The Reformation is often alluded to as Gutenberg's child. Could it then be said that the Counter-Reformation was his step-child? The close relationship between the Reformation, the printing press and books has received extensive, historiographical attention, which is clearly justified; however, the links between books and the Catholic world have often been limited to a tale of censorship and repression. The current volume looks beyond this, with a series of papers that aim to shed new light on the complex relationships between Catholicism and books during the early modern period, before and after the religious schism, with special focus on trade, common reads and the mechanisms used to control readership in different territories, together with the similarities between the Catholic and the Protestant worlds. Contributors include: Stijn Van Rossem, Rafael M. Perez Garcia, Pedro J. Rueda Ramirez, Idalia Garcia Aguilar, Bianca Lindorfer, Natalia Maillard Alvarez, and Adrien Delmas.

Ruth Kluger (1931 - 2020) passed away on October 5, 2020 in the U.S. Born in Vienna and deported to Theresienstadt, she survived Auschwitz and the Shoah together with her mother. After living in Germany for a short time after the War, she immigrated to New York. She was educated in the U.S. and received degrees in English literature as well as her Ph.D. in German literature at the University of California, Berkeley. She taught at several American universities. She has numerous scholarly publications to her credit, mostly in the fields of German and Austrian literary history. She is also recognized as a poet in her own right, an essayist, and a feminist critic. She returned to Europe, where she was a guest professor in Goettingen and Vienna. Her memoir, entitled weiter leben (1992), which she translated and revised in an English parallel-text as Still Alive, was a major bestseller and highly regarded autobiographical account of a Holocaust survivor. It was subsequently translated into more than a dozen languages. It has also generated a vigorous critical discussion in its own right. Ruth Kluger received numerous prestigious literary prizes and other distinctions. The present volume, The Legacy of Ruth Kluger and the End of the Auschwitz Century, aims to honor her memory by assessing critically her writings and career. Taking her biography and writings as points of departure, the volume includes contributions in fields and from perspectives which her writings helped to bring into focus acutely. In the table of contents are listed the following contributions: Sander L. Gilman, "Poetry and Naming in Ruth Kluger's Works and Life"; Heinrich Detering, "'Spannung': Remarks on a Stylistic Principle in Ruth Kluger's Writing"; Stephan Braese, "Speaking with Germans. Ruth Kluger and the 'Restitution of Speech between Germans and Jews'"; Irene Heidelberger-Leonard, "Writing Auschwitz: Jean Amery, Imre Kertesz, and Ruth Kluger"; Ulrike Offenberg, "Ruth Kluger and the Jewish Tradition on Women Saying Kaddish; Mark H. Gelber, "Ruth Kluger, Judaism, and Zionism: An American Perspective"; Monica Tempian, "Children's Voices in the Poetry of the Shoah"; Daniel Reynolds, "Ruth Kluger and the Problem of Holocaust Tourism"; Vera Schwarcz, "A China Angle on Memory and Ghosts in the Poetry of Ruth Kluger."

Using Documents presents an interdisciplinary discussion of human communication by means of documents, e.g., letters. Cultural scientists, together with researchers from media science and media engineering, analyze questions of document modeling, including a document's contexts of use, on the basis of cultural theory. The research also concerns the debate on the material turn in the fields of cultural studies and media studies. Looking back on existing work, texts on written communication by the philosopher and sociologist Georg Simmel and by an interdisciplinary French group of authors under the pseudonym Roger T. Pedauque are taken as a starting point and presented afresh. A look ahead to the future is also attempted. Whereas the modeling (including technical modeling) of documents has to date largely been limited to the description of output forms and specific content, the foundations are laid here for including documents' contexts of use in models that are grounded in cultural theory.

This book explores the diverse range of practical and theoretical challenges and possibilities that digital technologies and platforms pose for Holocaust memory, education and research. From social media to virtual reality, 360-degree imaging to machine learning, there can be no doubt that digital media penetrate practice in these fields. As the Holocaust moves beyond living memory towards solely mediated memory, it is imperative that we pay critical attention to the way digital technologies are shaping public memory and education and research. Bringing together the voices of heritage and educational professionals, and academics from the arts and humanities and the social sciences, this interdisciplinary collection explores the practicalities of creating digital Holocaust projects, the educational value of such initiatives, and considers the extent to which digital technologies change the way we remember, learn about and research the Holocaust, thinking through issues such as ethics, embodiment, agency, community, and immersion. At its core, this volume interrogates the extent to which digital interventions in these fields mark an epochal shift in Holocaust memory, education and research, or whether they continue to be shaped by long-standing debates and guidelines developed in the broadcast era.

