This volume of interdisciplinary essays reflect current contributions to literary anthropology. Novel Approaches to Anthropology: Contributions to Literary Anthropology showcases the myriad ways that anthropologists bring their disciplinary perspectives, theories, concepts, and pedagogical strategies to interpreting fiction and travel writing written in the past and present. The authors integrate insights from the reflexive deconstructive turn in anthropology and from critical Marxist and feminist approaches that ground interpretation in the political, economic, and social constraints and experiences of everyday life. The contributors share the view that fiction, like all artistic expression, is rooted in specific historical and cultural contexts. Literature, like all artistic expression, stimulates a critical imagination by allowing readers to take a fresh look at their own society and culture.

This volume of interdisciplinary essays reflects current contributions to literary anthropology. It showcases the myriad ways that anthropologists bring their disciplinary perspectives, theories, concepts and pedagogical strategies to interpreting fiction and travel writing written in the past and present. The authors integrate insights from the reflexive deconstructive turn in anthropology and from critical Marxist and feminist approaches that ground interpretation in the political, economic, and social constraints and experiences of everyday life. The contributors share the view that fiction, like all artistic expression, is rooted in specific historical and cultural contexts. It therefore provides a rich source of information about societies and time periods in the present and about those that cannot be investigated through traditional ethnographic methods. Literature, like all artistic expression, stimulates a critical imagination by allowing readers to take a fresh look at their own society and culture.

How do high school students confront and resolve conflicting messages about their intelligence and academic potential, particularly when labelled with social and learning disabilities? How does disability become "disablement" when negative attitudes and disparaging perceptions of ability position students as outsiders? Following the lives of adolescents at home as well as in and out of school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators can use this important resource to recognise and change disabling practices that are often taken for granted as a natural part of schooling.