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Elisabeth Spencer's daughter Milly came out as trans at the age of twenty-one. Just a few days later, in one of life's perfect storms, Spencer's husband was diagnosed with an advanced terminal illness - and so she was set on course to confront rebirth in the face of death. In this compelling and poignant memoir, Spencer recalls her emotional journey over the course of her daughter's life, as she struggles first with the mystery of Milly's constant unhappiness, then with the revelation of her coming out, through a sense of bereavement, bewilderment and guilt, culminating in her determination to help her child become her true self. Written with remarkable warmth, generosity and honesty, The Road to My Daughter is both a deeply moving meditation on motherhood and a nuanced and compassionate reflection on trans issues, illuminating not only how it feels to witness the physical and mental processes of transitioning, and the realities behind embarking on this journey together, but also what it means to be a parent.
In conferring upon Mississippi native Elizabeth Spencer (1921-2019) the 2013 Rea Award for the Short Story, the jury said that at the then age of ninety-two, she "has thrived at the height of her powers to a degree that is unparalleled in modern letters." Over a celebrated six-decade career, Spencer published every type of literary fiction: novels and short stories, a memoir, and a play. Like her best-known work, The Light in the Piazza, most of her narratives explore the inner lives of restless, searching southern women. Yet one mercurial male character, Edward Glenn, deserves attention for the way he insists on returning to her pages. Speaking of Edward in unusually personal terms, Spencer admitted a strong attraction to his type: the elusive, intelligent southern man, "maybe an unresolved part of my psyche." In The Edward Tales, Sally Greene brings together the four narratives in which Edward figures: the play For Lease or Sale (1989) and three short stories, "The Runaways" (1994), "Master of Shongalo" (1996), and "Return Trip" (2009). The collection allows readers to observe Spencer's evolving style while offering glimpses of the moral reasoning that lies at the heart of all her work. Greene's critical introduction helpfully places these narratives within the context of Spencer's entire body of writing. The Edward Tales confirms Spencer's place as one of our most beloved and accomplished writers.
The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.
The use of sign language has a long history. Indeed, humans' first
languages may have been expressed through sign. Sign languages have
been found around the world, even in communities without access to
formal education. In addition to serving as a primary means of
communication for Deaf communities, sign languages have become one
of hearing students' most popular choices for second-language
study. Sign languages are now accepted as complex and complete
languages that are the linguistic equals of spoken languages.
Sign-language research is a relatively young field, having begun
fewer than 50 years ago. Since then, interest in the field has
blossomed and research has become much more rigorous as demand for
empirically verifiable results have increased. In the same way that
cross-linguistic research has led to a better understanding of how
language affects development, cross-modal research has led to a
better understanding of how language is acquired. It has also
provided valuable evidence on the cognitive and social development
of both deaf and hearing children, excellent theoretical insights
into how the human brain acquires and structures sign and spoken
languages, and important information on how to promote the
development of deaf children. This volume brings together the
leading scholars on the acquisition and development of sign
languages to present the latest theory and research on these
topics. They address theoretical as well as applied questions and
provide cogent summaries of what is known about early gestural
development, interactive processes adapted to visual communication,
linguisic structures, modality effects, and semantic, syntactic,
and pragmatic development in sign.
Throughout history there have been efforts to help deaf children
develop spoken language through which they could have full access
to the hearing world. These efforts, although pursued seriously and
with great care, frequently proved fruitless, and often only
resulted in passionate arguments over the efficacy of particular
approaches. Although some deaf children did develop spoken
language, there was little evidence to suggest that this
development had been facilitated by any particular education
approach, and moreover, many, even most deaf children--especially
those with profound loss--never develop spoken language at all.
Recent technological advances, however, have led to more positive
expectations for deaf children's acquisition of spoken language:
Innovative testing procedures for hearing allow for early
identification of loss that leads to intervention services during
the first weeks and months of life. Programmable hearing aids allow
more children to make use of residual hearing abilities. Children
with the most profound losses are able to reap greater benefits
from cochlear-implant technologies. At the same time, there have
been great advances in research into the processes of deaf
children's language development and the outcomes they experience.
