Rabu, 21 Oktober 2015

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Both sacred and secular worldviews have long held a place in U.S. higher education, although non-religious perspectives have been privileged in most institutions in the modern era. Sacred and Secular Tensions in Higher Education illustrates the importance of cultivating multiple worldviews at public, private, and faith-based colleges and universities in the interest of academic freedom, and intellectual and moral dialogue.

Contributors to this edited collection argue that sacred perspectives are as integral to contemporary higher education in the United States as the more dominant secular perspectives. The debates and issues addressed in this book attempt to rebalance the dialogue and place an emphasis on pluralism, rather than declare victory of one paradigm over the other. Student affairs administrators, higher education and religious studies faculty, and campus ministers and chaplains will benefit from better understanding the interplay of these sometimes competing and sometimes complementary ideas on campus, and the impact of the debate on the lives of faculty, students, and staff.

  • Sales Rank: #4162610 in Books
  • Published on: 2011-03-02
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.90" h x .60" w x 6.00" l, .80 pounds
  • Binding: Paperback
  • 272 pages

Review

"With the (supposedly) desacralizing effects of higher education (back) on the political agenda in the USA, consideration of this recent book edited by Michael D. Waggoner, Professor of Higher Education at the University of Northern Iowa, could not be timelier. Its close study of the pressures of sacralization versus secularization upon both public and private higher educational institutions and their stakeholders across twelve chapters merits praise and well rewards the reader."―The Anglican Theological Review

"Waggoner skillfully sequences these distinct yet interrelated essays to scaffold historical trends, illuminate contested issues, and offer pragmatic recommendations―making this a valuable resource for sacred and secular audiences."
―Christian Higher Education

"This volume further deepens our knowledge of religion and spirituality in higher education, both on the student and institutional levels, by presenting 11 articles from the journal Religion and Education. Sacred and Secular Tensions in Higher Education offers benefits to readers from secular and religious institutions alike. This collection of studies offers specific insights on the impact of religion and spirituality for faculty, student affairs staff, counselors, and administrators in addition to students."
―The Review of Higher Education

"This timely, evocative book boldly explores vital questions including: Can higher education host the high stakes "tournament of world views" now underway? Can the academy navigate between the shoals of relativism and dogmatism (scientific, secular, religious)? How do we contend with the thorny issue of "evangelicals" in the "secular" classroom? What is now asked of the professoriate? What are the consequences for students and society? Courageously wading into this emerging landscape, this book provides historical perspective, intellectual stimulation, and practical guidance―essential reading for both the mildly curious and the deeply concerned professor, academic administrator, or student personnel professional."

Sharon Daloz Parks, author of Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose, and Faith

"Mike Waggoner's edited book makes an important contribution to discussions of sacred and secular tensions across higher education in the United States, adding depth to the international debate about the place of religion, spirituality and non-religious worldviews in public education."

Robert Jackson, Professor of Religions and Education, University of Warwick, UK and Professor of Religious Diversity and Education, European Wergeland Centre, Oslo, Norway.

About the Author

Dr. Michael D. Waggoner is Professor of HigherEducation at the University of Northern Iowa and Editor of the peer-reviewed journal, Religion & Education.

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The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field.

The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

Published for the American Educational Research Association (AERA).

  • Sales Rank: #1939663 in Books
  • Brand: Brand: Routledge
  • Published on: 2012-12-19
  • Released on: 2013-03-04
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.00" h x 1.34" w x 8.50" l, 2.90 pounds
  • Binding: Paperback
  • 592 pages
Features
  • Used Book in Good Condition

Review

"This enormous International Handbook of Research on Environmental Education appears with the collaboration of the American Educational Research Association (AERA); it comprises 51 commissioned chapters within nine sections written by noted scholars in Environmental Education based in a variety of countries. As underlined by the co-editors, “contributions include philosophically and empirically grounded research (of all genres) that critically examines the conceptualization, discourses, policies, programs, processes, structures, and research approaches to Environmental Education in the broadest sense.” - Yves Laberge, Electronic Green Journal

"The International Handbook of Research on Environmental Education is a fascinating exploration of the purpose and methods of environmental education and sustainability education." - Teachers College Record

About the Author

Robert B. Stevenson is Professor and Tropical Research Leader (Environmental Sustainability Education) in The Cairns Institute and School of Education and Director of the Centre for Research and Innovation in Sustainability Education at James Cook University in Australia. He is an executive editor of the Journal of Environmental Education and has served on the editorial boards of all the major English language journals in environmental education. Bob’s research has focused on the relationships among theory, policy and practice in environmental/ sustainability education and its history and marginalized status as an educational reform in K-12 schools. His current research interests focus on the current and potential spaces and approaches for learning about issues of sustainability and how schools, peers, and the electronic media are being used and can be constructively used to work toward a more sustainable and just society.

