"Negotiating Critical Literacies in Classrooms" brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice.
The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text.
An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations.
"Negotiating Critical Literacies in Classrooms" is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.

"Negotiating Critical Literacies in Classrooms" brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice.
The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text.
An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations.
"Negotiating Critical Literacies in Classrooms" is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.

This volume of new essays represents a collective, academic, and activist effort to interpret German literature and culture in the context of the international #MeToo movement, illustrating and interrogating the ways that "rape cultures" persist. Responding to the worldwide impact of the #MeToo movement, this volume investigates not only the ubiquity of sexual abuse and sexual violence but also the transhistorical and transnational failure to hold perpetrators accountable. From a range of disciplines, the collected essays engage current cultural and political discourses about systemic sexism, feminist theory and practice, and gender-based discrimination from an academic and activist perspective. The focus on national cultures of German-speaking Europe from the mid-eighteenth century to the present captures the persistence of normalized and institutionalized sexism, reframed through the lens of a contemporary political and social movement. German #MeToo argues that sexual violence is not a universal human constant. Rather, it is nurtured and sustained by the social, political, cultural, legal, and economic fabric of specific societies. The authors sustain and vary their exploration of #MeToo-related issues through considerations of rape, prostitution, sexual murder, the politics of consent, and victim-blaming as enacted in literary works by canonical and marginalized authors, the visual arts, the graphic novel, film, television, and theater. The analysis of rape myths - of discourses and practices in German history and culture that subtend and indemnify sexual violence - is a central subject of this edited volume. Throughout, German #MeToo challenges narratives of sex-based discrimination while emphasizing the strategies of resistance and the importance of telling one's own story.

Enlightened War investigates the multiple and complex interactions between warfare and Enlightenment thought. Although the Enlightenment is traditionally identified with the ideals of progress, eternal peace, reason, and self-determination, Enlightenment discourse unfolded during a period of prolonged European warfare from the Seven Years' War to the Napoleonic conquest of Europe. The essays in this volume explore the palpable influence of war on eighteenth-century thought and argue for an ideological affinity among war, Enlightenment thought, and its legacy. The essays are interdisciplinary, engaging with history, art history, philosophy, military theory, gender studies, and literature and with historical events and cultural contexts from the early Enlightenment through German Classicism and Romanticism. The volume enriches our understanding of warfare in the eighteenth century and shows how theories and practices of war impacted concepts of subjectivity, national identity, gender, and art. It also sheds light on the contemporary discussion of the legitimacy of violence by juxtaposing theories of war, concepts of revolution, and human rights discourses. Contributors: Johannes Birgfeld, David Colclasure, Sara Eigen Figal, Ute Frevert, Wolf Kittler, Elisabeth Krimmer, Waltraud Maierhofer, Arndt Niebisch, Felix Saure, Galili Shahar, Patricia Anne Simpson, Inge Stephan. Elisabeth Krimmer is Professor of German at the University of California, Davis, and Patricia Anne Simpson is Associate Professor of German Studies at Montana State University.

This charming board book introduces young children to the wild babies of the Smoky Mountains of Tennessee and North Carolina. Sweet rhymes accompany the beautiful color images by wildlife photographers and educators Ann and Rob Simpson. A great tool for introducing kids to the wildlife of the Smokies, the book features 13 baby animals. Like the other books in the popular series, it's sure to be a bedtime favorite.

