do not intend to demean the remaining 200 pages – far from it, for Roy's account of the rise and fall of the Kuomintang is among the finest available. However, authors rarely allow their readers to appreciate the full impact of pre-1945 colonial (European, Chinese or Japanese) administration on Taiwan, though for Roy this is an essential part of the story. Without this historical context, it is impossible to understand fully the foundations of Taiwan's recent regime change.
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Markova, Tatyana N. "Fantasy in the Russian-Language Segment of Literature of Kazakhstan." Вестник Пермского университета. Российская и зарубежная филология 14, no. 3 (2022): 106–12. http://dx.doi.org/10.17072/2073-6681-2022-3-106-112.
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The turn of the 20th–21st centuries is characterized by highly intensive processes of national self-identification. An important role in this process is played by fantasy as a popular genre of popular literature. The study of Kazakh fantasy is of academic interest due to its popularity with readers, the dynamic transformation of the genre structure. The article demonstrates a wide genre spectrum of Kazakh fantasy books and their authors. In the novel Resurrecting Legends Timur Yermashev turns to the heroic page in the history of the Kazakhs – the Orbulak battle of the 17th century. Ilyaz Nurgaliyev consistently works with national myths and folklore images of the Turkic peoples. Azamat Baigaliev and Kira Nurullina write about aliens. Sabyr Kairkhanov in the format of urban fantasy (the novel Synchro) raises the question of the ambiguous role of the Semipalatinsk test site in the life of the Kazakhs. An example of the combination of children’s and adventure fantasy is the novel by Zira Naurzbayeva and Lily Kalaus In Search of the Golden Bowl: The Adventures of Batu and His Friends. Particularly popular are fantasy texts with plots based on the facts of national history, those resurrecting the heroes of Kazakhstani mythology, national traditions and customs. The themes and poetics of Kazakh fantasy are in line with the processes developing in modern prose, the nature of the transformation of the genre correlates with the changing readership. Fantasy readers are mainly representatives of a certain social and age group, those attracted by the topical issues raised – the growth of national self-consciousness – combined with an exciting adventurous plot. The entertaining genre of popular literature has taken on an important ideological function – to promote and shape the national identity of the Kazakhs in a situation of geopolitical changes.
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Karasik-Updike, Olga B. "Contemporary Jewish Prose in the USA." Literature of the Americas, no. 10 (2021): 100–134. http://dx.doi.org/10.22455/2541-7894-2021-10-100-134.
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The essay presents an overview of Jewish American prose of the second half of the 20th — first two decades of the 21st century within the context of multicultural literature of the USA. The definition of Jewish literature remains a matter of debate. The author of the essay based on the opinions of critics concludes on the criterion for assigning a writer to Jewish literature. It is the artistic embodiment of the personal Jewish experience and identity in the works of literature, the view “from inside,” the perspective of collective memory and the connection to history and culture. Jewish literature today is one of the most developed ethnic segments of multicultural American literature. Writers under study are recognized throughout the world, their works have been translated into many languages, including Russian, they are known to readers and have already become the subject of study by literary scholars. Today, Jewish American literature is represented by two generations of writers. “Senior” generation includes the authors born in the 1920s–30s who began their literary careers in the 60s when there was a generational change in national literature. “Young” generation is represented by the writers who began their literary careers in the 2000s. On the example of the works of the most famous authors of both generations, the author of the essay talks about the factors determining the specific features of Jewish American prose and its characteristic themes, problems, and motives: the search for identity and roots, the representation and rethinking of the Holocaust, ethnic stereotypes, the image of the Jewish family, and the traditions of Jewish humor. The study of the works of modern Jewish writers in the United States allows us to draw conclusions about the display of border consciousness, national and ethnic identity, and collective memory in fiction.
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Mashevskyi, O. "UKRAINE IN EUROPEAN HISTORICAL PROCESSES. REVIEW OF THE MONOGRAPH MANUSCRIPT: Vidnianskyi, S. (Ed.). (2020). Ukraine in the History of Europe of the 19th – Early 21st Century: Historical Essays. A Monograph. Kyiv: Instite of History of Ukraine of National Academy of Sciences of Ukraine." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 145 (2020): 85–86. http://dx.doi.org/10.17721/1728-2640.2020.145.15.
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The chronological boundaries of the collective monograph cover a long historical period, which extends to the era of European Modernism and continues to the modern (current) history of European Postmodernism. The key thesis of the team of authors of the monograph is the idea of systemic belonging of Ukraine to European civilization as its component, which interacts with other parts of the system. The first chapter of the peer-reviewed collective monograph "European receptions of Ukraine in the XIX century" shows the reflection of the Ukrainian problem in the German-language literature of the first half of the XIX century, taking into account new archival document, the development of Ukraine’s relations with other Slavic peoples is traced, and the peculiarities of Ukrainian-Bulgarian relations are considered as a separate case study. An interesting paragraph of the collective monograph devoted to cultural, educational and scientific cooperation of Dnieper Ukraine with European countries. This information illustrates well how the Industrial Revolution radically changed the face of the planet, brought new scientific experience that gave room for the development of the capitalist system, and with them, the Industrial Revolution brought social problems, environmental disasters that still cannot be solved. Thomas Malthus (1766-1834) formulated the "iron law of wages", according to which workers can receive only a living wage. The second chapter of the collective monograph "The Ukrainian Question and Ukraine in the European History of the Twentieth Century" presents an integrated narrative of Ukrainian national history in the light of the European history of the two world wars and their consequences. The First World War, or the Great War, undoubtedly became a turning point in European history and, accordingly, in the national histories of European countries. The historical experience of the Ukrainian national liberation struggle of the Ukrainian people for the right to European development is covered in the paragraph of the collective monograph "Ukrainian Diplomatic Service 1917-1924". The vicissitudes of Stalin's industrialization and collectivization and their impact on the Ukrainian SSR's relations with European states in the 1920s and 1930s are highlighted in terms of continuity of ties with Europe. A separate regional example of the situation is covered on the example of the history of Transcarpathia on the eve of World War II. The third chapter of the collective monograph "Independent Ukraine in the European integration space" highlights the features of Ukraine's current positioning in Europe. After the collapse of the USSR, ideological obstacles to the development of globalization were overcome. The American political scientist F.Fukuyama in his work "The End of History" concluded the final victory of liberal ideology. This section of the peer-reviewed collective monograph also highlights the position of the international community on the Crimean referendum in 2014, analyzes the policy of Western European countries on the Ukrainian-Russian armed conflict on the example of the policy of Germany, France and Austria. The research result is a separate model of reality, which is reproduced with the help of a certain perception and awareness of the historian. In this sense, the author's team of the monograph has achieved the goal of creating a meaningful narrative that highlights the place of Ukraine at different stages of modern and postmodern European history. From the point of view of the general perception of the narrative offered to the reader, the authors of the collective monograph managed to harmonize individual stylistic features in a conceptually unified text, the meanings of which will be interesting to both professional historians and students and the general readership.
