Cultural studies Books

Book SynopsisDiscusses the dominant cultural forms in 1970s America, providing a clear overview of the major cultural forms - fiction and poetry; television and drama; film and visual culture; music and fashion; and sports - and influential texts of the decade.Trade ReviewWill Kaufman's American Culture in the 1970s belongs on the shelf of every Americanist and in all libraries with collections of American Studies. Invaluable as an introduction to that 'vibrant decade demanding renewed critical scrutiny' or to American Studies in general, the book guides us through the turbulent 70s while providing a solid basis for further reading and research. Kaufmann constructs a spirited debate with those who have written off the decade as narcissistic (Christopher Lasch) or hedonistic (Daniel Bell) demonstrating as he goes the 'momentous strides [that] were taken across a range of social and political landscapes' and the variety and richness of the culture. He focuses, for instance, on Watergate Hearings as theatre, film (Taxi Driver, Star Wars), spectacular sports ('The Rumble in the Jungle,' King's defeat of Riggs), literature (Carver, Mamet), photography (Diane Arbus), pop culture (Warhol), and music (Springsteen, Disco). Extensively researched and lucidly written American Culture in the 1970s is a pleasure to read and learn from. -- Donald E Morse, Emeritus Professor of English and Rhetoric, Oakland University, USA and Distinguished University Professor of American, Irish, and English Literature, Debrecen University, Hungary Will Kaufman's American Culture in the 1970s belongs on the shelf of every Americanist and in all libraries with collections of American Studies. Invaluable as an introduction to that 'vibrant decade demanding renewed critical scrutiny' or to American Studies in general, the book guides us through the turbulent 70s while providing a solid basis for further reading and research. Kaufmann constructs a spirited debate with those who have written off the decade as narcissistic (Christopher Lasch) or hedonistic (Daniel Bell) demonstrating as he goes the 'momentous strides [that] were taken across a range of social and political landscapes' and the variety and richness of the culture. He focuses, for instance, on Watergate Hearings as theatre, film (Taxi Driver, Star Wars), spectacular sports ('The Rumble in the Jungle,' King's defeat of Riggs), literature (Carver, Mamet), photography (Diane Arbus), pop culture (Warhol), and music (Springsteen, Disco). Extensively researched and lucidly written American Culture in the 1970s is a pleasure to read and learn from.Table of ContentsList of Figures; List of Case Studies; Acknowledgements; Chronology of 1970s Culture; Introduction: The Intellectual Context; 1. Fiction and Poetry; 2. Television and Drama; 3. Film and Visual Culture; 4. Popular Music and Style; 5. Public Space and Spectacle; Conclusion: Rethinking the 1970s.

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Book SynopsisThis volume offers the reader a comprehensive critical overview of the widespread and profound contest of ideas within European 'theory'.Table of ContentsPreface; 1. Rene Descartes and Baruch Spinoza: Beginnings, Warren Montag; 2. Immanuel Kant and Georg Wilhelm Friedrich Hegel, Jacques Lazra; 3. Johann Christian Friedrich Holderlin, Veronique M. Foti; 4. Karl Marx, Robert C. Holub; 5. Charles Baudelaire and Stephane Mallarme, Elizabeth Constable; 6. Friedrich Nietzsche, Robert C. Holub; 7. Sigmund Freud, Juliet Flower MacCannell; 8. Ferdinand de Saussure and Structural Linguistics, Kenneth Womack; 9. Edmund Husserl, Claire Colebrook; 10. Phenomenology, Ullrich Michael Haase; 11. Gaston Bachelard and George Canguilhem: Epistemology in France, Alison Ross and Amir Ahmadi; 12. Jean Paulhan and/versus Francis Ponge, Jan Baetens; 13. Gyorgy Lukacs, Mitchell R. Lewis; 14. Russian Formalism, the Moscow Linguistics Circle, and Prague Structuralism: Boris Eichenbaum, Jan Mukarovsky, Victor Shklovsky, Yuri Tynyanov, Roman Jakobson, Kenneth Womack; 15. Ludwig Wittgenstein, William Flesch; 16. Martin Heidegger, Claire Colebrook; 17. Antonio Gramsci, Stephen Shapiro; 18. Walter Benjamin, Jeremy Tambling; 19. Reception Theory: Roman Ingarden, Hans-Georg Gadamer and the Geneva School, Luke Ferretter; 20. The Frankfurt School, the Marxist Tradition, Culture and Critical Thinking: Max Horkheimer, Herbert Marcuse, Theodor Adorno, Jurgen Habermas, Kenneth Surin; 21. Mikhail Bakhtin, R. Brandon Kershner; 22. Georges Bataille and Maurice Blanchot, Arkady Plotnitsky; 23. Bertolt Brecht, Loren Kruger; 24. Jacques Lacan, Juliet Flower MacCannell; 25. The Reception of Hegel and Heidegger in France: Alexandre Kojeve, John Hyppolite, and Maurice Merleau-Ponty, Jean Michel Rabate; 26. Jean-Paul Sartre, Albert Camus, and Existentialism, Mark Currie; 27. Emmanuel Levinas, Kevin Hart; 28. Simone de Beauvoir and French Feminism, Karen Green; 29. Claude Levi-Strauss, Boris Wiseman; 30. Jean Genet, Alain-Michel Rocheleau; 31. Paul Ricoeur, Martin McQuillan; 32. Roland Barthes, Nick Mansfield; 33. French Structuralism: A. J. Greimas, Tzvetan Todorov and Gerard Genette, Dirk de Geest; 34. Louis Althusser and his Circle, Warren Montag; 35. Reception Theory and Reader-Response: Hans-Robert Jauss, Wolfgang Iser, and the School of Konstanz, Jeremy Lane; 36. Jean-Francois Lyotard and Jean Baudrillard: The Suspicion of Metanarratives, Garry Leonard; 37. The Social and the Cultural: Michel de Certeau, Pierre Bourdieu and Louis Marin, Brian Niro; 38. Gilles Deleuze and Felix Guattari, Claire Colebrook; 39. Michel Foucault, John Brannigan; 40. Jacques Derrida, Kevin Hart; 41. Luce Irigaray, Ewa Ziarek; 42. Christian Metz, Marcia Butzel; 43. Guy Debord and the Situationist International, Lynn A. Higgins; 44. Umberto Eco, SunHee Kim Gertz; 45. Modernities: Paul Virilio, Gianni Vattimo, Giorgio Agamben, David Punter; 46. Helene Cixous, Juliet Flower MacCannell; 47. Philippe Lacoue-Labarthe and Jean-Luc Nancy, Heesok Chang; 48. Julia Kristeva, Joan Brandt; 49. Slavoj Zizek, Michael Walsh; 50. Cahiers du Cinema, Maureen Turim; 51. Critical Fictions: Experiments in Writing from Le Noveau Roman to the Oulipo, Jean Baetens; 52. Tel Quel, Jean-Michel Rabate; 53. Other French Feminisms: Sarah Kofman, Monique Wittig, Michele Le Doeuff, Nicole Fluhr; 54. Psychoanalytic Literary Criticism in France, Nicholas T. Rand; Contributors; Index.