As a result, we are, for the first time, accruing a sufficient base
of evidence and information to allow reliable predictions about
children's progress that will, in turn, lead to further advances.
The contributors to this volume are recognized leaders in this
research, and here they present the latest information on both the
new world evolving for deaf and hard-of-hearing children and the
improved expectations for their acquisition ofspoken language.
Chapters cover topics such as the significance of early
vocalizations, the uses and potential of technological advances,
and the cognitive processes related to spoken language. The
contributors provide objective information from children in a
variety of programming: using signs; using speech only; using cued
speech, and cutting-edge information on the language development of
children using cochlear implants and the innovations in service
provision.
Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. The contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage "Those who do not learn from history are doomed to repeat it" is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.
Regardless of a child's hearing abilities, increasing parents' knowledge about their baby or toddler's expected development and their confidence in their parenting abilities supports positive early interactions and developmental progress. Fortunately, as early hearing screening has become widespread, more information is available about development of deaf and hard-of-hearing infants and ways to best support their developing learning and language abilities. This book combines a review of up-to-date research with theory and first-hand observations to provide a framework for parents and professionals as they promote developmental achievements of infants and toddlers with limited hearing. In what ways is development of deaf and hard-of-hearing babies and toddlers like that of those with typical hearing? What specific challenges are likely to be faced by child and parent - and when are they most likely to occur? What modifications in parenting and caregiver interactive behaviors can help avoid or overcome these challenges? A strong, supportive foundation for optimal learning throughout life grows from early, positive, and responsive interactive experiences. This book provides information and guidelines for professionals and parents helping deaf and hard-of-hearing infants and toddlers build that foundation.
In conferring upon Mississippi native Elizabeth Spencer (1921-2019) the 2013 Rea Award for the Short Story, the jury said that at the then age of ninety-two, she "has thrived at the height of her powers to a degree that is unparalleled in modern letters." Over a celebrated six-decade career, Spencer published every type of literary fiction: novels and short stories, a memoir, and a play. Like her best-known work, The Light in the Piazza, most of her narratives explore the inner lives of restless, searching southern women. Yet one mercurial male character, Edward Glenn, deserves attention for the way he insists on returning to her pages. Speaking of Edward in unusually personal terms, Spencer admitted a strong attraction to his type: the elusive, intelligent southern man, "maybe an unresolved part of my psyche." In The Edward Tales, Sally Greene brings together the four narratives in which Edward figures: the play For Lease or Sale (1989) and three short stories, "The Runaways" (1994), "Master of Shongalo" (1996), and "Return Trip" (2009). The collection allows readers to observe Spencer's evolving style while offering glimpses of the moral reasoning that lies at the heart of all her work. Greene's critical introduction helpfully places these narratives within the context of Spencer's entire body of writing. The Edward Tales confirms Spencer's place as one of our most beloved and accomplished writers.
Debates about methods of supporting language development and
academic skills of deaf or hard-of-hearing children have waxed and
waned for more than 100 years: Will using sign language interfere
with learning to use spoken language or does it offer optimal
access to communication for deaf children? Does placement in
classrooms with mostly hearing children enhance or impede academic
and social-emotional development? Will cochlear implants or other
assistive listening devices provide deaf children with sufficient
input for age-appropriate reading abilities? Are traditional
methods of classroom teaching effective for deaf and
hard-of-hearing students?
In 2010, Eno Publishers, based in Hillsborough, North Carolina, published 27 Views of Hillsborough: A Southern Town in Poetry & Prose, with an introduction from Michael Malone and literary contributions from 27 writers that included Randall Kenan, Jill McCorkle, Craig Nova, and Jaki Shelton Green, among others. To have a town documented in so many genres by so many skillful practitioners from so many perspectives was a rare phenomenon.
