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Inceptions: Literary Beginnings and Contingencies of Form
by Kevin OhiThe beginning is both internal and external to the text it initiates, and that noncoincidence points to the text’s vexed relation with its outside. Hence the nontrivial self-reflexivity of any textual beginning, which must bear witness to the self-grounding quality of the literary work— its inability either to comprise its inception or to externalize it in an authorizing exteriority. In a different but related way, the fact that they must begin renders our lives and our desires opaque to us; what Freud called “latency” marks not only sexuality but human thought with a self-division shaped by asynchronicity.From Henry James’s New York Edition prefaces to George Eliot’s epigraphs, from Ovid’s play with meter to Charles Dickens’s thematizing of the ex nihilo emergence of character, from Wallace Stevens’s abstract consideration of poetic origins to James Baldwin’s, Carson McCullers’s, and Eudora Welty’s descriptions of queer childhood, writers repeatedly confront the problem of inception. Inception introduces a fundamental contingency into texts and psyches alike: in the beginning, all could have been otherwise.For Kevin Ohi, the act of inception, and the potential it embodies, enables us to see making and unmaking coincide within the mechanism of creation. In this sense, Inceptions traces an ethics of reading, the possibility of perceiving, in the ostensibly finished forms of lives and texts, the potentiality inherent in their having started forth.
Inchbald, Hawthorne and the Romantic Moral Romance: Little Histories and Neutral Territories
by Ben P RobertsonExplores the connections between British and American Romanticism, focusing on the novels of Elizabeth Inchbald (1753-1821) and Nathaniel Hawthorne (1804-64). This study argues that Inchbald and Hawthorne are representative of a larger British/American cultural confluence during the eighteenth and nineteenth centuries.
Incidents in an Educational Life: A Memoir (of Sorts)
by Swales John M.Incidents in an Educational Life chronicles the educational journey of John M. Swales. A leading scholar in the field of Applied Linguistics and its subfield of English for Specific Purposes, Swales has taught across the globe in places such as Italy, Sweden, Libya, the United Kingdom, and the University of Michigan. His memoir offers a rare glimpse into the professional journey of a prominent scholar and educator. Incidents in an Educational Life explores the lessons Swales learned by teaching and by being taught. The story follows his gradual transformation from an English as a Second Language teacher to one of the leading international figures in his field, stopping along the way to tell the sometimes amusing, sometimes painful anecdotes that have made him the recognized educator he is today. His entertaining prose make this volume a must-read for anyone considering the field, or the many ways in which we all become teachers. John M. Swales is one of the leading international scholars in the field of English for Specific Purposes. He retired in the summer of 2006 from the University of Michigan after teaching at multiple universities overseas. He is the co-author of the international bestseller Academic Writing for Graduate Students (3rd ed. ).
Incidents in the Life of a Slave Girl (SparkNotes Literature Guide Series)
by SparkNotesIncidents in the Life of a Slave Girl (SparkNotes Literature Guide) by Harriet Jacobs Making the reading experience fun! Created by Harvard students for students everywhere, SparkNotes is a new breed of study guide: smarter, better, faster. Geared to what today's students need to know, SparkNotes provides: *Chapter-by-chapter analysis *Explanations of key themes, motifs, and symbols *A review quiz and essay topicsLively and accessible, these guides are perfect for late-night studying and writing papers
Inclinations: A Critique of Rectitude
by Adriana Cavarero Adam Sitze Amanda MinerviniIn this new and accessible book, Italy's best known feminist philosopher examines the moral and political significance of vertical posture in order to rethink subjectivity in terms of inclination. Contesting the classical figure of homo erectus or "upright man," Adriana Cavarero proposes an altruistic, open model of the subject--one who is inclined toward others. Contrasting the masculine upright with the feminine inclined, she references philosophical texts (by Plato, Thoman Hobbes, Immanuel Kant, Hannah Arendt, Elias Canetti, and others) as well as works of art (Barnett Newman, Leonardo da Vinci, Artemisia Gentileschi, and Alexander Rodchenko) and literature (Marcel Proust and Virginia Woolf).
Inclusion, Education and Translanguaging: How to Promote Social Justice in (Teacher) Education? (Inklusion und Bildung in Migrationsgesellschaften)
by Lisa Rosen Julie A. Panagiotopoulou Jenna StrzykalaThis open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.
