This first book in English on Meisel-Hess, an early feminist voice in modernist discourse, illustrates the dynamic interplay between gender, sexuality, and race/ethnicity in Austrian and German modernism. Grete Meisel-Hess (1879-1922), a contemporary of Freud, Schnitzler, and Klimt, was a feminist voice in early-twentieth-century modernist discourse. Born in Prague to Jewish parents and raised in Vienna, she became a literary presence with her 1902 novel Fanny Roth. Influenced by many of her contemporaries, she also criticized their notions of gender and sexuality. Relocating to Berlin, she continued to write fiction and began publishing on sexology and the women's movement. Helga Thorson's book combines a literary-cultural exploration of modernism in Vienna and Berlin with a biography of Meisel-Hess and a critical analysis of her works. Focusing on Meisel-Hess's negotiations of feminism, modernism, and Jewishness, it illustrates the dynamic interplay between gender, sexuality, and race/ethnicity in Austrian and German modernism. Analyzing Meisel-Hess's fiction as well as her sexological studies, Thorson argues that Meisel-Hess posited herself as both a "New Woman" and the writer of the "New Woman." The book draws on extensive archival research that uncovered a large number of new sources, including an unpublished drama and a variety of documents and letters scattered in collections across Europe. Until now there have been only limited secondary sources about Meisel-Hess, most containing errors and omissions regarding her biography. This is the first book on Meisel-Hess in English.

Bringing together some of the last Holocaust survivor stories in living memory, After the Holocaust shares Jewish scholarship, activism, poetry, and personal narratives which tackle the changing face of human rights education in the 21st century. The collected voices draw on decades of research on Holocaust history to discuss education, broader human rights abuses, genocide, internment, and oppression. Advancing the dialogue between civic advocacy, public remembrance, and research, contributors discuss how the Holocaust is taught and remembered. By including additional perspectives on the context of Canadian antisemitism, the legacy of human rights abuses of Indigenous Peoples in Canada, and the internment of Japanese Canadians in World War II, After the Holocaust examines the ways the Holocaust changed thinking around human rights legislation and memorialization on a global scale. "The first- and second-generation survivor accounts are treasures-invaluable reflections that anchor this collection." - David MacDonald , author of The Sleeping Giant Awakens: Genocide, Indian Residential Schools, and the Challenge of Conciliation

Universities across North America and beyond are experiencing growing demand for off-campus, experiential learning. Exploring the foundations of what it means to learn "out there," Out There Learning is an informed, critical investigation of the pedagogical philosophies and practices involved in short-term, off-campus programs or field courses. Bringing together contributors' individual research and experience teaching or administering off-campus study programs, Out There Learning examines and challenges common assumptions about pedagogy, place, and personal transformation, while also providing experience-based insights and advice for getting the most out of faculty-led field courses. Divided into three sections that investigate aspects of pedagogy, ethics of place, and course and program assessment, this collection offers "voices from the field" highlighting the experiences of faculty members, students, teaching assistants, and community members engaged in every aspect of an off-campus study programs. Several chapters examine study programs in the traditional territories of Indigenous communities and in the Global South. Containing an appendix highlighting some examples of off-campus study programs, Out There Learning offers new pathways for faculty, staff, and college and university administrators interested in enriching the experience of non-traditional avenues of study.

Universities across North America and beyond are experiencing growing demand for off-campus, experiential learning. Exploring the foundations of what it means to learn "out there," Out There Learning is an informed, critical investigation of the pedagogical philosophies and practices involved in short-term, off-campus programs or field courses. Bringing together contributors' individual research and experience teaching or administering off-campus study programs, Out There Learning examines and challenges common assumptions about pedagogy, place, and personal transformation, while also providing experience-based insights and advice for getting the most out of faculty-led field courses. Divided into three sections that investigate aspects of pedagogy, ethics of place, and course and program assessment, this collection offers "voices from the field" highlighting the experiences of faculty members, students, teaching assistants, and community members engaged in every aspect of an off-campus study programs. Several chapters examine study programs in the traditional territories of Indigenous communities and in the Global South. Containing an appendix highlighting some examples of off-campus study programs, Out There Learning offers new pathways for faculty, staff, and college and university administrators interested in enriching the experience of non-traditional avenues of study.