The publication of Edward Said’s Orientalism in 1978 marks the inception of orientalism as a discourse. Since then, Orientalism has remained highly polemical and has become a widely employed epistemological tool. Three decades on, this volume sets out to survey, analyse and revisit the state of the Orientalist debate, both past and present. The leitmotiv of this book is its emphasis on an intimate connection between art, land and voyage. Orientalist art of all kinds frequently derives from a consideration of the land which is encountered on a voyage or pilgrimage, a relationship which, until now, has received little attention. Through adopting a thematic and prosopographical approach, and attempting to locate the fundamentals of the debate in the historical and cultural contexts in which they arose, this book brings together a diversity of opinions, analyses and arguments.

Peru's self-proclaimed "revolution"—surprisingly extensive reforms initiated by the military government—has aroused great interest all over Latin America and the Third World. This book is the first systematic and comprehensive attempt to appraise Peru's current experiment in both national and regional perspective. It compares recent innovative approaches to Peru's problems with the methods used by earlier regimes, providing original and stimulating interpretations of contemporary Peru from the viewpoints of political science, sociology, history, economics, and education. Among the issues considered are the military regime's policies regarding income distribution, foreign investment, education, urbanization, worker-management relations, and land reform. Contributors: Abraham F. Lowenthal, Julio Cotler, Richard Webb, David Collier, Susan Bourque and Scott Palmer, Colin Harding, Robert Drysdale and Robert Myers, Shane Hunt, Peter T. Knight, Jane Jaquette. Originally published in 1976. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

This book explores the memorializing practices of American veterans of the Vietnam War at several of the most significant contemporary sites of memory in the United States and Vietnam. These sites include veterans' memoirs, museum exhibits, replicas of the National Vietnam Veterans Memorial, and tourism to Vietnam. Because war memorializing has, since the late 1960s, shifted focus from national soul searching to personal identity and recovery, I emphasize how contemporary narratives of the war, shaped more by memory than by history, often are detached from the specific history of the war and its political controversies. Drawing on trauma and cultural memory scholarship, as well as empirical data gathered during field research in the U.S. and Vietnam, the author examines how veterans' memorializing practices have become increasingly individualized, commodified, and conservative since the early 1980s.

An international team of contributors explore contemporary insights into the work of Georg Lukacs in political theory, aesthetics, ethics and social and cultural theory.

Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural heritage. Opponents contend that testing results in prolific cheating, higher drop-out rates, and a narrowing curriculum with emphases on teaching to the test. Moreover, some evidence suggests that a singular focus on passing the test at all costs leads to neglect in other areas including attending to students' spiritual and ethical needs as well as developing abilities to collaborate with others, communicate effectively, and innovatively solve problems. Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.

Direct Speech in Nonnus’ Dionysiaca is the first more extensive study of the use and functions of direct speech in Nonnus’ Dionysiaca (5th century AD). Its long soliloquies and scarcity of dialogues have often been pointed out as striking characteristics of Nonnus’ epic style, but nonetheless this fascinating subject received relatively little attention. Berenice Verhelst aims to reveal the poem’s constant interplay between the epic tradition and the late antique literary context with its clear rhetorical stamp. She focusses on the changed functions of direct speech and their implications for the presentation of the mythological story. Organized around six case studies, this book presents an in-depth analysis of a representative part of the vast corpus of the Dionysiaca’s 305 speeches. The digital appendix to this book (Database of Direct Speech in Greek Epic Poetry) can be consulted online at www.dsgep.ugent.be.