Search results for ""Peter Lang Publishing Inc""

Doing Ministry in the Igbo Context: Towards an Emerging Model and Method for the Church in Africa arises out of reflection on experience and practice. The volume reflects on the author’s own cultural context, religious heritage, and pastoral functioning. In addition, it considers the author’s personal experiences in relation to the common experiences of others within the author’s cultural and religious traditions and places these experiences and the voices they represent into mutually critical correlation. Thus, commonalities and dissonances in them emerge leading to insights where to go from there in providing ministry to the People of God in the «local church» context and still within the framework of one universal church. This book presents a contextual model of local theology that begins its reflection with the Igbo cultural context. The Igbo or Nigerian or African Church can have a pattern of ministry with a model and a method that are consistent with the peoples’ values. To accomplish this goal a local cultural value must be explored and brought into the scene. Since the Igbo society is the heart of Christianity and Catholicism in Africa, the author relies on Igboland as his situational context. The exploration of the indigenous Igbo value of collaboration will be an advantage in ministering to the rest of the African people who have cultural resemblances to Igbos. The African Church has to learn from the Igbo values of umunna bu ike. Umunna is the basic Igbo unit, and possibly the most powerful missionary force in Igboland, and potentially an Igbo gift to the Church in Nigeria and Africa, and even beyond.

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Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White.

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As multinational elites vie for economic and cultural dominance, neoliberal socio-economic policies are, in effect, not only reconfiguring political economies, but the ways in which culture is being produced and represented. In light of the global impact of these forms of domination, this collection of informed international scholarship examines world-hegemonic engagements with culture in all spheres of contemporary cosmopolitan life: the personal, the public, the popular, and the institutional.

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Playing Shakespeare’s Monarchs and Madmen is the third volume in the Peter Lang series, Playing Shakespeare’s Characters. As in the previous volumes, a broad range of contributors (actors, directors, scholars, educators, etc.) analyze the concepts of monarchy, leadership, melancholy and madness with not only references to Elizabethan and Jacobean studies, but also to Trump, Brexit, cross-gender and multi-cultural casting. What does it mean to “play the king” in the 21st century? What is the role of an “all-licensed” Fool in the age of spin? Who gets to represent the power dynamics in Shakespeare’s plays? This volume looks at the Henrys, Richards, Hamlets, Lears and various other dukes and monarchs and explores the ways in which men—and women—approach these portrayals of power and the lessons they hold for us today.

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The first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action. Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope. Drawing together contributions from around the globe, the chapters examine the role of young people in contemporary social movements, the kinds of demands that are being made by the world’s young people and the spaces within which they are making such demands. Authors engage with notions of justice and well-being, what this means in the contemporary moment and for whom. They interrogate the politics of increasingly global education to think about the limits and possibilities, challenges and opportunities, for education to play a role in delivering on the promise of social justice.

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This four-part multidisciplinary volume linearly engages with Zimbabwe’s not too distant past and present socio-economic and political situation to 2017. It traces, explores, and analyzes the proceedings and internal mechanisms of the country’s state of crisis via eclectic lens to primarily argue that, while during the colonial era some western governments were, and could indeed be implicated and held complicit for the negative developments in the country, post–independence, particularly from 1997 to 2017, Zimbabweans must objectively, individually and collectively introspect and take responsibility for some of the crisis. Part 2 consequently examines and paradoxically, both commends and condemns the agency of both the then Mugabe–led government and those Zimbabweans who refused to be victims and devised strategies to survive the crisis, albeit, at times, by victimizing others. Part 3 scrutinizes the highs and lows of the crisis by focusing on some of the prominent personalities of the crisis period covered. It premises that as a result of the November intervention by the military, the crisis had by 2017 reached a watershed, one that could either abate or exacerbate the crisis after Zimbabwe’s elections in 2018. Despite the uncertainty which lay ahead, Part 4 audaciously and optimistically, proffers and charts prospective paths and possibilities which are open to the country as it faces the future.