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Smith, Michael M. "21st Century Readers' Aids: Past History and Future Directions." Journal of Web Librarianship 2, no. 4 (December 2, 2008): 511–23. http://dx.doi.org/10.1080/19322900802473886.
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Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (August 15, 2003): vii—x. http://dx.doi.org/10.36366/frontiers.v9i1.112.
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This volume of Frontiers: The Interdisciplinary Journal of Study Abroad offers a wide variety of approaches and topics in international education research. First, readers will note the geographic diversity that the articles represent; they examine study abroad topics in Africa, Argentina, Costa Rica, France, Nepal, Thailand, and Vietnam. Second, the articles cover a wide-range of issues, including language acquisition, risk management, recruitment of minority students for study abroad, evaluation of cultural integration, and financial inequities in study abroad. Third, this volume contains articles by a variety of authors, including U.S.-based study abroad administrators, faculty members, and on-site resident directors. Finally, the modes of inquiry are as varied as the topics and authors. Research approaches in this volume include survey instruments, interviews, participant observation, case studies, literature review, as well as analytical essays.
This diversity of geography, issues, authors, and modes of inquiry has from the beginning characterized the content of Frontiers and been one of its chief strengths. When the first volume of Frontiers appeared in 1995, one was hard pressed to find many research-based and analytical studies in the field, let alone the diversity of such work that this volume represents. In this regard, Frontiers has matured along with the field of international education, and today, almost ten years later, this volume reflects the growing importance being placed on research on the critical aspects of our work.
The opening article by Lilli Engle and John Engle, “Study Abroad Levels: Toward a Classification of Program Types,” offers a revolutionary perspective by which international educators may categorize and judge study abroad programs. Their proposed typology makes qualitative distinctions between study abroad program models based on their view of a spectrum of cultural immersion. Frontiers readers will find their analysis provocative, stimulating study abroad professionals to examine programming in useful ways.
In “Women and Cultural Learning in Costa Rica: Reading the Contexts,” Adele Anderson reviews research on Costa Rica’s cultural context, student adjustment and tourism theory, relating them to American student experiences, and she includes data from ethnographic observations and interviews collected during three years as a resident director of short-term programs. Anderson introduces a tool that may be used by resident directors to guide student cultural adjustment more systematically.
Mark Ritchie, an on-site resident director in Thailand, provides a very useful analysis of study abroad risk management in his article, “Risk Management in Study Abroad: Lessons from the Wilderness.” Ritchie draws upon the principles of wilderness education, especially as it is conducted in developing countries, in offering recommendations for study abroad risk management. Readers will appreciate his suggestions for reducing risk by applying the experiential techniques of wilderness education.
J. Scott Van Der Meid’s study, “Asian Americans: Factors Influencing the Decision to Study Abroad,” examines the factors that influence Asian American students’ decision to study abroad, and provides useful suggestions for considering ways to increase study abroad participation among this population. As the field of study abroad continues to seek ways to increase minority participation in study abroad, Van Der Meid’s study offers a model for examining this question among all ethnic groups.
In their analysis of an innovative Vietnam study abroad program, “History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course,” Raymond Scurfield, Leslie Root, and Andrew Wiest et al, analyze the collaborative learning experience of students and Vietnam veterans in a program that combined the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of the veterans. This article discusses the lessons learned from the experience of designing and implementing a study abroad program that integrates history education with therapeutic objectives. Jennifer Coffman and Kevin Brennan analyze the economic imbalance of African educational exchange with the United States in their article, “African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry.” Coffman and Brennan recommend developing more equitable models of reciprocity by examining the economics of U.S. – African exchanges, and by reconsidering the ways in which African study abroad programs are conceived and implemented in light of their social and intellectual impact.
“Development of Oral Communication Skills Abroad” by Christina Isabelli-Garcia examines the impact of a semester study abroad program in Argentina on the second language acquisition of three American university Spanish learners. Isabelli-Garcia’s study measures the development of two aspects of communications skills: first, fluency and performance in the oral functions of narration, and, second, description and supporting an opinion. Her study provides insight into the conditions of a study abroad program that best promote the acquisition of improved oral communication skills in a target language.
In “Studying Abroad in Nepal: Assessing Impact,” Patricia Farrell and Murari Suvedi present the perceived impact of studying in Nepal on students’ academic program, personal development, and intellectual development. Using a survey instrument as well as interviews and case studies, the authors link the reported outcomes to the objectives of the study abroad program.