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Book SynopsisThis volume presents the reader with a comprehensive and critical introduction to the development and institutionalization of literary and cultural studies throughout the twentieth century and at the beginning of the twenty-first.Table of ContentsPreface; 1. Charles Sanders Peirce and Semiotics, Kenneth Womack; 2. The New Criticism, Charles Altieri; 3. The Chicago School, William Baker; 4. Northrop Frye, Imre Salusinszky; 5. The Encounter with Structuralism and the Invention of Poststructuralism, Mark Currie; 6. Reception Theory and Reader-Response: Norman Holland, Stanley Fish and David Bleich, Jeremy Lane; 7. The Yale Critics? J. Hillis Miller, Geoffrey Hartman, Harold Bloom, Paul de Man, Ortwin de Graef; 8. Deconstruction of America, William Flesch; 9. Fredric Jameson and Marxist Literary and Cultural Criticism, Carolyn Lesjak; 10. Edward W. Said, John Kucich; 11. American Feminisms: Images of Women and Gynocriticism, Ruth Robbins; 12. Feminisms in the 1980s and 1990s: The Encounter with Poststructuralism and Gender Studies, Megan Becker-Leckrone; 13. Psychoanalysis and Literary Criticism, Megan Becker-Leckrone; 14. Feminists of Color, Anne Donadey; 15. Stephen Greenblatt and the New Historicism, Virginia Mason Vaughan; 16. Lesbian and Gay Studies/Queer Theory, David Van Leer; 17. Postcolonial Studies, Malini Johar Schueller; 18. Cultural Studies and Multiculturalism, Marcel Cornis-Pope; 19. African-American Studies, Yun Hsing Wu; 20. Chicano/a Literature, Amelia Maria de la Luz Montes; 21. Film Studies, Toby Miller; 22. Feminist Film Studies and Film Theory, Julian Wolfreys; 23. Ethical Criticism, Kenneth Womack; 24. Postmodernism, Marcel Cornis-Pope; 25. The Role of Journals in Theoretical Debate, Kate Flint; 26. Whiteness Studies, Betsy Nies; 27. Masculinity and Cultural Studies, David Alderson; 28. Comics Studies, Christopher Eklund; 29. Anglophone Canadian Literary Studies, Fiona Tolan; 30. Francophone Canadian Literature, Elodie Rousselot; Contributors; Index.

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Book SynopsisThis new textbook addresses the neglect of practical research methods in cultural studies. It provides students with clearly written overviews of research methods in cultural studies, along with guidelines on how to put these methods into operation. It advocates a multi-method approach, with students drawing from a pool of techniques and approaches suitable for their own topics of investigation. The book covers the following main areas:* Drawing on experience, and studying how narratives make sense of experience.* Investigating production processes in the cultural industries, and the consumption and assimilation of cultural products by audiences and fans.* Taking both quantitative and qualitative approaches to the study of cultural life.* Analysing visual images and both spoken and written forms of discourse.* Exploring cultural memory and historical representation.The contributors, along with Michael Pickering, are Martin Barker, Aeron Davis, David Deacon, Emily Keightley, Steph Lawler, Anneke Meyer, Virginia Nightingale, and Sarah Pink. The book is designed for use by students on upper-level undergraduate and taught Masters-level courses as well as postgraduate research students and cultural studies researchers more generally. It will be of enormous value across all fields of study involved in cultural enquiry and analysis.Trade ReviewThis book serves a double purpose: it features very useful 'how to' advice and guidance but Pickering and his contributors also take many of the assumptions and practices of cultural studies to task. This book is primarily aimed at upper level undergraduate and graduate students, but it would be a valuable resource across all areas of teaching. -- Geoff Lealand, University of Waikato Media International Australia Research Methods for Cultural Studies is a brilliant book. It is inspiring, challenging, stroppy, provocative and well written. It has punch and passion ... This is the best book that has been written on cultural studies methods. -- Tara Babazon, University of Brighton Times Higher Education Providing readers with a clear, concise overview of the qualitative and quantitative approaches to research methods in cultural studies, This book will be useful for undergraduate students of all aspects of cultural study from anthropology to media studies. Bookseller Michael Pickering has assembled a fine and fascinating collection of articles from various scholars working in cultural studies. That the book consists of ten chapters plus an introduction and index makes it an ideal starter text for those beginning research! Of particular assistance to the course leader who may well select this book as a text for an undergraduate or graduate course is the Summary Key Points section which concludes each chapter. The clarity of these summary points, along with a Further Reading section, provides accessibility and focus that is always valuable for new scholars. Pickering intends his book to help establish methods training as an integral part of doing cultural studies. In this, he has succeeded! Pickering's text is likely to become a classic in the field and helpful to any and all interested in meaningful research within the social sciences. -- Allyson Jule, Trinity Western University, Canada Qualitative Research This book serves a double purpose: it features very useful 'how to' advice and guidance but Pickering and his contributors also take many of the assumptions and practices of cultural studies to task. This book is primarily aimed at upper level undergraduate and graduate students, but it would be a valuable resource across all areas of teaching. Research Methods for Cultural Studies is a brilliant book. It is inspiring, challenging, stroppy, provocative and well written. It has punch and passion ... This is the best book that has been written on cultural studies methods. Providing readers with a clear, concise overview of the qualitative and quantitative approaches to research methods in cultural studies, This book will be useful for undergraduate students of all aspects of cultural study from anthropology to media studies. Michael Pickering has assembled a fine and fascinating collection of articles from various scholars working in cultural studies. That the book consists of ten chapters plus an introduction and index makes it an ideal starter text for those beginning research! Of particular assistance to the course leader who may well select this book as a text for an undergraduate or graduate course is the Summary Key Points section which concludes each chapter. The clarity of these summary points, along with a Further Reading section, provides accessibility and focus that is always valuable for new scholars. Pickering intends his book to help establish methods training as an integral part of doing cultural studies. In this, he has succeeded! Pickering's text is likely to become a classic in the field and helpful to any and all interested in meaningful research within the social sciences.Table of ContentsIntroduction - Michael Pickering SECTION ONE: LIVES AND LIVED EXPERIENCE 1. Experience and the Social World - Michael Pickering 2. Stories and the Social World - Steph Lawler SECTION TWO: PRODUCTION AND CONSUMPTION 3. Investigating Cultural Producers - Aeron Davis 4. Investigating Cultural Consumers - Anneke Meyer SECTION THREE: QUANTITY AND QUALITY 5. Why Counting Counts - David Deacon 6. Why Observing Matters - Virginia Nightingale SECTION FOUR: TEXTS AND PICTURES 7. Analysing Visual Experience - Sarah Pink 8. Analysing Discourse - Martin Barker SECTION FIVE: LINKING WITH THE PAST 9. Engaging with Memory - Emily Keigthley 10. Engaging with History - Michael Pickering

