A collection of speeches and writings by political activist Angela Davis which address the political and social changes of the past decade as they are concerned with the struggle for racial, sexual, and economic equality.
In this book an international team of contributors examines critically the relationship between television and women's culture. Although they recognize that television frequently distorts and oppresses women's experience, the authors avoid a simplistic manipulative view of the media. Instead they show how and why such different genres as game shows, police fiction and soap opera offer women opportunities for negotiation of their own meanings and their own aesthetic appreciation. Not for sale in Australia or New Zealand.
Author: Seminar on Feminism & Culture in Latin America
Publisher: Univ of California Press
Category: Social Science
The result of a collaboration among eight women scholars, this collection examines the history of women’s participation in literary, journalistic, educational, and political activity in Latin American history, with special attention to the first half of this century.
A career-spanning selection of the lucid, courageous, and boldly political prose of National Book Award winner Adrienne Rich. Adrienne Rich was an award-winning poet, influential essayist, radical feminist, and major intellectual voice of her generation. Essential Essays gathers twenty-five of her most renowned essays into one volume, demonstrating the lasting brilliance of her voice, her prophetic vision, and her revolutionary views on social justice. Rich’s essays unite the political, personal, and poetical like no other. Essential Essays is edited and includes an introduction by leading feminist scholar, literary critic, and poet Sandra M. Gilbert. Emphasizing Rich’s lifelong intellectual engagement, the essays selected here range from the 1960s to 2008. The volume contains one of Rich’s earliest essays,“When We Dead Awaken: Writing as Re-Vision,” which discusses the need for female self-definition, along with excerpts from her ambitious, ground-breaking Of Woman Born: Motherhood as Experience and Institution. As the New York Times wrote, Rich “brought the oppression of women and lesbians to the forefront of poetic discourse,” as evidenced in her 1980 essay, “Compulsory Heterosexuality and Lesbian Existence.” Also among these insightful and forward-thinking works are: “Split at the Root: An Essay on Jewish Identity”; excerpts from What Is Found There, about the need to reexamine the literary canon; “Why I Refused the National Medal for the Arts”; “Poetry and the Forgotten Future”; and other writings that profoundly shaped second-wave feminism, each balanced by Rich’s signature blend of research, theory, and self-reflection.
Dieser Band ist Alexander Stephan gewidmet und spiegelt dessen wissenschaftliche Interessengebiete und Leistungen wider. Das Buch enthalt Aufsatze von fuhrenden Wissenschaftlerinnen und Wissenschaftlern zur Politik und Kultur deutsch-amerikanischer Beziehungen sowie zur Tradition der Kulturvermittlung. Die Themen reichen von der aktuellen Politik, Kulturdiplomatie und Amerikanisierung bis zur historischen Auseinandersetzung mit mitteleuropaischen Kunstlern und Schriftstellern, die als Intellektuelle einen wesentlichen Einfluss auf die Kulturpolitik der 20er Jahre und auf die Zeit nach dem Zweiten Weltkrieg ausubten. This volume reflects the scholarly interests and achievements of Alexander Stephan in whose honor it was conceived. The book presents essays by leading international scholars on the contours of politics and culture in German-American relations as well as broader traditions of cultural mediation. Topics range from current concerns about public policy and cultural diplomacy, Americanization and anti-Americanism to historical considerations of Central European artists and writers who as public intellectuals had signiﬁcant impact on the politics of culture after World War Two and earlier."
Education and Cultural Politics: Interrogating Idiotic Education is a conceptualization of protest and resistance against the cultural politics of oppression and domination of people of African descent in the Caribbean and North America. It is also a theorization of their redemption from being victims of racism, classism, sexism, and heterosexism. The book combines the theoretical models of discrimination and oppression through the use of the axis of the social evils to critically analyze the cultural politics of education in relation to black people in the African Diaspora. It does this through the lens of critical redemptive education which is seen through an Afrocentric philosophy. The book illustrates how the lives of black people are constructed by slavery and colonialism which have etched their mores into the black psyche. The book advocates the view that slavocracy, the colonial construction of black psyche, is not indelible. It can be deconstructed through conscience and reconstructed through a non-idiotic, liberatory education using the philosophy of critical redemptive education which fosters a genuine koinonia among black communities serving as the antidote for the current black nihilism in black communities which is the legacy of our oppressive existence.
The New Series Studies In Women Writers In English Is A Grateful Acknowledgment Of The Contribution And Public Recognition Of The Emerging Voice Of Women In The Arena Of Literature During The Last Few Centuries, And Especially In The Latter Half Of The Twentieth Century. Women Writers Across The Globe Have Made Their Distinctive Mark, With Their Own Perception Of Life Be It Feminine, Or Feminist Or Female.The Critique Of Work By Women Writers Introduced In The Present Volume, The Sixth In The Series, Bears Evidence To The Growing Critical Attention Towards Authors Writing Outside The Mainstream, In America, Canada, And Especially In India, Who Can Be Seen Sharing Similar Awareness And Feelings Regarding The Woman S Angst And Aspirations.Since Most Of The Authors Discussed In These Articles Are Prescribed In The English Syllabus In The Universities Of India, Both The Teachers And The Students Will Find Them Extremely Useful, And The General Readers Who Are Interested In Literature In English And/Or Women Writers Will Also Find Them Intellectually Stimulating.
A study of the representation of reading in early modern Englishwomen's writing, this book exists at the intersection of textual criticism and cultural history. It looks at depictions of reading in devotional works, maternal advice books, poetry, fiction, and manuscripts for evidence of ways in which women conceived of reading in sixteenth- and early seventeenth-century England. Among the texts considered are Katherine Parr, Lamentation of a Sinner; Anne Askew, The Examinations of Anne Askew; Dorothy Leigh, The Mothers Blessing; Elizabeth Grymeston, Miscelanea Meditations Memoratives; Anne Cornwallis's commonplace book (Folger MS V.a.89); Aemelia Lanyer, Salve Deus Rex Judaeorum; The Death and Passion of Our Lord Jesus Christ (Bodleian MS Don.e.17), and Mary Wroth, The First Part of The Countess of Montgomery's Urania.
This book introduces central assumptions that govern postmodern and feminist theory, offering educators a language to create new ways of conceiving pedagogy and its relationship to social, cultural, and intellectual life. It challenges some of the major categories and practices that have dominated educational theory and practice in the United States and in other countries since the beginning of the twentieth century. Rejecting the apolitical nature of some postmodern discourses and the separatism characteristic of some versions of cultural feminism, the contributors take a political stand rooted in concern with cultural and social justice. In so doing, these essays represent a linguistic shift regarding how we think about ethics, foundationalism, difference, and culture. The selections present a concern with developing a language that is critical of master narratives, racism, sexism, and those technologies of power in schools that subjugate, infantilize, and oppress students. The authors also develop a language of possibility that focuses on analyzing how power can be linked productively to knowledge, how teachers can construct classroom social relations based on notions of equity and justice, how critical pedagogy can contribute to an identity politics that is grounded in democratic relations, and how teachers can develop analyses that enable students to become self-reflective actors as they transform themselves and the conditions of their social existence.