Between 1880 and 1914, England saw the emergence of an unprecedented range of new literary forms from Modernism to the popular thriller. Not coincidentally, this period also marked the first overt references to an art/market divide through which books took on new significance as markers of taste and class. Though this division has received considerable attention relative to the narrative structures of the period's texts, little attention has been paid to the institutions and ideologies that largely determined a text's accessibility and circulated format and thus its mode of address to specific readerships. Hammond addresses this gap in scholarship, asking the following key questions: How did publishing and distribution practices influence reader choice? Who decided whether or not a book was a 'classic'? In a patriarchal, class-bound literary field, how were the symbolic positions of 'author' and 'reader' affected by the increasing numbers of women who not only bought and borrowed, but also wrote novels? Using hitherto unexamined archive material and focussing in detail on the working practices of publishers and distributors such as Oxford University Press and W.H. Smith and Sons, Hammond combines the methodologies of sociology, literary studies and book history to make an original and important contribution to our understanding of the cultural dynamics and rhetorics of the fin-de-siecle literary field in England.

The essays in this collection seek to challenge accepted scholarship on the rural-urban divide. Using case studies from the UK, Europe and America, contributors examine complex rural-urban relationships of conflict and cooperation. The volume will be of interest to those researching society and politics, criminology, literature and demographics.

Between 1880 and 1914, England saw the emergence of an unprecedented range of new literary forms from Modernism to the popular thriller. Not coincidentally, this period also marked the first overt references to an art/market divide through which books took on new significance as markers of taste and class. Though this division has received considerable attention relative to the narrative structures of the period's texts, little attention has been paid to the institutions and ideologies that largely determined a text's accessibility and circulated format and thus its mode of address to specific readerships. Hammond addresses this gap in scholarship, asking the following key questions: How did publishing and distribution practices influence reader choice? Who decided whether or not a book was a 'classic'? In a patriarchal, class-bound literary field, how were the symbolic positions of 'author' and 'reader' affected by the increasing numbers of women who not only bought and borrowed, but also wrote novels? Using hitherto unexamined archive material and focussing in detail on the working practices of publishers and distributors such as Oxford University Press and W.H. Smith and Sons, Hammond combines the methodologies of sociology, literary studies and book history to make an original and important contribution to our understanding of the cultural dynamics and rhetorics of the fin-de-siecle literary field in England.

In recent years, a growing field of empathy studies has started to emerge from several academic disciplines, including neuroscience, social psychology, and philosophy. Because literature plays a central role in discussions of empathy across disciplines, reconsidering how literature relates to "feeling with" others is key to rethinking empathy conceptually. This collection challenges common understandings of empathy, asking readers to question what it is, how it works, and who is capable of performing it. The authors reveal the exciting research on empathy that is currently emerging from literary studies while also making productive connections to other areas of study such as psychology and neurobiology. While literature has been central to discussions of empathy in divergent disciplines, the ways in which literature is often thought to relate to empathy can be simplistic and/or problematic. The basic yet popular postulation that reading literature necessarily produces empathy and pro-social moral behavior greatly underestimates the complexity of reading, literature, empathy, morality, and society. Even if empathy were a simple neurological process, we would still have to differentiate the many possible kinds of empathy in relation to different forms of art. All the complexities of literary and cultural studies have still to be brought to bear to truly understand the dynamics of literature and empathy.

Great Expectations has had a long, active and sometimes surprising life since its first serialized appearance in All the Year Round between 1 December 1860 and 3 August 1861. In this new publishing and reception history, Mary Hammond demonstrates that while Dickens's thirteenth novel can tell us a great deal about the dynamic mid-Victorian moment into which it was born, its afterlife beyond the nineteenth-century Anglophone world reveals the full extent of its versatility. Re-assessing generations of Dickens scholarship and using newly discovered archival material, Hammond covers the formative history of Great Expectations' early years, analyses the extent and significance of its global reach, and explores the ways in which it has functioned as literature and stage, TV, film and radio drama from its first appearance to the latest film version of 2012. Appendices include contemporary reviews and comprehensive bibliographies of adaptations and translations. The book is a rich resource for scholars and students of Dickens; of comparative literature; and of publishing, readership, and media history.

