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This book responds to the failures of human rights-the way its
institutions and norms reproduce geopolitical imbalances and social
exclusions-through an analysis of how literary and visual culture
can make visible human rights claims that are foreclosed in
official discourses. Moore draws on theories of vulnerability,
precarity, and dispossession to argue for the necessity of
recognizing the embodied and material contexts of human rights
subjects. At the same time, she demonstrates how these theories run
the risk of reproducing the structural imbalances that lie at the
core of critiques of human rights. Pairing conventional human
rights genres-legal instruments, human rights reports, reportage,
and humanitarian campaigns-with literary and visual culture, Moore
develops a transnational feminist reading praxis of five sites of
rights and their violation over the past fifty years: UN human
rights instruments and child soldiers in Nigerian literature; human
rights reporting and novels that address state-sponsored ethnocide
in Zimbabwe; the international humanitarian campaigns and disaster
capitalism in fiction of Bhopal, India; the work of Medecins Sans
Frontieres in the Sahel, Afghanistan, Democratic Republic of Congo,
and Burma as represented in various media campaigns and in
photo/graphic narratives; and, finally, the human rights campaigns,
fiction, and film that have brought Indonesia's history of
anti-leftist violence into contemporary public debate. These case
studies underscore how human rights norms are always subject to
conditions of imaginative representation, and how literature and
visual culture participate in that cultural imaginary. Expanding
feminist theories of embodied and imposed vulnerability, Moore
demonstrates the importance of situating human rights violations
not only in the context of neo-liberal development policies but
also in relation to the growth of security networks that serve the
nation-state often at the expense of th
As colleges and universities in North America increasingly identify
"internationalization" as a key component of the institution's
mission and strategic plans, faculty and administrators are charged
with finding innovative and cost-effective approaches to meet those
goals. This volume provides an overview and concrete examples of
globally-networked learning environments across the humanities from
the perspective of all of their stakeholders: teachers,
instructional designers, administrators and students. By addressing
logistical, technical, pedagogical and intercultural aspects of
globally-networked teaching, this volume offers a unique
perspective on this form of curricular innovation through
internationalization. It speaks directly to the ways in which new
technologies and pedagogies can promote humanities-based learning
for the future and with it the broader essential skills of
intercultural sensitivity, communication and collaboration, and
critical thinking.
What can literary theory reveal about discourses and practices of
human rights, and how can human rights frameworks help to make
sense of literature? How have human rights concerns shaped the
literary marketplace, and how can literature impact human rights
concerns? Essays in this volume theorize how both literature and
reading literarily can shape understanding of human rights in
productive ways. Contributors to Theoretical Perspectives on Human
Rights and Literature provide a shared history of modern literature
and rights; theorize how trauma, ethics, subjectivity, and
witnessing shape representations of human rights violations and
claims in literary texts across a range of genres (including
poetry, the novel, graphic narrative, short story, testimonial, and
religious fables); and consider a range of civil, political,
social, economic, and cultural rights and their representations.
The authors reflect on the imperial and colonial histories of human
rights as well as the cynical mobilization of human rights
discourses in the name of war, violence, and repression; at the
same time, they take seriously Gayatri Spivak's exhortation that
human rights is something that we "cannot not want," exploring the
central function of storytelling at the heart of all human rights
claims, discourses, and policies.
What can literary theory reveal about discourses and practices of
human rights, and how can human rights frameworks help to make
sense of literature? How have human rights concerns shaped the
literary marketplace, and how can literature impact human rights
concerns? Essays in this volume theorize how both literature and
reading literarily can shape understanding of human rights in
productive ways. Contributors to Theoretical Perspectives on Human
Rights and Literature provide a shared history of modern literature
and rights; theorize how trauma, ethics, subjectivity, and
witnessing shape representations of human rights violations and
claims in literary texts across a range of genres (including
poetry, the novel, graphic narrative, short story, testimonial, and
religious fables); and consider a range of civil, political,
social, economic, and cultural rights and their representations.
The authors reflect on the imperial and colonial histories of human
rights as well as the cynical mobilization of human rights
discourses in the name of war, violence, and repression; at the
same time, they take seriously Gayatri Spivak's exhortation that
human rights is something that we "cannot not want," exploring the
central function of storytelling at the heart of all human rights
claims, discourses, and policies.
