Author: Edited by María Luz Cruz-Torres and Pamela McElwee This is one of the first books to address how gender plays a role in helping to achieve the sustainable use of natural resources. The contributions collected here deal with the struggles of women and men to negotiate such forces as global environmental change, economic development pressures, discrimination and stereotyping about the roles of women and men, and diminishing access to natural resources—not in the abstract but in everyday life. Contributors are concerned with the lived complexities of the relationship between gender and sustainability.Bringing together case studies from Asia and Latin America, this valuable collection adds new knowledge to our understanding of the interplay between local and global processes. Organized broadly by three major issues—forests, water, and fisheries—the scholarship ranges widely: the gender dimensions of the illegal trade in wildlife in Vietnam; women and development issues along the Ganges River; the role of gender in sustainable fishing in the Philippines; women’s inclusion in community forestry in India; gender-based confrontations and resistance in Mexican fisheries; environmentalism and gender in Ecuador; and women’s roles in managing water scarcity in Bolivia and addressing sustainability in shrimp farming in the Mekong Delta. Together these chapters show why gender issues are important for understanding how communities and populations deal daily with the challenges of globalization and environmental change. Through their rich ethnographic research, the contributors demonstrate that gender analysis offers useful insights into how a more sustainable world can be negotiated—one household and one community at a time.

Author: Stephen A. Schneider You Cant Padlock an Idea examines the educational programs undertaken at the Highlander Folk School in Tennessee and looks specifically at how these programs functioned rhetorically to promote democratic social change. Founded in 1932 by educator Myles Horton, the Highlander Folk School sought to address the economic and political problems facing communities in Appalachian Tennessee and other southern states. To this end Horton and the schools staff involved themselves in the labor and civil rights disputes that emerged across the south over the next three decades. Drawing on the Highlander archives housed at the Wisconsin Historical Society, the Avery Research Center in South Carolina, and the Highlander Research and Education Center in Tennessee, Stephen A. Schneider reconstructs the pedagogical theories and rhetorical practices developed and employed at Highlander. He shows how the school focused on developing forms of collective rhetorical action, helped students frame social problems as spurs to direct action, and situated education as an agency for organizing and mobilizing communities. Schneider studies how Highlanders educational programs contributed to this broader goal of encouraging social action. Specifically he focuses on four of the schools more established programs: labor drama, labor journalism, citizenship education, and music. These programs not only taught social movement participants how to create plays, newspapers, citizenship schools, and songs, they also helped the participants frame the problems they faced as having solutions based in collective democratic action. Highlanders programs thereby functioned rhetorically, insofar as they provided students with the means to define and transform oppressive social and economic conditions. By providing students with the means to comprehend social problems and with the cultural agencies (theater, journalism, literacy, and music) to address these problems directly, Highlander provided an important model for understanding the relationships connecting education, rhetoric, and social change.

Author: Peter d'Alroy Jones The book description for Christian Socialist Revival, 1877-1914 is currently unavailable.

Author: Michael Kowalewski Violent scenes in American fiction are not only brutal, bleak, and gratuitous, writes Michael Kowalewski. They are also, by turns, comic, witty, poignant, and sometimes, strangely enough, even terrifyingly beautiful. In this fascinating tour of American fiction, Kowalewski examines incidents ranging from scalpings and torture in The Deerslayer to fish feeding off human viscera in To Have and Have Not, to show how highly charged descriptive passages bear on major issues concerning a writer's craft. Instead of focusing on violence as a socio-cultural phenomenon, he explores how writers including Cooper, Poe, Crane, Hemingway, Faulkner, Wright, Flannery O'Connor, and Pynchon draw on violence in the realistic imagining of their works and how their respective styles sustain or counteract this imagining. Kowalewski begins by offering a new definition of realism, or realistic imagining, and the rhetorical imagination that seems to oppose it. Then for each author he investigates how scenes of violence exemplify the stylistic imperatives more generally at work in that writer's fiction. Using violence as the critical occasion for exploring the distinctive qualities of authorial voice, Deadly Musings addresses the question of what literary criticism is and ought to be, and how it might apply more usefully to the dynamics of verbal performance.