In Antisemitism and the White Supremacist Imaginary: Conflations and Contradictions in Composition and Rhetoric, Mara Lee Grayson calls attention to the complicity of academic institutions and the discipline(s) of rhetoric, composition, and writing studies in the simultaneous perpetuation and denial of anti-Jewish racism. Despite the persistence of antisemitism and Christian hegemony in the United States and its academic institutions, and despite a growing body of antiracist and anti-oppressive scholarship, antisemitism remains largely unaddressed in disciplinary scholarship, curricula, and pedagogy. This book seeks to (begin to) fill that gap by exploring how the rhetoric through which Jewish identity is conceptualized and weaponized by the white supremacist imaginary essentializes Jewish identities and obscures the racist aims and character of antisemitism. Through rhetorical analysis, historical context, and personal narrative, and drawing upon original phenomenological research, Grayson highlights how deeply embedded antisemitic ideologies impact the lived experiences of Jewish teachers, students, and scholars, and perpetuate white supremacy. This book addresses concerns both experiential and rhetorical, illuminates the rhetorical, historical, political, and racial dynamics of antisemitism, and exposes the limitations of existing discourses of whiteness and (anti)racism. This book gestures toward a future in which, through a more nuanced and productive discourse, we can better support Jewish educators and students and engage Jewish members of the discipline as better accomplices in antiracism. "I take this book personally. Grayson's theoretical framework, historical overview, personal anecdotes, and phenomenological research locate antisemitism nestled in the heart of the white supremacist imaginary. I felt such sadness, anger, and pain reading this book-recognizing myself as a Jew in its stark reflection-and yet her words also charge me, explicitly in my Jewishness, with the urgent need to join others in imagining a more just world through cooperative action and frank dialogue. It's a powerful and vibrant contribution to our field." -Eli Goldblatt, Co-Author, with David Jolliffe, of Literacy as Conversation: Learning Networks in Urban and Rural Communities

In Antisemitism and the White Supremacist Imaginary: Conflations and Contradictions in Composition and Rhetoric, Mara Lee Grayson calls attention to the complicity of academic institutions and the discipline(s) of rhetoric, composition, and writing studies in the simultaneous perpetuation and denial of anti-Jewish racism. Despite the persistence of antisemitism and Christian hegemony in the United States and its academic institutions, and despite a growing body of antiracist and anti-oppressive scholarship, antisemitism remains largely unaddressed in disciplinary scholarship, curricula, and pedagogy. This book seeks to (begin to) fill that gap by exploring how the rhetoric through which Jewish identity is conceptualized and weaponized by the white supremacist imaginary essentializes Jewish identities and obscures the racist aims and character of antisemitism. Through rhetorical analysis, historical context, and personal narrative, and drawing upon original phenomenological research, Grayson highlights how deeply embedded antisemitic ideologies impact the lived experiences of Jewish teachers, students, and scholars, and perpetuate white supremacy. This book addresses concerns both experiential and rhetorical, illuminates the rhetorical, historical, political, and racial dynamics of antisemitism, and exposes the limitations of existing discourses of whiteness and (anti)racism. This book gestures toward a future in which, through a more nuanced and productive discourse, we can better support Jewish educators and students and engage Jewish members of the discipline as better accomplices in antiracism. "I take this book personally. Grayson's theoretical framework, historical overview, personal anecdotes, and phenomenological research locate antisemitism nestled in the heart of the white supremacist imaginary. I felt such sadness, anger, and pain reading this book-recognizing myself as a Jew in its stark reflection-and yet her words also charge me, explicitly in my Jewishness, with the urgent need to join others in imagining a more just world through cooperative action and frank dialogue. It's a powerful and vibrant contribution to our field." -Eli Goldblatt, Co-Author, with David Jolliffe, of Literacy as Conversation: Learning Networks in Urban and Rural Communities

"An in-depth look at three important French-language women writers who tackle gender stereotypes, desire, the body, language and empowerment, this richly documented study is rigorous, thorough, illuminating and highly readable, with broader implications for contemporary feminism and women's writing within and beyond France and Quebec. A major contribution." (Lori Saint-Martin, Professor of Literary Studies, University of Quebec in Montreal) This book is the first comparative study of the work of Francophone authors Annie Ernaux (France), Nancy Huston (Alberta and France) and Nelly Arcan (Quebec) and explores their representation of sex, sexuality and the body from a feminist perspective. In particular, this study examines their narrative treatment of dominant sexual discourses, sexual difference and diverse feminine bodily experience. In so doing, this book reveals these writers' distinctive contribution to contemporary women's writing in French and different feminisms, which takes the form of a unique, "frank" French feminism. This frank French feminist approach, this book shows, is concerned with tackling gender inequality, sexism and misogyny, but also recognises the difficulties involved in feminist action, and acknowledges that adherence to allegedly oppressive gender stereotypes can actually prove enjoyable and empowering for women. This book examines the authors' earliest to latest publications and a broad range of genres and media, including fictional and autofictional novels, autobiographies, critical essays, photo-texts, diaries, journals, illustrated oeuvres, media addresses and newspaper articles. This book project was the Winner of the 2021 Peter Lang Young Scholars Competition in Contemporary Women's Writing in French.

Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use, and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander's (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.

Georgian: A Comprehensive Grammar constitutes a complete reference work addressing all major elements of Modern Georgian grammar and usage. It provides a systematic and accessible description of the language's phonology, orthography, morphology, and syntax. The focus is on contemporary spoken and written usage, with attention devoted throughout to differences of register and genre. Points are illustrated with examples drawn from a range of authentic written and recorded sources such as press, radio, and television. The grammar is designed for a wide readership including students of Georgian, particularly at the intermediate and advanced levels, as well as scholars of Georgian and theoretical linguistics.

This book examines the issues of ecological crisis and sustainable development through critical reading of literary texts. By analysing writings of Rabindranath Tagore, Amitav Ghosh, Gerard Manley Hopkins, Hannah Arendt, and Lawrence Buell, it discusses themes like oriental representations of ecological consciousness; environmental evocations; misogyny and its postmodern creations; tracing nature's footprints in English literature; statelessness and consequent environmental refugees; ecocriticism and comics; and, absolute trust in the goodness of the earth. The volume argues that within the ambit of debates between ecological threats and socio-economic concerns, culture plays a vital role particularly in relation to parameters such as identity and engagement, memory and projection, gender and generations, inquiry and learning, wellbeing and health. This book will be of interest to scholars and researchers of cultural studies, English literature, social anthropology, gender studies, sustainable development, environmental studies, ecological studies, development studies, and post-colonial studies.

In this multi-volume edition, the poetry of W.B. Yeats (1865-1939) is presented in full, with newly established texts and detailed, wide-ranging commentary. Yeats began to write verse in the nineteenth century, and over time his own arrangements of poems repeatedly revised and rearranged both texts and canon. This edition of Yeats's poetry presents all his verse, both published and unpublished, including a generous selection of textual variants from the many manuscript and printed sources. The edition also supplies the most extensive commentary on Yeats's poetry to date, explaining specific references, and setting poems in their contexts; it also gives an account of the vast range of both literary and historical influences at work on the verse. The poems are presented in order of composition, and major revisions or rewritings of poems result in separate inclusions (in chronological sequence) for these writings as they were subsequently reconceived by the poet. In this third volume, Yeats's poetry of the first decade of the twentieth century is brought into sharp focus, revealing the extent of his efforts to re-fashion a style that had already made him a well-known poet. All of the major modes in Yeats's earlier work are subject to radical re-imagining in these years, from poetic narrative founded in Irish myth, in poems such as 'Baile and Aillinn' and 'The Old Age of Queen Maeve', to the symbolist drama-poetry of The Shadowy Waters, here edited in its two (completely different) versions of 1900 and 1906. In a decade when the theatre was one of Yeats's principal concerns, his lyric poems, which were becoming increasingly explicit in personal terms, began to discover new intensities of conversational pitch and mythic resonance. Poems such as 'The Folly of Being Comforted', 'Adam's Curse', 'No Second Troy', and 'The Fascination of What's Difficult' are given close attention in this new edition, alongside topical and epigrammatic pieces that are often passed over in accounts of Yeats's development. The evolving complexities of Yeats's personal and political lives are crucial to his artistic development in these years, and the commentary gives these generous attention, showing how the poetry both feeds upon and often transcends the circumstances of its composition. The volume offers strong evidence for this decade as a crucial one in Yeats's poetic life, in which the poet created wholly new registers for his verse as well as new dimensions for his imaginative vision.

Romantic Egypt: Abyssal Ground of British Romanticism traces the historical, cultural and intellectual affiliations between Ancient Egypt and Romantic-period Britain and Germany, including the influences contributed by European thought, politics, and interventions such as Napoleon's 1799 Egyptian Campaign. Until the contributions of Napoleon's expedition to scientific knowledge of Ancient Egyptian monuments and ruins, Egypt had been largely swathed in mystical explanations of its past, its achievements, its beliefs, and its cultural importance; however, the increased knowledge about Ancient Egypt competed with the allure of a more mythically imbued antiquity in the Romantic imagination. Romantic Egypt argues that this balance between knowing and not-knowing, between deciphering and imagining a golden-age Egypt, between enlightened thought and mysticism, was essential to the development of the Romantic imaginary because, for the Romantics, western philosophy and art had their birth in the all-but-lost wisdom of Ancient Egypt.