Michael Brody is a faculty member in the College of Education, Health and Human Development at Montana State University, where he teaches courses in science, education and research at the graduate and undergraduate levels. He received his Ph.D. from Cornell University in science & environmental education, Master of Science in Biology from the University of New Hampshire and Bachelor of Science in Biology and Secondary Education from Boston College. He is a research associate of the Museum of the Rockies in Bozeman, Montana and received the North American Association of Environmental Education Outstanding Contributions to Research Award.

Justin Dillon is Professor of Science and Environmental Education at King's College London. He is head of the Science and Technology Education Group and co-leader of the Centre for Research in Education in Science, Technology, Engineering and Mathematics. His research interests include science engagement in museums, science centres and botanic gardens, learning outside the classroom, students' interests and aspirations, and teacher identity and development. Justin was Chair of AERA's Ecological and Environmental Education special interest group from 1998-99. He was elected president of the European Science Education Research Association from 2007-11 and was elected a fellow of the Linnean Society of London in 2005.

Arjen E.J. Wals is a Professor of Social Learning and Sustainable Development at Wageningen University in The Netherlands. He also holds an Adjunct Professorship at Cornell University and is a UNESCO Chair in the same field. His research focuses on learning processes that contribute to a more sustainable world. Wals obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor under the guidance of the late Bill Stapp, one of the founding fathers of the field of Environmental Education. Wals maintains a blog at www.transformativelearning.nl.

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Approachable for general readers as well as for students in women's studies-related courses at all levels, this guide follows the critical dictionary format in combining over a dozen in-depth background chapters with more than 400 A-Z dictionary entries. The background chapters are written by major voices in the field of feminist studies, and include thorough coverage of the history of feminism, as well as extensive discussions of topics such as post-feminism, men in feminism, feminism and new technologies and feminism and philosophy. The dictionary entries cover the major individuals and issues essential to an understanding both of feminism's roots and of the trends that are shaping its future. Readers will find entries on people such as Aphra Behn, Simone de Beauvoir, Princess Diana, Courtney Love and Robert Bly, and on subjects such as Afro-American feminism, cosmetic surgery, the "new man", prostitution, reproductive technologies and "slasher" films.

  • Sales Rank: #4176752 in Books
  • Published on: 2000-01-24
  • Original language: English
  • Number of items: 1
  • Dimensions: .84" h x 6.04" w x 8.94" l,
  • Binding: Paperback
  • 384 pages

About the Author
Editor Sarah Gamble is also the author of Angela Carter: Writing from the Front Line. She is currently Senior Lecturer in English Studies at the University of Sunderland in the UK.

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Selasa, 20 Oktober 2015

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Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work.

This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.

  • Sales Rank: #695095 in Books
  • Published on: 2010-11-26
  • Released on: 2011-02-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.02" h x .69" w x 5.98" l, .55 pounds
  • Binding: Paperback
  • 304 pages

About the Author

Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics, The Pennsylvania State University.

Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida.

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Senin, 19 Oktober 2015

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Professional Counseling Excellence through Leadership and AdvocacyFrom Routledge

This text will be a valuable resource for counseling students and educators to assist in the incorporation of leadership and advocacy training into the counseling curriculum, based on the new standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Readers will acquire a broad scope and vision of leadership and advocacy which includes client advocacy, advocacy for the counseling profession, and social justice. It identifies the historical context of leadership and advocacy, provides a framework from which to understand these concepts, and provides concrete examples of leadership and advocacy happening in the field today. Chapters describe the design of an effective counselor education curriculum, supervision of counselors, and leadership and advocacy practice in various counseling settings. Edited by leaders in the field of counselor education and endorsed by Chi Sigma Iota, this text will provide students with the knowledge, skills, and qualities to succeed as leaders and advocates throughout their counseling careers.