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Book SynopsisA chronological introduction to the work of Jean Baudrillard, with a selection of classic readings.Table of ContentsContents Acknowledgements Chapter 1: On Non-Postmodernity by Steve Redhead Chapter 2: Mass Media Culture Chapter 3: The Linguistic Imaginary Chapter 4: The Ecliptic of Sex Chapter 5: The Beaubourg Effect: Implosion and Deterrence Chapter 6: Please Follow Me Chapter 7: The Evil Demon of Images Chapter 8: The Gulf War: Is It Really Taking Place? Chapter 9: Pataphysics of the Year 2000 Chapter 10: Impossible Exchange Chapter 11: The Millennium, or the Suspense of the Year 2000 Chapter 12: Truth or Radicality? The Future of Architecture Chapter 13: The Art Conspiracy Chapter 14: Requiem for the Twin Towers Chapter 15: Pornography of War Chapter 16: Contemporary Art: Art Contemporary with Itself Chapter 17: The Pyres of Autumn Chapter 18: We Have Never Been Postmodern: Reading Jean Baudrillard by Steve Redhead

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Book SynopsisCultural Authority in the Age of Whitman deals with narratives of cultural legitimation in nineteenth-century US literature, in a transatlantic context. Exploring how literary professionalism shapes romantic and modern cultural space, Leypoldt traces the nineteenth-century fusion of poetic radicalism with cultural nationalism from its beginnings in transatlantic early romanticism, to the poetry and poetics of Walt Whitman, and Whitman''s modernist reinvention as an icon of a native avant-garde. Whitman made cultural nationalism compatible with the rhetorical needs of professional authorship by trying to hold national authenticity and literary authority in a single poetic vision. Yet the notion that his ''language experiment'' transformed essential democratic experience into a genuine American aesthetics also owes much to Whitman''s retrospective canonization. What Leypoldt calls Whitmanian authority is thus a transatlantic and transhistorical discursive construct that can be approached from four angles: this book begins with an overview of transatlantic contexts such as the 19th-century literary field (Bourdieu) and the romantic turn to expressivism (Taylor); a detailed analysis of how Whitman''s positions develop from the intellectual habitus and cultural criticism of Ralph Waldo Emerson follows, and in a third section Whitmanian authority is located within three conceptual fields that function as contact zones for European and American theories of culture: romantic notions of national style as a kind of music; place-centered concepts of national aesthetics; and traditional ideas about the aesthetic effects of democratic institutions. The final section, on Whitman''s reinvention between the 1870s and the 1940s, discusses how the heterogeneous nineteenth-century perceptions of Whitman''s work were streamlined into a modernist version of Whitman''s nationalist program.Trade ReviewTheoretical rigour and emphatic assurance Discerning analysis -- Andrew Radford Journal of American Studies Gunter Leypoldt's impressive new book represents a sophisticated theoretical attempt to historicize the transnational by showing how Whitman conceived of his cultural authority as involving a deliberate attempt to create parallels and analogies among different aspects of U.S. culture. By contrasting this synthetic version of romantic nationalism with more heterogeneous versions of nineteenth-century aesthetics, including a fascinating chapter on Whitman's own involvement with the language of classical music, Lepoldt extends both the chronological and philosophical boundaries of critical discussions about the transnational turn. -- Paul Giles, Professor of American Literature, University of Oxford This impressive study in cultural politics clarifies two puzzles: why did Whitman believe that there was a tight connection between free citizens and the "lawless music" of free verse? and why has anyone else ever believed it? With real erudition, Leypoldt spans a history from the Enlightenment to Modernism, while maintaining his focus on Whitman. Rich resources from British, German, French, and American intellectual history are marshaled by a strong sociological thesis. -- Jonathan Arac, Mellon Professor of English, University of Pittsburgh. ... a thoroughly engaging, intelligent, eloquent book. -- Daniel Goske ZAA - Zeitschrift fuer Anglistik und Amerikanistik Impeccably edited, amply annotated and indexed, this book provides rich food for thought. -- Daniel Goske ZAA - Zeitschrift fuer Anglistik und Amerikanistik Theoretical rigour and emphatic assurance Discerning analysis Gunter Leypoldt's impressive new book represents a sophisticated theoretical attempt to historicize the transnational by showing how Whitman conceived of his cultural authority as involving a deliberate attempt to create parallels and analogies among different aspects of U.S. culture. By contrasting this synthetic version of romantic nationalism with more heterogeneous versions of nineteenth-century aesthetics, including a fascinating chapter on Whitman's own involvement with the language of classical music, Lepoldt extends both the chronological and philosophical boundaries of critical discussions about the transnational turn. This impressive study in cultural politics clarifies two puzzles: why did Whitman believe that there was a tight connection between free citizens and the "lawless music" of free verse? and why has anyone else ever believed it? With real erudition, Leypoldt spans a history from the Enlightenment to Modernism, while maintaining his focus on Whitman. Rich resources from British, German, French, and American intellectual history are marshaled by a strong sociological thesis. ... a thoroughly engaging, intelligent, eloquent book. Impeccably edited, amply annotated and indexed, this book provides rich food for thought.Table of ContentsPreface; Acknowledgments; Introduction: Whitman and the 'Lawless Music' of American Culture; 1. The 19th Century Intellectual Field; 2. US Discourse and the Expressivist Turn; 3. The Poet as Orphic Singer: Ralph Waldo Emerson; 4. Walt Whitman and the Poetry of the Future; 5. The Music of America; 6. National Identity and the Smell of the Woods; 7. The Democratic Muse; 8. Contemporary Reception; 9. Whitman among the Moderns; Epilog: After the American Renaissance; Bibliography; Primary Works; Secondary Works; Index.

