This collection reflects not only the multidisciplinary nature of current thinking about performance, but also the complex and contested nature of the concept itself.

This collection reflects not only the multidisciplinary nature of current thinking about performance, but also the complex and contested nature of the concept itself.

What would happen if structures, forms, and other stand-alone entities thought to comprise our intellectual toolkit-words, meanings, signs-were jettisoned? How would a work written in a purportedly dead language, like The Iliad, or penned in a foreign tongue be approached if deemed legible without structures such as meaning-bearing signs or grammatical rules? A New Philosophy of Discourse charts a novel course in response to these questions, coining an original concept of discourse, or talk!, that Joshua Kates presents as more fundamental than language. In Kates' conception of discourse, writing and speech take shape entirely as events, situated within histories, contexts, and traditions themselves always in the making. Combining literary theory, literary criticism, and philosophy, to reveal a new perspective on discourse, Kates focuses on literary criticism, literary texts by Charles Bernstein and Stanley Elkin, and the philosophical writings of Stanley Cavell, Hans-Georg Gadamer, Donald Davidson and Martin Heidegger. This ground-breaking study bridges the analytical/continental divide, by working through concrete problems using novel and extended interpretations with wide-ranging implications for the humanities.

Medieval courtiers defined themselves in ceremonies and rituals. Tournaments, Maying, interludes, charivaris, and masking invited the English and French nobility to assert their identities in gesture and costume as well as in speech. These events presumed that performance makes a self, in contrast to the modern belief that identity precedes social performance and, indeed, that performance falsifies the true, inner self. Susan Crane resists the longstanding convictions that medieval rituals were trivial affairs, and that personal identity remained unarticulated until a later period. Focusing on England and France during the Hundred Years War, Crane draws on wardrobe accounts, manuscript illuminations, chronicles, archaeological evidence, and literature to recover the material as well as the verbal constructions of identity. She seeks intersections between theories of practice and performance that explain how appearances and language connect when courtiers dress as wild men to interrupt a wedding feast, when knights choose crests and badges to supplement their coats of arms, and when Joan of Arc cross-dresses for the court of inquisition after her capture.

Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.

This innovative volume integrates social identity theory with research on teaching and education to shed new and fruitful light on a variety of different pedagogical concerns and practices. It brings together researchers at the cutting edge of new developments with a wealth of teaching and research experience. The work in this volume will have a significant impact in two main ways. First and foremost, the social identity approach that is applied will provide the theoretical and empirical platform for the development of new and creative forms of practice in educational settings. Just as the application of this theory has made significant contributions in organisational and health settings, a similar benefit will accrue for conceptual and practical developments related to learners and educators – from small learning groups to larger institutional settings – and in the development of professional identities that reach beyond the classroom. The chapters demonstrate the potential of applying social identity theory to education and will stimulate increased research activity and interest in this domain. By focusing on self, social identity and education, this volume investigates with unprecedented clarity the social and psychological processes by which learners’ personal and social self-concepts shape and enhance learning and teaching. Self and Social Identity in Educational Contexts will appeal to advanced students and researchers in education, psychology and social identity theory. It will also be of immense value to educational leaders and practitioners, particularly at tertiary level.

Despite considerable work the answer to basic questions such as ‘what are our ethics and our moral norms now?’ ‘Have they changed since last year?’, ‘If so why?’ remain surprisingly illusive. This book argues that progress towards answering these questions is possible through a grounded analytical account of the cultivation of ethics and moral norms in social groups, in particular places and times. Departing from the evolutionary theory of why we gain value from pro-social behaviour, we argue that a coherent thread exists for how we do so through evolved social capacities that are united in the pursuit of a Positive Social Identity. Drawing on a unique quantitative dataset from Sierra Leone this book offers a theoretical framework and a preliminary guide to the systematic quantitative analysis of ethics and moral norms and how these may relate to the long term success of organisations. The results directly challenge a ‘one-size-fits-all’, universal understanding of both ethics and moral norms both within and between organisations. The costs and challenges influencing the development of ethics and moral norms and their ultimate conception of pro-sociality vary dramatically according to situation. Nowhere is this more starkly illustrated than between economically developed and developing countries. In analysing the relationship between agency and situation, the role of diversity, conflict, inefficiency and failure to cooperate prove to be essential components of the solution of social dilemmas on which Positive Social Identity depends.

Increasingly adopted by therapists and mental health professionals, Acceptance and Commitment Therapy (ACT) helps clients to cope with social, emotional and mental health issues by using the six core ACT processes: Acceptance, Cognitive Defusion, Being Present, the Self as Context, Values and Committed Action. This is the go-to-guide for evidence-based ACT techniques to be used by professionals to help their transgender, genderqueer, genderfluid, third gender and agender clients. It provides the tools to help these clients develop emotional processing skills they can implement throughout their life, from coping with mental health issues and substance abuse, to navigating prejudice and social pressure, to building a career and developing a family.

The Handbook of Research on Identity Theory in Marketing features cutting-edge research that delves into the origins and consequences of identity loyalty and organizes these insights around five basic identity principles that span nearly every consumer marketing subdomain. This Handbook is a comprehensive and state of the art treatment of identity and marketing: An authoritative and practical guide for academics, brand managers, marketers, public policy advocates and even intellectually curious consumers.