This study offers a critical examination of the work of Gilbert and Jaime Hernandez, Mexican-American brothers whose graphic novels are highly influential. The Hernandez brothers started in the alt-comics scene, where their 'Love and Rockets' series quickly gained prominence. They have since published in more mainstream venues but have maintained an outsider status based on their own background and the content of their work. Enrique García argues that the Hernandez brothers have worked to create a new American graphic storytelling that, while still in touch with mainstream genres, provides a transgressive alternative from an aesthetic, gender, and ethnic perspective. The brothers were able to experiment with and modify these genres by taking advantage of the editorial freedom of independent publishing. This freedom also allowed them to explore issues of ethnic and gender identity in transgressive ways. Their depictions of latinidad and sexuality push against the edicts of mainstream Anglophone culture, but they also defy many Latino perceptions of life, politics, and self-representation. The book concludes with an in-depth interview with Jaime and Gilbert Hernandez that touches on and goes beyond the themes explored in the book.

Prominent author and cultural critic Wendell Berry is well known for his contributions to agrarianism and environmentalism, but his commentary on education has received comparatively little attention. Berry has been eloquently unmasking America's cultural obsession with restless mobility for decades, arguing that it causes damage to both the land and the character of our communities. Education, he maintains, plays a central role in this obsession, inculcating in students' minds the American dream of moving up and moving on. Drawing on Berry's essays, fiction, and poetry, Jack R. Baker and Jeffrey Bilbro illuminate the influential thinker's vision for higher education in this pathbreaking study. Each chapter begins with an examination of one of Berry's fictional narratives and then goes on to consider how the passage inspires new ways of thinking about the university's mission. Throughout, Baker and Bilbro argue that instead of training students to live in their careers, universities should educate students to inhabit and serve their places. The authors also offer practical suggestions for how students, teachers, and administrators might begin implementing these ideas.Baker and Bilbro conclude that institutions guided by Berry's vision might cultivate citizens who can begin the work of healing their communities -- graduates who have been educated for responsible membership in a family, a community, or a polity.

Anti-Literature articulates a rethinking of what is meant today by "literature." Examining key Latin American forms of experimental writing from the 1920s to the present, Adam Joseph Shellhorse reveals literature's power as a site for radical reflection and reaction to contemporary political and cultural conditions. His analysis engages the work of writers such as Clarice Lispector, Oswald de Andrade, the Brazilian concrete poets, Osman Lins, and David Viñas, to develop a theory of anti-literature that posits the feminine, multimedial, and subaltern as central to the undoing of what is meant by "literature. " By placing Brazilian and Argentine anti-literature at the crux of a new way of thinking about the field, Shellhorse challenges prevailing discussions about the historical projection and critical force of Latin American literature. Examining a diverse array of texts and media that include the visual arts, concrete poetry, film scripts, pop culture, neo-baroque narrative, and others that defy genre, Shellhorse delineates the subversive potential of anti-literary modes of writing while also engaging current debates in Latin American studies on subalternity, feminine writing, posthegemony, concretism, affect, marranismo, and the politics of aesthetics.

Art dealer Hugh Rhattigan is heavily in debt to Douglas Virgo, a freelance fixer for some of the most powerful banks and corporations in London. With little hope of repaying the debt, Hugh is coerced into establishing a gallery as a front for illicit payments. Blue-chip banks and corporations can’t easily show bumper staff bonuses in the accounts any more, let alone bribes to politicians to stave off regulation, or payments for Bolivian coke-flake and all manner of other nocturnal pursuits, so why not book these outgoings as a piece of art? All they need is a gallery to provide the paperwork and an artist to manufacture the work. But the gallery is soon dragged into a turf war between rival criminal gangs, while a host of ever-richer, ever-greedier collectors set about making a killing of their own. Like a Breaking Bad in the art world, Lead White is gripping, irreverent and very, very funny. A page-turner from an exciting new talent.

As attractive as historical or commemorative medals are in their own right and as telling as they are by their designs and inscriptions of the persons or events they honour (or, in some cases, vilify or deride), they tell us much more: by means of inscriptions, design and allegory, they tell us their age, of their makers, of the purpose for which they were made, the manner in which they were made, and the ‘story’ their maker wished to communicate. This volume presents the published works on 17th century British medals that appeared in the late 17th century through to the 19th century as well as biographies of the authors. It also surveys those medallists who created the medals, the major collectors of the medals, the great collections that we know of through auction catalogues, the antiquaries and chroniclers who wrote on the period, or who were otherwise associated with these works, as well as early printers of numismatic works. It is intended as a companion volume to the authors’ two volume work, The English Civil Wars: Medals, Historical Commentary & Personalities. Handsomely illustrated throughout with some 300 illustrations, this work is an essential addition to the libraries of collectors and students of both British and Continental Historical and Commemorative Medals.