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Book SynopsisJohn Storey's best and most significant contributions to the field of cultural studies - together in a single volume.Table of Contents1. Culture and Power in Cultural Studies; 2. Matthew Arnold: The Politics of an Organic Intellectual; 3. Rockin' Hegemony: West Coast Rock and America's War in Vietnam; 4. Texts, Readers, Reading Formations: 'My Poll and My Partner Joe' in Manchester in 1841; 5. Cultural Studies: The Politics of an Academic Practice; an Academic Practice as Politics; 6. The Sixties in the Nineties: Pastiche or Hyperconsciousness?; 7. The Articulation of Memory and Desire: From Vietnam to the War in the Persian Gulf; 8. The Social Life of Opera; 9. Globalisation as Cultural Americanisation; 10. Inventing Opera in Nineteenth-Century Manchester; 11. The Invention of the English Christmas; 12. 'The spoiled adopted child of Great Britain and even of the Empire': A symptomatic reading of Heart of Darkness.

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Book SynopsisExamines how Omani life and culture, shaped by principles and practices of social engagement grounded in ideals of tact and tolerance over a long period, have played a lead role in the country''s contemporary foreign policy, especially with relation to US-Iranian relations and the Middle East peace process.

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Book SynopsisPaul Virilio is one of the most challenging critics of art and technology. His work has produced substantial debate, compelling readers to ask if his criticism is out of touch or out in front of traditional perspectives. This title includes 13 original writings, that is suitable for students and researchers into contemporary visual culture.

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Book SynopsisWhat sorts of things do we think about when we''re driving - or being driven? Drivetime seeks to answer this question by drawing upon a rich archive of British and American texts from ''the motoring century'' (1900-2000), paying particular attention to the way in which the practice of driving shapes and structures our thinking.

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Book SynopsisShowcasing an evolving personal mode of narrating memory, documenting reality, and inscribing subjectivity, this book presents a provocative portrait of the independent filmmakers as a peculiarly pained yet active group of historical subjects of the transitional, post-socialist era.

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Book SynopsisIn light of their tremendous gains in the political and professional sphere, why is it that most contemporary American films aimed at women still focus almost exclusively on their pursuit of a heterosexual romantic relationship? American Postfeminist Cinema explores this question and is the first book to examine the symbiotic relationship between heterosexual romance and postfeminist culture. The book argues that since 1980, postfeminism''s most salient tensions and anxieties have been reflected and negotiated in the American romance film. Case studies from a broad range of Hollywood and independent films and other media texts reveal how the postfeminist romance cycle is intertwined with contemporary women''s ambivalence and broader cultural anxieties about their changing social and political status. This accessible and engaging book offers a new perspective on both popular American romance films and postfeminist cultural criticism. It continues the tradition of feminist analysis of romance as a significant media genre for women and is essential reading for students and scholars in Film Studies, Cultural Studies, and Gender Studies.About the series: Traditions in American Cinema explores a wide range of traditions in American cinema which are in need of introduction, investigation or critical reassessment. Each book emphasizes the multiplicity rather than the supposed homogeneity of studio era and independent filmmaking.

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Book SynopsisThe life and times of polymath, scholar, author and folk hero, Hamish Henderson (1919-2002), poses, and helps us to answer, these questions. This book examines his life long commitment to finding a form of artistic expression suitable for post was Europe. It explores his ideas in their intellectual, cultural and political contexts.

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Book SynopsisExplores a specific site - the Reading Room of the British Museum - as a space of imaginative potential in relation to the emergence of modern women writers in Victorian and early 20th-century London. This book challenges an assessment of the Reading Room of the British Museum as a bastion of class and gender privilege.

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Book SynopsisWhere is the ethnic minority presence in cyberspace? In this book, Linda Leung makes a pioneering exploration of ethnic minority presence in cyberspace. She finds that despite the apparent white, Western, male, middle class profile of cyberspace, there is significant ethnic minority activity. The work draws on the author's empirical research amongst ethnic minority women and incorporates discussion of media and web-texts from the US, Canada, Britain and Australia. This is a fascinating interdisciplinary examination of the web-participation of ethnic communities, which sheds light on how ethnic identities are articulated in cyberspace and contemporary society in both predictable and surprising ways.Trade Review’Linda Leung addresses questions too often sidestepped or ignored when it comes to New Media. Her specific and focused study has important implications in terms of a critique of the racialised and ethnocentric character of the [world-wide web]. Never overstated, her work demands a change of minds and practice. That she presents her critique through evidence, discussion, interaction and engagement, and does so with style and grace, and with a never rushed urgency, makes this book an indispensable guide.’ John Hutnyk, Goldsmiths College, University of London, UK ’This book engages media theory across television, film and the internet in relation to race and ethnicity, thus allowing a historically contextual and nuanced understanding of the interplay of virtuality and ethnicity, online and offline. Leung lays out the complexity of absences and presences of racialized bodies' works in relation to the internet. Her work addresses gaps in what has thus far been a mostly US-centric approach to race in cyberspace.’ Radhika Gajjala, Bowling Green State University, USATable of ContentsContents: Introduction; ’Not Everything in Black and White Makes Sense’: differing definitions of difference; ’Its All There in Black and White’: media studies and the theorising of race and ethnicity on the world wide web; Tactics and technologies of resistance: the web as minority medium; The Matrix: the complexities of the empirical research and its interdisciplinary methodologies; A computer in the home or a bug in the house? Ethnic minority women’s consumption of information technology in the domestic sphere; Continuing the tradition: translating the web through previous media; Reconfiguring ethnicity: the web as technology of self-representation; Conclusions; Bibliography; Index.