  • Sales Rank: #566894 in Books
  • Published on: 2011-10-05
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x 1.10" w x 6.20" l, 1.10 pounds
  • Binding: Hardcover
  • 428 pages

Review

"This is the most engaging book on leadership, professional advocacy, and client advocacy ever written. It celebrates the gifts that all counselors possess to become outstanding client advocates, professional advocates, and agents of social justice and equity." - Bradley T. Erford, PhD, Professor, Loyola University Maryland

"Professional Counseling Excellence through Leadership and Advocacy is timely, much needed text which effectively addresses the need to educate counselors and future counselors in the areas of leadership, advocacy, and professional identity. I wholeheartedly recommend this well written publication." - Carman Gill, PhD, Program Chair, Counselor Education Program, Argosy University

"This will quickly become the textbook of choice for leadership and advocacy courses. Counselor educators and students alike will engage in self-reflection and develop an action oriented approach to leadership and advocacy for clients and the counseling profession." - LoriAnn S. Stretch, PhD, CSI Co-Lead Faculty Chapter Advisor, Capella University

About the Author

Catherine Y. Chang, PhD, LPC, NCC, is an associate professor at Georgia State University and a past president of Chi Sigma Iota

Casey Barrio Minton, PhD, NCC, is an associate professor at the University of North Texas and current president of Chi Sigma Iota

Andrea Dixon, PhD, NCC, is an associate professor at Georgia State University and former secretary of Chi Sigma Iota

Jane E. Myers, PhD, LPC, NCC, is a professor at the University of North Carolina–Greensboro and a past president of Chi Sigma Iota

Thomas J. Sweeney, PhD, is Professor Emeritus at Ohio University and founding president and executive director of Chi Sigma Iota

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0 of 0 people found the following review helpful.
Five Stars
By Robbi Barber
Great resource tool. I will keep this one on my shelf!

0 of 0 people found the following review helpful.
A worthy read!
By Porphyry
An excellent and engaging read about professional counseling from some of the top leaders of the field. Provides concrete examples and activities for professional counseling students, practitioners, and counselor educators.

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Four Stars
By Patricia Kimball
Good, easy to read book on Counselor Leadership. Used it for the framework of a paper!

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** Ebook Free Selling the Holocaust: From Auschwitz to Schindler; How History is Bought, Packaged and Sold, by Tim Cole

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Selling the Holocaust: From Auschwitz to Schindler; How History is Bought, Packaged and Sold, by Tim Cole

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Selling the Holocaust: From Auschwitz to Schindler; How History is Bought, Packaged and Sold, by Tim Cole

Cole shows us an "Auschwitz-land" where tourists have become the "ultimate ruberneckers" passing by and gazing at someone else's tragedy. He shows us a US Holocaust Museum that provides visitors with a "virtual Holocaust" experience.

  • Sales Rank: #1112894 in Books
  • Color: Grey
  • Published on: 2000-08-13
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.99" h x .65" w x 6.04" l, .70 pounds
  • Binding: Paperback
  • 234 pages

From Publishers Weekly
In 1997, the Bee Gees toured Anne Frank's house in Amsterdam, along with 700,000 other bubble-gum chewing, minicam-clutching voyeurs. A man was spotted at Auschwitz wearing, with supreme irony, a Megadeth T-shirt. Gifted with a sensitive understanding of the Holocaust, Cole, history professor at the University of Bristol, sets out to parse the shifting myths created from the historical event of the Holocaust, especially its morphing into a ubiquitous, feel-good affirmation of America's core values. In seeking to understand the subtle implications of marketing remembrance, Cole focuses on three figuresAAnne Frank, Adolph Eichmann and Oskar SchindlerAand three sitesAAuschwitz, Yad Vashem (Israel's Holocaust museum in Jerusalem) and the United States Holocaust Memorial Museum in Washington, D.C. What does it mean when Schindler's List becomes a de facto primary historical text, or when the United States Holocaust Memorial Museum (where Cole is a visiting fellow) is just one more item on an itinerary that includes the peep show thrills of the Texas Book Depository and Graceland? At a time when tourists flock to the Spielberg film location rather than to the actual ghetto, argues Cole, the Holocaust has been turned into a sort of virtual history. Cole's book makes an excellent complement to Peter Novick's superb The Holocaust in American Life (Forecasts, May 3), with which it shares an informed wariness about the perils of historical representation. (Sept.)
Copyright 1999 Reed Business Information, Inc.

