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American Women and Culinary Culture
Who cooks dinner in American homes? It's no surprise that “Mom” remains the overwhelming answer. Cooking and all it entails, from grocery shopping to chopping vegetables to clearing the table, is to this day primarily a woman's responsibility. How this relationship between women and food developed through the twentieth century and why it has endured are the questions Sherrie Inness seeks to answer in Dinner Roles: American Women and Culinary Culture.
By exploring a wide range of popular media from the first half of the twentieth century, including cookbooks, women's magazines, and advertisements, Dinner Roles sheds light on the network of sources that helped perpetuate the notion that cooking is women's work. Cookbooks and advertisements provided valuable information about the ideals that American society upheld. A woman who could prepare the perfect Jell-O mold, whip up a cake with her new electric mixer, and still maintain a spotless kitchen and a sunny disposition was the envy of other housewives across the nation.
Inness begins her exploration not with women but with men-those individuals often missing from the kitchen who were taught their own set of culinary values. She continues with the study of juvenile cookbooks, which provided children with their first cooking lessons. Chapters on the rise of electronic appliances, ethnic foods, and the 1950s housewife all add to our greater understanding of women's evolving roles in American culinary culture.
Toward a Deeper Understanding of Inka Imperialism
Who was in charge of the widespread provinces of the great Inka Empire of the fifteenth and sixteenth centuries: Inka from the imperial heartland or local leaders who took on the trappings of their conquerors, either by coercion or acceptance? By focusing on provinces far from the capital of Cuzco, the essays in this multidisciplinary volume provide up-to-date information on the strategies of domination asserted by the Inka across the provinces far from their capital and the equally broad range of responses adopted by their conquered peoples.
Contributors to this cutting-edge volume incorporate the interaction of archaeological and ethnohistorical research with archaeobotany, biometrics, architecture, and mining engineering, among other fields. The geographical scope of the chapters—which cover the Inka provinces in Bolivia, in southeast Argentina, in southern Chile, along the central and north coast of Peru, and in Ecuador—build upon the many different ways in which conqueror and conquered interacted. Competing factors such as the kinds of resources available in the provinces, the degree of cooperation or resistance manifested by local leaders, the existing levels of political organization convenient to the imperial administration, and how recently a region had been conquered provide a wealth of information on regions previously understudied. Using detailed contextual analyses of Inka and elite residences and settlements in the distant provinces, the essayists evaluate the impact of the empire on the leadership strategies of conquered populations, whether they were Inka by privilege, local leaders acculturated to Inka norms, or foreign mid-level administrators from trusted ethnicities.
By exploring the critical interface between local elites and their Inka overlords, Distant Provinces in the Inka Empire builds upon Malpass’s 1993 Provincial Inca: Archaeological and Ethnohistorical Assessment of the Impact of the Inca State to support the conclusions that Inka strategies of control were tailored to the particular situations faced in different regions. By contributing to our understanding of what it means to be marginal in the Inka Empire, this book details how the Inka attended to their political and economic goals in their interactions with their conquered peoples and how their subjects responded, producing a richly textured view of the reality that was the Inka Empire.
Power and Repression in Adolescent Literature
Disturbing the Universe: Power and Repression in Adolescent Literature by Roberta Seelinger Trites is the winner of the 2002 Children's Literature Association's Book Award. The award is given annually in order to promote and recognize outstanding contributions to children's literature, history, scholarship, and criticisim; it is one of the highest academic honors that can accrue to an author of children's literary criticism. "What makes Trites' book so significant is the grandness of its theme. She not only expounds upon the role of power in young adult literature, but she also points out that some of this literature has the potential to empower its adolescent readers. o --Mark I. West, president of the Children's Literature Association "Informed by theorists ranging from Lacan to Eagleton to Jameson to Foucault to Barthes, Disturbing the Universe is a cogent and thought-provoking work that breaks new ground in young adult literature and postmodern studies. o --Sherrie A. Inness, associate professor of English, Miami University "For many working within the field of children's literature, this book will come as a welcome addition to an expanding corpus."--The Yearbook of English Studies TheYoung Adult novel is ordinarily characterized as a coming-of-age story, in which the narrative revolves around the individual growth and maturation of a character, but Roberta Trites expands this notion by chronicling the dynamics of power and repression that weave their way through YA books. Characters in these novels must learn to negotiate the levels of power that exist in the myriad social institutions within which they function, including family, church, government, and school. Trites argues that the development of the genre over the past thirty years is an outgrowth of postmodernism, since YA novels are, by definition, texts that interrogate the social construction of individuals. Drawing on such nineteenth-century precursors as Little Women and Adventures of Huckleberry Finn, Disturbing the Universe demonstrates how important it is to employ poststructuralist methodologies in analyzing adolescent literature, both in critical studies and in the classroom. Among the twentieth-century authors discussed are Blume, Hamilton, Hinton, Le Guin, L'Engle, and Zindel. Trites' work has applications for a broad range of readers, including scholars of children's literature and theorists of post-modernity as well as librarians and secondary-school teachers. Roberta Trites is associate professor of English and associate dean, College of Arts and Sciences, at Illinois State University, where she teaches children's and adolescent literature. She is author of Waking Sleeping Beauty: Feminist Voices in Children's Novels (Iowa), which won an ALA Choice Award.
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Teaching in a Segregated Elementary School,1970
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