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Book SynopsisFrom Revolution to Revelation offers a new paradigm for Cultural Studies. Tara Brabazon explores our understanding of our own past and the collective past we share with others through popular culture. She investigates Generation X, the âpost-youthâ generation born between 1961 and 1981, and the popular cultural literacies that are the basis of this imagining community. She looks at the ways in which popular culture offers a vehicle for memory, providing the building blocks of identity - the politics and passion of life captured in an unforgettable song, an amazing nightclub, or an unexpected goal in extra time. For a fan, the joy and exhilaration is enough, but it is the task of cultural studies to understand why particular cultural forms survive the passage of time and space. Brabazon argues, with Lawrence Grossberg, that Cultural Studies is âthe Generation X of the academic worldâ. She tracks its journey away from Marxism and subcultural theory and looks at its future. In particular she explores the possibilities of popular memory studies in reclaiming and repairing the discipline of Cultural Studies - making it as relevant and as revelatory as in its revolutionary past.Trade Review’People like to call psychoanalysis Freudian, philosophy Hegelian, postmodernism Baudrillardian...but when it comes to cultural studies, make mine Brabazonian. From Revolution to Revelation is a superb book that picks apart popular memory, separating useless, morbid nostalgia from inspiring, vital recall. In her racy, electric writing, Brabazon takes us from the smallest, most endearing details of popular texts and events through to the full-blown creation of new, fluid communities. Hers is a cultural politics that comes with anger, laughter, style and wisdom. This is a book that brings both revolution and revelation.’ Adrian Martin, Film Critic 'From the first to the last page, From Revolution to Revelation is a very personal book. Brabazon's interest in popular memories that are partly hr own guarantees for an immensely entertaining style of writing...her studies keep the promise of providing revelation.' American StudiesTable of ContentsContents: Introduction: changing the dedication. Building the Hacienda: The archaeology of X: making a (post) youth culture; Settling accounts with Birmingham; Thank you for the history lesson; Always on my mind: building popular memory studies. Sound And Vision: Reading on your feet and dancing through the revolution; Dancing with the chairman of the board; Here to stay? 24 hour (post) party people; Looking through rouge coloured glasses; Conclusion: save Ferris; Select bibliography; Index.

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Book SynopsisWhy Canadians started to walk away from organized Christianity in the 1960s and how that defection became an exodus.Trade Review"Leaving Christianity develops the first coherent historical analysis of the postwar secularization of Canadian society deploying statistical evidence in abundance. It also brings the state of the historiography on Canada in this period up to the levels of Europe and the US. It offers a detailed analysis of a great deal of statistical data with a keen understanding of the trends in demographic, eccliesiastical, and religious change." Callum Brown, University of Glasgow“A major, original, and important contribution to scholarship and a groundbreaking and important contribution to our understanding of the evolution of Canadian identity.” David Seljak, University of Waterloo"This book is a must-read for anyone interested in religion in Canada, and brings much to the table. First and foremost, the authors are part of only a very small handful of researchers analyzing the extensive quantitative data on church membership, Sunday School participation, rites of passage, and more collected and archived by Canadian churches. This data has been severely underutilized by those studying religious trends in the country, and nowhere will you find a more comprehensive analysis of this data spanning eight decades and over a dozen denominations and groups than in Leaving Christianity." Reading Religion"Leaving Christianity is a book long overdue. Rather than dealing in fantasies of Christian revival, Brian Clarke and Stuart Macdonald take a detailed and realistic look at statistical data from a range of sources to analyze the present status of Christia"A serious, no-holds-barred report on the eclipse of the Christian churches in Canada, plummeting enrollments and institutional marginalization ... ." Literary Review of Canada

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Book SynopsisTrade Review"A cool, clever and captivating look at modern Japan. A one of a kind approach to explaining Japanese culture. Buy two copies and give one to a friend." --Robert Whiting, author of You Gotta Have Wa"Feel lost in Tokyo? Don't know what's going on? You need Clueless in Tokyo. This colorful guide will, ahem, clue you in to the city's sights and sounds." --Brian Ashcraft, author of Japanese Schoolgirl Confidential"Drawn in charming watercolor sketches with accompanying Japanese terms…this is a must-read!" --I Am Aileen blog

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Book SynopsisThis book constitutes the first time in the field of developmental psychology that cross-cultural roots of minority child development have been studied in their ancestral societies in a systematic way--and by an international group of researchers. Most child development and child psychology texts take cultural diversity in development into account only as an addendum or as a special case--it is not integrated into a comprehensive theory or model of development. The purpose of this text is to redress this situation by enlisting insiders'' and outsiders'' perspectives on socialization and development in a diverse sampling of the world''s cultures, including developing regions that often lack the means to speak for themselves in the arena of international social science. The unique feature of this text is the paradigm. For the minority groups represented, the questions focused on how development was behaviorally expressed within the culture of origin and in new socTrade Review"...an excellent source for gaining information regarding the socialization and development of the minority groups....present[s] useful information which can help graduate students in the social sciences, developmental, educational, clinical and school psychologists, and researchers to give more credence to the impact of culture on development and socialization in their respective fields of work. This book would be appropriate for courses that have a focus on multicultural aspects, such as race and ethnicity, educational aspects of minority groups, and mental health courses addressing appropriate interventions."—Cultural Diversity and Mental Health"...effectively brings together theory and research findings on child development within various cultural groups. In practical terms, this volume enables those interested in cross-cultural research to obtain useful information about similarities and dissimilarities within and across groups, from one source. Additionally, the book serves to stimulate interest in the field and leads the reader to question previously held assumptions and beliefs about culture and the manner in which cross-cultural research is conducted....this volume makes an important contribution to the field of developmental psychology and to the study of minority child development. It is encouraging for those trying to advance cross-cultural research and informative for those wanting to learn more about diverse groups in a pluralistic society."—Journal of Applied Developmental Psychology"Greenfield and Cocking...provide a useful framework for examining the influence of cultures in contact on learning and cognitive development....the volume meets the editors' goals of contributing to a cultural-historical approach and to a theory of development that reaches beyond Euro-American norms. The collection has breadth."—Mind, Culture, and Activity"Not since the turn of the century has it been so important for those who study and work with children to recognize the impact of cultural history, the reason for migration, the migratory experience itself, and the experience of integration into the host society by the family. All of these concepts are crucial to understanding the cross-cultural roots of minority child development. This book is an excellent beginning."—American Journal of Mental Retardation"The editors are to be applauded for bringing together a stunning range of locales and settings and a highly competent group of international scholars."—Comparative Education ReviewTable of ContentsContents: Preface. P.M. Greenfield, Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice. Part I: American Roots.F.M.T. Uribe, R.A. LeVine, S.E. LeVine, Maternal Behavior in a Mexican Community: The Changing Environments of Children. C. Delgado-Gaitan, Socializing Young Children in Mexican-American Families: An Intergenerational Perspective. R.G. Tharp, Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis. J.R. Joe, Revaluing Native-American Concepts of Development and Education. J.H. Suina, L.B. Smolkin, From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students. Part II: African Roots.A.B. Nsamenang, M.E. Lamb, Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon. J. Rabain-Jamin, Language and Socialization of the Child in African Families Living in France. I.K. Blake, Language Development and Socialization in Young African-American Children. B.A. Oloko, Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition. Part III: Asian Roots.U. Kim, S-H. Choi, Individualism, Collectivism, and Child Development: A Korean Perspective. T.S. Lebra, Mother and Child in Japanese Socialization: A Japan-U.S. Comparison. H. Azuma, Two Modes of Cognitive Socialization in Japan and the United States. D.Y.F. Ho, Cognitive Socialization in Confucian Heritage Cultures. H. Stevenson, Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States. B. Schneider, J.A. Hieshima, S. Lee, S. Plank, East-Asian Academic Success in the United States: Family, School, and Community Explanations. R. Takanishi, Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans. Part IV: Concluding Perspectives.J.U. Ogbu, From Cultural Differences to Differences in Cultural Frame of Reference. R.R. Cocking, Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts.