Rhetorical Aesthetics approaches Chinese art and literature from a novel perspective with special interest and influence in Chinese theory since the 1990s. The author works out a practice of reading through fine literary, cinematic, and visual art examples. The monograph focuses on important literary texts from the 1950s onward, analyzes Zhang Yimou's acclaimed early films, and proposes how to understand that much vaunted and maligned of attributes: Chinese creativity. It surveys artistic production in ways that provide direct access to an entirely uncharted universe for those who cannot read Chinese.

Charles Pagan and Dick Baron, who served together in WWI, embark on a walking holiday in the Vosges Mountains in France, in 1930. En route they meet Cecil and his sister Clare who is recovering from the loss of her fiancé during the war. Pagan and Baron pitch camp at a guesthouse, but the strange behaviour of locals piques their interest in the surroundings: in particular the old battlefield nearby. They express an interest in visiting it and are told by their host in no uncertain terms that it is not the place to go at night. When they discover they have been locked in their bedrooms, the pair lose no time in putting a rope out of the window and shinning down it, intent on exploring the forbidden territory and viewing the apparition Pagan thinks he has glimpsed briefly by moonlight. Pagan, like W. F. Morris’s preceding novel Bretherton, is a mystery story, but one which could only have been written as a result of the war. Bretherton himself is mentioned in passing by his brothers in arms. It is exciting, spine-chilling, funny, and romantic, but the Great War taints all these elements like a colour filter on a camera. The war is only a decade away and wounds, both mental and physical, are raw. The novel works brilliantly as a thriller in its own right, and but also a commentary on post-war Europe.

Teaching Queer looks closely at student writing, transcripts of class discussions, and teaching practices in first-year writing courses to articulate queer theories of literacy and writing instruction, while also considering the embodied actuality of being a queer teacher. Rather than positioning queerness as connected only to queer texts or queer teachers/students (as much work on queer pedagogy has done since the 1990s), this book offers writing and teaching as already queer practices, and contends that the overlap between queer theory and composition presents new possibilities for teaching writing. Teaching Queer argues for and enacts "queer forms"—non-normative and category-resistant forms of writing—those that move between the critical and the creative, the theoretical and the practical, and the queer and the often invisible normative functions of classrooms.

Bandits seem ubiquitous in Latin American culture. Even contemporary actors of violence are framed by narratives that harken back to old images of the rural bandit, either to legitimize or delegitimize violence, or to intervene in larger conflicts within or between nation-states. However, the bandit escapes a straightforward definition, since the same label can apply to the leader of thousands of soldiers (as in the case of Villa) or to the humble highwayman eking out a meager living by waylaying travelers at machete point. Dabove presents the reader not with a definition of the bandit, but with a series of case studies showing how the bandit trope was used in fictional and non-fictional narratives by writers and political leaders, from the Mexican Revolution to the present. By examining cases from Argentina, Brazil, Mexico, Peru, and Venezuela, from Pancho Villa's autobiography to Hugo Chávez's appropriation of his "outlaw" grandfather, Dabove reveals how bandits function as a symbol to expose the dilemmas or aspirations of cultural and political practices, including literature as a social practice and as an ethical experience.

Approaching poems as utterances designed and packaged for pleasurable reanimation, How to Play a Poem leads readers through a course that uses our common experience of language to bring poems to life. It mobilizes the speech genres we acquire in our everyday exchanges to identify "signs of life" in poetic texts that can guide our co-creation of tone. How to Play a Poem draws on ideas from the Bakhtin School, usually associated with fiction rather than poetry, to construct a user-friendly practice of close reading as an alternative to the New Critical formalism that still shapes much of teaching and alienates many readers. It sets aside stock questions about connotation and symbolism to guide the playing out of dynamic relations among the human parties to poetic utterances, as we would play a dramatic script or musical score. How to Play a Poem addresses critics ready to abandon New Criticism, teachers eager to rethink poetry, readers eager to enjoy it, and students willing to give it a chance, inviting them to discover a lively and enlivening way to animate familiar and unfamiliar poems.

