What is the role of folklore in the discussion of catastrophe and trauma? How do disaster survivors use language, ritual, and the material world to articulate their experiences? What insights and tools can the field of folkloristics offer survivors for navigating and narrating disaster and its aftermath? Can folklorists contribute to broader understandings of empathy and the roles of listening in ethnographic work? We Are All Survivors is a collection of essays exploring the role of folklore in the wake of disaster. Contributors include scholars from the United States and Japan who have long worked with disaster-stricken communities or are disaster survivors themselves; individual chapters address Hurricane Katrina, Hurricane Maria, and two earthquakes in Japan, including the earthquake, tsunami, and nuclear disaster of 2011. Adapted from a 2017 special issue of Fabula (from the International Society for Folk Narrative Research), the book includes a revised introduction, an additional chapter with original illustrations, and a new conclusion considering how folklorists are documenting the COVID-19 pandemic. We Are All Survivors bears witness to survivors' expressions of remembrance, grieving, and healing.

Critics since the eighteenth century have puzzled over the form of James Thomson's composite long poem, The Seasons (1730, 1744, 1746), its generically hybrid make-up, and its relationship to established genres both Classical and modern. The textual condition of the work is complicated by the fact that it started as a stand-alone poem, Winter (1726), but was subsequently expanded-as part of a revision process that lasted almost two decades-through the addition of three further seasons poems. Transforming from primarily devotional poem to georgic account of the role of man's laboring role in the creation, the meaning of The Seasons shifted with each addition of new material. Each revision introduced diverse subject matter while existing material was reorganized and occasionally moved from one season installment to another. The Genres of Thomson's The Seasons is the first collection of essays exclusively devoted to the study of the work's formal heterogeneity, polyvocality, and polygeneric character. All contributions examine the different modes (descriptive, reflective, pastoral, hymnal, amatory, epic, georgic, dramatic), discourses (political, sentimental, scientific), and kinds that cooperate to make up the different installments and variants of The Seasons. They probe the multifarious interactions between different genres and modes and how a renewed focus on the form of Thomson's long poem will result in an understanding of the processual character of The Seasons as a synthesizing simulacrum of various discourses and theories of composition. The volume's essays map the generic anatomy of the poem in its different incarnations. They shed light on the poet's conception of the descriptive long poem and his engaging with formal traditions that would have enabled contemporaneous readers to conceive of The Seasons as an assimilating and learned work to be read through both the works of the Classics and moderns. Contributions revisit models explaining the structural complexity of The Seasons, proposing others in their stead, and consider Thomson as the author of a long poem in relation to other poets both English and (in a transnational study) Swedish. The poem is furthermore contextualized in terms of sexuality and animal studies.

Sade's Sensibilities tells a new story of one of the most enduring and controversial figures in European literature. Blending ideas about subjectivity, identity and natural philosophy with politics and pornography, D.A.F. de Sade has fascinated writers and readers for two hundred years, and his materialist account of the human condition has been widely influential in post-structuralism, nihilism, and feminism. This new collection of essays considers Sade's Enlightenment legacy, both within and beyond the narratives of radicalism and aberration that have historically marked the study of his oeuvre. From different points of view, these essays argue that Sade engaged with and influenced traditional Enlightenment paradigms-particularly those related to sensibility, subjectivity, and philosophy-as much as he resisted them. They thus recover a Sade more relevant, even foundational to our twenty-first century understanding of modernity, selfhood, and community. In Sade's Sensibilities Sade is no longer a solitary, peripheral radical, but an Enlightenment philosopher in his own right.

Sade's Sensibilities tells a new story of one of the most enduring and controversial figures in European literature. Blending ideas about subjectivity, identity and natural philosophy with politics and pornography, D.A.F. de Sade has fascinated writers and readers for two hundred years, and his materialist account of the human condition has been widely influential in post-structuralism, nihilism, and feminism. This new collection of essays considers Sade's Enlightenment legacy, both within and beyond the narratives of radicalism and aberration that have historically marked the study of his oeuvre. From different points of view, these essays argue that Sade engaged with and influenced traditional Enlightenment paradigms-particularly those related to sensibility, subjectivity, and philosophy-as much as he resisted them. They thus recover a Sade more relevant, even foundational to our twenty-first century understanding of modernity, selfhood, and community. In Sade's Sensibilities Sade is no longer a solitary, peripheral radical, but an Enlightenment philosopher in his own right.

In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

When and under what circumstances are disaster survivors able to speak for themselves in the public arena? In Consuming Katrina: Public Disaster and Personal Narrative, author Kate Parker Horigan shows how the public understands and remembers large-scale disasters like Hurricane Katrina, outlining which stories are remembered and why, as well as the impact on public memory and the survivors themselves. Horigan discusses unique contexts in which personal narratives about the storm are shared, including interviews with survivors, Dave Eggers's Zeitoun, Josh Neufeld's A.D.: New Orleans After the Deluge, Tia Lessin and Carl Deal's Trouble the Water, and public commemoration during Hurricane Katrina's tenth anniversary in New Orleans. In each case, survivors initially present themselves in specific ways, counteracting negative stereotypes that characterize their communities. However, when adapted for public presentation, their stories get reduced back to those stereotypes. As a result, people affected by Katrina continue to be seen in limited terms, as either undeserving or incapable of managing recovery. This project is rooted in Horigan's experiences living in New Orleans before and after Katrina, but it is also a case study illustrating an ongoing problem and an innovative solution: survivors' stories should be shared in a way that includes their own engagement with the processes of narrative production, circulation, and reception. When survivors are seen as agents in their own stories, they will be seen as agents in their own recovery. Having a better grasp on the processes of narration and memory is critical for improved disaster response because the stories that are most widely shared about disaster determine how communities recover.

