Religion and Outer Space examines religion in and on the final frontier. This book offers a first-of-its-kind roadmap for thinking about complex encounters of religion and outer space. A multidisciplinary group of scholarly experts takes up some of the most intriguing scientific, spiritual, trade/commercial, and even military dimensions of the complex entanglements of religion and outer space. Attending to the historical reality that the interconnections between religion and the heavens are as old as religions themselves, the volume starts with an examination of "outer space" elements in the most sacred writings of the world's religions. It then explores some of the religious questions inevitable in this encounter, analyzing cultural constructions (both literary and actual) of religion and outer space. It ends with examinations of the role of religion in the very real and very present business of space exploration. What might motivate the spread of religion (or at least fantasies of religion in its myriad possibilities) into new interior and exterior dimensions of the cosmos? Only the future will tell. Religion and Outer Space is essential reading for students and academics with an interest in religion and space, religion and science, space exploration, religion and science fiction, popular culture, and religion in America.

We began the call for this book by asking authors to ideate on activism -to take up and seek to extend- the interbraided values from the Curriculum and Pedagogy group's espoused mission and vision, collocating activist ideologies, theoretical traditions, and practical orientations as a means of creatively, reflectively, and productively responding to the increasingly dire social moment. This moment is framed by a landscape denigrated beyond even Pinar's (2004) original declaration of the present-as-nightmare. The current, catastrophic political climate provides challenges and (albeit scant) opportunities for curriculum scholars and workers as we reflect on past and future directions of our field, and grapple with our locations and roles as educators, researchers, practitioners, and beings in the world. These troubled times force us to think critically about our scholarship and pedagogy, our influence on educational practices in multiple registers, and the surrounding communities we claim to serve. This is where the call began: from a desire to think through modern conceptions regarding what counts as activism in the fields of education, curriculum, and pedagogy, and to consider how activist voices and enactments might emerge differently through curriculum and pedagogy writ large. A guiding source of inspiration for this book, weaving among the emerging themes between the collected manuscripts, reflections, and poems, was a passage in Sara Ahmed's (2013) book, The Cultural Politics of Emotion. In this passage, Ahmed works through the complicated relationship between the testimonies of pain that injustice causes, the recognition of this pain, and the potential of these wounds to move us into a different relationship with healing (p. 200). The chapters, reflections, and poems within this volume, thus, effect a collective ideation on how specific cultural politics and deleterious ideological formations - racism, colonialism, homophobia, ableism, to name only a few - persist and mobilize. The authors seek to expose and name some of these injustices, asking readers not only see and hear these experiences, but to inhabit our complicities in their promulgation. It is important to acknowledge that these named social troubles do not exist in isolation, and will enmesh, weave, wind, and entangle with one another. The section headings parallel Ahmed's (2013) own ideations: testimony, recognition, and wounds, not as a formula to follow as an activist call, or as a model for a means to a more just end, but as a way to engage in these issues as a trope of activist confrontation of readers who are, as many of our authors suggest, complicit in maintaining many of these social troubles. The chapters do not need to be read in any particular order, though the ordering of the chapters moves from the naming of social troubles, to showing how teaching, research, and theory ask us to take a more active role in recognizing and acknowledging the prevalence of these issues, and then theorizing ways to engage the wounds.

In 1851, Stephen C. Foster purchased a blank notebook, in which he wrote original manuscripts for both famous songs such as "My Old Kentucky Home, Good-Night!" and "Old Folks at Home," as well as lesser-known songs such as "The Little Ballad Girl," "Ellen Bayne," and "Jenny's Coming O'er the Green." Never published in its entirety, this first edition of Stephen C. Foster's manuscript book preserves his original notes and marginalia while offering valuable insights into the creative process of America's first professional composer.

Doing the Time Warp explores how song and dance – sites of aesthetic difference in the musical – can ‘warp’ time and enable marginalized and semi-marginalized fans to imagine different ways of being in the world. While the musical is a bastion of mainstream theatrical culture, it also supports a fan culture of outsiders who dream themselves into being in the strange, liminal timespaces of its musical numbers. Through analysing musicals of stage and screen – ranging from Rent to Ragtime, Glee to Taylor Mac’s A 24-Decade History of Popular Music – Sarah Taylor Ellis investigates how alienated subjects find moments of coherence and connection in musical theatre’s imaginaries of song and dance. Exploring an array of archival work and live performance, such as Larry Gelbart’s papers in the UCLA Performing Arts Collections and the shadowcast performances of Los Angeles’s Sins o’ the Flesh, Doing the Time Warp probes the politics of musicals and consider show the genre’s ‘strange temporalities’ can point towards new futurities for identities and communities in difference.

We began the call for this book by asking authors to ideate on activism -to take up and seek to extend- the interbraided values from the Curriculum and Pedagogy group's espoused mission and vision, collocating activist ideologies, theoretical traditions, and practical orientations as a means of creatively, reflectively, and productively responding to the increasingly dire social moment. This moment is framed by a landscape denigrated beyond even Pinar's (2004) original declaration of the present-as-nightmare. The current, catastrophic political climate provides challenges and (albeit scant) opportunities for curriculum scholars and workers as we reflect on past and future directions of our field, and grapple with our locations and roles as educators, researchers, practitioners, and beings in the world. These troubled times force us to think critically about our scholarship and pedagogy, our influence on educational practices in multiple registers, and the surrounding communities we claim to serve. This is where the call began: from a desire to think through modern conceptions regarding what counts as activism in the fields of education, curriculum, and pedagogy, and to consider how activist voices and enactments might emerge differently through curriculum and pedagogy writ large. A guiding source of inspiration for this book, weaving among the emerging themes between the collected manuscripts, reflections, and poems, was a passage in Sara Ahmed's (2013) book, The Cultural Politics of Emotion. In this passage, Ahmed works through the complicated relationship between the testimonies of pain that injustice causes, the recognition of this pain, and the potential of these wounds to move us into a different relationship with healing (p. 200). The chapters, reflections, and poems within this volume, thus, effect a collective ideation on how specific cultural politics and deleterious ideological formations - racism, colonialism, homophobia, ableism, to name only a few - persist and mobilize. The authors seek to expose and name some of these injustices, asking readers not only see and hear these experiences, but to inhabit our complicities in their promulgation. It is important to acknowledge that these named social troubles do not exist in isolation, and will enmesh, weave, wind, and entangle with one another. The section headings parallel Ahmed's (2013) own ideations: testimony, recognition, and wounds, not as a formula to follow as an activist call, or as a model for a means to a more just end, but as a way to engage in these issues as a trope of activist confrontation of readers who are, as many of our authors suggest, complicit in maintaining many of these social troubles. The chapters do not need to be read in any particular order, though the ordering of the chapters moves from the naming of social troubles, to showing how teaching, research, and theory ask us to take a more active role in recognizing and acknowledging the prevalence of these issues, and then theorizing ways to engage the wounds.