The essays in this collection seek to challenge accepted scholarship on the rural-urban divide. Using case studies from the UK, Europe and America, contributors examine complex rural-urban relationships of conflict and cooperation. The volume will be of interest to those researching society and politics, criminology, literature and demographics.

Great Expectations has had a long, active and sometimes surprising life since its first serialized appearance in All the Year Round between 1 December 1860 and 3 August 1861. In this new publishing and reception history, Mary Hammond demonstrates that while Dickens's thirteenth novel can tell us a great deal about the dynamic mid-Victorian moment into which it was born, its afterlife beyond the nineteenth-century Anglophone world reveals the full extent of its versatility. Re-assessing generations of Dickens scholarship and using newly discovered archival material, Hammond covers the formative history of Great Expectations' early years, analyses the extent and significance of its global reach, and explores the ways in which it has functioned as literature and stage, TV, film and radio drama from its first appearance to the latest film version of 2012. Appendices include contemporary reviews and comprehensive bibliographies of adaptations and translations. The book is a rich resource for scholars and students of Dickens; of comparative literature; and of publishing, readership, and media history.

Where does the book belong? Does it enshrine the soul of a nation, or is it a means by which nations talk to one another, sharing ideas, technologies, texts? This book, the first in a two-volume set of original essays, responds to these questions with archive-based case studies of print culture in a number of countries around the world.

Bringing together the latest scholarship from all over the world on topics ranging from reading practices in ancient China to the workings of the twenty-first-century reading brain, the 4 volumes of the Edinburgh History of Reading demonstrate that reading is a deeply imbricated, socio-political practice, at once personal and public, defiant and obedient. It is often materially ephemeral, but it can also be emotionally and intellectually enduring. Early Readers presents a number of innovative ways through which we might capture or infer traces of readers in cultures where most evidence has been lost. It begins by investigating what a close analysis of extant texts from 6th-century BCE China can tell us about contemporary reading practices, explores the reading of medieval European women and their male medical practitioner counterparts, traces readers across New Spain, Peru, the Ottoman Empire and the Iberian world between 1500 and 1800, and ends with an analysis of the surprisingly enduring practice of reading aloud.

In recent years, a growing field of empathy studies has started to emerge from several academic disciplines, including neuroscience, social psychology, and philosophy. Because literature plays a central role in discussions of empathy across disciplines, reconsidering how literature relates to "feeling with" others is key to rethinking empathy conceptually. This collection challenges common understandings of empathy, asking readers to question what it is, how it works, and who is capable of performing it. The authors reveal the exciting research on empathy that is currently emerging from literary studies while also making productive connections to other areas of study such as psychology and neurobiology. While literature has been central to discussions of empathy in divergent disciplines, the ways in which literature is often thought to relate to empathy can be simplistic and/or problematic. The basic yet popular postulation that reading literature necessarily produces empathy and pro-social moral behavior greatly underestimates the complexity of reading, literature, empathy, morality, and society. Even if empathy were a simple neurological process, we would still have to differentiate the many possible kinds of empathy in relation to different forms of art. All the complexities of literary and cultural studies have still to be brought to bear to truly understand the dynamics of literature and empathy.

Bringing together the latest scholarship from all over the world on topics ranging from reading practices in ancient China to the workings of the twenty-first-century reading brain, the 4 volumes of the Edinburgh History of Reading demonstrate that reading is a deeply imbricated, socio-political practice, at once personal and public, defiant and obedient. It is often materially ephemeral, but it can also be emotionally and intellectually enduring. Modern Readers explores the myriad places and spaces in which reading has typically taken place since the eighteenth century, from the bedrooms of the English upper classes, through large parts of nineteenth-century Africa and on-board ships and trains travelling the world, to twenty-first-century reading groups. It encompasses a range of genres from to science fiction, music and self-help to Government propaganda.

