In this important and original study, the myth of the Noble Savage is an altogether different myth from the one defended or debunked by others over the years. That the concept of the Noble Savage was first invented by Rousseau in the mid-eighteenth century in order to glorify the "natural" life is easily refuted. The myth that persists is that there was ever, at any time, widespread belief in the nobility of savages. The fact is, as Ter Ellingson shows, the humanist eighteenth century actually avoided the term because of its association with the feudalist-colonialist mentality that had spawned it 150 years earlier. The Noble Savage reappeared in the mid-nineteenth century, however, when the "myth" was deliberately used to fuel anthropology's oldest and most successful hoax. Ellingson's narrative follows the career of anthropologist John Crawfurd, whose political ambition and racist agenda were well served by his construction of what was manifestly a myth of savage nobility. Generations of anthropologists have accepted the existence of the myth as fact, and Ellingson makes clear the extent to which the misdirection implicit in this circumstance can enter into struggles over human rights and racial equality. His examination of the myth's influence in the late twentieth century, ranging from the World Wide Web to anthropological debates and political confrontations, rounds out this fascinating study.

Stelio Cro’s revealing work, arising from his more than half dozen previous books, considers the eighteenth-century Enlightenment in the context of the European experience with, and reaction to, the cultures of America’s original inhabitants. Taking into account Spanish, Italian, French, and English sources, the author describes how the building materials for Rousseau’s allegory of the Noble Savage came from the early Spanish chroniclers of the discovery and conquest of America, the Jesuit Relations of the Paraguay Missions (a Utopia in its own right), the Essais of Montaigne, Italian Humanism, Shakespeare’s Tempest, writers of Spain’s Golden Age, Defoe’s Robinson Crusoe, and the European philosophes.

"Seven Myths of Native American History will provide undergraduates and general readers with a very useful introduction to Native America past and present. Jentz identifies the origins and remarkable staying power of these myths at the same time he exposes and dismantles them." —Colin G. Calloway, Dartmouth College

Avatar and Nature Spirituality explores the cultural and religious significance of James Cameron’s film Avatar (2010), one of the most commercially successful motion pictures of all time. Its success was due in no small measure to the beauty of the Pandora landscape and the dramatic, heart-wrenching plight of its nature-venerating inhabitants. To some audience members, the film was inspirational, leading them to express affinity with the film’s message of ecological interdependence and animistic spirituality. Some were moved to support the efforts of indigenous peoples, who were metaphorically and sympathetically depicted in the film, to protect their cultures and environments. To others, the film was politically, ethically, or spiritually dangerous. Indeed, the global reception to the film was intense, contested, and often confusing. To illuminate the film and its reception, this book draws on an interdisciplinary team of scholars, experts in indigenous traditions, religious studies, anthropology, literature and film, and post-colonial studies. Readers will learn about the cultural and religious trends that gave rise to the film and the reasons these trends are feared, resisted, and criticized, enabling them to wrestle with their own views, not only about the film but about the controversy surrounding it. Like the film itself, Avatar and Nature Spirituality provides an opportunity for considering afresh the ongoing struggle to determine how we should live on our home planet, and what sorts of political, economic, and spiritual values and practices would best guide us.

The book focuses on the symbolic importance of natural landscapes among various social groups in this setting, and how it relates to conflicts between peasant communities and the state. Neumann's thoughtful framing of the issues that fuel ongoing controversies will interest ecologists as well as those interested in political economy and development in Africa.

Presenting incisive original readings of French writing about the Caribbean from the inception of colonization in the 1640s until the onset of the Haitian Revolution in the 1790s, Doris Garraway sheds new light on a significant chapter in French colonial history. At the same time, she makes a pathbreaking contribution to the study of the cultural contact, creolization, and social transformation that resulted in one of the most profitable yet brutal slave societies in history. Garraway’s readings highlight how French colonial writers characterized the Caribbean as a space of spiritual, social, and moral depravity. While tracing this critique in colonial accounts of Island Carib cultures, piracy, spirit beliefs, slavery, miscegenation, and incest, Garraway develops a theory of “the libertine colony.” She argues that desire and sexuality were fundamental to practices of domination, laws of exclusion, and constructions of race in the slave societies of the colonial French Caribbean. Among the texts Garraway analyzes are missionary histories by Jean-Baptiste Du Tertre, Raymond Breton, and Jean-Baptiste Labat; narratives of adventure and transgression written by pirates and others outside the official civil and religious power structures; travel accounts; treatises on slavery and colonial administration in Saint-Domingue; the first colonial novel written in French; and the earliest linguistic description of the native Carib language. Garraway also analyzes legislation—including the Code noir—that codified slavery and other racialized power relations. The Libertine Colony is both a rich cultural history of creolization as revealed in Francophone colonial literature and an important contribution to theoretical arguments about how literary critics and historians should approach colonial discourse and cultural representations of slave societies.

Ubiquitous and enduring, myths are an inherent part of culture. These 10 essays explore the role of myth in the modern world, delving not only into science fiction and fantasy, but also into sport, terrorist rhetoric and television. Contributors contemplate the changing face of the hero in Breaking Bad, Justified and the Japanese film trilogy 20th Century Boys; explore ideology in George R.R. Martin's A Song of Fire and Ice novels and the HBO series Game of Thrones, Showtime's The L Word, and The Day the Earth Stood Still; and examine Al Qaeda's use of myth to justify its violent actions. Other essays consider the hero ideal in sport, the wolf myth in Twilight and the comic persona of Hercules in the Travel Channel series Man v. Food. The power of myth, this volume reveals, extends beyond ancient stories of gods and heroes to express the hopes, fears and reality of everyday life.

This collection delivers an altogether unique perspective of research on American Indian/Alaska Native education policy and practice by creating a cultural lens, framed as tribal core values, to allow readers to rethink research on and about tribal populations. The policies that affect American Indian education often create a disconnect between an general educational hegemonic mandate of "one size fits all" and the deeply held cultural beliefs of American Indian/Alaska Native peoples. This book provides current thinking about both policies and processes that support native ways of knowing and how tribal incorporation of values support the resiliency that characterizes the United States’ first peoples. It considers a range of issues, including the relationship between Native American fathers and daughter, how Habermasian theory applies to Native American education policy and the experiences of Indian college students in predominately white institutions. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.