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Redesigning Higher Education: A Small New England Public University Changes Higher Education tells the story of how Plymouth State University (New Hampshire), a small New England public university, is changing the face and future of higher education for the 21st century. This is the Plymouth Experiment. The authors highlight ongoing change and transformation at Plymouth State University during challenging demographic and financial times in higher education. With many institutions merging or closing across the nation, Plymouth State University’s fifteenth president brought a vision for organizational transformation grounded in holistic integration with student-centered decision-making. The transformation began with reorganizing twenty-four academic departments and three colleges into seven Integrated Clusters of discipline-based communities. Redesigning Higher Education uses a storytelling narrative approach to provide a practical application of the radical changes meant to transform the higher education experience.

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Web 25: Histories from the First 25 Years of the World Wide Web celebrates the 25th anniversary of the Web. Since the beginning of the 1990s, the Web has played an important role in the development of the Internet as well as in the development of most societies at large, from its early grey and blue webpages introducing the hyperlink for a wider public, to today’s multifacted uses of the Web as an integrated part of our daily lives. This is the first book to look back at 25 years of Web evolution, and it tells some of the histories about how the Web was born and has developed. It takes the reader on an exciting time travel journey to learn more about the prehistory of the hyperlink, the birth of the Web, the spread of the early Web, and the Web’s introduction to the general public in mainstream media. Furthermore, case studies of blogs, literature, and traditional media going online are presented alongside methodological reflections on how the past Web can be studied, as well as accounts of how one of the most important source types of our time is provided, namely the archived Web. Web 25: Histories from the First 25 Years of the World Wide Web is a must-readfor anyone interested in how our online present has been shaped by the past.

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In this book, internationally recognized scholars provide in-depth insight into the emerging field of open education. The Philosophy of Open Learning provides an overview of the current debates and introduces the reader to the overall discourse on open education. The broad range of topics, including MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources) is aimed at demonstrating that open education has emerged as a new principle for organizing higher education. Based on this idea, the book covers various issues that are backed up by thorough philosophical reflections that provide orientation for the heated debates. Open education is discussed in its various imbrications to other open movements, such as open access, and its relevance for education over the last fifteen years.

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This interdisciplinary collection of articles, written by scholars involved in translating the Bible into various languages around the world, demonstrates that such translation projects are promoting the vitality of local languages, both those that are endangered and those that are still fairly healthy but non-empowered. Bible translation and activities typically associated with it, such as linguistic documentation, vernacular literacy work, cultural engagement, community development, technological advancement, and self-esteem building among native speakers, help languages to develop and strengthen their position in society and should therefore be welcomed by linguists and all who care about stemming the growing tide of language death all over the world. This book is immediately relevant to the global community of documentary and conservationist linguists, as well as to anyone interested in translation studies, the sociology of religion, and the relationship between language, culture, and the Bible.

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In 1994, the world joined South Africa in celebration of the results of its first democratic election. The results, emblazoned on the world’s memory with President Nelson Mandela waving to a multiracial crowd, signified the end of apartheid and an emerging new era of hope. However, Mandela’s recent death has given birth to a more critical view of his «Rainbow Nation.» No matter how examined, education in South Africa remains steadfastly unequal, with many White children retaining the educational privileges inherent to apartheid. White children in South Africa overwhelmingly attend wealthy, fully resourced schools, while the vast majority of Black and Coloured children attend woefully underresourced schools. Based upon three sets of studies in schools in and around Cape Town, Whiteness Is the New South Africa highlights drastic racial disparities, suggesting that educational apartheid continues unabated, potentially fostering future generations of impoverished Black and Coloured communities. This book suggests that South Africa remains committed to stifling the intellectual, emotional, and economic development of Black and Coloured youth, while simultaneously investing in White children.

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This book was named a 2015 Choice magazine Outstanding Academic Title. Place-based education offers a compelling opportunity to engage students in the life of their community. More than just taking a field trip, participants in a place-based project make sustained efforts to make a difference and learn basic skills along the way. Academic concepts come to life as real-world problems are investigated from a local angle. Even global issues can be connected to the community, such as the high school in Missouri that linked local land-use choices to the «dead zone» in the Gulf of Mexico. For teachers, place-based projects offer a chance for professional revitalization as they orchestrate complex and meaningful learning environments that go well beyond scripted curriculum mandates. Both teachers and students benefit from a new level of agency as they take ownership of their work. Drawing on his own experience as a teacher and more than a decade of work supporting teachers in crafting their own projects, the author outlines the many benefits of place-based education and describes the challenges that must be overcome if we are to realize its potential.