Inclusive Character Analysis: Putting Theory into Practice for the 21st Century Theatre Classroom
by Jennifer Thomas Robert J. VrtisInclusive Character Analysis foregrounds representations of race, gender, class, ability, and sexual orientation by blending script analysis with a variety of critical theories in order to create a more inclusive performance practice for the classroom and the stage. This book merges a traditional Stanislavski-based script analysis with multiple theoretical frameworks, such as gender theory, standpoint theory, and critical race theory, to give students in early level theatre courses foundational skills for analyzing a play, while also introducing them to contemporary thought about race, gender, and identity. Inclusive Character Analysis is a valuable resource for beginning acting courses, script analysis courses, the directing classroom, early design curriculum, dramaturgical explorations, the playwriting classroom, and introduction to performance studies classes. Additionally, the book offers a reader-style background on theoretical frames for performance faculty and practitioners who may need assistance to integrate non-performance centered theory into their classrooms.
Inclusive Education, Social Justice, and Multilingualism (Inclusive Learning and Educational Equity #11)
by Sviatlana KarpavaThis edited volume delves into the intricate relationships between multilingualism, inclusive education, and social justice. It presents a rich array of interdisciplinary studies that blend both theoretical and practical perspectives. The authors employ a mixed-methods approach to gather and analyze data from a diverse range of populations, including students, teachers, parents, and language policy experts across various educational levels. The book examines the dynamics of bilingual and multilingual classrooms, as well as Content and Language Integrated Learning (CLIL) environments, emphasizing the importance of linguistic and cultural diversity as valuable educational resources. It draws upon a variety of theoretical and practical approaches from applied linguistics, sociolinguistics, language policy, and education, all centered on the benefits of multilingualism, inclusive education, and social justice. The work explores the complexities of multilingualism and multiculturalism and their connections to inclusive education and social justice across different geographic regions and educational settings. It adopts a dual approach, examining both theoretical frameworks and practical realities, by incorporating the voices and perspectives of multiple stakeholders. This diverse range of viewpoints sheds light on the roles of family and school involvement in promoting multilingual education, inclusive practices, and social justice.
Inclusive Instruction
by Sean J. Smith Mary T. BrownellThis accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.
Inclusive Language Education and Digital Technology
by Chris Abbott Elina Vilar BeltranThis volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practising and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.
Inclusive Language Teaching to Highly Able Students: Research, Strategies and Practical Activities (Springer Texts in Education)
by Alberta NovelloThis book focuses on the characteristics of language acquisition observed in highly able students and links them to the most effective language activities to be used. The aim of the book is to provide an efficient tool for language teachers to successfully include gifted students in the language classroom and avoid underachievement, which they are frequently exposed to. The book provides a description of the concept of giftedness through examples and studies based on the latest neurological findings. It presents practical lesson plans for teaching languages to gifted students, which have been tested in different language classrooms. The different cultural and geographical settings in which the lessons have been tested (i.e. in Albania, Italy, Ireland, Malta, Finland, and the USA) provide an international value to the collected data. The book is not only useful to language teachers of highly able students but also for all teachers, as it provides a clear description of the key aspects in inclusive language teaching and learning.
Inclusive Pedagogy for English Language Learners: A Handbook of Research-Informed Practices
by Lorrie Stoops Verplaetse Naomi MigliacciIn this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom• In the Middle and Secondary Classroom• School and Community Collaboration• School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.
Inclusive Shakespeares: Identity, Pedagogy, Performance (Palgrave Shakespeare Studies)
by Sonya Freeman Loftis Mardy Philippian Justin P. ShawInclusive Shakespeares: Identity, Pedagogy, Performance responds to the growing concern to make Shakespeare Studies inclusive of prospective students, teachers, performers, and audiences who have occupied a historically marginalized position in relation to Shakespeare's poetry and plays. This timely collection includes essays by leading and emerging scholarly voices concerned to open interest and participation in Shakespeare to wider appreciation and use. The essays discuss topics ranging from ethically-informed pedagogy to discussions of public partnerships, from accessible theater for people with disabilities to the use of Shakespeare in technical and community colleges. Inclusive Shakespeares contributes to national conversations about the role of literature in the larger project of inclusion, using Shakespeare Studies as the medium to critically examine interactions between personal identity and academia at large.