The Routledge Companion to Literature and Human Rights provides a
comprehensive, transnational, and interdisciplinary map to this
emerging field, offering a broad overview of human rights and
literature while providing innovative readings on key topics. The
first of its kind, this volume covers essential issues and themes,
necessarily crossing disciplines between the social sciences and
humanities. Sections cover: subjects, with pieces on subjectivity,
humanity, identity, gender, universality, the particular, the body
forms, visiting the different ways human rights stories are crafted
and formed via the literary, the visual, the performative, and the
oral contexts, tracing the development of the literature over time
and in relation to specific regions and historical events impacts,
considering the power and limits of human rights literature,
rhetoric, and visual culture Drawn from many different global
contexts, the essays offer an ideal introduction for those
approaching the study of literature and human rights for the first
time, looking for new insights and interdisciplinary perspectives,
or interested in new directions for future scholarship.
Contributors: Chris Abani, Jonathan E. Abel, Elizabeth S. Anker,
Arturo Arias, Ariella Azoulay, Ralph Bauer, Anna Bernard, Brenda
Carr Vellino, Eleni Coundouriotis, James Dawes, Erik Doxtader, Marc
D. Falkoff, Keith P. Feldman, Elizabeth Swanson Goldberg, Audrey J.
Golden, Mark Goodale, Barbara Harlow, Wendy S. Hesford, Peter
Hitchcock, David Holloway, Christine Hong, Madelaine Hron, Meg
Jensen, Luz Angelica Kirschner, Susan Maslan, Julie Avril Minich,
Alexandra Schultheis Moore, Greg Mullins, Laura T. Murphy, Hanna
Musiol, Makau Mutua, Zoe Norridge, David Palumbo-Liu, Crystal
Parikh, Katrina M. Powell, Claudia Sadowski-Smith, Mark Sanders,
Karen-Magrethe Simonsen, Joseph R. Slaughter, Sharon Sliwinski,
Sidonie Smith, Domna Stanton, Sarah G. Waisvisz, Belinda Walzer,
Ban Wang, Julia Watson, Gillian Whitlock and Sarah Winter.
This book responds to the failures of human rights-the way its
institutions and norms reproduce geopolitical imbalances and social
exclusions-through an analysis of how literary and visual culture
can make visible human rights claims that are foreclosed in
official discourses. Moore draws on theories of vulnerability,
precarity, and dispossession to argue for the necessity of
recognizing the embodied and material contexts of human rights
subjects. At the same time, she demonstrates how these theories run
the risk of reproducing the structural imbalances that lie at the
core of critiques of human rights. Pairing conventional human
rights genres-legal instruments, human rights reports, reportage,
and humanitarian campaigns-with literary and visual culture, Moore
develops a transnational feminist reading praxis of five sites of
rights and their violation over the past fifty years: UN human
rights instruments and child soldiers in Nigerian literature; human
rights reporting and novels that address state-sponsored ethnocide
in Zimbabwe; the international humanitarian campaigns and disaster
capitalism in fiction of Bhopal, India; the work of Medecins Sans
Frontieres in the Sahel, Afghanistan, Democratic Republic of Congo,
and Burma as represented in various media campaigns and in
photo/graphic narratives; and, finally, the human rights campaigns,
fiction, and film that have brought Indonesia's history of
anti-leftist violence into contemporary public debate. These case
studies underscore how human rights norms are always subject to
conditions of imaginative representation, and how literature and
visual culture participate in that cultural imaginary. Expanding
feminist theories of embodied and imposed vulnerability, Moore
demonstrates the importance of situating human rights violations
not only in the context of neo-liberal development policies but
also in relation to the growth of security networks that serve the
nation-state often at the expense of the security of specific
subjects and populations. In place of conventional victims and
agents, the intersection of vulnerability and human rights opens up
readings of human rights claims and suffering that are, at once,
embodied and shareable, yet which run the risk of cooptation by
security rhetoric.
As colleges and universities in North America increasingly identify
"internationalization" as a key component of the institution's
mission and strategic plans, faculty and administrators are charged
with finding innovative and cost-effective approaches to meet those
goals. This volume provides an overview and concrete examples of
globally-networked learning environments across the humanities from
the perspective of all of their stakeholders: teachers,
instructional designers, administrators and students. By addressing
logistical, technical, pedagogical and intercultural aspects of
globally-networked teaching, this volume offers a unique
perspective on this form of curricular innovation through
internationalization. It speaks directly to the ways in which new
technologies and pedagogies can promote humanities-based learning
for the future and with it the broader essential skills of
intercultural sensitivity, communication and collaboration, and
critical thinking.