We are pleased to include in this volume of Frontiers an essay by Patti McGill Peterson, “New Directions for the Global Century.” McGill Peterson’s analysis of the changing and challenging context for global education inspires us to meet the demands of the 21st century with determination, creativity, and enhanced global collaboration.
This volume of Frontiers concludes with reviews of books of interest to international educators, each relating to diverse intellectual foundations of the field: Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America, Louis Menand’s The Metaphysical Club: A Story of Ideas in America, and First Great Triumph: How Five Americans Made Their Country a World Power by Warren Zimmermann. We encourage our readers to continue to suggest books of interest, and to submit reviews for consideration.
The update on the Forum on Education Abroad that appears at the back of this volume reflects the continuing fruitful collaboration between Frontiers and the Forum. Together with the Forum, Frontiers will continue to encourage and support research studies on study abroad topics, and to disseminate this research as widely as possible.
The next volume of Frontiers, due to be published in November, 2004, will be our tenth anniversary volume. It is appropriate that this anniversary volume will be a Special Issue that focuses on the assessment of the learning outcomes of study abroad, a topic that reflects the maturation of a field that is now beginning to document the results of its activity. Other Special Issues that are in the planning stages include: curriculum integration and study abroad, the arts and study abroad, and student development and study abroad.
Finally, I want to thank the new sponsors of Frontiers who, together with our existing sponsors, make the publication of this journal possible. The sponsors of Frontiers are institutions with a strong commitment to international education, and we are proud to be supported by them. The editorial board takes seriously its responsibility to provide the very best writing about and research on study abroad to our readers, and the support of our sponsors makes this mission possible.
Brian J. Whalen
Editor
Dissertations / Theses on the topic "Authors and readers – History – 21st century"
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Stone, Heather Brenda. "Companionable forms : writers, readers, sociability, and the circulation of literature in manuscript and print in the Romantic period." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:63f652fc-c4c2-4c3a-bc5c-893d4b922db1.
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Following recent critical work on writers' representations of sociability in Romantic literature, this thesis examines in detail the textual strategies (such as allusion, acts of address, and the use of 'coterie' symbols or references) which writers used to seek to establish a friendly or sympathetic relationship with a particular reader or readers, or to create and define a sense of community identity between readers. The thesis focuses on specific relationships between pairs and groups of writers (who form one another's first readers), and examines 'sociable' genres like letters, manuscript albums, occasional poetry, and periodical essays in a diverse series of author case-studies (Anna Barbauld, Samuel Taylor Coleridge, Charles Lamb, John Keats and Leigh Hunt). Such genres, the thesis argues, show how manuscript and print culture could frequently overlap and intersect, meaning that writers confronted the demands of two co-existing audiences - one private and familiar, the other public and unknown - in the same work. Rather than arguing that writers used manuscript culture practices and produced 'coterie' works purely to avoid confronting their anxieties about publishing in the commercial sphere of print culture, the thesis suggests that in producing such 'coterie' works writers engaged with and reflected contemporary philosophical and political concerns about the relationship between the individual and wider communities. In these works, writers engaged with the legacy of eighteenth-century philosophical ideas about the role (and limitations) of the sympathetic imagination in maintaining social communities, and with interpretative theories about the best kind of reader. Furthermore, the thesis argues that reading literary texts in the specific, material context in which they are 'published' to particular readers, either in print, manuscript, or letters, is vital to understanding writer/reader relationships in the Romantic period. This approach reveals how within each publication space, individual texts could be placed (either by their writers, by editors, or by other readers) in meaningful relationships with other texts, absorbing or appropriating them into new interpretative contexts.
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Hopper, Keith. "Imagining otherwise : Neil Jordan's counter-narratives." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669873.
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Ausoni, Alain. "En d'autres mots : l'écriture translingue de soi." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:e06d8806-9bc2-4be1-ab9a-c1b63ba38541.
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For several reasons, translingual writers, defined here as authors who write in a language that is not their native one, have gained increased visibility in recent years. This is particularly true in the context of French literature where, more frequently than before, and with a more explicit recognition of their particular status, translingual writers have received important literary prizes and have been welcomed into the French Academy. Central to this recognition is their rich and diverse mobilisation of life writing, a corpus curiously neglected in the study of the phenomenon of literary translingualism. This thesis focuses on the writers Andreï Makine, Hector Bianciotti, Vassilis Alexakis, Nancy Huston, Agota Kristof and Katalin Molnár. It demonstrates that the translingual experience, in its capacity to question one's sense of self and provide novel tools for the exploration of one's personal history and subjectivity (conceived as an experience in language), appears eminently suited to the genre of life writing and that, in the current configuration of the French literary space, life writing is demanded from translingual authors. It proposes an original cartography of contemporary translingual literature in French, suggesting that more than any similarities in the conditions of their literary adoption of French, what creates family resemblance between translingual writers is the types of relation with their adopted language that are constructed in their autobiographical texts.
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Stone, Katherine Mary. "Gender and German memory cultures : representations of National Socialism in post-1945 women's writing." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708863.
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Mbao, Wamuwi. "Imagined pasts, suspended presents South African literature in the contemporary moment." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002244.
