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We live in a visual culture, and visual evidence is increasingly central to social research. In this collection an international range of experts explain how they have used visual methods in their own research, examine their advantages and limitations, and show how they have been used alongside ...

We live in a visual culture, and visual evidence is increasingly central to social research. In this collection an international range of experts explain how they have used visual methods in their own research, examine their advantages and limitations, and show how they have been used alongside other research techniques. Contributors explore the following ideas: * self and identity * visualizing domestic space * visualizing urban landscapes * visualizing social change. The collection showcases different methods in different contexts through the examination of a variety of topical issues. Methods covered include photo and video diaries, the use of images produced by respondents, the use of images as prompts in interviews and focus groups, documentary photography, photographic inventory and visual ethnography. The result is an exciting and original collection that will be indispensable for any student, academic or researcher interested in the use of visual methods.

How does one teach Mark Twain's Huckleberry Finn, a book as controversial as it is central to the American literary canon? This collection of essays edited by James S. Leonard offers practical classroom methods for instructors dealing with racism, casual violence, and the role of women in the works ...

How does one teach Mark Twain's Huckleberry Finn, a book as controversial as it is central to the American literary canon? This collection of essays edited by James S. Leonard offers practical classroom methods for instructors dealing with racism, casual violence, and the role of women in the works of Mark Twain, as well as with their structural and thematic discrepancies.

The essays in Making Mark Twain Work in the Classroom reaffirm the importance of Twain in the American literature curriculum from high school through graduate study. Addressing slavery and race, gender, class, religion, language and ebonies, Americanism, and textual issues of interest to instructors and their students, the contributors offer guidance derived from their own demographically diverse classroom experiences. Although some essays focus on such works as A Connecticut Yankee in King Arthur's Court and The Innocents Abroad, most discuss the hotly debated Adventures of Huckleberry Finn, viewed alternately in this volumeas a comic,masterpiece or as evidence of Twain's growing pessimism -- but always as an effective teaching tool.

For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies ...

For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies around the world. Unlike volumes that present one theoretical stance, this book attempts to give equal time to all theoretical and pedagogical camps. Included are chapters by authors from the Sydney School, the New Rhetoric, and English for Specific Purposes, as well as contributions from other practitioners who pose questions that cross theoretical lines. Genre in the Classroom: *includes all of the major theoretical views of genre that influence pedagogical practice; *takes an international approach, drawing from all parts of the world in which genre theory has been applied in the classroom--Australia, Canada, Hong Kong, the Middle East, the United States; *features contributors who are all both theorists and classroom practitioners, lending credibility and authenticity to the arguments; *combines theory and practice in every chapter, showing how particular theoretical views influence classroom practice; *grounds pedagogical practices in their own regional and theoretical histories; *openly discusses problems and questions that genre theory raises and presents some of the solutions suggested; and *offers a concluding chapter that argues for two macro-genres, and with responses to this argument by noted genre theorists from three theoretical camps.

Author Steven Cohan draws on popular publicity to link narratives of masculinity and the personae of Hollywood's leading men like John Wayne, Cary Grant, Marlon Brando, Rock Hudson, and others. Cohan analyzes the gender and sexual masquerades of their performances of masculinity and challenges the ...

Author Steven Cohan draws on popular publicity to link narratives of masculinity and the personae of Hollywood's leading men like John Wayne, Cary Grant, Marlon Brando, Rock Hudson, and others. Cohan analyzes the gender and sexual masquerades of their performances of masculinity and challenges the postwar ideal of the typical American male as that omnipresent, but invisible Man in a Gray Flannel Suit. 48 photos.