Suchergebnisse

Intro -- Contents -- Acknowledgments -- Introduction: Re-Membering Her: A-Mazing Space of Lesbian Writings / Lynda Hall -- Our Loves -- Swallowing Fireflies/Tragando Luciérnagas / Gloria E. Anzaldúa -- Tenderness / Marie-Claire Blais -- Dance Hall Road / Marion Douglas -- Choose: A Biomythography / Jewelle Gomez -- Swimming with Sharks / Karla Jay -- Private Lessons / Lesléa Newman -- Farewell to Concubines / Vivien Ng -- Love Quartet / Sima Rabinowitz -- Our Mothers -- The Dead Mothers Club / Donna Allegra -- Dostoyevsky Would Have Liked That / Anna Livia -- Violin Lessons / Janet Mason -- Swimming at Midnight / Jess Wells -- Our Children -- Someone's Deciding / Nancy Abrams -- Easter Weekend / Minnie Bruce Pratt -- Our Lives: Bodies, Work, Travel, et al. -- Gone Fishing / Mary Cappello -- Rooms / Maya Chowdhry -- Précis / Rini Das -- The Sanctuary of Hands / Emma Donoghue -- The House with Nobody in It / Valerie Miner -- Mad Dog in Chelsea / Barbara Bryce Morris -- Leaving Her / Ruthann Robson -- My First Wedding / Sarah Schulman -- Gosh Dirt / Peggy Shaw -- Out Takes in Cuba / Carmelita Tropicana -- Bionotes.

For thousands of years, in the myths and folktales of people around the world, animals have spoken in human tongues. Western and non-Western literary and folkloric traditions are filled with both speaking animals, some of whom even narrate or write their own autobiographies. Animals speak, famously, in children's stories and in cartoons and films, and today, social networking sites and blogs are both sites in which animals—primarily pets—write about their daily lives and interests. Speaking for Animals is a compilation of chapters written from a variety of disciplines that attempts to get a handle on this cross cultural and longstanding tradition of animal speaking and writing. It looks at speaking animals in literature, religious texts, poetry, social networking sites, comic books, and in animal welfare materials and even library catalogs, and addresses not just the "whys" of speaking animals, but the implications, for the animals and for ourselves.

Intro -- Contents -- Introduction to the Revised Edition -- Introduction -- 1. University of Vienna -- 2. High School -- 3. Max Weber -- 4. Comparative Knowledge -- 5. Stefan George and Karl Kraus -- 6. The Pure Theory of Law: Neo-Kantian Methodology -- 7. Political Stimuli -- 8. Concerning My Dissertation -- 9. Concerning Oxford in 1921 or 1922 -- 10. American Influence -- 11. Concerning the Year in France -- 12. Return to Vienna -- 13. Anschluss and Emigration -- 14. Concerning Ideology, Personal Politics, and Publications -- 15. Concerning Emigration in 1938 -- 16. Life in America: From Harvard to LSU -- 17. From Political Ideas to Symbols of Experience -- 18. Alfred Schütz and the Theory of Consciousness -- 19. Order and Disorder -- 20. The Background of Order and History -- 21. Teaching Career -- 22. Why Philosophize? To Recapture Reality! -- 23. Philosophy of History -- 24. Range, Constancy, Eclipse, and Equivalence of Truth -- 25. Consciousness, Divine Presence, and the Mystic Philosopher -- 26. Revolution, the Open Society, and Institutions -- 27. Eschatology and Philosophy: The Practice of Dying -- Glossary of Terms Used in Eric Voegelin's Writings Compiled by Eugene Webb -- Index.

Anderson's notion of imagined communities has helped to focus attention on the complex connection between language and membership of social groupings. This article explores the sense of membership of an imagined transnational community of 'Europe' through a selection of autobiographical narrative interviews in a multi-nation study of identity formation. Data drawn from a sample of European Union citizens reveals how people narrate their experiences of transnational mobility and how languages feature in their storytelling. We present evidence of key linguistic situations and encounters, including childhood experiences of other languages, experiences of education, as well as language choices in mature relationships and careers. We engage with the question of what it means to identify oneself as a learner, user or non-user of languages in the context of cross-border mobility. To the extent that language acquisition is advantageous for expanding cultural horizons, increasing mobility, extending networks and enhancing careers, the data is consistent with concepts of imagined community and language learning motivation. However, we also see evidence that linguistic diversity is a source of inequality and that languages can exclude as well as include. This prompts a conceptual discussion designed to articulate the problem that what is imagined is less than a collective identity or community, and more a mental frame of reference. In this context, we consider the applicability in the European context of the metaphor of linguistic capital, investment, markets and the right to speak developed by Bourdieu and others. Extempore narratives provide particularly valuable data for showing how social relations of language are configured and how they are experienced as constraint as well as opportunity.

"List of the principal writings of Sir John Bowring": p. [403] ; Mode of access: Internet.

Reductionist discourses in various academic disciplines have tended to treat the Native authors of collaboratively written autobiographies as objects of Euro-American study rather than subjects of knowledge production. To develop a decolonial practice of reading as-told-to Indian autobiographies, this dissertation engages with scholarship in the fields of Native American Studies and Gender and Sexuality Studies to offer queer readings of the autobiographies of Helen Sekaquaptewa, Polingaysi Qoyawayma, and Don Talayesva, Hopi people who were born during the 1890s amid the federal Indian policy era of assimilation. This study focuses on the primary texts' narrations of discipline in Indian boarding schools and highlights Hopi perspectives on the role of gender and sexual normalization in the colonial assimilation project. Chapter One, "`I am talking. She is writing.': Autobiographical Indiscipline in Me and Mine: The Life Story of Helen Sekaquaptewa ," develops the term autobiographical indiscipline to name the mode of collaborative self-authorship that these Hopi authors employed to represent the continuation of their Hopi identities. Chapter two, "Remembering Polingaysi: A Queer Recovery of No Turning Back as a Decolonial Text," examines the gendered facets of the trope of living "between two worlds" and the imbrication of sexual, racial, and nationalist politics underlying Indian boarding schools' policing of students' genders. Chapter three, "Twins, Whips, Tricks, and Clowns: Sovereign Erotics in Sun Chief: The Autobiography of a Hopi Indian ," explores the history of sexuality in America and its inherent ties to race making in the context of state-sponsored ethnologic projects. Chapter four, "Decolonizing Voth's Archive: Re-narrating Ethnographic Photographs in Hopi and Settler Colonial Contexts," re-narrates images from the archive of Mennonite missionary H. R. Voth through the voices of Hopi autobiographical subjects. Despite its particular Hopi context, this dissertation belongs to a broader intellectual context regarding the delimitation of literary and national boundaries and the politics of canon formation, which forms the core of American Studies. My theory of autobiographical indiscipline has implications for a range of Indian autobiographies as well as other forms of literature that blur the definitions of the autobiographical genre, such as ex-slave narratives, autobiographical fiction, and fictional autobiography.