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Scholarship on Post-Apartheid South African literature has engaged in various ways with the politics of identity, but its dominant mode has been to understand the literature through an anxious rupture-continuation paradigm in which the Apartheid past manifests itself in the present. However, in the contemporary moment, there are writers whose texts attempt to forge new paths in their depictions of identities both individual and collective. These texts are useful in contemplating how South Africans experience belonging and dislocation in various contexts. In this thesis, I consider a range of contemporary South African texts via the figure of lifewriting. My analysis demonstrates that, while many texts in the contemporary moment have displayed new and more complex registers of perception concerning the issue of ‘race’, there is a need for more expansive and fluid conceptions of crafting identity, as regards the politics of space and how this intersects with issues of belonging and identity. That is, much South African literature still continues along familiar trajectories of meaning, ones which are not well-equipped to understand issues that bedevil the country at this particular historical moment, which are grounded in the political compromises that came to pass during the ‘time of transition’. These issues include the recent spate of xenophobia attacks, which have yet to be comprehensively and critically analysed in the critical domain, despite the work of theorists such as David Coplan. Such events indicate the need for more layered and intricate understandings of how our national identity is structured: Who may belong? Who is excluded? In what situations? This thesis engages with these questions in order to determine how systems of power are constructed, reified, mediated, reproduced and/or resisted in the country’s literature. To do this, I perform an attentive reading of the mosaic image of South African culture that emerges through a selection of contemporary works of literature. The texts I have selected are notable for the ways in which they engage with the epistemic protocol of coming to know the Other and the self through the lens of the Apartheid past. That engagement may take the form of a reassertion, reclamation, displacement, or complication of selfhood. Given that South African identities are overinscribed in paradigms in which the Apartheid past is primary, what potentials and limits are presently encountered when writing of the self/selves is attempted? My study goes beyond simply asserting that not all groups have equal access to representation. Rather, I demonstrate that the linear shaping of the South African culture of letters imposes certain restrictions on who may work within it. Here, the politics of publishing and the increasing focus on urban spaces, such that other spaces become marginalized in ways that reflect the proclivities of the reading public, are subjected to close scrutiny. Overall, my thesis aims to promote a rethinking of South African culture, and how that culture is represented in, and defined through, our literature.
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Mbao, Wamuwi. "Unavowable communities : mapping representational excess in South African literary culture, 2001-2011." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80124.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis takes as its subject matter a small field of activity in South African fiction in English, a field which I provisionally title the post-transitional moment. It brings together several works of literature that were published between 2004 and 2011. In so doing, it recognises that there can be no delineation of the field except in the most tenuous of senses: as Michael Chapman asserts, such “phases of chronology are ordering conveniences rather than neatly separable entities” (South African Literature 2). In attempting to take a reading of this field, I draw on discussions of the innumerable post-transitional flows and trajectories of meaning advanced by critical scholars such as Ashraf Jamal, Sarah Nuttall, Louise Bethlehem and others. In this thesis, I trace the “enigmatic and acategorical” (Jamal, “Bullet Through the Church” 11) dimension of this field through several works by South African authors. These works are at once singular and communal in their expression: they are singular in the sense that they are unique literary events1; they are communal because they share a particular force in their writing, a force that resists thematic bestowing. The schism between these conflicting/contiguous poles forms the basis of this thesis. I examine the works of a diverse selection of South African authors, finding in them a common, if discontinuous, seam in their treatment of excess, by which I mean the irreducible surplus that always demarcates the limits of representation. I find that these works each engage a movement towards the aporetic moment opened up by their characters’ experience of the traumatic. To be sure, these particular works of literature are notable for their exploration of ideas of alterity, loss and the capacity for survival in the routines of ‘South African’ lives. I use literature as the primary site of navigation for this enquiry because, as the scholars cited above have observed, literature is often a generator of meanings and a space where complex ideas about identity are explored and played out through the medium of the everyday. I recognise here that in the post-transitional moment, literature’s affective capacity in the world of action is limited – in Simon Critchley’s terms, it is ‘almost nothing.’ My thesis seizes this almost as the site of exploration. Taking as its starting point the existential question ‘have we learnt to imagine ourselves in other ways?’ I propose a number of positions from which these post-transitional works of literature might be read. The first chapter attempts to give account of the theoretical problem that attends to the reading of that which exceeds language’s capacity to invest with meaning. I use works by Diane Awerbuck, Annelie Botes, Shaun Johnson and Kgebetli Moele to inform my argument. In the next chapter, I explicate the problem of excess via a reading of Mark Behr’s Kings of the Water (2009). I then trace the aporetic nature of Otherness as it occurs in J.M. Coetzee’s Summertime (2009), paying particular attention to the ways in which that novel performs a refusal of meaning. Finally, I read Ishtiyaq Shukri’s The Silent Minaret (2005) as a work that posits the failure of alterity as a launching point for future ethical action. The burden of this thesis, as I see it, lies in the apophastic nature of its subject matter. In embarking upon an exploration of the incommensurable, my argument is for an ethics of reading that seeks to explicate the ways in which literature works by thinking through its affective capacity the better to affirm its performative dimensions.