Inclusive Young Adult Fiction: Authors of Colour in the United Kingdom
by Melanie Ramdarshan BoldThis book examines ‘diversity’, or the lack thereof, in young adult fiction (YA) publishing. It focuses on cultural hegemony in the United Kingdom and explores how literary culture aimed at young adults reproduces and perpetuates ‘racial’ and ethnic cultural hierarchies. Diversity is described by the We Need Diverse Books project as ‘all diverse experiences, including (but not limited to) LGBTQIA, Native, people of color, gender diversity, people with disabilities, and ethnic, cultural, and religious minorities’. This study focuses on people of colour. While previous studies have looked at the representation of ethnic minorities in books for children and young adults, this book examines the experiences of ‘own voice’ cultural producers that create a counter-narrative. Specifically, this book will investigate the output and experiences of British young adult fiction authors of colour (BAME authors) published in the UK during the period 2006-2016, drawing upon semi-structured interviews with a sample of authors.
Inclusive, Sustainable, and Transformational Education in Arts and Literature: Proceedings of the 7th International Seminar on Language, Education, and Culture, (ISoLEC, 2023), July 07—08, 2023, Malang, Indonesia
by Sari Karmina Kusubakti Andajani Lidya Amalia RahmaniaThis book contains the proceedings of The International Seminar on Language, Education, and Culture (ISoLEC) 2023, an annual conference hosted by the Faculty of Letters, Universitas Negeri Malang. With the theme, Inclusive, Sustainable, and Transformational Education in Arts and Literature, ISoLEC aims to address key issues such as inclusive education in language, arts, and culture, sustainable education in language, arts, and culture, post-pandemic teaching and learning practices, corpus-based language, teaching and research, language in media, gender and identity, pop contemporary and digital culture, culture and spirituality, multilingualism and translanguaging, visual and performing arts, oral tradition and local culture, and digital literacy and information science. This book is a collection of selected articles that were presented at the conference covering issues of arts, language, and cultures. This conference addressed a range of relevant topics including:· Inclusive Education in Language, Arts, & Culture· Sustainable Education in Language, Arts, & Culture· Post Pandemic Teaching and Learning Practices· Corpus-Based Language, Teaching and Research· Language in Media· Gender and Identity· Pop, Contemporary and Digital Culture· Culture and Spirituality· Multilingualism and Translanguaging· Visual and Performing Arts· Oral Tradition & Local Culture· Digital Literacy and Information ScienceThis proceeding will be of interest to students, lecturers, teachers, and academics who are interested in developing their knowledge in the field of language, education, and culture. Specifically, this book will be an interesting read for those who want to reimagine the inclusive and sustainable education.
Inclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation
by Gláucia V. Silva Cristiane SoaresInclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation explores both research and best practices related to inclusive language so that all students, regardless of gender identity, may be active participants in their language learning communities.Given the binary nature of Romance language grammars, it is essential that scholarly inquiry into issues related to (non)binarism be further developed and become more visible, and this volume aims to embed the issue of linguistic inclusivity within broader conversations surrounding social justice to ensure that conversations do not stop with mere linguistic changes. The book is divided into two parts: the first focuses on research related to inclusive and nonbinary forms in Romance languages, while the second highlights teaching practices and encompasses inclusive approaches that go beyond the nonbinary. Although the volume focuses on Romance languages, most (if not all) of the content is applicable to other linguistic contexts. This volume also goes beyond issues of gender inclusivity and includes content that leads to a reflection on issues of equity and social justice more broadly.This edited volume is a resource for scholars whose research focuses on inclusive language and for educators who are interested in learning more about why and how to foster inclusiveness in their language classrooms and in their workplaces.