An up to date course in Zulu for second or foreign language pedagogy. This book covers a wide area of cultural situations and topics together with rich audio material progresses from simple cultural language such as greetings to learning more complex forms of language engaging and goal oriented materials

Reveals the experience of reading in many cultures and across the ages Covers reading practices around the world from 19th-century Africa to the reading of music in the 20th-century US Employs a wide range of methodologies Showcases new research including reading at night; readers as writers and critics; and 21st-century neuroscience Challenges previous models with new data on travelling readers, images of readers, and digital reading and fan cultures Modern Readers explores the myriad places and spaces in which reading has typically taken place since the eighteenth century, from the bedrooms of the English upper classes, through large parts of nineteenth-century Africa and on-board ships and trains travelling the world, to twenty-first-century reading groups. It encompasses a range of genres from to science fiction, music and self-help to Government propaganda.

Asifunde isiZulu provides content that gives the new language learner an insight into the language structure, culture and basic history of isiZulu. It is written in an easy-to-grasp style with many practical activities that make the manual an accessible and useful learning tool. The content is structured into fourteen units. Each unit is based on a theme that covers current topics through which the learner gains functional vocabulary for immediate use in their own conversations; for example, greetings; asking for directions; visiting the doctor; at the petrol station; and so on. Also covered in each unit is a grammatical aspect that shows how words work together to form meaningful sentences and sentences link together to form meaningful texts. Each unit contains activities to reinforce learning and a list of vocabulary used in the unit. In addition, there is a comprehensive vocabulary and an additional tutorial section at the end. Also included is a brief guide to Zulu history and key aspects of Zulu culture. Asifunde isiZulu is a comprehensive interactive publication suitable for use by anyone who wants to learn isiZulu. It is intended for beginners that after working through all fourteen units, they should be able to understand and hold a simple conversation in isiZulu. All the authors are from the School of Humanities – African Languages at University of KwaZulu-Natal.

Presenting a detailed focus on the historical experiences of a wide variety of Canadian social movements, this in-depth collection describes the lessons to be learned from past grassroots efforts. Contributors from the fields of history, political science, education, sociology, and women's studies address important questions with a Canadian angle, such as "How effective are social movements as agents of change? How has globalization shaped the way that Canadian social movements operate?" and "Are the democratic values espoused by these groups exhibited in their own internal practices?" The varied perspectives offered cover 80 years of political activism in Canada.

Where does the book belong? Does it enshrine the soul of a nation, or is it a means by which nations talk to one another, sharing ideas, technologies, texts? This book, the first in a two-volume set of original essays, responds to these questions with archive-based case studies of print culture in a number of countries around the world.

Reveals the experience of reading in many cultures and across the ages Shows the experiences of ordinary readers in Scotland, Australasia, Russia, and China Explores how digital media has transformed literary criticism Portrays everyday reading in art Includes reading across national and cultural lines Common Readers casts a fascinating light on the literary experiences of ordinary people: miners in Scotland, churchgoers in Victorian London, workers in Czarist Russia, schoolgirls in rural Australia, farmers in Republican China, and forward to today's online book discussion groups. Chapters in this volume explore what they read, and how books changed their lives.

Reveals the experience of reading in many cultures and across the ages Covers pornography and the origins of the transgender movement Explores everyday reading in Nazi Germany Analyses prison reading Examines reading in revolutionary societies and occupied nations Subversive Readers explores the strategies used by readers to question authority, challenge convention, resist oppression, assert their independence and imagine a better world. This kind of insurgent reading may be found everywhere: in revolutionary France and Nazi Germany, in Eastern Europe under Communism and in Australian and Iranian prisons, among eighteenth-century women reading history and nineteenth-century men reading erotica, among postcolonial Africans, the blind, and pioneering transgender activists.

Reveals the experience of reading in many cultures and across the ages Covers reading practices from China in the 6th century BCE to Britain in the 18th century Employs a range of methodologies from close textual analysis to quantitative data on book ownership Examines a wide range of texts and ways of reading them from English poetry and funeral elegies to translated books in Peru Challenges period-based models of readership history Early Readers presents a number of innovative ways through which we might capture or infer traces of readers in cultures where most evidence has been lost. It begins by investigating what a close analysis of extant texts from 6th-century BCE China can tell us about contemporary reading practices, explores the reading of medieval European women and their male medical practitioner counterparts, traces readers across New Spain, Peru, the Ottoman Empire and the Iberian world between 1500 and 1800, and ends with an analysis of the surprisingly enduring practice of reading aloud.