AFRIKAANSE OPSOMMING: Die onderwerp van hierdie proefskrif behels ‘n klein veld in Engelse Suid-Afrikaanse fiksie wat ek voorlopig met die term “post-oorgangsmoment” sal aandui. Dit bring verskeie letterkundige werke byeen wat tussen 2004 en 2011 gepubliseer is. Hierdie kunsmatige afbakening hou rekening met Michael Chapman se stelling dat “phrases of chronology are ordering conveniences rather than neatly separable entities” (South African Writing 2). In ‘n poging om hierdie aangeduide veld te lees, put ek heelwat uit besprekings wat tans gevoer word oor die ontelbare betekenistrajekte van die post-oorgangsmoment deur kritici soos Meg Samuelson, Leon de Kock, Ashraf Jamal, Sarah Nuttall, Louise Bethlehem en andere. In hierdie proefskrif skets ek die “enigmatic and acategorical” (Jamall, “Bullet” 11) aspekte van die aangeduide veld soos dit uiting vind in verskeie werke van Suid-Afrkaanse outeurs. Hierdie werke is terselfdertyd alleenstaande en gemeenskaplik in hul uitdrukking: hulle is alleenstaande omdat hulle unieke literêre gebeurtenisse verteenwoordig en gemeenskaplik omdat hulle ‘n spesifieke impuls deel, ‘n impuls wat tematiese kategorisering teenstaan. Die kloof tussen hierdie opponderende/naburige pole vorm die grondslag van hierdie proefskrif. Ek ondersoek die werk van ‘n diverse seleksie Suid-Afrikaanse outeurs en vind ‘n gemene, dog diskontinue, soom in die manier waarop hulle oorskot hanteer, dit wil sê, die onreduseerbare surplus wat alle representasie begrens. Ek vind dat hierdie werke elkeen ‘n weg na die aporetiese moment oopskryf deur die karakters se ervarings van trauma. Hierdie letterkundige werke word ook gekenmerk deur hulle verkenning van idees soos alteriteit, verlies en die oorlewingskapasiteit in die roetines van ‘Suid-Afrikaanse’ lewens. Ek gebruik literêre werke as die primêre navorsingsveld vir hierdie ondersoek aangesien die letterkunde dikwels as ‘n genereerder van betekenis dien en as ‘n ruimte funksioneer waar komplekse idees rondom identiteit deur die medium van die alledaagse verken kan word. Ek is bewus dat die letterkunde ‘n beperkte affektiewe kapasiteit in die wêreld van handeling in die post-oorgangsmoment besit – dit is bykans niks, soos Simon Critchley dit stel. My proefskrif betrek hierdie bykans as brandpunt vir die ondersoek. Ek stel verskeie posisies voor vanwaar hierdie post-oorgang literêre werke gelees kan word deur die beantwoording van die eksistensiële vraag of ons geleer het om onsself op ander maniere te verbeel as uitgangspunt te gebruik. Die eerste hoofstuk poog om die teoretiese probleem te omskryf wat ontstaan as ‘n mens probeer om die oorskot van taal se betekenisgewende vermoë te lees. In die daaropvolgende hoofstuk belig ek die probleem van oorskot deur Mark Behr se Kings of the Water (2009) te lees. Daarna skets ek die aporetiese aard van Andersheid soos dit in JM Coetzee se Summertime (2009) voorkom, deur spesifiek ook aandag te skenk aan die maniere waarop die roman ‘n weiering van betekenis aanbied. Laastens lees ek Ishtiyaq Shukri se The Silent Minaret (2005) as ‘n werk wat die mislukking van alteriteit as ‘n beginpunt gebruik om toekomstige etiese handelings te rig. Die hooftema van hierdie proefskrif lê myns insiens in die apofastiese aard van die onderwerpsmateriaal. Deur ‘n ondersoek na die onmeetbare te onderneem, staan ek ook ‘n bevrydings-etiek van lees voor wat poog om die manier waarop literêre tekste werk te verhelder deur die affektiewe vermoë van literêre tekste te bedink.
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Glover, Jayne Ashleigh. ""A complex and delicate web" : a comparative study of selected speculative novels by Margaret Atwood, Ursula K. Le Guin, Doris Lessing and Marge Piercy." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002241.
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This thesis examines selected speculative novels by Margaret Atwood, Ursula K. Le Guin, Doris Lessing and Marge Piercy. It argues that a specifiable ecological ethic can be traced in their work – an ethic which is explored by them through the tensions between utopian and dystopian discourses. The first part of the thesis begins by theorising the concept of an ecological ethic of respect for the Other through current ecological philosophies, such as those developed by Val Plumwood. Thereafter, it contextualises the novels within the broader field of science fiction, and speculative fiction in particular, arguing that the shift from a critical utopian to a critical dystopian style evinces their changing treatment of this ecological ethic within their work. The remainder of the thesis is divided into two parts, each providing close readings of chosen novels in the light of this argument. Part Two provides a reading of Le Guin’s early Hainish novels, The Left Hand of Darkness, The Word for World is Forest and The Dispossessed, followed by an examination of Piercy’s Woman on the Edge of Time, Lessing’s The Marriages Between Zones Three, Four and Five, and Atwood’s The Handmaid’s Tale. The third, and final, part of the thesis consists of individual chapters analysing the later speculative novels of each author. Piercy’s He, She and It, Le Guin’s The Telling, and Atwood’s Oryx and Crake are all scrutinised, as are Lessing’s two recent ‘Ifrik’ novels. This thesis shows, then, that speculative fiction is able to realise through fiction many of the ideals of ecological thinkers. Furthermore, the increasing dystopianism of these novels reflects the greater urgency with which the problem of Othering needs to be addressed in the light of the present global ecological crisis.
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Acker, Faith D. "'New-found methods and ... compounds strange' : reading the 1640 'Poems: Written by Wil. Shake-Speare. Gent'." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3461.
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The second edition of Shakespeare's sonnets, titled Poems: Written by Wil. Shake-Speare, Gent, and published by stationer John Benson in 1640, was a text typical of its time. In an effort to update the old-fashioned sonnet sequence in which its contents had first reached print, the compiler or editor of the Bensonian version rearranged the poems from the earlier quarto text, adding titles and other texts thought to have been written by or about the sonnets' author. The immediate reception of the 1640 Poems was a quiet one, but the volume's contents and structure served as the foundation for more than half of the editions of Shakespeare's sonnets produced in the eighteenth century. In part due to the textual instability created by the presence of two disparate arrangements of the collection, Shakespeare's sonnets served only as supplements to the preferred Shakespearean canon from 1709 to 1790. When, at the end of the century, the sonnets finally entered the canon in Edmond Malone's groundbreaking edition of the plays and poems together, Benson's version was quickly overshadowed by the earlier text, which was preferred as both more authorial and, due to Malone's careful critical readings, autobiographical. In contrast to the many scholars since Malone who have overlooked or denigrated the Poems of 1640, this thesis studies the second edition of Shakespeare's sonnets within the framework of the early modern culture that produced it, arguing that Benson's edition provides valuable evidence about the editorial habits and literary preferences of the individuals and culture for which it was originally intended.
