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This volume, the first of its kind, establishes and clarifies the
significance of Jewish rhetorics as its own field and as a field
within rhetoric studies. Diverse essays illuminate and complicate
the editors' definition of a Jewish rhetorical stance as allowing
speakers to maintain a "resolute sense of engagement" with their
fellows and their community, while also remaining aware of the
dislocation from the members of those communities. Topics include
the historical and theoretical foundations of Jewish rhetorics;
cultural variants and modes of cultural expression; and
intersections with Greco-Roman, Christian, Islamic, and
contemporary rhetorical theory and practice. In addition, the
contributors examine gender and Yiddish, and evaluate the actual
and potential effect of Jewish rhetorics on contemporary
scholarship and on the ways we understand and teach language and
writing. The contributors include some of the world's leading
scholars of rhetoric, writing, and Jewish studies.
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Teaching the Arab-Israeli Conflict (Paperback)
Rachel S Harris; Introduction by Jacob Lassner; Contributions by Caitlin Carenen, Janice W. Fernheimer, Martin B. Shichtman, …
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R1,379
Discovery Miles 13 790
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Ships in 10 - 15 working days
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The Arab-Israeli conflict has become a touchstone of international
politics and a flash point on college campuses. And yet, how do
faculty teach such a contentious topic in class? Taught not only in
international relations, peace and conflict resolution, politics
and history, and Israel and Middle Eastern studies courses but also
in literature, sociology, urban planning, law, cinema, fine art,
and business-the subject guarantees wide interest among students.
Faculty are challenged to deal with the subject's complexity and
the sensitive dynamics it creates. The result is anxiety as they
approach the task and a need for guidance. Teaching the
Arab-Israeli Conflict edited by Rachel S. Harris is the first book
designed to meet this need. Teaching the Arab-Israeli Conflict
brings together thirty-nine essays from experienced educators who
reflect on the challenges of engaging students in college
classrooms. Divided into seven sections, these personal essays
cover a broad range of institutional and geographical settings, as
well as a wide number of academic disciplines. Some of the topics
include using graphic novels and memoirs to wrestle with the
complexities of Israel/Palestine, the perils of misreading in the
creative writing classroom as border crossing, teaching competing
narratives through film, using food to teach the Arab-Israeli
conflict, and teaching the subject in the community college
classroom. Each essay includes suggestions for class activities,
resources, and approaches to effective teaching. Whether planning a
new course or searching for new teaching ideas, this collection is
an indispensable compendium for anyone teaching the Arab-Israeli
conflict.
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Teaching the Arab-Israeli Conflict (Hardcover)
Rachel S Harris; Introduction by Jacob Lassner; Contributions by Caitlin Carenen, Janice W. Fernheimer, Martin B. Shichtman, …
|
R2,779
R2,487
Discovery Miles 24 870
Save R292 (11%)
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Ships in 12 - 17 working days
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The Arab-Israeli conflict has become a touchstone of international
politics and a flash point on college campuses. And yet, how do
faculty teach such a contentious topic in class? Taught not only in
international relations, peace and conflict resolution, politics
and history, and Israel and Middle Eastern studies courses but also
in literature, sociology, urban planning, law, cinema, fine art,
and business-the subject guarantees wide interest among students.
Faculty are challenged to deal with the subject's complexity and
the sensitive dynamics it creates. The result is anxiety as they
approach the task and a need for guidance. Teaching the
Arab-Israeli Conflict edited by Rachel S. Harris is the first book
designed to meet this need. Teaching the Arab-Israeli Conflict
brings together thirty-nine essays from experienced educators who
reflect on the challenges of engaging students in college
classrooms. Divided into seven sections, these personal essays
cover a broad range of institutional and geographical settings, as
well as a wide number of academic disciplines. Some of the topics
include using graphic novels and memoirs to wrestle with the
complexities of Israel/Palestine, the perils of misreading in the
creative writing classroom as border crossing, teaching competing
narratives through film, using food to teach the Arab-Israeli
conflict, and teaching the subject in the community college
classroom. Each essay includes suggestions for class activities,
resources, and approaches to effective teaching. Whether planning a
new course or searching for new teaching ideas, this collection is
an indispensable compendium for anyone teaching the Arab-Israeli
conflict.
Expanding the scope of religious rhetoric/B> Over the past
twenty-five years, the intersection of rhetoric and religion has
become one of the most dynamic areas of inquiry in rhetoric and
writing studies. One of few volumes to include multiple traditions
in one conversation, Rhetoric and Religion in the Twenty-First
Century engages with religious discourses and issues that continue
to shape public life in the United States. This collection of
essays centralizes the study of religious persuasion and pluralism,
considers religion’s place in U.S. society, and expands the study
of rhetoric and religion in generative ways. The volume showcases a
wide range of religious traditions and challenges the very concepts
of rhetoric and religion. The book’s eight essays explore African
American, Buddhist, Christian, Indigenous, Islamic, and Jewish
rhetoric and discuss the intersection of religion with feminism,
race, and queer rhetoric—along with offering reflections on how
to approach religious traditions through research and teaching. In
addition, the volume includes seven short interludes in which some
of the field’s most accomplished scholars recount their
experiences engaging with religious rhetorics and invite readers to
engage these exigent lines of inquiry.  By featuring
these diverse religious perspectives, Rhetoric and Religion in the
Twenty-First Century complicates the field’s emphasis on Western,
Hellenistic, and Christian ideologies. The collection also offers
teachers of writing and rhetoric a range of valuable approaches for
preparing today’s students for public citizenship in our
religiously diverse global context.
By studying the multiracial Jewish organization Hatzaad Harishon,
Janice W. Fernheimer's Stepping into Zion considers the question
Who is a Jew?-- a critical rhetorical issue with far-reaching
consequences for Jews and non-Jews alike.
Hatzaad Harishon (The First Step) was a New York-based, multiracial
Jewish organization that worked to increase recognition and
legitimacy of black Jews in the sixties and seventies. In Stepping
into Zion, Janice W. Fernheimer examines the history and archives
of Hatzaad Harishon to illuminate the definition and borders of
Jewish identity, which have
critical relevance to Jews of all traditions as well as to
non-Jews.
Fernheimer focuses on a period when white Jewish identity was in
flux and deeply influenced by the Civil Rights and Black Power
movements. In 1964, white and black Jews formed Hatzaad Harishon to
foster interaction and unity between black and white Jewish
communities. They raised the question of who or what constitutes
Jewishness or Jewish identity, and in searching for an answer
succeeded--both historically and rhetorically--in gaining increased
recognition for black Jews. Fernheimer traces how members of
Hatzaad Harishon, who did not share the same set of definitions,
were able to create common ground in a process she terms
interruptive invention.
Through insightful interpretation of Hatzaad Harishon's archival
materials, Fernheimer chronicles the group's successes and failures
within the larger rhetorical history of conflicts that emerge when
cultural identities shift or expand. Stepping into Zion offers
interruptive invention as a framework for understanding and
changing certain dominant discourses about racial and religious
identity, allowing those who may lack institutional power or
authority to begin to claim it.
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