A collection of essays achieving a deeper understanding of the historical roots and theoretical assumptions that inform the realities and fantasies of German female leadership. The Western tradition of excluding women from leadership and disparaging their ability to lead has persisted for centuries, not least in Germany. Even today, resistance to women holding power is embedded in literary, cultural, andhistorical values that presume a fundamental opposition between the adjective "female" and the substantive "leader." Women who do achieve positions of leadership are faced with a panoply of prejudicial misconceptions: either considered incapable of leadership (conceived of as alpha-male behavior), or pigeonholed as suited only to particular forms of leadership (nurturing, cooperative, egalitarian, communicative, etc.). Focusing on the German-speakingcountries, this volume works to dismantle the prevailing disassociation of women and leadership across a range of disciplines. Contributions discuss literary works involving women's political authority and cultivation of community from Maria Antonia of Saxony to Elfriede Jelinek; women's social activism, as embodied by figures from Hedwig Dohm to Rosa Luxemburg; women in political film, environmentalism, neoliberalism, and the media from Leni Riefenstahlto Petra Kelly to Maren Ade; and political leaders Hillary Clinton and Angela Merkel. Contributors: Dorothee Beck, Seth Berk, Friederike Brühöfener, Margaretmary Daley, Aude Defurne, Helga Druxes, Sarah Vandegrift Eldridge, Anke Gilleir, Rachel J. Halverson, Peter Hudis, Elisabeth Krimmer, Stephen Milder, Joyce Marie Mushaben, Lauren Nossett, Patricia Anne Simpson, Almut Spalding, Inge Stephan, Lisa Fetheringill Zwicker. Elisabeth Krimmer is Professor of German at the University of California, Davis. Patricia Anne Simpson is Professor of German at the University of Nebraska-Lincoln.

This year's volume is highlighted by a special section on Goethe's narrative events in addition to a range of other articles from emerging and established scholars. The Goethe Yearbook is a publication of the Goethe Society of North America, encouraging North American Goethe scholarship by publishing original English-language contributions to the understanding of Goethe and other authors of the Goethezeit while also welcoming contributions from scholars around the world. Volume 26 features a special section on Goethe's narrative events, with contributions on "Narrating (against) the Uncanny: Goethe's "Ballade" vs. Hoffmann's Der Sandmann," "The Absence of Events in Die Wahlverwandtschaften," and "Countering Catastrophe: Goethe's Novelle in the Aftershock of Kleist." This issue also showcases work presented atthe 2017 Atkins Goethe Conference (Re-Orientations around Goethe), including contributions by Eva Geulen on morphology and W. Daniel Wilson on the Goethe Society of Weimar in the Third Reich. In addition there are articles by emerging and established scholars on Klopstock, Schiller, Goethe and objects, dark green ecology, and texts of the Goethezeit and beyond through the lens of world literature. Book reviews conclude the volume. Contributors: Lisa Marie Anderson, Thomas O. Beebee, Fritz Breithaupt, Christopher Chiasson, Patrick Fortmann, Sean Franzel, Eva Geulen, Willi Goetschel, Stefan Hajduk, Samuel Heidepriem, Bryan Klausmeyer, Lea Pao, Elizabeth Powers, James Shinkle, Heather I. Sullivan, Christian P. Weber, W. Daniel Wilson, Karin A. Wurst. The Goethe Yearbook is edited, beginning with this volume, by Patricia Anne Simpson, Professor of German and Chairperson of Modern Languages at the University of Nebraska-Lincoln, and Birgit Tautz, George Taylor Files Professor of Modern Languages at Bowdoin College. Book Review Editor is Sean Franzel, Associate Professor of German at the University ofMissouri-Columbia.

The Goethe Yearbook is a publication of the Goethe Society of North America, showcasing North American and international scholarship on Goethe and other authors and aspects of the late eighteenth and early nineteenth centuries. Volume 30 seeks to prompt discussion of new directions in eighteenth-century scholarship with special sections on Enlightenment legacies of race and on the robust scholarship that rethinks the eighteenth-century body beyond the human organism. Beyond the two special sections there are articles on Wieland's Alceste, several essays on sex and gender (e.g., on Goethe's Werther; on gender, genre, and authorship in La Roche and Goethe; and on continued gender bias in scholarship on the German eighteenth century), a co-authored article on Goethe's Roman elegies, and an article on performativity and gestures in Kleist. The customary book review section rounds out the volume.