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Picture two very different schools: one, a federal Indian boarding school emphasizing vocational training, where few graduates attend college. The other – its neighbor – an overwhelmingly white, land-grant university. These two schools had little to no contact, until an innovative initiative turned things around. In the fall of 2000, the Flandreau Indian School began a reform effort, Success Academy, aimed at preparing all of its students for postsecondary education. Over the next decade South Dakota State University responded by committing 300 of its faculty and staff and $85,000 of its annual budget to opening the doors of higher education to Indian students who had previously been excluded. The traditional way of increasing college access for students of color is through remediation, that is, through attempting to «fix» those presumed to be unprepared for higher learning. What sets Success Academy apart is that the educators involved chose instead to «fix» both their institutions, institutions that were actually preventing Indian students from entering college. Throughout all aspects of Success Academy programming, students’ American Indian identities are affirmed, honored – and incorporated into school culture. Ethnicity matters in each and every aspect of Success Academy.

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In Subjectivity of ‘Différance’, Heecheon Jeon carefully explores the question of living well together in the midst of myriad differences and otherness in our living world. Living well together is not a concept void of naïve togetherness of various subjectivities, but rather the disclosure of the repressive subjectivity to welcome «strangers to ourselves» by sacrificing the very subjectivity. To this end, Jeon not only delves into the deconstruction of subjectivity, but also searches for poietic possibilities of subjectivity without the subject for living well together in Jacques Derrida, Martin Heidegger, Emmanuel Levinas, and Alain Badiou: ethical responsibility, political enunciation, cultural supplementarity, and theological imagination. Beyond the deconstructive critique of metaphysical subjectivity, the possibility of subjectivity without the subject must be investigated in terms of multifaceted aspects of our living together: subjectum, Deus, and communitas. Jeon insists that deconstruction radically commands us to say salut! to the Other at the brink of a democracy to come.

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Schools remain notorious for co-opting digital technologies to «business as usual» approaches to teaching new literacies. DIY Media addresses this issue head-on, and describes expansive and creative practices of digital literacy that are increasingly influential and popular in contexts beyond the school, and whose educational potential is not yet being tapped to any significant degree in classrooms. This book is very much concerned with engaging students in do-it-yourself digitally mediated meaning-making practices. As such, it is organized around three broad areas of digital media: moving media, still media, and audio media. Specific DIY media practices addressed in the chapters include machinima, anime music videos, digital photography, podcasting, and music remixing. Each chapter opens with an overview of a specific DIY media practice, includes a practical how-to tutorial section, and closes with suggested applications for classroom settings. This collection will appeal not only to educators, but to anyone invested in better understanding – and perhaps participating in – the significant shift towards everyday people producing their own digital media.

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The ten chapters of «Proverbs Speak Louder Than Words» present a composite picture of the richness of proverbs as significant expressions of folk wisdom as is manifest from their appearance in art, culture, folklore, history, literature, and the mass media. The first chapter surveys the multifaceted aspects of paremiology (the study of proverbs), with the second chapter illustrating the paremiological work by the American folklorist Alan Dundes. The next two chapters look at the effective role that proverbs play in the mass media, where they are cited in their traditional wording or as innovative anti-proverbs. The fifth chapter discusses proverbs as expressions of the worldview of New England. This is followed by two chapters on the proverbial prowess of American presidents, to wit the proverbial style in the correspondence between John and Abigail Adams and a discussion of Abraham Lincoln’s apocryphal proverb «Don’t swap horses in the middle of the stream.» The eighth chapter traces the tradition of proverb iconography from medieval woodcuts to Pieter Bruegel the Elder and on to modern caricatures, cartoons, and comic strips. The last two chapters deal with the origin and history of the proverbial expression «to tilt at windmills» as an allusion to Cervantes’ Don Quixote and the many proverbial utterances in Mozart’s letters. The book draws attention to the fact that proverbs as metaphorical signs continue to play an important role in oral and written communication. Proverbs as socalled monumenta humana are omnipresent in all facets of life, and while they are neither sacrosanct nor saccharine, they usually offer much common sense or wisdom based on recurrent experiences and observations.