From Kirkus Reviews
A thoughtful and brave study of how the Holocaust has become an overly central myth and too commercialized for its own effectiveness. Cole is a fellow at the US Holocaust Memorial Museum and is well positioned to know that there is no business like Shoah (Holocaust) business. The book grew from lectures at the University of Bristol in England, whence its youthful brazenness to criticize the sacrosanct. Holocaustism as an industry is shown to dwarf the budget of other, especially educational needs in the American Jewish community. The three people whom the first chapters are named for reflect Coles vision of Holocaust history. First is Anne Frank, the most famous child and victim in our century. In 1947, long before her book, Broadway show, and Amsterdam attic became global sensations, the diary's modest popularity reflected the Jewish and gentile mood that the unspeakable tragedy was best not spoken about. Even in Israel, where the Holocaust became a flag of victimhood and cause for national survival, the yet unnamed calamity was associated with the powerless Diaspora past and neglecteduntil the capture and trial of Adolf Eichmann (Cole's second chapter). Not mere revenge, this ``trial was about reawakening a concern with the Holocaust both inside and outside the country.'' So successful was exhuming the Holocaust from buried memory that the next chapter, ``Oskar Schindler,'' shows how Hollywood turned planet Auschwitz into a well known but more benign place. The last three chapters are named for places, ``Auschwitz,'' ``Yad Vashem,'' and ``The U.S. Holocaust Memorial Museum,'' where Cole scores salient points contrasting the sites of genocide (now with tourist cafeteria), the Israeli museum (emphasizing partisans and resistance), and the ``theme-park'' $168-million-dollar facility in Washington, D.C. (featuring multimedia experiences and nondenominational tolerance). Cole dares to write ``that an element of voyeurism is central to Holocaust tourism. '' If the Holocaust has assumed our centurys moral crown, this book dares to challenge the emperor's clothes. -- Copyright ©1999, Kirkus Associates, LP. All rights reserved.

Review
Provocative...It is hard to argue with Coles assertion that the worldwide image of the Holocaust is now being made in America. -- The Washington Post Book World
Gifted with a sensitive understanding of the Holocaust, Cole sets out to parse the shifting myths of the Holocaust, especially its morphing into a ubiquitous, feel-good affirmation of Americas core values...[Selling the Holocaust] makes an excellent complement to Peter Novicks superb The Holocaust in American Life, with which it shares an informed wariness about the perils of historical representation. -- Publishers Weekly
A thoughtful and brave study of how the Holocaust has become an overly central myth and too commercialized for its own effectiveness. Cole is a fellow at the US Holocaust Memorial Museum and is well positioned to know that there is no business like Shoah (Holocaust) business...If the Holocaust has assumed our centurys moral crown, this book dares to challenge the emperors clothes. -- Kirkus Reviews
Tim Cole explores the creation and definition of a mythic Holocaust, the Holocaust as symbol divorced from the historical reality of six million murdered Jews. He argues that the veneration of the Holocaust represents an attempt to understand history, but that this attempt is often harmful and belittles the truth. -- University of Nebraska Press
An intriguing book that raises many issues. -- Jewish Book World
Tim Cole explores the creation and definiton of a mythic Holocaust, the Holocaust as symbol divorced from the historical reality of six million murdered Jews. He argues that the veneration of the Holocaust represents an attempt to understand history, but that this attempt is often harmful and belittles the truth. -- Shofar

Most helpful customer reviews

37 of 39 people found the following review helpful.
Don't confuse Holocaust with "Holocaust" in your marketing.
By John Barry Kenyon
In a careful analysis, Tim Cole suggests that the actual holocaust is not be confused with the atrocities depicted in museums and movies. He argues, for example, that the movie Schindler's List blurs historical reality by emphasizing the "goodness" of Schindler himself and the happy outcome for the Jewish captives in his Czech factory in 1945. We all have to feel fine when leaving the cinema. Actually, much the same could be said about other movies not considered by Cole, for example Triumph of the Spirit which recounts the survival at Auschwitz of a Greek boxer. The author also feels that the establishment of so many holocaust memorials and museums may actually stimulate Revisionism by allowing holocaust deniers to pinpoint inaccuracies, for example of the Auschwitz (One) gas chamber is indeed a post war reconstruction for tourists. There is much well researched detail in this book, for example on Anne Frank whose Amsterdam house has become just another site for the curious and on Oskar Schindler himself who fled at the end of the war with his wife and mistress (contrary to the movie portrayal). It is Cole's honesty in showing up many holocaust myths that makes the book a convincing read. He is no apologist for nazi crimes, but he has opened an important debate about perception and reality in the mass media.

