An anthology of long-read book reviews by one of the European left’s foremost political economists From the acclaimed author of How Will Capitalism End? comes an omnibus of long-form critical essays engaging with leading economists and thinkers. Critical Encounters draws on Wolfgang Streeck’s inimitable writing for the London Review of Books and New Left Review, among other publications. It opens with treatments of two contrasting historical eras—factory capitalism and financialization—and three of the world’s major economies: the United States, France and Germany. A middle section surveys the hollowing out of Western democracies and reviews Yanis Varoufakis’s “strange but indispensable” memoir of the eurozone crisis. Delving into the world of ideas, Streeck discusses the work of Quinn Slobodian, Mark Blyth, Jürgen Habermas and Perry Anderson. Finally, he zooms out to compare his home discipline of sociology to natural history, giving a remarkable and non-deterministic reading of Charles Darwin. In the preface, Streeck reflects on the art (or craft) of book reviewing and the continuing merits of the book form. Critical Encounters also includes a series of “Letters from Europe,” penned as the coronavirus descended upon the Continent.

Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University

A uniquely interdisciplinary look at storytelling in digital, analogue, and hybridised contexts, this book traces different ways stories are experienced in our contemporary mediascape. It uses an engaging range of current examples to explore interactive and immersive narratives. Critical Encounters with Immersive Storytelling considers exciting new forms of storytelling that are emerging in contemporary popular culture. Here, immersion is being facilitated in a variety of ways and in a multitude of contexts, from 3D cinema to street games, from immersive theatre plays to built environments such as theme parks, as well as in a multitude of digital formats. The book explores diverse modes and practices of immersive storytelling, discussing what is gained and lost in each of these ‘genres’. Building on notions of experience and immersion, it suggests a framework within which we might begin to understand the quality of being immersed. It also explores the practical and ethical aspects of this exciting and evolving terrain. This accessible and lively study will be of great interest to students and researchers of media studies, digital culture, games studies, extended reality, experience design, and storytelling.

First developed by Michel Foucault more than thirty years ago, "governmentality" has become an essential set of tools for many researchers in the social and political sciences today. What is "governmentality"? How does this perspective challenge the way we understand political power and its contestation? This new introduction offers advanced undergraduate and graduate students both a highly accessible guide and an original contribution to debates about power and governmentality. The book aims to serve four main functions: To situate governmentality as an intellectual development within Foucault’s thinking about the microphysics of power and his genealogical methods; To reveal how research in governmentality has changed as the idea encounters new academic fields, political contexts and regional settings; To examine one of the more recent encounters between governmentality and the social sciences - its interaction with international relations and global politics; To offer researchers some methodological suggestions for undertaking studies in governmentality, stressing that its critical edge becomes blunted if it is detached from historical/genealogical modes of inquiry. This book offers a set of conceptual and methodological observations intended to keep research in governmentality a living, critical thought project. Above all, it argues that the challenge of understanding the world calls for the addition of new thinking equipment to the governmentality toolbox. Governmentality: Critical Encounters will prove useful for students of social and political theory, international relations, political sociology, anthropology and geography.

A new and important study of the relationship between two key thinkers of the twentieth century.

African knowledge is yet to fully contribute to spaces of learning because of the disciplinary boundaries founded on Western separatist logic. From an African epistemology, knowledge is interconnected because of the cosmological understanding that the universe is one entity. Bringing African knowledge into the academy requires a concerted effort to bring it of its own accord. There have been commendable efforts by scholars in South Africa to bring African knowledge to higher education in ways that do not alter or re-shape this knowledge to suit the dominant Euro-American script. This book aims to showcase such efforts. This book makes interconnections of themes across disciplines. The content produced in this book will ensure that literature will anchor the noble efforts to build African universities that deliberately centre African ways of knowing. This book will be among the few publications that focus on Africanisation and decolonisation of knowledges as praxis. We anticipate that this book will be recommended in various disciplines of social sciences in South African universities.

Provides a collection of essays on modern art covering such artists as Andy Warhol, David Hockney, and Robert Mapplethorpe

An essential consideration of these two closely related and influential figures. Michel Foucault and Martin Heidegger are two of the most important intellectual figures of the twentieth century, and yet there are significant, largely unexplored questions about the relationship between their projects. Foucault and Heidegger stages a crucial critical encounter between these two thinkers; in doing so, it clarifies not only the complexities of the Heidegger-Foucault relationship, but also their relevance to questions about truth and nihilism, acquiescence and resistance, and technology and agency that are central to debates in contemporary thought. These essays examine topics ranging from Heidegger's and Foucault's intellectual forebears to their respective understanding of the Enlightenment, modernity, and technology, to their conceptions of power and the political.

The book presents some of the most efficient statistical and deterministic methods for information processing and applications in order to extract targeted information and find hidden patterns. The techniques presented range from Bayesian approaches and their variations such as sequential Monte Carlo methods, Markov Chain Monte Carlo filters, Rao Blackwellization, to the biologically inspired paradigm of Neural Networks and decomposition techniques such as Empirical Mode Decomposition, Independent Component Analysis and Singular Spectrum Analysis. The book is directed to the research students, professors, researchers and practitioners interested in exploring the advanced techniques in intelligent signal processing and data mining paradigms.

Web-Based Learning: Theory, Research, and Practice explores the state of the art in the research and use of technology in education and training from a learning perspective. This edited book is divided into three major sections: *Policy, Practice, and Implementation Issues -- an overview of policy issues, as well as tools and designs to facilitate implementation of Web-based learning; *Theory and Research Issues -- a look at theoretical foundations of current and future Web-based learning; the section also includes empirical studies of Web-based learning; and *Summary and Conclusions -- highlights key issues in each chapter and outlines a research and development agenda. Within this framework the book addresses several important issues, including: the primacy of learning as a focus for technology; the need to integrate technology with high standards and content expectations; the paucity of and need to support the development of technology-based curriculum and tools; the need to integrate assessment in technology and improve assessment through the use of technology; and the need for theory-driven research and evaluation studies to increase our knowledge and efficacy. Web-Based Learning is designed for professionals and graduate students in the educational technology, human performance, assessment and evaluation, vocational/technical, and educational psychology communities.