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Book SynopsisWhat is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai''i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--Go to the Source--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/Trade Review"The book and the In Our Mother's Voice Web site are recommended for educators, legislators, and students of Native populations."—CHOICE"The book holds great promise as a tool to help various First Nations frame and give voice to their perspectives on education and to engage in the construction of an Indigenous educational policy and practice. Refreshing about the book is its representation of models using real-life artifacts that were constructed by participants to assist them in telling their individual and tribal stories of education."—The Alberta Journal of Educational Research"As is customary is most Iroquois gatherings, the words that come before all else are those of giving thanks for the all the gifts of life....so it is with the same spirit that I begin the Foreword for this book....The initial goal was to gather indigenous educational leaders together for a forum focused on sharing knowledge and best practices for the native children from various indigenous groups from throughout the world....Like many of our ancestors were in their lifetimes, the educators at this gathering represented the ones who assumed their responsibilities to care for the next seven generations. They are the ones who, throughout their lives, have fought the tough battles to perpetuate traditional native knowledge and to develop education that develops indigenous youth into whole human beings....I believe this compilation of their collective wisdom about creating meaningful knowledge will make a difference....Through this book, we hope that we will leave even better paths to education for the generations yet to come."—Valorie JohnsonFrom the "Foreword""Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice gives meaning to Article 15 of the United Nation's Draft Declaration of Indigenous People's Rights. The Declaration proclaims, 'Indigenous children have the right to all levels and forms of education of the State. All indigenous peoples also have this right and the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.' The legacy of colonialism and genocide has made it difficult to fulfill this right. Many educational traditions and practices have been lost or only remain in the memories of survivors of the indigenous people's holocaust. This book restores this educational legacy and adapts it to the reality of the global economy and culture. Further, it does more than recapture a lost past. The educational models included in this volume affirm the vitality of these traditions and their adaptability to contemporary times....It is my hope that the educational models described in this book will help put students, teachers, and the world on the path to harmony and hope."—Joel SpringFrom the "Note From the Editor of the Series""The purpose of this book is to create a space for the sharing of conversations and for the learning of both truth and wisdom through the ideas of fourteen Native educators from around the globe....Here, these remarkable teachers explore ways to enhance and apply a broader, more inclusive body of knowledge that links the 'best thinking' (theory and inquiry) on Native education with the 'best practices' (leadership, teaching, and learning) across diverse, Native communities. What we learn from these leaders is that our thinking and our work must be community-based and must facilitate the connection of schools, families, and children as we work across cultures to improve Native education. In addition, we learn that we must fashion a comprehensive curriculum that serves the academic, cultural, spiritual, and physical needs of Native children and youth. Finally, the learning experiences in this curriculum must be rooted in social action, which seeks to transform our current educational system, one that has for so long silenced Native peoples. This book begins the work of breaking that silence."—Maenette Kape'ahiokalani Padekene BenhamFrom the PrefaceTable of ContentsContents: J. Spring, From the Series Editor. V. Johnson, Foreword. Preface. M.K.P. Benham, J.E. Cooper, Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model. OUR DIFFERENT PATHS TO THE SOURCE:^R Transitions I: Path to a Native Epistemology--The Lightning Tree.K. Cherrington, Building a Child-Centered Model: "An Indigenous Model Must Look to the Future." J. Armstrong, A Holistic Education, Teachings From the Dance-House: "We Cannot Afford to Lose One Native Child." L. Aranga-Low, Grounding Vision on the Three Baskets of Knowledge: "Kia ora ai te iwi Maori." Transition II: Path to Native Language and Cultural Revitalization: "Everything You Need to Know Is in the Language."S. Keahi, Advocating for a Stimulating and Language-Based Education: "If You Don't Learn Your Language Where Can You Go Home To?" D. Kipp, A Commitment to Language-Based Education: "Among the Gifts We Can Give Our Children Is Our Cultural Traditions." K. Silva, Revitalizing Culture and Language: "Returning to the 'Aina." G. Kiernan, Building an Indigenous Language Center: "The Children Have the Right to Learn Their Language." Transitions: Path to the Spirit. Transition III: Path to the Spirit: "We Are Walking in a Sacred Manner."S. Suina, Linking Native People Around the Spirituality of All Life: "The Gifts of Our Grandmothers and Grandfathers." G. Gollnick, Creating a Ceremony: "Nature's Model From the Longhouse People." Transitions: Path to Community. Transition IV: Path to Community: "We Want to Remain the Person That Stops and Cares for the Grandparent."L.A. Napier, Building Linkages Across the Community: "To Take Action, Takes Great Courage and Strength." P. Johnson, Envisioning a Community-Centered Education: "We Do Not Own Our Children We Must Honor Them in All Ways." M. Wright, The Circle We Call Community: "As a Community, You All Have to Pull Together." S. Wetere-Bryant, Educational Empowerment for Maori People: "We Are on the Right Path. We Are on the Right Dreaming." R. Medcraft, Locating Global Learning Centers: "With the United Forces of Us All." B. Medicine, Afterword. J. Garcia, Appendix A: Exemplary Native Educational Programs in the United States. Resources for Native Educators. Appendix B: Resources for Native Educators.

