"Anthropology has long been associated with an ethos of "engagement." The field's core methods and practices involve long-term interpersonal contact between researchers and their study participants, giving major research topics in the field a distinctively human face. The fact that these interactions frequently cross social parameters, including class, race, ethnicity, and gender, raises important questions. Can research findings be authentic and objective? Are anthropologists able to use their data to aid the participants of their study, and is that aid always welcome? In this book, authors bring together an international array of scholars who have been embedded in some of the most conflict-ridden and dangerous zones in the world to reflect on the role and responsibility of anthropological inquiry. They explore issues of truth and objectivity, the role of the academic, the politics of memory, and the impact of race, gender, and social position on the research process. Through ethnographic case studies, they offer models for conducting engaged research and illustrate the contradictions and challenges of doing so".--BOOKJACKET.

A critical survey of nine documentary photographers who were at the cutting edge of this form of journalism during the second half of the 20th century, 'Engaged Observers' shows how since the sixties photographers such as Leonard Freed & Susan Meiselas have challenged the conventional objectivity of the newsroom.

Basing himself in the Indian city of Banaras where magic is a familiar part of everyday life, Glucklich reviews the major theories that have explained (or explained away) magic, and offers a new approach towards defining and understanding magic.

This CIERA sponsored book is based on the premise that high-quality texts of all kinds are essential to good teaching in elementary classrooms. Experts on a variety of text-related topics were asked to summarize existing research and then apply it to literacy development in an "ideal" classroom. The most comprehensive and up-to-date book in its field, it moves progressively from an examination of discrete literacy processes and forms to a holistic overview and assessment of the classroom literacy environment. Content coverage in this outstanding new book includes: *Literacy Processes--Part I examines basic reading processes (instruction, comprehension, word recognition, fluency, and motivation) as they relate to text features. *Forms of Texts--Part II examines the wide variety of text types (fiction, nonfiction, leveled, local, and electronic) that comprise an effective classroom literacy program. Discussions include the nature of these texts, their qualities and quantities, how they fit into an instructional plan, and how a teacher might assess their effectiveness. *Text Selection--Part III examines special issues (linguistic diversity and teachers as censors) related to the selection of classroom texts. *Personal Applications--The final, hands-on chapter synthesizes the book's ideas and offers practical tools (checklists and inventories) whereby teachers can self-assess the literacy environment of their own classrooms. This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deal directly with issues of classroom literacy.

The Trinity of Trauma: Ignorance, Fragility, and Control is structured as a trilogy. This book includes the first two parts: Volume I, The Evolving Concept of Trauma, and Volume II, The Concept and Facts of Dissociation in Trauma, which are predominantly conceptual, theoretical, and empirical in nature.Volume I aims to overcome conceptual flaws that have plagued the trauma field to date. It proposes new definitions of trauma and derivative concepts as well as a dimension of trauma-related disorders. It suggests that individuals and their environment constitute, depend on, and are relative to each other. Volume I unites two groups of trauma-related disorders that were previously contrasted in psychiatric history under various names such as "melancholia" versus "hysteria", "traumatic neurosis" versus "traumatic hysteria", and "posttraumatic stress disorder" versus "dissociative disorders". It also mends the "dissociation" of dissociative and conversion disorders.Volume II analyzes and defines the concepts of "personality", "self", "dissociation in trauma", and "dissociative parts". It explores and documents the biopsychosocial features of different prototypical dissociative parts in traumatized individuals. Important features of these parts also characterize other players in traumatization, stretching from perpetrators to society at large.

"The origins of this project date back to a 2007 symposium, 'Local justice : global mechanisms and local meanings in the aftermath of mass atrocity, ' held at Rutgers University--Newark [N.J.] ... Several participants later presented papers in a session at the July 2007 meeting of the International Association of Genocide Scholars, which was held in Bosnia and Herzegovina."--Acknowledgments.

Engaged teaching recognizes that educators need to offer more than lesson plans and assessments for students to thrive in the 21st century. Equip your students to be resilient individuals, able to communicate effectively and work with diverse people. The authors contend that students must develop their emotional and social skills as thoroughly as their academic skills, and that teachers must cultivate this growth.

A rich and engaging investigation into the nature of literary fiction.