Access your Project MUSE content using one of the login options below Close(X)
Browse Results For:
Poetry, Fiction, and Other Reflections by Folklorists
Folklore—the inherently creative expression, transmission, and performance of cultural traditions—has always provided a deep well of material for writers, musicians, and artists of all sorts. Folklorists usually employ descriptive and analytical prose, but they, like scholars in other social sciences, have increasingly sought new, creative and reflexive modes of discourse. Many folklorists are also creative writers, some well known as such, and the folk traditions they research often provide shape and substance to their work. This collection of creative writing grounded in folklore and its study brings together some of the best examples of such writing.
Contributors to this collection include Teresa Bergen, John Burrison, Norma E. Cantu, Frank de Caro, Holly Everett, Danusha Goska, Neil R. Grobman, Carrie Hertz, Edward Hirsch, Laurel Horton, Rosan Augusta Jordan, Paul Jordan-Smith, Elaine J. Lawless, Cynthia Levee, Jens Lund, Mary Magoulick, Bernard McCarthy, Joanne B. Mulcahy, Kirin Narayan, Ted Olson, Daniel Peretti, Leslie Prosterman, Jo Radner, Susan Stewart, Jeannie Banks Thomas, Jeff Todd Titon, Libby Tucker, Margaret Yocom, and Steve Zeitlin.
Popular Film as Vernacular Culture
Interest in the conjunctions of film and folklore is stronger and more diverse than ever. Ethnographic documentaries on folk life and expression remain a vital genre, but scholars such as Mikel Koven and Sharon Sherman also are exploring how folklore elements appear in, and merge with, popular cinema. They look at how movies, a popular culture medium, can as well be both a medium and type of folklore, playing cultural roles and conveying meanings customarily found in other folkloric forms. They thus use the methodology of folklore studies to “read” films made for commercial distribution.
The contributors to this book look at film and folklore convergences, showing how cinema conveys vernacular—traditional and popular—culture. Folklore/ Cinema will be of interest to scholars from many fields—folklore, film studies, popular culture, American studies, history, anthropology, and literature among them—and will help introduce students in various courses to intersections of film and culture.
Following Tradition is an expansive examination of the history of tradition—"one of the most common as well as most contested terms in English language usage"—in Americans' thinking and discourse about culture. Tradition in use becomes problematic because of "its multiple meanings and its conceptual softness." As a term and a concept, it has been important in the development of all scholarly fields that study American culture. Folklore, history, American studies, anthropology, cultural studies, and others assign different value and meaning to tradition. It is a frequent point of reference in popular discourse concerning everything from politics to lifestyles to sports and entertainment. Politicians and social advocates appeal to it as prima facie evidence of the worth of their causes. Entertainment and other media mass produce it, or at least a facsimile of it. In a society that frequently seeks to reinvent itself, tradition as a cultural anchor to be reverenced or rejected is an essential, if elusive, concept. Simon Bronner's wide net captures the historical, rhetorical, philosophical, and psychological dimensions of tradition. As he notes, he has written a book "about an American tradition—arguing about it." His elucidation of those arguments makes fascinating and thoughtful reading. An essential text for folklorists, Following Tradition will be a valuable reference as well for historians and anthropologists; students of American studies, popular culture, and cultural studies; and anyone interested in the continuing place of tradition in American culture.
A History of Mining in Utah
Genre across the Curriculum will function as a "good" textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer.
While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students' prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching.
Reconsidering the Place of Invention in Composition
Cultural Experience in Japanese Death Legends
The Japanese have ambivalent attitudes toward death, deeply rooted in pre-Buddhist traditions. In this scholarly but accessible work, authors Iwasaka and Toelken show that everyday beliefs and customs--particularly death traditions--offer special insight into the living culture of Japan.
Imagining the American West as the Orient
Transference of Oriental images and identities to the American landscape and its inhabitants, especially in the West—in other words, portrayal of the West as the "Orient"—has been a common aspect of American cultural history. Place names offer notable examples—think of the Jordan River or Pyramid Lake—but the imagery and its varied meanings are more widespread and significant. Understanding that range and significance, especially to the western part of the continent, means coming to terms with the complicated, nuanced ideas of the Orient and of the North American continent that European Americans brought to the West. Such complexity is what historical geographer Richard Francaviglia unravels in this book.
The Intersections of Social Class, Critical Thinking, and Politicized Writing Instruction
Peckham argues for more clarity on the history of critical thinking, social class structures, and teacher identity, while he undertakes a skeptical look at teaching practices with which even he identifies. Critical thinking itself, Peckham suggests, is a middle-class projection, and the belief that it is linked with effective writing skills may in fact cause writing teachers to misread their students. Both the idea that argumentation is the obvious and necessary form of academic discourse and the conviction that social transformation is a purpose of the classroom need to be examined.
The WPA as Advocate for Engagement