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Book SynopsisThis multi-authored scholarly volume explores the divide between men and women in their consumption of news media, looking at how the sexes read and use news, historically and currently, how they use technology to access their news, and how todayâs news pertains to and is used by women. The volume also addresses diversity issues among womenâs use of news, considering racial, ethnic, international and feminist perspectives. The volume is intended to help readers understand adult news use behavior--a critical and timely issue considering the state of newspapers and television news in todayâs multi-media news environment.Trade ReviewFinally! After unsuccessful tries by others, Women, Men and News: Divided and Disconnected articulates many of the issues about women and their "connectiveness" to news that have largely been ignored. The authors wisely provide not just an explanation, but also a road map for the 21st century and beyond. Women, Men and News: Divided and Disconnected offers solid research and reporting about news consumption that crosses the lines of age, gender, ethnicity feminism, geography and technology. Their work stretches our understanding of what’s important to insure what the authors reinforce: informed citizens are necessary for a democratic society.If every media executive and university journalism educator would carefully review the "blueprint for increasing news consumers among today’s women and the next generation," we would be closer to understanding attitudes toward and expectations of news worldwide. With that understanding also comes a stronger, healthier, more respectful community.Women, Men and News: Divide and Disconnected also provides a much-needed read for today’s college students who get their news from the Jon Stewart Show, blogs, Facebook and YouTube.Dr. Barbara Bealor Hines, Professor, Howard University"This work provides an understanding of how the news and information industry is failing society, nationally and globally. The authors have put together a must-read for all students of democracy. It is packed with up-to-date information appropriate for use in graduate classes such as Media and the Sexes, or as a supplement to upper-level undergraduate courses such as Media Management. It is useful because it looks at traditional subjects such as news consumption in a completely different light and provides ammunition for discussion and classroom lectures."Angela M. Powers, Ph.D.Director and ProfessorA.Q. Miller School of Journalism and Mass CommunicationsKansas State University Through an interesting mix of chapters written by women with an interesting mix of credentials, Women, Men, and News takes a careful and critical look at the difference gender makes in the production and consumption of news. Focusing on various platforms for news, old and new alike, the material in this volume highlights an important challenge journalism faces in its commitment to open and inclusive public communication. Global in its reach and thoughtful in its analysis, Women, Men, and News makes a timely and significant contribution to the literature on the role of the press as an institution of democracy. Theodore L. Glasser, Stanford UniversityTable of ContentsTable of Contents Preface Part I Women, Men, and News Consumption Chapter 1: Trouble in the News Media Landscape-Paula Poindexter Chapter 2: Factors Contributing to the Sex Divide in Newspapers and Television News-Paula Poindexter Chapter 3: When Women Ignore the News-Paula Poindexter Chapter 4: IM, Downloading, Facebook, and Teen Magazines: Gateways or Barriers to News?-Paula Poindexter Part II Women in the News; Women in the Newsroom Chapter 5: Finding Women in the Newsroom and in the News - Paula Poindexter Chapter 6: The Softer Side of News -Paula Poindexter and Dustin Harp Part III Women, Technology, and News Chapter 7: Women and Technology: How Socialization Created a Gender Gap-Sharon Meraz Chapter 8: Online News: Factors Influencing the Divide Between Women and Men- Amy Schmitz Weiss Chapter 9: The Blogosphere’s Gender Gap: Differences in Visibility, Popularity, and Authority -Sharon Meraz Part IV Perspectives On Young Adults Chapter 10: Reaching Young Adults Begins with Change -Amy Zerba Women Worldwide Chapter 11: Women and the News: Europe, Egypt and the Middle East, and Africa- Jackie Harrison and Karen Sanders, Christiana Holtz-Bacha, Raquel Rodriguez Díaz, Serra Görpe, Salma Ghanem, and Chioma Ugochukwu Chapter 12: Women and the News: India and Asia – Smeeta Mishra, Xin (Sophie) Chen, Yi-ning Katherine Chen, and Kyung-Hee Kim Chapter 13: Women and the News: Latin America and the Caribbean - Vanessa de M. Higgins, Teresa Correra, Maria Flores, and Sharon Meraz Feminists on the News Chapter 14: News, Feminist Theories, and the Gender Divide-Dustin Harp Chapter 15: Critiquing Journalism: A 21st Century Feminist Perspective - Linda Steiner On Women, Race, Ethnicity, and News Chapter 16: Color and Content: Why the News Doesn’t Mirror Society -Lorraine Branham Chapter 17: Coverage of Latinos in the News Media: We’re Not There Yet -Maggie Rivas Rodriguez A Blueprint for the News Media Landscape of the Future Chapter 18: Strengthening the News Connection with Women and Cultivating the Next Generation-Paula Poindexter, Sharon Meraz, and Amy Schmitz Weiss