"Spencer's refined, sensuous writing and laser insights inform this novel, as extraordinary as her other works." -- Publishers Weekly At a certain point approaching the Mississippi coast, the air fills with the salt smell of the Gulf of Mexico. For all of the characters in Elizabeth Spencer's gracefully written novel, the salt line divides past and present, memory and longing, tranquillity and danger. Crossing it places everyone in the chaotic path of Arnie Carrington, former professor and 1960s campus radical, who is on a crusade to restore the small Gulf Coast town of Notchaki after the devastation of Hurricane Camille. Threatening the enterprise is the arrival of Arnie's former colleague Lex Graham, who intends to use his wealth to squash his longtime rival's plans for the area's rejuvenation. The romantic, generous Carrington attracts a wide array of devotees -- Frank Matteo, a Mafia-connected restaurateur trying to go straight; Mavis, the pregnant girlfriend Frank has rejected; Dorothy, Lex's unstable wife, who wants to resume an ancient affair with Arnie; and Lex's cherished daughter Lucinda, a coquette who fancies Arnie's idealism. The characters in The Salt Line are rebuilding, reckoning with old ghosts, liberating repressed passions, and getting back into life. Elaborately and densely populated, masterfully plotted, and elegant in style, Spencer has woven a tale about the lines that bind, divide, and envelop people. "Appealing... eloquent... it won't disappoint you." -- New York Times
In the mid-1950s, the town of Lacey in the Mississippi hill country is a place where the lives of blacks and whites, though seemingly separate, are in fact historically and inevitably intertwined. When Lacey's fair-haired boy, Duncan Harper, is appointed interim sheriff, he makes public his private convictions about the equality of blacks before the law, and the combined threat and promise he represents to the understood order of things in Lacey affects almost every member of the community. In the end, Harper succeeds in pointing the way for individuals, both black and white, to find a more harmonious coexistence, but at a sacrifice all must come to regret. In The Voice at the Back Door, Mississippi native Elizabeth Spencer gives form to the many voices that shaped her view of race relations while growing up, and at the same time discovers her own voice -- one of hope. Employing her extraordinary literary powers -- finely honed narrative techniques, insight into a rich, diverse cast of characters, and an unerring ear for dialect -- Spencer makes palpable the psychological milieu of a small southern town hobbled by tradition but lurching toward the dawn of the civil rights movement. First published in 1956, The Voice at the Back Door is Spencer's most highly praised novel yet, and her last to treat small-town life in Mississippi.
The magnetic appeal of land, sea, and sky along the southern
coast has drawn Elizabeth Spencer many times to this lush and
semitropical setting. This collection brings together six of her
stories set amid terrain lapped by the warm coastal currents. These
stories all happen on the shoreline of the Gulf of Mexico, from New
Orleans to Florida. In each a girl or young woman gives voice to
the narrative, probing and groping for a secure place and
identity. The six stories included here are "On the Gulf," "The Legacy," "A Fugitive's Wife," "Mr. McMillan," "Go South in the Winter," and "Ship Island." Each reveals the special allure of the Gulf Coast region through the author's depiction of character and engagement with the complexities of plot. In these stories that illuminate the lives of sundry females--from insecure waifs to novice seductresses--Spencer investigates female psyche, a topic which lies at the core of much of her fiction.
Admirers of Elizabeth Spencer's writing will welcome back into
print her first novel, and her new readers will discover the
sources of her notable talent in this book. Published in 1948 to
extraordinary attention from such eminent writers as Robert Penn
Warren, Eudora Welty, and Katherine Anne Porter, this
father-and-son story revolves around an old southern theme of
family grievances and vendettas. "Fire in the Morning" recounts the conflict between two families extending over two generations up to the 1930s.The arrival of an innocent stranger flares old arguments and ignites new passions. In Spencer's compelling tale of the half-forgotten violence, the well-deep understanding of father and son, Kinloch Armstrong, the young hero, confronts mysteries of the past. His wife, a newcomer to the area and its legacies, makes friends with a family of traditional rivals. After she is involved in a nighttime wreck and the death of a local man, the past gradually comes to light, and the two families once again become caught up in revelations, hatreds, and conflicts. Spencer faithfully renders the setting--a small, dusty Mississippi town--and the surrounding countryside as it was in the early twentieth century. |
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