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O'Connor, Clémence. "'Pour garder l'impossible intact' : the poetry of Heather Dohollau." Thesis, St Andrews, 2009. http://hdl.handle.net/10023/791.
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Lombard, Erica. "The profits of the past : nostalgic white writing of post-apartheid South Africa." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:bb2c9ae1-e551-4931-9a44-3197fdc6e010.
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Drawing on relevant theory from memory studies, literary criticism, sociology, reception studies and book history, this thesis examines the prevalence of nostalgia in white South African writing of the post-apartheid period. It identifies the numerous and remarkably conventional texts by white authors that proliferated in this time which might be described as nostalgic, arguing that these constitute a key genre of post-apartheid South African literature. In seeking to offer an explanation for why these nostalgic forms predominated in this period, this study takes into consideration the full "communications circuit" of a book i.e. the life-cycle of a book from production to consumption. Consequently, it employs an interdisciplinary framework to examine nostalgic literature from the perspectives of both the producers and consumers of texts. It is argued, ultimately, that post-apartheid nostalgic writing was particularly involved in the protection of certain formulations and structures of whiteness at individual, collective and institutional levels. The argument unfolds in three phases, each of which explores the value of nostalgia and nostalgic white writing in a different but related sphere: namely, literature, memory, and the market. The first phase of the argument provides a literary critical reading of the generic hallmarks of these novels, considering a range of representative texts, including works by Mark Behr, André Brink, Justin Cartwright, J. M. Coetzee, Lisa Fugard, Christopher Hope, Jo-Anne Richards, and Rachel Zadok. The second examines the allure of nostalgia and nostalgic books for the writers and readers of this literature, drawing on sociological studies of post-apartheid white South African identity and reader-response theory to analyse a selection of online and print reviews by readers. In the third phase, the thesis utilises a book historical approach to investigate the influence of various literary markets and the publishing industry, both local and global, in shaping the nostalgia trend.
Books on the topic "Authors and readers – History – 21st century"
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Dowrick, Stephanie. In the company of Rilke: Why a 20th-century visionary poet speaks so eloquently to 21st-century readers yearning for inwardness, beauty & spiritual connection. Crows Nest, N.S.W: Allen & Unwin, 2009.
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Castagna, Valentina. Re-reading Margery Kempe in the 21st century. Bern: Peter Lang, 2011.
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Castagna, Valentina. Re-reading Margery Kempe in the 21st century. Bern: Peter Lang, 2011.
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Orie, Chibueze Prince. Who is a woman being?: 21st century Nigerian female debut novels. Enugu, Nigeria: Samdrew Productions, 2011.
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Dowrick, Stephanie. In the company of Rilke: Why a 20th-century visionary poet speaks so eloquently to 21st-century readers. New York: Jeremy P. Tarcher/Penguin, 2011.
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Alexander Pope and his eighteenth-century women readers. Carbondale: Southern Illinois University Press, 1994.
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Down these green streets: Irish crime writing in the 21st century. Dublin: Liberties, 2011.
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Cropf, Robert A. American public administration: Public service for civil society the 21st century. New York: Pearson Longman, 2008.
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Johnson, June. Global issues, local arguments: Readings for writing. 2nd ed. Boston: Longman, 2010.
Find full textBook chapters on the topic "Authors and readers – History – 21st century"
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Kaur, Taranjit. "Fibro-osseous Lesions in the Maxillofacial Region." In Oral and Maxillofacial Surgery for the Clinician, 615–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-1346-6_30.
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AbstractFibro-osseous lesions have posed a diagnostic dilemma since the beginning when the first case was reported in the late nineteenth century. Since then, various lesions are included in this group, yet the understanding of the lesions remains obscure for the clinician/surgeon. The main reason for this is their histological resemblance with one another, where they all show varying degrees of healthy bone replaced by fibrous tissue and some amount of bone/cementum-like tissue intermingled in between. This chapter is written with the aim of simplifying these groups of bony lesions for its readers and highlighting the key idea of interdisciplinary approach in the management of these lesions where the oral pathologist along with radiologist and clinician plays a pivotal role in differentially diagnosing these lesions, for the maxillofacial surgeon to choose and perform her/his duty of managing them, rightfully, for their patients. The spectrum of these lesions has seen several changes during the course of history yet there is still ample scope for ambiguity in identification and classification of the lesions, hence the authors have chosen few most commonly encountered lesions in the Indian subcontinent, for the description and discussion.
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Wesley, Jonathan. "All BlaQ Lives Matter at HBCUs." In Contributions of Historically Black Colleges and Universities in the 21st Century, 21–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3814-5.ch002.
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This chapter aims to explore the nuances of Blackness with intersections of gender and sexuality. Black and Queer (BlaQ) lives matter just as much as Black (cisgender/heterosexual) lives; however, the distinctions are not always clear. Provided in this chapter, readers will find a brief overview of the creation of HBCUs, inequitable practices pertaining to the exclusion of Black lesbian, gay, trans*, and queer (LGBTQ+) people from HBCU history and celebration, and a view of what the future of HBCUs can be when they become more inclusive about gender as well as sexual orientation. The knowledge in this chapter is provided in the form of a literature review which is a connection to the author's groundbreaking dissertation that centered the experiences of LGBQ faculty and administrators at HBCUs. It is the hope of the author that by directly addressing these inequitable practices of discrimination at HBCUs, these institutions would continue to do the soul work of diversity, equity, and inclusion, which is considered good trouble and results in transformation.
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Chitiyo, Rufaro A., and Florence Nyemba. "A Theoretical Perspective of Inequities in Online Learning/Education Based on Generational Differences." In Handbook of Research on Inequities in Online Education During Global Crises, 134–47. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch007.
