The study of resistance developed here, by Dr Esther Rowlands, consists of a fresh interrogation of the notion of resistance discourse. Here, for the first time, this detailed study of selected, wartime texts produced by Francis Ponge, Benjamin Péret, Henri Michaux and Antonin Artaud, compiled between 1936 and 1946, presents a specific critique of resistance which investigates the possibility for opposition and subversion to take place without direct allusion to the object of resistance. This investigation questions the criteria according to which literature is perceived as being ‘resistant’ and suggests that historical and political referentiality may be deemed retaliative and reactionary, thereby risking replication of the dominant order. The relationship between language and power structures is elucidated through allusion to modern theorists Michel de Certeau, Michel Foucault, Ross Chambers and Françoise Proust. The necessary framework for a study of the poetic voice draws upon aspects of the post-structuralist work of Jacques Derrida and Giles Deleuze, incorporating specific theories expounded by the Surrealist leader, André Breton. The works of the above theorists are foundational to this new critique of poetic discourse which, when applied by Dr Esther Rowlands, to the wartime works of the four named writers, suggests that language itself may be recognised as a locus of resistance. This book is designed to be of interest both to undergraduates and to researchers studying Surrealism, Second World Wartime Literature and Critical Theory.

This classic text has become one of the foundational texts for all modern manual therapists. The fourth edition has been extensively revised by two authors who have worked closely with Geoff Maitland and have added invaluable and up-to-date input in the revision of this new edition.

The papers in this volume fall into five categories. After "Introduction: Making the Invisible Visible" (Claire Kramsch), Part 1, "Theoretical Boundaries," includes "The Metamorphosis of the Foreign Language Director, or: Waking Up to Theory" (Mark Webber) and "Subjects-in-Process: Revisioning TA Development through Psychoanalytic, Feminist, and Postcolonial Theory" (Linda M. von Hoene). Part 2, "Educational Boundaries," includes "Redefining the Boundaries of Language Use: The Foreign Language Classroom as a Multilingual Speech Community" (Carl Blyth), "Poetics to Pedagogy: The Imagistic Power of Language" (Hung-nin Samuel Cheung); and "A Framework for Investigating the Effectiveness of Study Abroad Programs" (Thom Huebner). Part 4, "Cultural Boundaries," includes "Using Ethnography to Bridge the Gap between Study Abroad and the On-Campus Language and Culture Curriculum" (Richard Jurasek) and "Searching for Averroes: Reflections on Why It is Desirable and Impossible to Teach Culture in Foreign Language Courses" (Nicolas Shumway). Part 5, "Language Learning Environments and Their Boundaries," includes "The Electronic Language Learning Environment" (James S. Noblitt) and "The Foreign Language Problem: The Governance of Foreign Language Teaching and Learning" (Peter C. Petrakis). (Papers contain references.) (SM).

Hanna Diamond presents varied testimony to reveal the realities of women's daily lives and the role they played in both collaboration and resistance. She considers the political choices they had to make and the constraints they were under.

Through ethnographic research with students, this book contends that many composition teachers' training in critical theory may lead them to misread implicit social meanings in working class, minority, and immigrant students' writing and thinking. The author examines how the local perspectives and discursive strategies of students from these backgrounds often complicate the translation of these theories to practice. The author offers concrete assignments and curriculum design as well as reflections on the process of the teaching approaches and discussion of student's writing projects.