This monograph explores transatlantic literary culture by tracing the proliferation of 'new media,' such as the anthology, the literary history and the magazine, in the period between 1750 and 1850. The fast-paced media landscape out of which these publishing genres developed produced the need of a 'memory of literature' and a concomitant rhetoric of remembering strikingly similar to what today is called a cultural memory debate. Thus, rather than depicting the emergence of an American national literature, The Rise of New Media(1750-1850) combines impulses from media history, the history of print, the sociology of literature and canon theory to uncover nascent forms and genres of literary self-reflectivity and early stirrings of a canon debate in the Atlantic World.

This book explores the salient ethical idea of personhood in African philosophy. It is a philosophical exposition that pursues the ethical and political consequences of the normative idea of personhood as a robust or even foundational ethical category. Personhood refers to the moral achievements of the moral agent usually captured in terms of a virtuous character, which have consequences for both morality and politics. The aim is not to argue for the plausibility of the ethical and political consequences of the idea of personhood. Rather, the book showcases some of the moral-political content and consequences of the account it presents.

This accessible book provides a foundational understanding of the science of deception and lie detection. Focusing on core issues for the field, it discusses classic and current psychological research into lying as well as theoretical approaches to understanding human lie detection. The book explores engaging questions around how people lie, how people make decisions about believing others, and how we can detect deception. Each chapter is clearly structured to support students of all levels by summarising content, presenting key research and systematically evaluating findings. Chapters explore topics including some of the most promising current lie detection techniques, how and why people lie, how lying develops in children, and whether unconscious thinking can boost lie detection accuracy. Providing an overview of key issues in deception, this book will be of great interest to students and lecturers in the field of deception and lie detection, as well as anyone generally interested in this fascinating field of research.

Shifting attention away from policy achievements and effects on democracy, Giorgos Venizelos focuses on the charismatic function of populist discourse - comprising antagonistic narratives, transgressive style and appeals to the common people. The book puts forward an integrative approach that brings together discourse analysis, analysis of digital media, in-depth interviews and ethnographic methods, and places into comparative perspective the cases of SYRIZA in Greece and Donald Trump in the USA. Theorising populism through the lens of collective identification, Venizelos places the rhetorical and emotional dynamics of populist performativity at the core of the analysis, offering a rigorous yet flexible conceptulisation of populism in power. Against theoretical expectations, findings suggest that both SYRIZA and Trump retained, to different degrees, their populist character in power, although their style and vision differed vastly. This book urges researchers, journalists and politicians to adopt a reflexive approach to analysing the political implications of populism for politics, polity and society, and to challenge the normatively charged definitions that are uncritically reproduced in the public sphere. It will appeal to researchers of political theory, populism, comparative politics, sociologists, and ethnographers.

This edited volume brings together two largely separate fields - organization studies and multimodal social semiotics - to develop an integrated research agenda for the novel interdisciplinary field of 'organizational semiotics'. Organizations, whether for profit, non-profit, or governmental, dominate much of everyday life, and multimodal communication is not only an output of organizations, it is constitutive of them. This volume argues in particular for the importance of organization studies for social semioticians: not just as a site of application, but as a critical contemporary context which requires novel and expanded methods of analysis and critique, and new practices of partnership. The volume addresses a range of institutions and sectors, from civil to retail to medical, from corporations to universities, and reveals how a deep engagement with their meaning-making practices produces insights not just about communication but also about the broader contemporary cultural context in which organizations play such a significant role. Fundamentally, it reveals that the rich analytical and theoretical resources of multimodal perspectives on organizations studies can - and should - make a fundamental contribution to our understanding of organizations in social life. This volume is relevant to social semioticians and organizational researchers, as well as to practitioners and decision-makers in organizations.

