The concept of narrative has exerted a strong influence on a wide range of fields, from the humanities such as literature (and art and entertainment) to social studies, psychiatry, and psychology. The framework that allows access to narratives across a wide range of areas, from science to the humanities, has the potential to be improved as a fusion of cognitive science and artificial intelligence. Toward an Integrated Approach to Narrative Generation: Emerging Research and Opportunities is a critical scholarly book that focuses on the significance of narratives and narrative generation in various aspects of human society. Featuring an array of topics such as philosophy, narratology, and advertising, this book is ideal for software developers, academicians, philosophy professionals, researchers, and students in the fields of cognitive studies, literary studies, and digital content design and development.

Jeanne Pitre Soileau, winner of the 2018 Chicago Folklore Prize and the 2018 Opie Prize for Yo' Mama, Mary Mack, and Boudreaux and Thibodeaux: Louisiana Children's Folklore and Play, vividly presents children's voices in What the Children Said: Child Lore of South Louisiana. Including over six hundred handclaps, chants, jokes, jump-rope rhymes, cheers, taunts, and teases, this book takes the reader through a fifty-year history of child speech as it has influenced children's lives. What the Children Said affirms that children's play in south Louisiana is acquired along a network of summer camps, schoolyards, church gatherings, and sleepovers with friends. When children travel, they obtain new games and rhymes, and bring them home. The volume also reveals, in the words of the children themselves, how young people deal with racism and sexism. The children argue and outshout one another, policing their own conversations, stating their own prejudices, and vying with one another for dominion. The first transcript in the book tracks a conversation among three related boys and shows that racism is part of the family interchange. Among second grade boys and girls at a Catholic school another transcript presents numerous examples in which boys use insults to dominate a conversation with girls, and girls use giggles and sly comebacks to counter this aggression. Though collected in the areas of New Orleans, Baton Rouge, and Lafayette, Louisiana, this volume shows how south Louisiana child lore is connected to other English-speaking places: England, Scotland, Ireland, Australia, and New Zealand, as well as the rest of the United States.

"The echo of the stone/ where I carved the [Buddha's] honorable footprints/ reaches the Heaven, [...]". This book presents the transcription, translation, and analysis of Chinese (753 AD) and Japanese inscriptions (end of the 8th century AD) found on two stones now in the possession of the Yakushiji temple in Nara. All these inscriptions praise the footprints of Buddha, and more exactly their carvings in the stone. The language of the Japanese inscription, which consists of twenty-one poems, reflects the contemporary dialect of Nara. Its writing system shows a quite unique trait, being practically monophonic. The book is richly illustrated by photos of the temple and of the inscriptions.

This open access book, originally published in Portuguese in 1988 and now available in English for the first time, describes the Brazilian educator, Antonio Leal's, experiences teaching so-called "unteachable" children in Rio de Janeiro's favelas. A Voice for Maria Favela tells the story of how Leal considers what the children bring to the class, gradually engaging them in developing a narrative about Maria Favela, a single mother and housemaid. Leal uses the sounds within the story to draw out the students' abilities to see enunciation and articulation as a process of becoming literatized. A contemporary and admirer of Paulo Freire, Leal nevertheless recognised that his students' needs could not be theorized along Freirean lines of oppressor/oppressed. He devised an emancipatory approach that is more focussed on the individual child and their capacity for self-expression than those often found in critical pedagogy. The book puts forward a unique type of radical pedagogy and philosophy of education, developed through direct classroom observation. The book includes a substantial introduction written by the translator Alexis Gibbs (University of Winchester, UK) and preface by Inny Accioly (Fluminense Federal University, Brazil). The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.