Inclusivity and Belonging in Chinese Discourse: The Case of ta (Routledge Studies in Chinese Discourse Analysis)
by Kerry SluchinskiInclusivity and Belonging in Chinese Discourse explores how recent language change in the third-person pronoun system of Mandarin Chinese is harnessed by netizens to construct spaces of (non-)belonging along a fluid continuum in the context of pro- and anti-LGBTQ discourses.Grounded in stance, framing, and positioning theories, the monograph contributes to the notions of membership categorization and (co-)reference chains for identity construction. With a focus on newly emergent genderless third-person pronoun ta, written in pinyin, and the various noun and verb phrases which co-occur with the pronoun in specific contexts, this monograph shows how ta has become a conventionalized language practice accepted and implemented by language users of various identities, sexual orientations, and backgrounds for a vast array of interactional and communicative purposes. The monograph illustrates how ta is used in doing identity construction work for the self, another party involved in the interaction, and/or a third party external to the interaction, often simultaneously. That is, the specific function and referent of ta is defined through language users’ unique interpretations and the discourse community of use, resulting in a ‘chameleon-like’ pragmatically loaded pronoun which reflects the inherent fluidity of identity(ies).This monograph will appeal to scholars, language researchers, and advanced graduate students concerned with inclusive language use in the Chinese context, particularly within discourse analysis, linguistics, sociolinguistics, and semantics. The book will also be valuable to professionals concerned with inclusive language and identity construction.
Incognito Social Investigation in British Literature
by Luke SeaberThis book is the first full critical history of incognito social investigation texts - in other words, works detailing their authors' experiences whilst pretending to be poor. The most famous example is Down and Out in Paris and London, but there has been a vast array of other works in the genre since it was created in 1866 by James Greenwood's 'A Night in a Workhouse'. It draws up a classification of incognito social investigation texts, dividing them into four subtypes. The first comprises those texts following most narrowly in James Greenwood's footsteps, taking the extreme poor as their object of study. The next is the investigation of poverty through walking, for pedestrianism and poverty are fascinatingly linked. The third is that of people looking at relative poverty rather than absolute, where authors take on badly-paid work in order to report on it, which is when incognito social investigation becomes very much something carried out by women. We end looking at those incognito social investigators who settled in the areas they explored. Not only will this book recover the history of a genre that has long been ignored, however, but it will also offer significant close reading of many of the texts that it places within the tradition(s) it discovers.
Incomparable Empires: Modernism and the Translation of Spanish and American Literature
by Gayle RogersThe Spanish-American War of 1898 seems to mark a turning point in both geopolitical and literary histories. The victorious American empire ascended and dominated the globe culturally in the twentieth century, while the once-mighty Spanish empire declined and became a minor state in the world republic of letters. But what if this narrative relies on several faulty assumptions, and what if key modernist figures in both America and Spain radically rewrote these histories-at the foundational moment of modern literary studies?Rogers follows the networks of American and Spanish writers, translators, and movements to uncover surprising arguments that forged the politics and aesthetics of modernism. He revisits the role of empire-from its institutions to its cognitive effects-in shaping a nation's literature and culture. He reads the provocative, often counterintuitive arguments of John Dos Passos, who held that "American literature" could only flourish if the expanding U.S. empire collapsed like Spain's. He follows Ezra Pound's use of Spanish poetry to structure the Cantos and the poet Juan Ramón Jiménez's interpretations of modernismo across several languages. And he tracks the controversial theorization of a Harlem-Havana-Madrid nexus for black writing, and Ernest Hemingway's development of a version of cubist Spanglish in For Whom the Bell Tolls.
Incomparable Empires: Modernism and the Translation of Spanish and American Literature (Modernist Latitudes)
by Gayle RogersThe Spanish-American War of 1898 seems to mark a turning point in both geopolitical and literary histories. The victorious American empire ascended and began its cultural domination of the globe in the twentieth century, while the once-mighty Spanish empire declined and became a minor state in the world republic of letters. But what if this narrative relies on several faulty assumptions, and what if key modernist figures in both America and Spain radically rewrote these histories at a foundational moment of modern literary studies?Following networks of American and Spanish writers, translators, and movements, Gayle Rogers uncovers the arguments that forged the politics and aesthetics of modernism. He revisits the role of empire—from its institutions to its cognitive effects—in shaping a nation's literature and culture. Ranging from universities to comparative practices, from Ezra Pound's failed ambitions as a Hispanist to Juan Ramón Jiménez's multilingual maps of modernismo, Rogers illuminates modernists' profound engagements with the formative dynamics of exceptionalist American and Spanish literary studies. He reads the provocative, often counterintuitive arguments of John Dos Passos, who held that "American literature" could only flourish if the expanding U.S. empire collapsed like Spain's did. And he also details both a controversial theorization of a Harlem–Havana–Madrid nexus for black modernist writing and Ernest Hemingway's unorthodox development of a version of cubist Spanglish in For Whom the Bell Tolls. Bringing together revisionary literary historiography and rich textual analyses, Rogers offers a striking account of why foreign literatures mattered so much to two dramatically changing countries at a pivotal moment in history.