33 of 36 people found the following review helpful.
How history is portrayed
By Philip Greenspan
"Selling the Holocaust" is an excellent study of how history is presented. While Tim Cole uses the Holocaust as the subject for this particular study what he shows is how history generally develops at various times and in various places.
History-at any particular time and place--is a refining and processing of pertinent facts with the cultural values of the existing establishment that creates a `myth' of the historic reality. Different times in the same place or different places at the same time result in varying `myths'.
The subtitle of the book--"From Auschwitz to Schindler, How History is Bought, Packaged and Sold"-is most appropriate in expressing this manipulation of historic events to conform to a particular country's existing policies.
Cole analyzes six subjects for illustration: the diary of Anne Frank; the trial of Adolf Eichmann; Steven Sondheim's film "Schindler's List"; the concentration camp at Auschwitz; the Israeli memorial of Yad Vashem; and the Holocaust museum in Washington, D.C.
By exploring each, he shows us that in different places (Israel, United States, Poland) and at different times (post World War II, post six-day war, `80s, `90s) the Holocaust has been interpreted and portrayed differently. The cultural values of each unique time and place determine how we perceive the Holocaust.
This is obviously a study of how all of history is revealed. Events looked at in distant places and times acquire different meanings-often at variance with what actually occurred. Writers who challenge conventional history by disclosing the truth are usually criticized as revisionists and are reviled and disregarded by the establishment.
This analysis is obviously in conflict with the author's message and with other readers' interpretations. Nevertheless, it relies on six excellent case studies for validation.

17 of 17 people found the following review helpful.
The Gradual Development of the Holocaust "Myth"
By Jan Peczkis
Cole traces the development of popularization of the Holocaust in the US, Israel, and in other parts of the world. He uses the term "myth" not to question the fact of 5-6 million murdered Jews in any way, but to point out the gradual emergence of the Holocaust in much contemporary thinking. Cole (p. 6) quotes Yaffa Eliach on the fact that "there is no business like Shoah business."

In common with other writers (e. g., Novick, Finkelstein), Cole points out that there was little special attention paid to the WWII extermination of Jews, by either Jews or gentiles, in the first years after the war: "While the Holocaust was perpetrated in Europe during 1941-45, it was not really until the early 1960s that anything like widespread awareness of the `Holocaust' began to emerge."(p. 7). Also: "During the 1940s and 1950s, throughout Israeli society, there was an effective silence about the Holocaust."(pp. 51-52). Finally, "After 1961 the Holocaust ceased to be a taboo, and instead assumed an increasingly central--if contested--position in Israeli society and politics."(p. 63).

Cole concludes: "There is little question that in the 1970s and 1980s the `Holocaust' assumed a critical role in self-definition as Jewish." (p. 13). In fact, he also shows that the Holocaust had become a substitute for Jewish tradition, for self-identity as Jews, among many assimilated American Jews (pp. 118-119).

By the 1990's, the Holocaust had assumed nothing short of staggering dimensions on the American scene: "...in the United States there are more than one hundred Holocaust museums and research centres, suggesting that the `founding of Holocaust museums' is `a particularly American phenomenon.'"(p. 147).

Cole devotes a moderate amount of attention to the Auschwitz Carmelite convent controversy. For a long time, Christian symbols in Jewish places of death had not aroused Jewish antagonism at all (p. 103). He also points out the fact that, ironically, Auschwitz itself had assumed a prominent place in Jewish Holocaust consciousness only gradually: "From being a site of Warsaw bloc memory of fascist atrocity, `Auschwitz' became recognized not simply as a site of the mass gassing of Jews, but the site of Jewish memory of the `Holocaust'. Yet alongside this `Jewish Holocaustisation' of Auschwitz, a process of `Catholising' Auschwitz started to take place, in particular centered on the Polish-Catholic martyr Father Maximilian Kolbe."(pp. 102-103). Cole continues: "What was being contested during the controversy was less ownership and use of the physical fabric of the camp, and more ownership and use of the `brandname''Auschwitz'."(p. 105).