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Online learning has been on the rise during the 21st century. Both instructors and students enjoy the flexibility of teaching and learning from anywhere they choose. The emergence of the COVID-19 pandemic at the beginning of 2020 forced institutions of higher education around the globe to rely on technology to deliver education whether the institutions, instructors, and students were ready or not. The spread of the virus dictated the quick adoption of remote delivery of education. In this chapter, the authors provide a brief history of traditional learning theories followed by an assessment of their applicability to online education. Next is a delineation of the roles played by both instructors and students in online higher education. Furthermore, they explore generational differences in online learning (i.e., based on existing literature, what generational differences are evident with learning online and delivering content online?). At the end of the chapter, they provide the reader with implications/recommendations for the successful delivery of online learning/education.
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Chitiyo, Rufaro A., and Florence Nyemba. "A Theoretical Perspective of Inequities in Online Learning/Education Based on Generational Differences." In Research Anthology on Remote Teaching and Learning and the Future of Online Education, 1300–1313. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch064.
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Online learning has been on the rise during the 21st century. Both instructors and students enjoy the flexibility of teaching and learning from anywhere they choose. The emergence of the COVID-19 pandemic at the beginning of 2020 forced institutions of higher education around the globe to rely on technology to deliver education whether the institutions, instructors, and students were ready or not. The spread of the virus dictated the quick adoption of remote delivery of education. In this chapter, the authors provide a brief history of traditional learning theories followed by an assessment of their applicability to online education. Next is a delineation of the roles played by both instructors and students in online higher education. Furthermore, they explore generational differences in online learning (i.e., based on existing literature, what generational differences are evident with learning online and delivering content online?). At the end of the chapter, they provide the reader with implications/recommendations for the successful delivery of online learning/education.
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Meese, James. "Connected Origins: Locating Relationality in Copyright History." In Authors, Users, and Pirates. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037440.003.0002.
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The first chapter details how the author, user and pirate emerged collectively over the first two centuries of copyright’s existence, and argues that these subjects still intersect today. This analysis also stands as a brief introduction to the history of copyright law for unfamiliar readers, charting the emergence and subsequent development of copyright law. The chapter ends by critiquing the increased reification of authorship that has occurred over the twentieth century and makes a case for the continued relevance of relationality in this context.
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Li, Yixun, and Lin Zou. "The Application of AI Teachers in Facilitating Game-Based Literacy Learning." In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning, 381–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7271-9.ch020.
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This chapter discusses the theoretical frameworks for artificial intelligence (AI) teachers and how AI teachers have been applied to facilitate game-based literacy learning in existing empirical studies. While the application of artificial intelligence (AI) in education is a relatively emerging research area, it has received increasing attention in the scientific community. In the future, AI teachers are likely to be able to serve as powerful supplementary tools in classroom teaching in support of human teachers. The main goal here is to provide the readers with new insights on promoting game-based literacy learning from the perspectives of AI teachers. To this end, the authors introduce the readers to the key concepts of AI teachers, the merits and demerits of AI teachers in education, scientific research on AI teachers in literacy learning, and some highlighted examples of AI teachers in literacy classrooms for practical concerns.
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Rose, Jonathan. "Up from Middlebrow." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0006.
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The Chinese had a word for it—wanbao quanshu. It’s a bibliographic term, which literally means “complete compendia of myriad treasures,” but an alternate translation might be “middlebrow.” These were encyclopedic works that distilled and summarized sophisticated science, history, and politics in cheap, accessible, illustrated guidebooks. Their audience (as a 1933 survey of Shanghai bookstalls confirmed) was neither the educated elite nor the impoverished peasantry, but an intermediate semi-educated class of shop-clerks, apprentices, housewives, workers, and prostitutes. Very few readers had thoroughly mastered the Chinese vocabulary of 50,000 characters, but many more, without much difficulty, had learned 2,000 basic terms, enough to read popular newspapers and wanbao quanshu. The latter commonly ran the subtitle wanshi buqiuren (“myriad matters you won’t need to ask”), which underscored their mission: self-education. They had titles like Riyong wanshi baoku choushi bixu, which could be rendered “Treasury of all daily things necessary for social relations” or (more idiomatically) “How to win friends and influence people.” Wanbao quanshu were the contemporaneous counterparts of H. G. Wells’s The Outline of History and Will Durant’s The Story of Philosophy. They flourished in Republican-era China, the same time frame that Joan Shelley Rubin identified as the heyday of American middlebrow culture. In societies where a wide gap opens up between elite and pulp literature, where literacy is growing but access to higher education is still restricted, where modernizing forces arouse both optimism and anxiety, middlebrow bridges those divides and makes sense of rapid change. Those conditions certainly prevailed in China, the United States, and Great Britain in the first half of the twentieth century, but not only then. Middlebrow has a very long history: wanbao quanshu can be traced back to the seventeenth century. And how about eighteenth-century Europe? Two generations ago historians studied the High Enlightenment of Voltaire and Rousseau, one generation ago Robert Darnton discovered a Low Enlightenment of Grub-Street hacks and smut-mongers, and now a team of young scholars at Radboud University in the Netherlands are creating the database MEDIATE: Middlebrow Enlightenment: Disseminating Ideas, Authors and Texts in Europe (1665–1820).
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Soto, Claradina, Toni Handboy, Ruth Supranovich, and Eugenia L. Weiss. "The Women of the Cheyenne River Sioux Tribe Reservation." In Women's Journey to Empowerment in the 21st Century, 87–104. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190927097.003.0005.
