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Rethinking Parameters (Oxford Studies in Comparative Syntax)
Parameters of linguistic variation were originally conceived, within the chomskyan Principles and Parameters Theory, as UG-determined options that were associated with grammatical principles and had a rich deductive structure. This characterization of parametric differences among languages has changed significantly over the years, especially so with the advent of Minimalism. This book collects a representative sample of current generative research on the status, origin and size of parameters. Often taking diverging views, the papers in the volume address some or all of the main debated topics in parametric syntax: i.e. are parameters provided by UG, or do they constitute emergent properties arising from points of underspecification?; in which component(s) of the language faculty are parameters to be found?; do clustering effects actually hold across languages?; do macroparameters exist alongside microparameters?; are there parameter hierarchies?; which is the origin and role of parameters in the process of language acquisition? The volume is organized into two parts. Part I ("The nature of variation and parameters") brings together studies whose main goal is to discuss general issues related to parameters (or variation more generally). Part II ("Parameters in the analysis of language variation: case studies") includes a number of works that deal with the empirical basis and proper formulation of well-known particular parameters: the Null Subject Parameter, the NP/DP Parameter, the Compounding Parameter, the Wh-Parameter and the Analyticity Parameter.
Rethinking Peripheral Modernisms
by Katia Pizzi Roberta Gefter WondrichThis collection of essays reappraises the contributions made by modernist movements from regions generally regarded as peripheral or semi-peripheral to a global aesthetic of Modernism. It particularly focuses on European semi-peripheries, combining theoretical chapters and individual case studies to examine the cultural and aesthetic complexities of so-called peripheral modernisms. Contributing to research on the ‘transnational turn’ in New Modernist Studies, the volume takes recent scholarship on postcolonial modernisms one step further by exploring a broader geopolitical expanse than the (formerly) colonised regions under global capitalism. It highlights the local and translocal specificities of modernist movements from regions such as Eastern and Central Europe and the Mediterranean to offer new insights into the concept of global modernism.
Rethinking Place through Literary Form (Geocriticism and Spatial Literary Studies)
by Rupsa Banerjee Nathaniel CadleRethinking Place Through Literary Form regards the relationship between place and linguistic form as challenging real and perceived configurations of place and renegotiating geopolitically determined categories of the ‘centre’ and ‘periphery’. The volume argues that the rise of scattered communities, displaced physically and psychologically by urban and alienated geographies, necessitates linguistic negotiations of one’s locatedness in place as the chief means of uncovering and re-building identity. By looking at narrative re-imaginings of forgotten and interrupted intimacies between habitation and place from diverse parts of the world, the twelve chapters address the growing need to expand and alter approaches to literary representations of modernity and modes of self-location.
Rethinking Politeness with Henri Bergson (Oxford Studies in the Anthropology of Language)
by Alessandro DurantiIn 1885, Henri Bergson addressed a class of French high school students on the subject of politeness. Bergson would go on to become one of the most influential philosophers of his time, yet although this essay set forth a striking theory of politeness and foreshadowed aspects of his later work, it remains remarkably little-known. Rethinking Politeness with Henri Bergson offers the first English translation of Discours sur la Politesse, and brings together leading linguistic anthropologists to critically engage with and expand on Bergson's ideas. At the core of Bergson's essay is a tripartite classification of politeness acts into politesse des manières ("politeness of manners"), politesse de l'esprit ("politeness of mind/spirit"), and politesse du coeur ("politeness of the heart"). Presented along a hierarchy of intersubjective attunement and ethical aspirations, Bergson's three types call for the progressive abandonment of habits when they get in the way of our ability to help others. They can also be read as an invitation to consider politeness as a dimension of human sociability that is relevant to social theory. Collectively, the essays in this volume untangle the ideological, socio-historical, and material conditions that shape notions of the ideal social agent, and propose a rethinking of politeness that serves as a bridge to larger issues of civility, citizenship, and democracy.
