This book examines the notion of identity through a multitude of interdisciplinary approaches. It collects current thinking from international scholars spanning philosophy, history, science, cultural studies, media, translation, performance, and marketing, each with an outlook informed by their own subject and a mission to reflect on a theme that is greater than the sum of its parts. This project was born out of a dynamic international and interdisciplinary pedagogical experience. While by no means a teaching guide or textbook, the authors' experience of sharing the module with their students reinforced the fluidity and elusiveness of identity and its persistent facility to escape disciplinary classification. Identity as a subject for analysis and discussion, and as a lived reality for all of us, has never been more complex and multi-faceted. Each chapter of this singular collection provides a lens through which the concept of identity can be viewed and as the book progresses it moves from ideas based in disciplinary contexts - biology, psychiatry, philosophy, to those developed in multi and inter disciplinary contexts such as area studies, feminism and queer studies.

This collection offers a fresh approach to the work of Cormac McCarthy, one of the most important contemporary American authors. Essays focus on his work across the genres and/or in constellation with other writers and artists, presenting not only a different "angle" on the work, but setting him within a broader literary and artistic context. Such an approach offers a view of McCarthy that is strikingly different to previous collections that have dealt with the work in an almost exclusively "single author" and/or "single genre" mode. McCarthy's novels are increasingly regarded as amongst the most rich, the most complex, and the most insightful of all recent literary responses to prevailing conditions in both the USA and beyond, and this collection recognizes the intertextual and interdisciplinary nature of his work. Contributors draw back the curtain on some of McCarthy's literary ancestors, revealing and analyzing some of the fiction's key contemporary intertexts, and showing a complex and previously underestimated hinterland of influence. In addition, they look beyond the novel both to other genres in McCarthy's oeuvre, and to the way these genres have influenced McCarthy's writing.

This collection offers a fresh approach to the work of Cormac McCarthy, one of the most important contemporary American authors. Essays focus on his work across the genres and/or in constellation with other writers and artists, presenting not only a different "angle" on the work, but setting him within a broader literary and artistic context. Such an approach offers a view of McCarthy that is strikingly different to previous collections that have dealt with the work in an almost exclusively "single author" and/or "single genre" mode. McCarthy 's novels are increasingly regarded as amongst the most rich, the most complex, and the most insightful of all recent literary responses to prevailing conditions in both the USA and beyond, and this collection recognizes the intertextual and interdisciplinary nature of his work. Contributors draw back the curtain on some of McCarthy 's literary ancestors, revealing and analyzing some of the fiction 's key contemporary intertexts, and showing a complex and previously underestimated hinterland of influence. In addition, they look beyond the novel both to other genres in McCarthy 's oeuvre, and to the way these genres have influenced McCarthy 's writing.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Open-space Learning offers a unique resource to educators wishing to develop a workshop model of teaching and learning. The authors propose an embodied, performative mode of learning that challenges the primacy of the lecture and seminar model in higher education. Drawing on the expertise of the CAPITAL Centre (Creativity and Performance in Teaching and Learning) at the University of Warwick, they show how pedagogic techniques developed from the theatrical rehearsal room may be applied effectively across a wide range of disciplines. The book offers rich case-study materials, supplemented by video and documentary resources, available to readers electronically. These practical elements are supplemented by a discursive strand, which draws on the methods of thinkers such as Freire, Vygotsky and Kolb, to develop a formal theory around the notion of Open-space Learning. CAPITAL was a collaboration between the University of Warwick's Department of English and the Royal Shakespeare Company. CAPITAL was succeeded by the Institute for Advanced Teaching and Learning (IATL) in 2010.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Open-space Learning offers a unique resource to educators wishing to develop a workshop model of teaching and learning. The authors propose an embodied, performative mode of learning that challenges the primacy of the lecture and seminar model in higher education. Drawing on the expertise of the CAPITAL Centre (Creativity and Performance in Teaching and Learning) at the University of Warwick, they show how pedagogic techniques developed from the theatrical rehearsal room may be applied effectively across a wide range of disciplines. The book offers rich case-study materials, supplemented by video and documentary resources, available to readers electronically. These practical elements are supplemented by a discursive strand, which draws on the methods of thinkers such as Freire, Vygotsky and Kolb, to develop a formal theory around the notion of Open-space Learning. CAPITAL was a collaboration between the University of Warwick's Department of English and the Royal Shakespeare Company. CAPITAL was succeeded by the Institute for Advanced Teaching and Learning (IATL) in 2010.