What is the role of folklore in the discussion of catastrophe and trauma? How do disaster survivors use language, ritual, and the material world to articulate their experiences? What insights and tools can the field of folkloristics offer survivors for navigating and narrating disaster and its aftermath? Can folklorists contribute to broader understandings of empathy and the roles of listening in ethnographic work? We Are All Survivors is a collection of essays exploring the role of folklore in the wake of disaster. Contributors include scholars from the United States and Japan who have long worked with disaster-stricken communities or are disaster survivors themselves; individual chapters address Hurricane Katrina, Hurricane Maria, and two earthquakes in Japan, including the earthquake, tsunami, and nuclear disaster of 2011. Adapted from a 2017 special issue of Fabula (from the International Society for Folk Narrative Research), the book includes a revised introduction, an additional chapter with original illustrations, and a new conclusion considering how folklorists are documenting the COVID-19 pandemic. We Are All Survivors bears witness to survivors' expressions of remembrance, grieving, and healing.

Eighteenth-Century Poetry and the Rise of the Novel Reconsidered begins with the brute fact that poetry jostled up alongside novels in the bookstalls of eighteenth-century England. Indeed, by exploring unexpected collisions and collusions between poetry and novels, this volume of exciting, new essays offers a reconsideration of the literary and cultural history of the period. The novel poached from and featured poetry, and the "modern" subjects and objects privileged by "rise of the novel" scholarship are only one part of a world full of animate things and people with indistinct boundaries. Contributors: Margaret Doody, David Fairer, Sophie Gee, Heather Keenleyside, Shelley King, Christina Lupton, Kate Parker, Natalie Phillips, Aran Ruth, Wolfram Schmidgen, Joshua Swidzinski, and Courtney Weiss Smith.

In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

Margery Kempe and her Book studied in both literary and historical context. Margery Kempe's Book provides rare access to the "marginal voice" of a lay medieval woman, and is now the focus of much critical study. This Companion seeks to complement the existing almost exclusively literary scholarship with work that also draws significantly on historical analysis, and is concerned to contextualise Kempe's Book in a number of different ways, using her work as a way in to the culture and society of medieval northern Europe. Topics include images and pilgrimage; women, work and trade in medieval Norfolk; political culture and heresy; the prophetic tradition; female mystics and the body; women's roles and lifecycle; religious drama and reenactment; autobiography and gender. Contributors: JOHN H. ARNOLD, P.H. CULLUM, ISABEL DAVIS, ALLYSON FOSTER, JACQUELINE JENKINS, KATHERINE J. LEWIS, KATE PARKER, KIM M. PHILLIPS, SARAH SALIH, CLAIRE SPONSLER, DIANE WATT,BARRY WINDEATT.

Medieval East Anglia - one of the most significant and prosperous parts of England in the middle ages - examined through essays on its landscape, history, religion, literature, and culture. East Anglia was the most prosperous region of medieval England; far from being an isolated backwater, it had strong economic, religious and cultural connections with continental Europe, with Norwich for a time England's second city. The essays in this volume bring out the importance of the region during the middle ages. Spanning the late eleventh to the fifteenth century, they offer a broad coverage of East Anglia's history and culture; particular topics examined include its landscape, urban history, buildings, government and society, religion and rich culture. Contributors: Christopher Harper-Bill, Tom Williamson, Robert E. Liddiard, P. Maddern, Brian Ayers, Elisabeth Rutledge, Penny Dunn, Kate Parker, Carole Rawcliffe, James Campbell, Lucy Marten, Colin Richmond, T. M. Colk, Carole Hill, T.A. Heslop, A.E. Oliver, Theresa Coletti, Penny Granger, Sarah Salih

When and under what circumstances are disaster survivors able to speak for themselves in the public arena? In Consuming Katrina: Public Disaster and Personal Narrative, author Kate Parker Horigan shows how the public understands and remembers large-scale disasters like Hurricane Katrina, outlining which stories are remembered and why, as well as the impact on public memory and the survivors themselves.Horigan discusses unique contexts in which personal narratives about the storm are shared, including interviews with survivors, Dave Eggers's Zeitoun, Josh Neufeld's A.D.: New Orleans After the Deluge, Tia Lessin and Carl Deal's Trouble the Water, and public commemoration during Hurricane Katrina's tenth anniversary in New Orleans. In each case, survivors initially present themselves in specific ways, counteracting negative stereotypes that characterize their communities. However, when adapted for public presentation, their stories get reduced back to those stereotypes. As a result, people affected by Katrina continue to be seen in limited terms, as either undeserving or incapable of managing recovery. This project is rooted in Horigan's experiences living in New Orleans before and after Katrina, but it is also a case study illustrating an ongoing problem and an innovative solution: survivors' stories should be shared in a way that includes their own engagement with the processes of narrative production, circulation, and reception. When survivors are seen as agents in their own stories, they will be seen as agents in their own recovery. Having a better grasp on the processes of narration and memory is critical for improved disaster response because the stories that are most widely shared about disaster determine how communities recover.