Investigates the field of German life writing, from Rahel Levin Varnhagen around 1800 to Carmen Sylva a century later, from Döblin, Becher, women's WWII diaries, German-Jewish memoirs, and East German women's interview literatureto the autofiction of Lena Gorelik.

This discussion responds to the work of Langdon Winner, Albert Borgmann, Charles Taylor, Martin Heidegger, David Abram, and others."--BOOK JACKET.

Despite tremendous progress in understanding the human body as a biological mechanism, researchers are finding that many aspects of physical health are strongly linked to a person's thoughts, emotions, and behaviors, and to features of the sociocultural environment. This interdisciplinary volume, the newest in the Rutgers Series on Self and Social Identity, provides a survey of this research, emphasizing the connections between health and an individual's sense of self. Drawing on psychology, sociology and anthropology, the collection examines the health-related effects both of broad social forces and of individual experiences. Part I examines the diverse systems involved, moving from the biological and psychological systems in the individual to such societal systems as language, politics, economics, and health care. Part II focuses on stress and emotion and includes an extensive discussion of race related stress and of the beneficial effects of disclosing and talking about individual traumatic events. Part III addresses health in the context of personality and development, proposing a multilevel view of personality and describing the emergence of sexual identities during adolescence. The final part then looks at the other side of the self-health relationship by examining the effects of illness on one's sense of self. As a whole, the collection provides a wide ranging survey of existing work on how self and health are linked and is a valuable source of ideas for future research.

Howard brings together top contributorsin avolume that provides a survey of new research and theoretical work on the topic of individualization. Topics covered include gender, social policy reform, and economy.

This volume brings together essays that, individually and collectively, address the force of the literary text with regard to problematic identities. They work out of shared concerns with literary representations of this issue in different regions, nations and communities that often prove divided; they pursue questions related to textual identity, where the literary text itself is contested internally, or in its generic and historical relations. In sum, these studies actively test identity, as social or literary concept, discovering in difference the very condition of a useful, if paradoxical, sense of personal or textual coherence. What happens to us when we move between different cultures or different societies, defined in geographical or historical terms? What happens to texts and textual practices in these same circumstances? What happens to us when we are obliged to adapt to a new social order? Homi Bhabha speaks of “cultural difference” as calling into play what he calls “cultural translation.” What happens to identity, the narrative that fashions a continued sense of self, in this case? Difference, raised to alterity, demands that we accord functional and philosophical value not just to other aspects, but also to the aspect of the other. At the level of personal or textual agency, however, difference contests and threatens to subvert stable selfhood, composing a scene of conflict. Even so, it often proves to be instrumental in re-charging a sense of the cultural valence of the literary text – not least by virtue of its political implications. In this regard, the border – where difference materialises – has considerable presence in contributions to this volume, prompting appreciation of texts that work on or travel across such borders, however haphazardly and dangerously, but also those that compose “border textualities.”

In the fifth edition Contested Knowledge, social theorist Steven Seidman presents the latest topics in social theory and addresses the current shift of 'universalist theorists' to networks of clustered debates. Responds to current issues, debates, and new social movements Reviews sociological theory from a contemporary perspective Reveals how the universal theorist and the era of rival schools has been replaced by networks of clustered debates that are relatively 'autonomous' and interdisciplinary Features updates and in-depth discussions of the newest clustered debates in social theory—intimacy, postcolonial nationalism, and the concept of 'the other' Challenges social scientists to renew their commitment to the important moral and political role social knowledge plays in public life Accompanied by a companion website for students at www.wiley.com/go/seidman featuring chapter outlines and useful web links; an instructor site can also be accessed which features password-protected PowerPoint teaching slides

This book is a significant gathering of ideas on the subject of modern Chinese literature and culture of the past several years. The essays represent a wide spectrum of new approaches and new areas of subject matter that are changing the landscape of knowledge of modern and contemporary Chinese culture: women's literature, theatre (performance), film, graphic arts, popular literature, as well as literature of the Chinese diaspora. These phenomena and the approaches to them manifest interconnected trajectories for new scholarship in the field: the rewriting of literary history, the emergence of visual culture, and the quotidian apocalypse - the displacement of revolutionary romanticism and realism as central paradigms for cultural expression by the perspective of private, everyday experience.

Aimed at the student reader, this book demonstrates the benefits of using particular methods from the viewpoint of real-life experience. It contains chapters written by leading, internationally distinguished qualitative researchers who recount and reflect on their own research experiences as well as others.

Recently anthropology has turned to accounts of persons-in-history/history-in-persons, focusing on how individuals and groups as agents both fashion and are fashioned by social, political, and cultural discourses and practices. In this approach, power, agency, and history are made explicit as individuals and groups work to constitute themselves in relation to others and within and against sociopolitical and historical contexts. Contributors to this volume extend this emphasis, drawing upon their ethnographic research in Nepal to examine closely how selves, identities, and experience are produced in dialogical relationships through time in a multi-ethic nation-state and within a discourse of nationalism. The diversity of peoples, recent political transformations, and nation-building efforts make Nepal an especially rich locale to examine people's struggles to define and position themselves. But the authors move beyond geographical boundaries to more theoretical terrain to problematicize the ways in which people recreate or contest certain identities and positions. Various authors explore how people-positioned by gender, ethnicity, and locale-use cultural genres to produce aspects of identities and experiences; they examine how subjectivities, agencies and cultural worlds co-develop and are shaped through engagement with cultural forms; and they portray the appropriation of multiple voices for self and group formation. As such, this collection offers a richly textured and complex accounting of the mutual constitution of selves and society.

This book describes and analyses life in 'St Antony's', a Zambian Catholic boys' mission boarding school in the 1990s, using the context-sensitive methods of social anthropology. Drawing upon Michel Foucault's notion of the panoptic gaze, Anthony Simpson demonstrates how students are both drawn to mission education as a 'civilising process', yet also resist many of the lessons that the official institution offers, particularly with respect to claims of 'true' Christian identity and educated masculinity. The phrase 'Half-London' reflects the boys' own perception of their privileged but very partial grasp, in the Zambian context of acute socio-economic decline, of 'civilised' status. The book offers unparalleled detail and insight into the contribution of mission schooling to the processes of postcolonial identity formation in Africa. Its rich and compelling ethnography opens up a strong sense of everyday life within the school and raises compelling questions about identity in plural societies beyond the confines of St Antony's. Anthony Simpson taught at the Zambian Catholic mission boys' boarding school from 1974 to 1997. He arrived in Zambia as an English teacher, but his involvement in the day-to-day life of St Antony's led him to an interest in anthropology and psychology.Key featuresA lively account of African mission schooling , examining the process of postcolonial educationA practical demonstration of Michel Foucault's discussion of subjectivity and the invention of self A detailed demonstration of religious plurality in an African setting