Rethinking Politeness with Henri Bergson (Oxford Studies in the Anthropology of Language)
In 1885, Henri Bergson addressed a class of French high school students on the subject of politeness. Bergson would go on to become one of the most influential philosophers of his time, yet although this essay set forth a striking theory of politeness and foreshadowed aspects of his later work, it remains remarkably little-known. Rethinking Politeness with Henri Bergson offers the first English translation of Discours sur la Politesse, and brings together leading linguistic anthropologists to critically engage with and expand on Bergson's ideas. At the core of Bergson's essay is a tripartite classification of politeness acts into politesse des manières ("politeness of manners"), politesse de l'esprit ("politeness of mind/spirit"), and politesse du coeur ("politeness of the heart"). Presented along a hierarchy of intersubjective attunement and ethical aspirations, Bergson's three types call for the progressive abandonment of habits when they get in the way of our ability to help others. They can also be read as an invitation to consider politeness as a dimension of human sociability that is relevant to social theory. Collectively, the essays in this volume untangle the ideological, socio-historical, and material conditions that shape notions of the ideal social agent, and propose a rethinking of politeness that serves as a bridge to larger issues of civility, citizenship, and democracy.
Rethinking Political Judgement: Arendt and Existentialism
by Maša MrovljeThe first detailed appraisal of Norse assembly sites as monuments to ritual, power and symbolism
Rethinking Political Judgement: Arendt and Existentialism
by Maša MrovljeThe first book-length study to provide a detailed examination of a distinctive crossroads in the history of the left
Rethinking Postcolonialism: Colonialist Discourse in Modern Literatures and the Legacy of Classical Writers
by A. AcheraïouAcheraiou challenges postcolonial discourse analysis and proposes a new model of interpretation that resituates the historical, ideological and conceptual denseness of the Colonial idea. He questions key issues, including hybridity, Otherness and territoriality, and expands the postcolonial field by introducing ground-breaking theoretical concepts.
Rethinking Race and Identity in Contemporary British Fiction (Routledge Studies in Contemporary Literature)
by Sara UpstoneThis book takes a post-racial approach to the representation of race in contemporary British fiction, re-imagining studies of race and British literature away from concerns with specific racial groups towards a more sophisticated analysis of the contribution of a broad, post-racial British writing. Examining the work of writers from a wide range of diverse racial backgrounds, the book illustrates how contemporary British fiction, rather than merely reflecting social norms, is making a radical contribution towards the possible future of a positively multi-ethnic and post-racial Britain. This is developed by a strategic use of the realist form, which becomes a utopian device as it provides readers with a reality beyond current circumstances, yet one which is rooted within an identifiable world. Speaking to the specific contexts of British cultural politics, and directly connecting with contemporary debates surrounding race and identity in Britain, the author engages with a wide range of both mainstream and neglected authors, including Ian McEwan, Zadie Smith, Julian Barnes, John Lanchester, Alan Hollinghurst, Martin Amis, Jon McGregor, Andrea Levy, Bernardine Evaristo, Hanif Kureishi, Kazuo Ishiguro, Hari Kunzru, Nadeem Aslam, Meera Syal, Jackie Kay, Maggie Gee, and Neil Gaiman. This cutting-edge volume explores how contemporary fiction is at the centre of re-thinking how we engage with the question of race in twenty-first-century Britain.
Rethinking Race and Identity in Contemporary British Fiction (Routledge Studies in Contemporary Literature)
by Sara UpstoneThis book takes a post-racial approach to the representation of race in contemporary British fiction, re-imagining studies of race and British literature away from concerns with specific racial groups towards a more sophisticated analysis of the contribution of a broad, post-racial British writing. Examining the work of writers from a wide range of diverse racial backgrounds, the book illustrates how contemporary British fiction, rather than merely reflecting social norms, is making a radical contribution towards the possible future of a positively multi-ethnic and post-racial Britain. This is developed by a strategic use of the realist form, which becomes a utopian device as it provides readers with a reality beyond current circumstances, yet one which is rooted within an identifiable world. Speaking to the specific contexts of British cultural politics, and directly connecting with contemporary debates surrounding race and identity in Britain, the author engages with a wide range of both mainstream and neglected authors, including Ian McEwan, Zadie Smith, Julian Barnes, John Lanchester, Alan Hollinghurst, Martin Amis, Jon McGregor, Andrea Levy, Bernardine Evaristo, Hanif Kureishi, Kazuo Ishiguro, Hari Kunzru, Nadeem Aslam, Meera Syal, Jackie Kay, Maggie Gee, and Neil Gaiman. This cutting-edge volume explores how contemporary fiction is at the centre of re-thinking how we engage with the question of race in twenty-first-century Britain.