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Book SynopsisThis book examines how teachers, administrators, and educational institutions contribute to racial and ethnic inequality and offers policy and practice suggestions for change. It reviews the literature, the national societal and cultural contexts, definitions of race and ethnicity, family influences, and then explores the topic in relation to teachers, classrooms, school programs, school organization, and district policy making. The book concludes with recommendations on how to integrate current school restructuring with multicultural education.Trade Review"Race, Ethnicity, and Multiculturalism provides important analyses of structural and socio-organizational factors in schools, classrooms, and communities that make a real difference in the academic achievement of all children. Each chapter makes a real difference in the academic achievement of all children. Each chapter moves beyond analysis of these factors to sets of ideas and strategies that are universally applicable and are aimed at constructing what Hall terms 'equity pedagogy', involving a rejection of tracking and ability grouping and the substation of high expectations, a common academic core curriculum, and critical thinking skills for all students. Hall does a fine job of outlining policy implications and provides a first-rate introduction to the orientations taken by the contributing authors." -- Kathy Borma, Professor in the Department of Anthropology, David c. Anchin Center at the University of South Florida"The discussion is grounded, both in current theory and literature, as well as in rich, historical perspective that combines psychological, cultural, and sociological viewpoints in interactive ways. The chapters are crisp, articulate arguments written by recognized experts in the field. This work provides an invaluable integration of knowledge, power, race and education." -- Thomas L. Good, Professor of Educational Philosophy, University of Arizona"Provides important analyses of structural and social organizational factors in schools, classrooms, and communities that make a real difference in the academic achievement of all children." -- Kathy Borman, University of South FloridaTable of ContentsRace, Ethnicity, and Schooling in America, Peter M. Hall ; Education in a Multicultural Society, Bart Landry ; Familial Predictors of Educational Attainment: Regional and Racial Variations, Aaron Thompson and Reid Luhman ; Teachers as Social Scientists: Learning About Culture from Household Research, Luis C. Moll and Norma González ; Consequences of Placing Low-Track Students in High-Track Classes, Hugh Mehan ; Changing the Discourse in Schools, Eugene Eubanks, Ralph Parish and Dianne Smith ; Making Multicultural Education Policy, Margaret Placier, Peter M. Hall and Barbara Jo Davis ; Integration of Restructuring and Multicultural Education as a Policy for Equity and Diversity, Peter M. Hall

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Book SynopsisEven more than thirty years after the dissolution of the Soviet Union, the role of the secret police in shaping culture and society in communist USSR has been difficult to study, and defies our complete understanding. In the last decade, the opening of non-Russian KGB archives, notably in Ukraine after 2015, has allowed scholars to explore state security organizations in ways not previously possible. Moving beyond well-known cases of high-profile espionage and repression, this study is the first to showcase research from a wide range of secret police archives in former Soviet republics and the countries of the former Soviet blocsome of which are rapidly closing or becoming inaccessible once again. Rather than focusing on Soviet leadership, The Secret Police and the Soviet System integrates the secret police into studies of information, technology, economics, art, and ideology. The result is a state-of-the-art portrait of one of the world's most notorious institutions, the legacies of w

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Book SynopsisOffers an account of political change since 1945, and how such change shaped the cultural output of our time. This book looks at how and when literature intersects with other cultural forms - including jazz and rock music, television, journalism, commercial and "mass" cultures - and the growth of American cultural dominance.Trade Review"'this book is astonishingly refreshing...Sinfield has done many things here, but one outstanding achievement of his new work is to help any student looking into contextual literary study that 'background' is often a bundle of multiple sources of textual meanings. Any superficial look into it is dangerous.' The Lecturer 'A remarkable account' Fredric Jameson"Table of ContentsAcknowledgements; Note on notes; A new introduction - Ideology and Commitment: A Personal; Account; Foreword to the Second Edition; The Politics and Cultures of discord (1997); 1. Introduction; 2. War stories; 3. Literature and cultural production; 4. Class/culture/welfare; 5. Queers, treachery and the literary establishment; 6. Freedom and the Cold War; 7. Cultural plunder and the savage within; 8. Making a scene; 9. Reinventing Modernism; 10. Women writing: Sylvia Plath; 11. The rise of Left-culturism; 12. Intellectuals and workers; 13. The ways we live now; List of books and articles cited; Indexes.

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Book SynopsisInvestigates the world of celebrity. This issue includes a discussion on Reality TV, an analysis of the Blair family's celebrity status, a debate about intimacy and what's real in 'keeping it real', and also takes a look at cult TV fan cultures, and what it means when pop stars 'can't act'.Table of ContentsJo Littler Making Fame Ordinary: Intimacy, reflexivity, 'keeping it real' Oscar Reyes Cheriegate! Celebrity, scandal and political leadership Anita Biressi and Heather Nunn The especially remarkable: celebrity and social mobility in Reality TV Matt Hills 'Subcultural Celebrity' and Cult TV Fan Cultures Kay Dickenson Pop stars who can't act: The limits of celebrity 'multi-tasking' Jeremy Gilbert Small Faces: the tyranny of Celebrity in post-Oedipal culture

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Book SynopsisAn invaluable investigation into contemporary Lebanese culture and society by the foremost scholar on Lebanese politics and society.Trade ReviewEndorsements: 'This is a skilled sociological reading of contemporary Lebanon by a master of the discipline. Khalaf offers a penetrating critique of Lebanon's society.' Augustus Richard Norton - Boston University and University of Oxford 'A timely and provocative reading of Lebanon's postwar malaise. Samir Khalaf offers an empirically rich and theoretically broad survey of Lebanese society.' Craig Larkin, University of Exeter 'This book re-affirms Khalaf's stature with its keen observations, eloquent prose and impassioned arguments about the escapist and narcissistic maladies afflicting post-war Lebanon.' Akram Khater, North Carolina State University Reviews: 'Khalaf 's study is a rich source of stimulating thoughts, which poses new and old questions. Avoiding facile answers, he guides the reader towards a deeper understanding of Lebanese society and, in general, of contemporary life in the Middle East.' Filippo Dionigi (LSE), International AffairsTable of ContentsContents Preface by Ghassan Hage 7 Prologue 13 1. On Protracted and Displaced Collective Violence 31 2. The Spaces of War and Postwar: Reflections on Collective Memory, Identity and Nostalgia 75 3. Consumerism in a Traumatized Society 115 4. Touting Luxury, Sensuality and Image 161 5. The Allure of the Spectacle and Kitsch 210 6. Prospects for Transforming Consumers Into Citizens 240 Epilogue 267 Bibliography 275 Acknowledgments 287 Index 289

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Book SynopsisNowhere in the world is university education expanding as rapidly as in the six-member state of the Gulf Cooperation Council. This study, with contributions by key decision makers, charts this dramatic development, exploring the challenges faced and placing the accomplishments within the social, economic and political context of the region.

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Book SynopsisNewly translated letters of Rennyo Shonin, a highly influential figure in one of Japan's most important Buddhist sects.

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Book SynopsisIn this title 40 young artists realise the manifestations of modern Japan through their own unique brand of self-portraiture. These artists have provided the concerns of young Japan and illustrated the pressures of society.

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Book SynopsisThe Legacy of Efua Sutherland is a much-awaited book that will make major contributions to the cultural history of Ghana, Africa and the Diaspora.

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