The Routledge Companion to Literature and Human Rights provides a
comprehensive, transnational, and interdisciplinary map to this
emerging field, offering a broad overview of human rights and
literature while providing innovative readings on key topics. The
first of its kind, this volume covers essential issues and themes,
necessarily crossing disciplines between the social sciences and
humanities. Sections cover: subjects, with pieces on subjectivity,
humanity, identity, gender, universality, the particular, the body
forms, visiting the different ways human rights stories are crafted
and formed via the literary, the visual, the performative, and the
oral contexts, tracing the development of the literature over time
and in relation to specific regions and historical events impacts,
considering the power and limits of human rights literature,
rhetoric, and visual culture Drawn from many different global
contexts, the essays offer an ideal introduction for those
approaching the study of literature and human rights for the first
time, looking for new insights and interdisciplinary perspectives,
or interested in new directions for future scholarship.
Contributors: Chris Abani, Jonathan E. Abel, Elizabeth S. Anker,
Arturo Arias, Ariella Azoulay, Ralph Bauer, Anna Bernard, Brenda
Carr Vellino, Eleni Coundouriotis, James Dawes, Erik Doxtader, Marc
D. Falkoff, Keith P. Feldman, Elizabeth Swanson Goldberg, Audrey J.
Golden, Mark Goodale, Barbara Harlow, Wendy S. Hesford, Peter
Hitchcock, David Holloway, Christine Hong, Madelaine Hron, Meg
Jensen, Luz Angelica Kirschner, Susan Maslan, Julie Avril Minich,
Alexandra Schultheis Moore, Greg Mullins, Laura T. Murphy, Hanna
Musiol, Makau Mutua, Zoe Norridge, David Palumbo-Liu, Crystal
Parikh, Katrina M. Powell, Claudia Sadowski-Smith, Mark Sanders,
Karen-Magrethe Simonsen, Joseph R. Slaughter, Sharon Sliwinski,
Sidonie Smith, Domna C. Stanton, Sarah G. Waisvisz, Belinda Walzer,
Ban Wang, Julia Watson, Gillian Whitlock and Sarah Winter.
Since the adoption of the Universal Declaration of Human Rights of
1948, the discourse of human rights has expanded to include not
just civil and political rights but also economic, social,
cultural, and, most recently, collective rights. Given their broad
scope, human rights issues are useful touchstones in the humanities
classroom and benefit from an interdisciplinary and cross-cultural
pedagogy in which objects of study are situated in historical,
legal, philosophical, literary, and rhetorical contexts. Teaching
Human Rights in Literary and Cultural Studies is a sourcebook of
inventive approaches and best practices for teachers looking to
make human rights the focus of their undergraduate and graduate
courses. Contributors first explore what it means to be human and
conceptual issues such as law and the state. Next, they approach
human rights and related social-justice issues from the
perspectives of particular geographic regions and historical eras,
through the lens of genre, and in relation to specific rights
violations-for example, storytelling and testimonio in Latin
America or poetry created in the aftermath of the Armenian
genocide. Essays then describe efforts to cultivate students'
capacity for ethical reading practices and to deepen their
understanding of the stakes and artistic dimensions of human rights
representations, drawing on active learning and experimental class
contexts. The final section, on resources, directs readers to
further readings in history, criticism, theory, and literary and
visual studies and provides a chronology of human rights legal
documents.
Since the adoption of the Universal Declaration of Human Rights of
1948, the discourse of human rights has expanded to include not
just civil and political rights but also economic, social,
cultural, and, most recently, collective rights. Given their broad
scope, human rights issues are useful touchstones in the humanities
classroom and benefit from an interdisciplinary and cross-cultural
pedagogy in which objects of study are situated in historical,
legal, philosophical, literary, and rhetorical contexts. Teaching
Human Rights in Literary and Cultural Studies is a sourcebook of
inventive approaches and best practices for teachers looking to
make human rights the focus of their undergraduate and graduate
courses. Contributors first explore what it means to be human and
conceptual issues such as law and the state. Next, they approach
human rights and related social-justice issues from the
perspectives of particular geographic regions and historical eras,
through the lens of genre, and in relation to specific rights
violations-for example, storytelling and testimonio in Latin
America or poetry created in the aftermath of the Armenian
genocide. Essays then describe efforts to cultivate students'
capacity for ethical reading practices and to deepen their
understanding of the stakes and artistic dimensions of human rights
representations, drawing on active learning and experimental class
contexts. The final section, on resources, directs readers to
further readings in history, criticism, theory, and literary and
visual studies and provides a chronology of human rights legal
documents.
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