Rethinking Rural Literacies: Transnational Perspectives
by Michael CorbettThe chapters in this international collection investigate a wide range of theorizations of rurality and literacy; literate practices and pedagogies; questions of place, space, and sustainability; and representations of rurality that challenge simplistic conceptions of standardized literacy and the real-and-imagined world beyond the metropolis.
Rethinking Shakespeare Source Study: Audiences, Authors, and Digital Technologies (Routledge Studies in Shakespeare)
by Dennis Austin Britton Melissa WalterThis book asks new questions about how and why Shakespeare engages with source material, and about what should be counted as sources in Shakespeare studies. The essays demonstrate that source study remains an indispensable mode of inquiry for understanding Shakespeare, his authorship and audiences, and early modern gender, racial, and class relations, as well as for considering how new technologies have and will continue to redefine our understanding of the materials Shakespeare used to compose his plays. Although source study has been used in the past to construct a conservative view of Shakespeare and his genius, the volume argues that a rethought Shakespearean source study provides opportunities to examine models and practices of cultural exchange and memory, and to value specific cultures and difference. Informed by contemporary approaches to literature and culture, the essays revise conceptions of sources and intertextuality to include terms like "haunting," "sustainability," "microscopic sources," "contamination," "fragmentary circulation" and "cultural conservation." They maintain an awareness of the heterogeneity of cultures along lines of class, religious affiliation, and race, seeking to enhance the opportunity to register diverse ideas and frameworks imported from foreign material and distant sources. The volume not only examines print culture, but also material culture, theatrical paradigms, generic assumptions, and oral narratives. It considers how digital technologies alter how we find sources and see connections among texts. This book asserts that how critics assess and acknowledge Shakespeare’s sources remains interpretively and politically significant; source study and its legacy continues to shape the image of Shakespeare and his authorship. The collection will be valuable to those interested in the relationships between Shakespeare’s work and other texts, those seeking to understand how the legacy of source study has shaped Shakespeare as a cultural phenomenon, and those studying source study, early modern authorship, implications of digital tools in early modern studies, and early modern literary culture.
Rethinking Shakespeare Source Study: Audiences, Authors, and Digital Technologies (Routledge Studies in Shakespeare)
by Dennis Austin Britton Melissa WalterThis book asks new questions about how and why Shakespeare engages with source material, and about what should be counted as sources in Shakespeare studies. The essays demonstrate that source study remains an indispensable mode of inquiry for understanding Shakespeare, his authorship and audiences, and early modern gender, racial, and class relations, as well as for considering how new technologies have and will continue to redefine our understanding of the materials Shakespeare used to compose his plays. Although source study has been used in the past to construct a conservative view of Shakespeare and his genius, the volume argues that a rethought Shakespearean source study provides opportunities to examine models and practices of cultural exchange and memory, and to value specific cultures and difference. Informed by contemporary approaches to literature and culture, the essays revise conceptions of sources and intertextuality to include terms like "haunting," "sustainability," "microscopic sources," "contamination," "fragmentary circulation" and "cultural conservation." They maintain an awareness of the heterogeneity of cultures along lines of class, religious affiliation, and race, seeking to enhance the opportunity to register diverse ideas and frameworks imported from foreign material and distant sources. The volume not only examines print culture, but also material culture, theatrical paradigms, generic assumptions, and oral narratives. It considers how digital technologies alter how we find sources and see connections among texts. This book asserts that how critics assess and acknowledge Shakespeare’s sources remains interpretively and politically significant; source study and its legacy continues to shape the image of Shakespeare and his authorship. The collection will be valuable to those interested in the relationships between Shakespeare’s work and other texts, those seeking to understand how the legacy of source study has shaped Shakespeare as a cultural phenomenon, and those studying source study, early modern authorship, implications of digital tools in early modern studies, and early modern literary culture.