A new Forum section focuses on the impact of Digital Humanities on Goethe scholarship and on eighteenth-century German Studies, alongside articles on a diverse range of authors and topics. The Goethe Yearbook is a publication of the Goethe Society of North America, showcasing North American and international scholarship on Goethe and other authors and aspects of the Goethezeit. Volume 27 features the yearbook's first Forum, a discussion of the impact of Digital Humanities (DH) and "computational criticism" on Goethe scholarship and eighteenth-century German Studies more broadly. For this launch, invited contributors were askedto consider the canon in comparison to "the great unread" (Margaret Cohen): the vast expanse of uncanonized texts. The contributions evince approaches that go beyond the established binary of scholarly methods vs. data sciences; they also explore DH as a way of navigating the gendered fault lines of canon formation. Beyond the Forum, there are articles on Goethe's self-marketing, on several of his major works, and on pivotal topics in them (orientation, der Gang, and transgression); on nascent anthropology, on Creativity Studies, and on other eighteenth-century figures (Rahel Levin Varnhagen, Karl Phillip Moritz). A newly discovered text by August von Kotzebue, sample entries fromthe prodigious work in progress Lexikon of Philosophical Concepts, and the customary book review section round out the volume. Richard B. Apgar, Constanze Baum, Jane K. Brown, Matt Erlin, Renata Fuchs, Matthew Handelman, Katrin Henzel, Stefan Hoeppner, Julie Koser, James Manalad, Clark Muenzer, Maike Oergel, Andrew Piper, Mattias Pirholt, Michael Saman, Renata Schellenberg, Helmut J. Schneider, Oliver Simons, Leif Weatherby, George S. Williamson, Karin A. Wurst. Patricia Anne Simpson is Professor of German at the University of Nebraska-Lincoln. Birgit Tautz is George Taylor Files Professor of Modern Languages at Bowdoin College. Book review editor Sean Franzel is Associate Professor of German at the University of Missouri-Columbia.

This volume's Forum section focuses on new directions in eighteenth-century German studies, alongside articles on a diverse range of topics concerning Goethe and the literature and arts of his age. The Goethe Yearbook is a publication of the Goethe Society of North America, showcasing North American and international scholarship on Goethe and other authors and aspects of the Goethezeit. Volume 28 features articles on several of Goethe's signature works (Xenien, Wahlverwandtschaften, Faust), unified by their innovative approaches. It also includes a Forum section seeking to prompt discussion of new directions in eighteenth-century German studies. An essay documenting Goethe's engagement with China and another on Goethe's legacy in post-WWII Argentina emphasize these new directions. Other essays highlight Goethe's inter-arts approaches (music,theater, collecting); interdisciplinary intersections of eighteenth-century literary studies with gender and social history; media theory; and renewed emphasis on materialism. The latter is the focus of a recently convened collaboration on early nineteenth-century inventories presented in this volume. The customary book review section rounds out the volume.

Long term asset owners and managers, while seeking high risk-adjusted returns and efficiently allocating scarce financial capital to the highest value economic activities, have the essential and formidable role of ensuring the sustainability of return. But generally accepted financial accounting methods are ill-equipped to provide clear signals of the risks and opportunities created by scarce natural and human capital. Hence many investment managers in global financial markets, while performing due diligence on portfolio companies, examine metrics of non-financial performance, especially environmental, social and governance (ESG) indicators. Broken into three sections, this book outlines the rationale for and methods used in six areas where financial acumen has been harnessed to the goal of combining monetary return with long run sustainability. The first section offers an introduction to the role of finance in achieving sustainability, and includes an overview of the six areas-sustainable investing, impact investing, decentralized finance, conservation finance, and cleantech finance. The methods section of the book illustrates analytical tools and specialized data sources essential to those interested in increasing the level of social responsibility embedded in economic activity. The applications section describes and differentiates each of the six areas and their roles in advancing specific measures of sustainability.

This field guide dedicated to wildlife of Shenandoah National Park is an information-packed book that introduces park visitors to animals, plants, insects and more that reside in the Shenandoah Valley in a colorful, easy-to-use package. Including full-color photos and easy-to-understand descriptions and with full cooperation from the park association, this book will appeal to the 1.1 million visitors who travel to Shenandoah every year.