Incomplete Shakespeare: Macbeth
by John Sutherland John Crace‘Give me the daggers and I’ll pin the blame/ On Duncan’s grooms who both are also slain. /A little water clears us of this deed /Though a large scotch might also do the trick...’ To celebrate the 400th anniversary of Shakespeare's death, this is the first of a new collection of the Bard's greatest plays, digested to a few thousand words with invaluable side notes from John Sutherland. Funny and incredibly clever, these parodies are a joy for those who know their Shakespeare, perfect for the theatre goer needing a quick recap, and a massive relief for those just desperate to pass their English exam.This ebook has a large amount of footnotes and is best viewed on a device that supports pop-up text.
Incomplete: The Feminist Possibilities of the Unfinished Film (Feminist Media Histories #5)
by Alix Beeston and Stefan SolomonThis field-defining collection establishes unfinished film projects—abandoned, interrupted, lost, or open-ended—as rich and underappreciated resources for feminist film and media studies. In deeply researched and creatively conceived chapters, scholars join with film practitioners in approaching the unfinished film as an ideal site for revealing the lived experiences, practical conditions, and institutional realities of women's film production across historical periods and national borders. Incomplete recovers projects and practices marginalized in film industries and scholarship alike, while also showing how feminist filmmakers have cultivated incompletion as an aesthetic strategy. Objects of loss and of possibility, incomplete films raise profound historiographical and ethical questions about the always unfinished project of film history, film spectatorship, and film studies.
Inconceivable Effects
by Martin Blumenthal-BarbyIn Inconceivable Effects, Martin Blumenthal-Barby reads theoretical, literary and cinematic works that appear noteworthy for the ethical questions they raise. Via critical analysis of writers and filmmakers whose projects have changed our ways of viewing the modern world-including Hannah Arendt, Franz Kafka, Walter Benjamin, the directors of Germany in Autumn, and Heiner Mueller-these essays furnish a cultural base for contemporary discussions of totalitarian domination, lying and politics, the relation between law and body, the relation between law and justice, the question of violence, and our ways of conceptualizing "the human." A consideration of ethics is central to the book, but ethics in a general, philosophical sense is not the primary subject here; instead, Blumenthal-Barby suggests that whatever understanding of the ethical one has is always contingent upon a particular mode of presentation (Darstellung), on particular aesthetic qualities and features of media. Whatever there is to be said about ethics, it is always bound to certain forms of saying, certain ways of telling, certain modes of narration. That modes of presentation differ across genres and media goes without saying; that such differences are intimately linked with the question of the ethical emerges with heightened urgency in this book.
Inconsistency in Linguistic Theorising
by András Kertész Csilla RákosiIt is widely believed that inconsistency is one of the greatest sins a scholar can commit. This issue is especially relevant in linguistics due to the rich diversity of data types, exceptions to the rules, counterexamples to the hypotheses, and background assumptions which constantly come into conflict with methodological principles. Bringing together ideas from linguistics and philosophy of science, this groundbreaking book seeks to answer the following questions: which kinds of inconsistency arise in linguistic theorising? Under which conditions can inconsistencies be tolerated? And how can inconsistencies be resolved? It is the first study to develop a novel metatheoretical framework that accounts for the emergence and the resolution of inconsistency in linguistic theorising, and to reveal the strategies of inconsistency resolution in theoretical linguistics. Supported by detailed case studies, the findings of this metatheoretical analysis can be applied to improve the effectiveness of the working linguist's problem-solving activity.
Incorporating Foreign Language Content in Humanities Courses
by Priya Ananth Leah Tolbert LyonsIncorporating Foreign Language Content in Humanities Courses introduces innovative ways to integrate aspects of foreign language study into courses containing humanities concepts. The edited collection offers case studies from various universities and across multiple languages. It serves as a useful guide to all foreign language faculty with any language expertise (as well as others interested in promoting foreign languages) for the adaptation and development of their own curricula. Infusing foreign language content into English-taught humanities courses helps promote languages as practical and relevant to students. It will be of interest to language educators, including teachers, teachers-in-training, teacher educators, and administrators.