Fundamental Considerations in Technology Mediated Language Assessment aims to address issues such as how the forced integration of technology into second language assessment has shaped our understanding of key traditional concepts like validity, reliability, washback, authenticity, ethics, fairness, test security, and more. Although computer assisted language testing has been around for more than two decades in the context of high-stakes proficiency testing, much of language testing worldwide has shifted to 'at home' mode, and relies heavily on the mediation of digital technology, making its widespread application in classroom settings in response to the COVID-19 outbreak as unprecedented. Integration of technology into language assessment has brought with it countless affordances and at the same time challenges, both theoretically and practically. One major theoretical consideration requiring attention is the way technology has contributed to a re-conceptualisation of major assessment concepts/constructs. There is very limited literature available on theoretical underpinnings of technology mediated language assessment. This book aims to fill this gap. This book will appeal to academic specialists, practitioners or professionals in the field of language assessment, advanced and/or graduate students, and a range of scholars or professionals in disciplines like educational technology, applied linguistics and TESOL.

Fundamental Considerations in Technology Mediated Language Assessment aims to address issues such as how the forced integration of technology into second language assessment has shaped our understanding of key traditional concepts like validity, reliability, washback, authenticity, ethics, fairness, test security, and more. Although computer assisted language testing has been around for more than two decades in the context of high-stakes proficiency testing, much of language testing worldwide has shifted to 'at home' mode, and relies heavily on the mediation of digital technology, making its widespread application in classroom settings in response to the COVID-19 outbreak as unprecedented. Integration of technology into language assessment has brought with it countless affordances and at the same time challenges, both theoretically and practically. One major theoretical consideration requiring attention is the way technology has contributed to a re-conceptualisation of major assessment concepts/constructs. There is very limited literature available on theoretical underpinnings of technology mediated language assessment. This book aims to fill this gap. This book will appeal to academic specialists, practitioners or professionals in the field of language assessment, advanced and/or graduate students, and a range of scholars or professionals in disciplines like educational technology, applied linguistics and TESOL.

This volume introduces theory-to-practice based critical pedagogy grounded in Paulo Freire's scholarship to language and literacy learning settings. Chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts, and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. Chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This cutting edge and practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

This volume illuminates how creative representations remain sites of ongoing struggles to engage with animals in indigenous epistemologies. Traditionally imagined in relation to spiritual realms and the occult, animals have always been more than primitive symbols of human relations. Whether as animist gods, familiars, conduits to ancestors, totems, talismans, or co-creators of multispecies cosmologies, animals act as vital players in the lives of cultures. From early days in colonial contact zones through contemporary expressions in art, film, and literature, the volume's unique emphasis on Southern Africa and North America - historical loci of the greatest ranges of species and linguistic diversity - help to situate how indigenous knowledges of human-animal relations are being adapted to modern conditions of life shared across species lines.

This book gathers together an array of international scholars, critics, and artists concerned with the issue of walking as a theme in modern literature, philosophy, and the arts. Covering a wide array of authors and media from eighteenth-century fiction writers and travelers to contemporary film, digital art, and artists' books, the essays collected here take a broad literary and cultural approach to the art of walking, which has received considerable interest due to the burgeoning field of mobility studies. Contributors demonstrate how walking, far from constituting a simplistic, naive, or transparent cultural script, allows for complex visions and reinterpretations of a human's relation to modernity, introducing us to a world of many different and changing realities.

In their book, the authors describe the usage of and attitudes towards English in Asia since the 19th century, as well as the creative and dynamic ways in which Asians of the 21st century continually reinvent the lexicon of English, and the lexicons of their native tongues. The current biggest source of loanwords for many of the world's languages is English, the once obscure Germanic language that has risen to the role of a global lingua franca. However, the overwhelming influence of English is far from being entirely one-sided, at least from a lexical perspective. Many have decried the way that English has "invaded" the vocabularies of their languages, without realising that the English word stock is to some extent also being invaded by these languages. This book explores the phenomenon of word exchange by examining its occurrence between English and some of the major languages spoken in Asia-highly multi-ethnic, multicultural, and multilingual region where English is the predominant medium of international and intraregional communication. Students and researchers from various linguistic areas such as world Englishes, applied linguistics, sociolinguistics, lexicology, and contact linguistics will find this book appealing.

This book examines two English translations of Mishkat ul-Masabih by Al-Tabrizi and reflects on some of the key issues relating to Hadith translation. The highly instructional nature of the Prophetic Hadith means that the comprehensibility of any translation is of great importance to a non-Arabic speaking Muslim, and there is a need to analyze available translations to determine whether these texts can function properly in the target culture. The volume considers the relevance of skopos theory, the concept of loyalty, and the strategies of the translators in question. There are also chapters that focus on the translation of Islamic legal terms and metaphors related to women, formulaic expressions, and reported non-verbal behavior in Fazlul Karim's (1938) and Robson's (1960) versions of the text.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.