Investigates how culture in the Age of Goethe shaped and was shaped by a sustained and multifaceted debate about the place of religion in politics, philosophy, and culture. The eighteenth century is usually considered to be a time of increasing secularization in which the primacy of theology was replaced by the authority of reason, yet this lofty intellectual endeavor played itself out in a social and political reality that was heavily impacted by religious customs and institutions. This duality is visible in the literature and culture of late eighteenth- and early nineteenth-century Germany. On the one hand, authors such asGoethe, Schiller, and Kleist are known for their distance from traditional Christianity. On the other hand, many canonical texts from the late eighteenth and early nineteenth centuries -- from Goethe's Faust to Schiller's Die Jungfrau von Orleans to Kleist's Michael Kohlhaas -- are not only filled with references to the Bible, but invoke religious frameworks. Religion, Reason, and Culture in the Age of Goethe investigates how culture in the Age of Goethe shaped and was shaped by a sustained and multifaceted debate about the place of religion and religious difference in politics, philosophy, and culture, enriching our understanding of the relationship between religion and culture during this foundational period in German history. Contributors: Frederick Amrine, Claire Baldwin, Lisa Beesley, Jane K. Brown, Jeffrey L. High, Elisabeth Krimmer, Helmut J. Schneider, Patricia Anne Simpson, John H. Smith, Tom Spencer. Elisabeth Krimmer is professor of German at the University of California, Davis. Patricia Anne Simpson is professor of German at Montana State University.

The Play World chronicles the history and evolution of the concept of play as a universal part of childhood. Examining texts and toys coming out of Europe between 1631 and 1914, Patricia Anne Simpson argues that German material, literary, and pedagogical cultures were central to the construction of the modern ideas and realities of play and childhood in the transatlantic world. With attention to the details of toy manufacturing and marketing, Simpson considers prescriptive texts about how children should play, treat their possessions, and experience adventure in the scientific exploration of distant geographies. She illuminates the role of toys-among them a mechanical guillotine, yo-yos, hybridized dolls, and circus figures-as agents of history. Using an interdisciplinary approach that draws from postcolonial, childhood, and migration studies, she makes the case that these texts and toys transfer the world of play into a space in which model childhoods are imagined and enacted as German. With chapters on the Protestant play ethic, enlightened parenting, Goethe as an advocate of play, colonial fantasies, children's almanacs, ethnographic play, and an empire of toys, Simpson's argument follows a compelling path toward understanding the reproduction of religious, gendered, ethnic, racial, national, and imperial identities, emanating from German-speaking Europe, that collectively construct a global imaginary. This foundational and deeply original study connects German-speaking communities across the Atlantic as they collectively engender the epistemology of the play world. It will be of particular interest to German studies scholars whose research crosses the Atlantic.

A collection of essays achieving a deeper understanding of the historical roots and theoretical assumptions that inform the realities and fantasies of German female leadership. The Western tradition of excluding women from leadership and disparaging their ability to lead has persisted for centuries, not least in Germany. Even today, resistance to women holding power is embedded in literary, cultural, andhistorical values that presume a fundamental opposition between the adjective "female" and the substantive "leader." Women who do achieve positions of leadership are faced with a panoply of prejudicial misconceptions: either considered incapable of leadership (conceived of as alpha-male behavior), or pigeonholed as suited only to particular forms of leadership (nurturing, cooperative, egalitarian, communicative, etc.). Focusing on the German-speakingcountries, this volume works to dismantle the prevailing disassociation of women and leadership across a range of disciplines. Contributions discuss literary works involving women's political authority and cultivation of community from Maria Antonia of Saxony to Elfriede Jelinek; women's social activism, as embodied by figures from Hedwig Dohm to Rosa Luxemburg; women in political film, environmentalism, neoliberalism, and the media from Leni Riefenstahlto Petra Kelly to Maren Ade; and political leaders Hillary Clinton and Angela Merkel. Contributors: Dorothee Beck, Seth Berk, Friederike Bruhoefener, Margaretmary Daley, Aude Defurne, Helga Druxes, Sarah Vandegrift Eldridge, Anke Gilleir, Rachel J. Halverson, Peter Hudis, Elisabeth Krimmer, Stephen Milder, Joyce Marie Mushaben, Lauren Nossett, Patricia Anne Simpson, Almut Spalding, Inge Stephan, Lisa Fetheringill Zwicker. Elisabeth Krimmer is Professor of German at the University of California, Davis. Patricia Anne Simpson is Professor of German at the University of Nebraska-Lincoln.