The Journal of Language Relationship is an international periodical publication devoted to the issues of comparative linguistics and the history of the human language. The Journal contains articles written in English and Russian, as well as scientific reviews, discussions and reports from international linguistic conferences and seminars.

This book interprets rhetorical style within a theoretical frame, and it aims to give a more unifying account than has been given in most publications on style. The aim is to establish the concept of rhetorical style that will not only achieve a greater conceptual consensus, but also help make it both powerful and useful in line with other concepts in the practical and critical disciplines of rhetoric. The examination of rhetorical style is aimed at conceptual development based on theoretical reflection and rhetorical analysis. The goal is to achieve a clearer understanding of some of the ways in which rhetorical style supplies the conceptual frameworks for reflecting, perceiving, arguing, and gaining influence in practical life.

Latin American comics and graphic novels have a unique history of addressing controversial political, cultural, and social issues. This volume presents new perspectives on how comics on and from Latin America both view and express memory formation on major historical events and processes. The contributors, from a variety of disciplines including literary theory, cultural studies, and history, explore topics including national identity construction, narratives of resistance to colonialism and imperialism, the construction of revolutionary traditions, and the legacies of authoritarianism and political violence. The chapters offer a background history of comics and graphic novels in the region, and survey a range of countries and artists such as Joaquín Salvador Lavado (a.k.a Quino), Héctor G. Oesterheld, and Juan Acevedo. They also highlight the unique ability of this art and literary form to succinctly render memory. In sum, this volume offers in-depth analysis of an understudied, yet key literary genre in Latin American memory studies and documents the essential role of comics during the transition from dictatorship to democracy.

In the last 20 years or so, the 1994 genocide in Rwanda has inspired a number of creative writers who were eager to represent that genocide itself, its aftermath and, in some cases, the situation that they perceived as paving the way for it decades before it occurred. Unlike other parts of Africa, where the novel already had a deeply rooted tradition, the Rwandan novel is a recent phenomenon that dates back to the late 1990s. In this book, the author focuses on 10 Rwandan-authored novels of genocide, which he considers to be excellent memory texts that reveal a lot about memory processes in post-genocide Rwanda. The author argues that the freedom the novelists enjoy to create their own Rwanda enable them to explore the most controversial aspects of the relationships amongst the Hutu and the Tutsi, the main ethnic groups in Rwanda. Unlike non-fiction writers who are restricted by their discipline-specific constraints and ethical considerations, novelists use their invented Rwanda to expose ethnicity-related issues in a less formal, and often provocative, way. In so doing, however, they seem to exacerbate tensions, by for instance stereotyping the ethnic Other, by providing the ethnic Other with certain attributes and memory-loaded names, and by embracing certain ideological truths. As a follow up to Complexities and Dangers of Remembering and Forgetting in Rwanda [Volume 1 of the Memory Traps series, 2013], Novels of Genocide invites scholars, researchers, students and all those interested in collective memory, genocide studies, fiction, and propaganda studies, to go beyond the traditional fiction-versus-reality dichotomy, and to look at post-genocide Rwanda through the lenses of fiction. The author engages six Tutsi-authored novels and four Hutu-authored counterparts and contends that what happens in fictional Rwanda is so close to, and highly instructive about, what happens in real Rwanda.

Gina Athena Ulysse’s Because When God Is Too Busy: Haïti, me, & THE WORLD is a lyrically vivid meditative journey that is unapologetic in its determination to name, embrace and reclaim a revolutionary Blackness that has been historically stigmatized and denied. Crafting experiments with “ethnographic collectibles” of word, performative sounds, and imagery to blur genres and the lines between the geopolitical and the personal, this collection is a testament to postcolonial inheritances. Ulysse’s work remixes samples from a range of references as it beckons readers to bear witness to a coming of age as she shifts between time and place and plays with languages to stretch the margins of aesthetics in the academic. These poems, performance texts, and photographs gather fractured memories—longings laced with Vodou chants confronting a past that looms too largely in the present. Because When God Is Too Busy searches for humility while honoring sacred and ancestral imperatives to recognize and salute power beyond Western attachments to reason.

These articles on Aramaic, Hebrew, and Greek lexicography have arisen from papers presented at the International Syriac Language Project's 14th International Conference in St. Petersburg in 2014.