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This chapter describes the impact of colonialism on indigenous women with a focus on the experience of the Lakota women on the Cheyenne River Sioux Tribe Reservation in South Dakota. It explores the experiences of indigenous women as related to history, culture, intrapersonal violence, and internalized oppression. A case study of a Lakota woman is provided as an example of strength and triumph in overcoming adversity and being empowered despite the challenges of marginalization faced by many Native Americans in the United States and indigenous women throughout the world. The chapter discusses how readers can be advocates and actively engage in decolonizing and dismantling systems of oppression to protect future generations and to allow indigenous communities to heal and revitalize.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 172–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.
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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Birkhold, Matthew H. "Fictional Characters in the Eighteenth-Century Literary Commons." In Characters Before Copyright, 201–24. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198831976.003.0007.
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The final chapter shows that fan fiction was treated as raising legal issues separate from piracy. This chapter argues that, because authors were newly vested with the legal capacity to hold rights in their literary creations, literary characters were not free to be appropriated however readers wished. Rather, literary characters constituted a distinctive form of communal property, the use of which was subject to conditions. Chapter 6 thus redefines the “literary commons” of eighteenth-century Germany, providing a new perspective on the rise of intellectual property rights. This chapter proposes a reevaluation of the concept of literary property, the history of moral rights, and the tradition of free culture.
Conference papers on the topic "Authors and readers – History – 21st century"
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Thomas, Joyce, and Megan Strickfaden. "Design for the Real World: a look back at Papanek from the 21st Century." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002010.
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This paper presents an overview of Victor Papanek’s book Design for the Real World (1971) from the perspective of current 3rd year industrial design students, members of GenZ, combined with the perspectives of the educators/authors who read the original edition of the book in the 70s and 80s. Students read individual chapters the 2019 edition of this book, wrote a critical review, and presented their overviews and findings in two lengthy class discussions that allowed them to ‘read’ the entire book. The perspectives of the students and educators (from very different generations) reveal an interesting story about the Austrian-born American designer and educator’s writings. In this paper we reveal the continued relevance and critically analyze Papanek’s writings by illustrating how his views on socially and environmentally responsible design live on.Taking his early design inspiration from Raymond Loewy, Papanek went on to study architecture with Frank Lloyd Wright. An early follower and ally of Buckminster Fuller, a designer and systems theorist, Papanek applied principles of socially responsible design, both in theory and practice ultimately working on collaborative projects with UNESCO and the World Health Organization. In Design for the Real World, Papanek professed his philosophy that objects or systems work as political tools for change. He became a controversial voice within that time frame as he declared that many consumer products were frivolous, excessive, and lacked basic functionality causing them to be recklessly dangerous to the users. His ideas seemed extreme, echoed by many other environmental philosophers at the time, at that point in history, but perhaps viewed from the 21st century seem prophetic. An advocate for responsible design, Papanek had visionary ideas on design theory. Papanek felt it was important to put the user first when designing. He spent time observing indigenous communities in developing countries, working directly with, and studying people of different cultures and backgrounds. Papanek designed for people with disabilities often in pursuit of a better world for all. He also addressed themes that have continue to be overlooked in design in the 21st century - inclusion, social justice, appropriate technology, and sustainability.Papanek ultimately earned the respect of many talented colleagues. He would go on to design, teach, and write for future generations. Opposing the ideals of planned obsolescence and the mass consumerism that fuels it, his work encompassed what would become the idea of sustainable design and decreasing overproduction for the consumer market. Themes from Design for the Real World remain relevant, and today it has become one of the most widely read books on design; resulting in Papanek’s voice continuing to push designers to uplift their morals and standards in practicing design.This paper highlights Papanek’s values of designing thoughtfully and for all, while revealing the details on the relevance of his writings five decades after the original publication.
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Zlotnikova, Tatyana. "Power in Russia: Modus Vivendi and Artis Imago." In Russian Man and Power in the Context of Dramatic Changes in Today’s World, the 21st Russian scientific-practical conference (with international participation) (Yekaterinburg, April 12–13, 2019). Liberal Arts University – University for Humanities, Yekaterinburg, 2019. http://dx.doi.org/10.35853/ufh-rmp-2019-pc02.
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Contemporary Russian socio-cultural, cultural and philosophical, socio psychological, artistic and aesthetic practices actualize the Russian tradition of rejection, criticism, undisguised hatred and fear of power. Today, however, power has ceased to be a subject of one-dimensional denial or condemnation, becoming the subject of an interdisciplinary scientific discourse that integrates cultural studies, philosophy, social psychology, semiotics, art criticism and history (history of culture). The article provides theoretical substantiation and empirical support for the two facets of notions of power. The first facet is the unique, not only political, but also mental determinant of the problem of power in Russia, a kind of reflection of modus vivendi. The second facet is the artistic and image-based determinant of problem of power in Russia designated as artis imago. Theoretical grounds for solving these problems are found in F. Nietzsche’s perceptions of the binary “potentate-mass” opposition, G. Le Bon’s of the “leader”, K.-G. Jung’s of mechanisms of human motivation for power. The paper dwells on the “semiosis of power” in the focus of thoughts by A. F. Losev, P. A. Sorokin, R. Barthes. Based on S. Freud’s views of the unconscious and G. V. Plekhanov’s and J. Maritain’s views of the totalitarian power, we substantiate the concept of “the imperial unconscious”. The paper focuses on the importance of the freedom motif in art (D. Diderot and V. G. Belinsky as theorists, S. Y. Yursky as an art practitioner). Power as a subject of influence and object of analysis by Russian creators is studied on the material of perceptions and creative experience of A. S. Pushkin (in the context of works devoted to Russian “impostors” by numerous authors). Special attention is paid to the early twenty-first century television series on Soviet rulers (Stalin, Khrushchev, Brezhnev, Furtseva). The conclusion is made on the relevance of Pushkin’s remark about “living power” “hated by the rabble” for contemporary Russia.
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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.
Full textAbstract:
Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?