Rethinking The Slave Narrative: Slave Marriage And The Narratives Of Henry Bibb And William And Ellen Craft (Contributions In Afro-american And African Studies: Contemporary Black Poets Ser.)
by Charles J. HeglarThe African American slave narrative is popularly viewed as the story of a lone male's flight from slavery to freedom, best exemplified by the Narrative of the Life of Frederick Douglass, An American Slave (1845). On the other hand, critics have also given much attention to Harriet Jacobs's Incidents in the Life of a Slave Girl (1861), to indicate how the form could have been different if more women had written in it. But in stressing the narratives of Douglass and Jacobs as models for the genre, scholars have ignored the formal and thematic importance of marriage and family in the slave narrative, since neither author explores slave marriage in their works. This book examines the central role of marriage in The Life and Adventures of Henry Bibb, an American Slave (1849) and Running a Thousand Miles for Freedom; or the Escape of William and Ellen Craft from Slavery (1860). Bibb's slave wife and child account for significant innovations in the form and content of his narrative, while the Crafts' mutual dependence as a married couple results in a sustained use of dramatic irony. The volume closes by offering a thoughtful consideration of the influence of Bibb and the Crafts on the later fiction of Douglass, William Wells Brown, and Martin Delany. In doing so, it invites a critical reexamination of current assumptions about slave narratives.
Rethinking Teacher Professional Development: Designing and Researching How Teachers Learn (Routledge Research in Teacher Education)
by Donald FreemanThis book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
Rethinking Teacher Professional Development: Designing and Researching How Teachers Learn (Routledge Research in Teacher Education)
by Donald FreemanThis book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change
by Fiona English Tim MarrWhat do TESOL teachers actually teach? What do they know about language, about English and the ways it is used in the world? How do they view themselves and their work, and how are they viewed by others? How is TESOL perceived as a profession and as a discipline? How can teachers make the most of the available resources? Can global English really deliver what it seems to promise? These are some of the questions explored in Rethinking TESOL in Diverse Global Settings, a book which examines what we mean when we talk about English language teaching and what we understand the job of an English language teacher to be. Covering diverse teaching environments, from China to Latin America and the Middle East, and from elementary school to university, the authors take a critical look at TESOL by focusing on the actual substance of the subject, language, and attitudes towards it. Through concrete examples from language classrooms, in the form of vignettes and accounts from native speaker and non-native speaker teachers alike, they explore the experiences of teachers worldwide in relation to issues of identity and professionalism, nativeness and non-nativeness, and the pressures of dealing with the expectations with which English has become invested. While recognising the often precarious academic and institutional status of TESOL teachers, the book pulls no punches in challenging those teachers as a whole to become more ambitious in their aims, positioning themselves not as mere skills providers, but language experts, specialists in their subject, members of a legitimate academic discipline. Only then, the authors argue, will TESOL teachers and their work be taken seriously and their expertise recognised.
Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change
by Tim Marr Fiona EnglishWhat do TESOL teachers actually teach? What do they know about language, about English and the ways it is used in the world? How do they view themselves and their work, and how are they viewed by others? How is TESOL perceived as a profession and as a discipline? How can teachers make the most of the available resources? Can global English really deliver what it seems to promise? These are some of the questions explored in Rethinking TESOL in Diverse Global Settings, a book which examines what we mean when we talk about English language teaching and what we understand the job of an English language teacher to be. Covering diverse teaching environments, from China to Latin America and the Middle East, and from elementary school to university, the authors take a critical look at TESOL by focusing on the actual substance of the subject, language, and attitudes towards it. Through concrete examples from language classrooms, in the form of vignettes and accounts from native speaker and non-native speaker teachers alike, they explore the experiences of teachers worldwide in relation to issues of identity and professionalism, nativeness and non-nativeness, and the pressures of dealing with the expectations with which English has become invested. While recognising the often precarious academic and institutional status of TESOL teachers, the book pulls no punches in challenging those teachers as a whole to become more ambitious in their aims, positioning themselves not as mere skills providers, but language experts, specialists in their subject, members of a legitimate academic discipline. Only then, the authors argue, will TESOL teachers and their work be taken seriously and their expertise recognised.
Rethinking the Carolingian reforms
by Arthur Westwell, Ingrid Rembold and Carine van RhijnThe Carolingian period (c. 750-900) has traditionally been described as one of ‘reform’ or ‘renaissance’, where cultural and intellectual changes were imposed from above in a programme of correctio. This view leans heavily on prescriptive texts issued by kings and their entourages, foregrounding royal initiative and the cultural products of a small intellectual elite. However, attention to understudied texts and manuscripts of the period reveals a vibrant striving for moral improvement and positive change at all levels of society. This expressed itself in a variety of ways for different individuals and communities, whose personal relationships could be just as influential as top-down prescription. The often anonymous creators and copyists in a huge range of centres emerge as active participants in shaping and re-shaping the ideals of their world. A much more dynamic picture of Carolingian culture emerges when we widen our perspective to include sources from beyond royal circles and intellectual elites. This book reveals that the Carolingian age did not witness a coherent programme of reform, nor one distinct to this period and dependent exclusively on the strength of royal power. Rather, it formed a particularly intense, well-funded and creative chapter in the much longer history of moral improvement for the sake of collective salvation.
