The diary as a genre is found in all literate societies, and these autobiographical accounts are written by persons of all ranks and positions. The Diary offers an exploration of the form in its social, historical, and cultural-literary contexts with its own distinctive features, poetics, and rhetoric. The contributors to this volume examine theories and interpretations relating to writing and studying diaries; the formation of diary canons in the United Kingdom, France, United States, and Brazil; and the ways in which handwritten diaries are transformed through processes of publication and digitization. The authors also explore different diary formats including the travel diary, the private diary, conflict diaries written during periods of crisis, and the diaries of the digital era, such as blogs. The Diary offers a comprehensive overview of the genre, synthesizing decades of interdisciplinary study to enrich our understanding of, research about, and engagement with the diary as literary form and historical documentation.

This book rescues Joubert from the ranks of minor French moralistes and by tracing the development of his thought, from his time as secretary to Diderot through to the period of his association with Chateaubriand, demonstrates that he was a writer on aesthetics of considerable sensitivity. Examination of his manuscripts and of his annotation to books in his library shows that Joubert's primary concern, during the period that witnessed the gradual but profound change from the intellectual values of the Enlightenment to those of the Romantic period, was to establish the status and nature of art and poetry. Reading widely among philosophers and poets from Plato and Homer to Kant and Andre Chenier, Joubert consigned his thoughts and perceptions to a series of Carnets which form the basis of this study and bear witness to an unusually eclectic and enquiring mind. Joubert's significance is not confined to the Enlightenment and Romantic periods. He is unique among writers of his day in the way that his own interrogation of the very act of writing anticipates the aesthetic of later, highly influential writers such as Stephane Mallarme.

This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freire’s scholarship to language and literacy learning settings. The chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom, and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. The chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

Vols. for 1969- include ACTFL annual bibliography of books and articles on pedagogy in foreign languages 1969-