Cole (p. 108) then recounts Cardinal Glemp's suggested compromise solution: Oswiecim-Auschwitz, where mostly Poles died, would be central to Poles and Christians, while Brzezinka-Birkenau, where mostly Jews died, would be central to Jews. However, most Jews rejected this compromise solution on the grounds that it would impinge upon the symbolic status of Auschwitz. What is unclear in all of this is how the fact that 90% of the victims of the entire Auschwitz complex were Jews is supposed to entitle them to dictate to everyone else how and how not the site of the Auschwitz complex is to be memorialized. It is easy to see that all the talk about the Jewish victims of Auschwitz being forgotten, or about Auschwitz becoming "Christianized", are simply smokescreens. The real reason clearly is Jewish intolerance against the sufferings of non-Jews being associated, even indirectly, with the sufferings of Jews. As further proof of this, note Cole's citation of Israeli philosopher Adi Ophir on the latter's statements concerning the Holocaust becoming a religion of sorts that supplants the Ten Commandments: "...Holocaust religion offers new commandments:'Thou shalt have no other Holocaust', `Thou shalt not make unto thee any graven image or likeness", Thou shalt not take the name in vain'. .."(p. 143). No wonder that there was so much Jewish opposition to the Carmelite convent at Auschwitz! Its very presence dared juxtapose the Polish Holocaust with that the Jewish Holocaust, thereby violating the first and third of these new commandments!

Cole describes Holocaust education in contemporary Israel as follows: "Not only do they have `Holocaust' lessons at school--where `since the early 1980s, questions on the Holocaust have accounted for 20 per cent of the overall score in the high school diploma examination in history'--but as mentioned earlier they all visit Yad Vashem, and an increasing number visit the death camps in Europe."(p. 141). In view of this intense education, the ignorance of Israeli students who visit Poland is unbelievable (unless, of course, it is intentional). Cole does not mention the fact that visiting Israeli students hold to grotesque Polonophobic errors, even to the point of believing that Poles killed more Jews than the Germans, and asking, in all seriousness, about the size of pensions "those Polish guards at Auschwitz" are receiving. What kind of education are these young Israelis truly getting?

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# PDF Download Innocence, Heterosexuality, and the Queerness of Children's Literature (Children's Literature and Culture), by Tison Pugh

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Innocence, Heterosexuality, and the Queerness of Children's Literature (Children's Literature and Culture), by Tison Pugh

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Innocence, Heterosexuality, and the Queerness of Children's Literature (Children's Literature and Culture), by Tison Pugh

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Innocence, Heterosexuality, and the Queerness of Children's Literature (Children's Literature and Culture), by Tison Pugh

Innocence, Heterosexuality, and the Queerness of Children’s Literature examines distinguished classics of children’s literature both old and new―including L. Frank Baum’s Oz books, Laura Ingalls Wilder’s Little House series, J. K. Rowling’s Harry Potter novels, Lemony Snicket’s A Series of Unfortunate Events, and Stephenie Meyer’s Twilight series―to explore the queer tensions between innocence and heterosexuality within their pages. Pugh argues that children cannot retain their innocence of sexuality while learning about normative heterosexuality, yet this inherent paradox runs throughout many classic narratives of literature for young readers. Children’s literature typically endorses heterosexuality through its invisible presence as the de facto sexual identity of countless protagonists and their families, yet heterosexuality’s ubiquity is counterbalanced by its occlusion when authors shield their readers from forthright considerations of one of humanity’s most basic and primal instincts.

The book demonstrates that tensions between innocence and sexuality render much of children’s literature queer, especially when these texts disavow sexuality through celebrations of innocence. In this original study, Pugh develops interpretations of sexuality that few critics have yet ventured, paving the way for future scholarly engagement with larger questions about the ideological role of children's literature and representations of children's sexuality.

Tison Pugh is Associate Professor in the Department of English at the University of Central Florida. He is the author of Queering Medieval Genres and Sexuality and Its Queer Discontents in Middle English Literature and has published on children’s literature in such journals as Children’s Literature, The Lion and the Unicorn, and Marvels and Tales.

  • Sales Rank: #4818407 in Books
  • Published on: 2010-12-14
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x 6.00" w x .75" l, .95 pounds
  • Binding: Hardcover
  • 222 pages

Review
"In shifting the focus from the queerness of same-sex relations to that of an impending heterosexuality for most children, Pugh's book makes a unique and provocative contribution to the conversation about the queer child." - Eric L. Tribunella, Children's Literature Association Quarterly

About the Author

Tison Pugh is Professor in the Department of English at the University of Central Florida. He is the author of Queering Medieval Genres and Sexuality and Its Queer Discontents in Middle English Literature and has published on children’s literature in such journals as Children’s Literature, Children’s Literature Association Quarterly, The Lion and the Unicorn, and Marvels and Tales.

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