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Expanding William F. Pinar’s notion of autobiography from an individual to a national scale, this book takes the reader on an inner journey to explore the fragmented condition of the post-9/11 American national psyche. It excavates the many layers of the emerging social context within which multiple, conflicting national narratives of identity compete, and uses notions of democracy, nation, and citizen as signposts of contested terrain inside a troubled nation. While reminding us that the old, enduring questions remain unresolved, the book identifies and grapples with new questions that are central to emergent visions of ‘educating for democracy’ in contemporary America, situated now within a frenetic post-9/11 world.

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Can enlightenment be attained through words? Understanding Prajñā addresses this perennial issue in the study of mysticism through the work of Sengzhao (374-414), a Buddhist scholar-monk whose essay on prajñā («wisdom») created a sensation in early medieval China. Drawing on contemporary hermeneutic theory, this book presents a close reading of Sengzhao’s work, placing it in proper context while highlighting his masterful techniques for conveying «wisdom» beyond ordinary language. Understanding Prajñā includes translations of Sengzhao’s essay and his correspondence with Liu Yimin, a «hermit-scholar» who yearned to grasp the Buddha’s sage wisdom.

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Radio Cultures examines the manifold ways in which radio has influenced the nation’s social and cultural environment since its inception nearly a century ago. Written by leading scholars in the field, chapters address a wide range of topics, including how this powerful medium has impacted and affected non-mainstream segments of the population throughout its history and how these repressed and neglected groups have employed radio to counter and overcome discrimination and bias. The use of the audio medium for political, economic, and religious purposes is comprehensively probed and analyzed in this insightful and innovative volume.

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In a time of uncertainty and change in the newspaper industry, this book provides a concise and thorough overview of the field, looking back at newspapers’ history, and forward to their future – and insisting there will be one. The authors, former journalists who now teach the subject, review the practices of the profession – from defining news to examining who owns newspapers, from newspaper readership to the new media environment. Written in an accessible style, this comprehensive text is well suited for a range of courses on newspapers.

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Relations between the United States and South Africa – or the parts of the world these nations now occupy – go nearly as far back as the very beginning of their inception as permanent European colonial intrusions. This book is a critical overview of these relations from the late seventeenth century to the present. Unprecedented in its scope – and supported by substantive and detailed notes, together with an extensive bibliography, chronology, glossary, and appendices – the book distinguishes itself from extant works in a number of other ways. Set against the backdrop of a wider interdisciplinary exploration of both ideational and structural issues of historical context, it not only gives attention to the importance of contributions from nonofficial actors in shaping official relations, but also considers the impact of the geo-political location of South Africa within southern Africa, where the presence of other nations – particularly Angola, Mozambique, Namibia, and Zimbabwe – looms large. Methodologically written from the perspectives of both traditional narrative history and Khaldunian interpretive historical analysis, the book consequently sits at the interdisciplinary interstice of political economy and sociology, where the aim is to advance our understanding of the Braudelian interconnectedness of world history as an important diachronic determinant of the diplomacy of foreign relations. Written for both scholars and policy analysts, this book’s examination of the agency of the marginalized should also be of interest to activists and the reading public.

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Dans ce livre, il s'agit d'une comparaison des themes et de l'enonciation des deux romans, Pluie et vent sur Telumee Miracle et Chronique des sept miseres, exemples eux-memes de l'Antillanite et de la Creolite. Apres avoir examine l'arriere-plan des mouvances litteraires antillaises du vingtieme siecle, de l'oralite et de la diglossie, on entre dans l'etude des themes de l'enonce, qui suggerent une vue soit pessimiste, soit ambigue du monde. Mais, des que l'on aborde l'exploration de l'enonciation, le lecteur apprecie l'approche rusee des auteurs pour mettre en relief d'autres messages, ceux d'authenticite, de richesse, de liberte, d'abondance et de vie.

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