In Engendering the Woman Question, Zhang Yun adopts a new approach to examining the early Chinese women's periodical press. Rather than seeing this new print and publishing genre as a gendered site coded as either "feminine" or "masculine," this book approaches it as a mixed-gender public space where both men and women were intellectually active and involved in dynamic interactions to determine the contours of their discursive encounters. Drawing upon a variety of novel textual modes such as polemical essays, historical biography, public speech, and expository essays, this book opens a window onto men's and women's gender-specific approaches to a series of prominent topics central to the Chinese woman question in the early twentieth century.

This book aims to redefine the relationship between film and revolution. Starting with Hannah Arendt's thoughts on the American and French Revolution, it argues that, from a theoretical perspective, revolutions can be understood as describing a relationship between time and movement and that ultimately the spectators and not the actors in a revolution decide its outcome. Focusing on the concepts of 'time,' 'movement,' and 'spectators,' this study develops an understanding of film not as a medium of agitation but as a way of thinking that relates to the idea of historicity that opened up with the American and French Revolution, a way of thinking that can expand our very notion of revolution. The book explores this expansion through an analysis of three audiovisual stagings of revolution: Abel Gance's epic on the French Revolution Napoleon, Warren Beatty's essay on the Russian Revolution Reds, and the miniseries John Adams about the American Revolution. The author thereby offers a fresh take on the questions of revolution and historicity from the perspective of film studies.

By analyzing appropriations of literary modernism in video, experimental film, and installation art, this study investigates works of media art as agents of cultural memory. While research recognizes film and literature as media of memory, it often overlooks media art. Adaptation studies, art history, and hermeneutics help understand 'appropriation' in art in terms of a dialog between an artwork, a text, and their contexts. The Russian Formalist notion of estrangement, together with new concepts from literary, film, and media studies, offers a new perspective on 'appropriation' that illuminates the sensuous dimension of cultural memory . Media artworks make memory palpable: they address the collective body memory of their viewers, prompting them to reflect on the past and embody new ways of remembering. Five contextual close-readings analyze artworks by Janis Crystal Lipzin, William Kentridge, Mark Aerial Waller, Pawel Wojtasik, and Tom Kalin. They appropriate modernist texts by Gertrude Stein, Italo Svevo, Louis-Ferdinand Celine, Guillaume Apollinaire, Virginia Woolf, and Robert Musil. This book will be of value to readers interested in cultural memory, sensory studies, literary modernism, adaptation studies, and art history.

The anthology of essays & some one-liners laid out in this book are nothing more than the author's perceptions on how he looks at things or wants people to believe what his out-look is though that may not always be true. They should not be construed of some-one trying to sermonize or push through with his opinion of things. They are not an expert's word though someone like an expert does not really exist at all. At times the author's ideas may confuse the reader to begin with but as they say great confusion leads to great awakening. The motive of the author is not to confuse the reader but to arise doubt only to be enlightened profusely. The essays though ostentatiously named "Golden Words" may not seem that golden to some, rather they may look at it as if old wine has been packaged in a new bottle which is what basically they are. The essays range from abstract philosophical issues to some contemporary real life issues & even though they are some body's perceptions, they are open to debate. The author claims to have taken the inspiration for these pieces from his life experiences at the same time laying no claim to living life the way these pieces are propounding. Hope they make for a good reading. The author can be reached at [email protected]

Decolonization and White Africans examines how African decolonization affected white Africans in eight countries - Algeria, Kenya, Northern Rhodesia (Zambia), Southern Rhodesia (Zimbabwe), Angola, Mozambique, South West Africa (Namibia), and South Africa - and discusses their varied responses to decolonization, including resistance, acquiescence, negotiations, and migration. It also examines the range of mechanisms used by the global community to compel white Africans into submitting to decolonization through such means as official pressure, diplomatic negotiations, global activism, sanctions, and warfare. Until now, books about African decolonization usually approached the topic either from the perspective of the colonial powers or from an anti-colonial black African perspective. As a result, white African perspectives have been marginalized, downplayed, or presented reductively. Decolonization and White Africans adds white African perspectives to the story, thereby broadening our understanding of the decolonization phenomenon.

The new edition of Ken Hyland's text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practices--as well as for scholars and practitioners looking to learn more about writing and literacy. New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing. Updated throughout--including revision to case studies and classroom practices--and discussion of Rhetorical Genre Studies, intercultural rhetoric, and expertise. Reorganised References and Resources section for ease of use for students, researchers, and teachers.

The new edition of Ken Hyland's text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practices--as well as for scholars and practitioners looking to learn more about writing and literacy. New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing. Updated throughout--including revision to case studies and classroom practices--and discussion of Rhetorical Genre Studies, intercultural rhetoric, and expertise. Reorganised References and Resources section for ease of use for students, researchers, and teachers.