Rethinking the Femme Fatale in Film Noir: Ready for Her Close-Up
by J. GrossmanIn the context of nineteenth-century Victorinoir and close readings of original-cycle film noir, Julie Grossman argues that the presence of the "femme fatale" figure, as she is understood in film criticism and popular culture, is drastically over-emphasized and has helped to sustain cultural obsessions with "bad" women.
Rethinking the French Classroom: New Approaches to Teaching Contemporary French and Francophone Women
by E. Nicole Meyer Joyce JohnstonThis volume investigates how teaching practices can address the changing status of literature in the French classroom. Focusing on how women writing in French are changing the face of French Studies, opening the canon to not only new approaches to gender but to genre, expanding interdisciplinary studies and aiding scholars to rethink the teaching of literature, each chapter provides concrete strategies useful to a wide variety of classrooms and institutional contexts. Essays address how to bring French Studies and women’s and gender studies into the twenty-first century through intersections of autobiography, gender issues and technology; ways to introduce beginning and intermediate students to the rich diversity of women writing in French; strategies for teaching postcolonial writing and literary theory; and interdisciplinary approaches to expand our student audiences in the United States, Canada, or abroad. In short, revisiting how we teach, why we teach, and what we teach through the prism of women’s texts and lives while raising issues that affect cisgender women of the Hexagon, queer and other-gendered women, immigrants and residents of the postcolony attracts more openly diverse students. Whether new to the profession or seasoned educators, faculty will find new ideas to invigorate and diversify their pedagogical approaches.
Rethinking the French Classroom: New Approaches to Teaching Contemporary French and Francophone Women
by E. Nicole Meyer Joyce JohnstonThis volume investigates how teaching practices can address the changing status of literature in the French classroom. Focusing on how women writing in French are changing the face of French Studies, opening the canon to not only new approaches to gender but to genre, expanding interdisciplinary studies and aiding scholars to rethink the teaching of literature, each chapter provides concrete strategies useful to a wide variety of classrooms and institutional contexts. Essays address how to bring French Studies and women’s and gender studies into the twenty-first century through intersections of autobiography, gender issues and technology; ways to introduce beginning and intermediate students to the rich diversity of women writing in French; strategies for teaching postcolonial writing and literary theory; and interdisciplinary approaches to expand our student audiences in the United States, Canada, or abroad. In short, revisiting how we teach, why we teach, and what we teach through the prism of women’s texts and lives while raising issues that affect cisgender women of the Hexagon, queer and other-gendered women, immigrants and residents of the postcolony attracts more openly diverse students. Whether new to the profession or seasoned educators, faculty will find new ideas to invigorate and diversify their pedagogical approaches.
Rethinking the Hollywood Teen Movie: Gender, Genre and Identity
by Frances SmithAn analysis of novelistic explorations of modernism in mathematics and its cultural interrelations.
Rethinking the Hollywood Teen Movie: Gender, Genre and Identity
by Frances SmithUses philosophical thinking on delayed cinema, time and ethics to provide a new approach to reading film
Rethinking the Irish Diaspora: After The Gathering (Migration, Diasporas and Citizenship)
by Johanne Devlin Trew Michael PierseThis book provides scholarly perspectives on a range of timely concerns in Irish diaspora studies. It offers a focal point for fresh interchanges and theoretical insights on questions of identity, Irishness, historiography and the academy’s role in all of these. In doing so, it chimes with the significant public debates on Irish and Irish emigrant identities that have emerged from Ireland’s The Gathering initiative (2013) and that continue to reverberate throughout the Decade of Centenaries (2012-2023) in Ireland, North and South. In ten chapters of new research on key areas of concern in this field, the book sustains a conversation centred on three core questions: what is diaspora in the Irish context and who does it include/exclude? What is the view of Ireland and Northern Ireland from the diaspora? How can new perspectives in the academy engage with a more rigorous and probing theorisation of these concerns? This thought-provoking work will appeal to students and scholars of history, geography, literature, sociology, tourism studies and Irish studies.