As the new school year begins, thirty-four-year-old English professor Malcolm Vashal finds himself at a crossroads until he meets twenty-four-year-old graduate student Maren Gardner. While the two seemingly have litte in common, they find themselves crossing paths more and more as the semester progresses. They try to resist each other, but a passionate and healing love develops. Can this love conquer the realities of university policy, family tragedy, and personal demons?

Colonial Trauma is a path-breaking account of the psychosocial effects of colonial domination. Following the work of Frantz Fanon, Lazali draws on historical materials as well as her own clinical experience as a psychoanalyst to shed new light on the ways in which the history of colonization leaves its traces on contemporary postcolonial selves. Lazali found that many of her patients experienced difficulties that can only be explained as the effects of “colonial trauma” dating from the French colonization of Algeria and the postcolonial period. Many French feel weighed down by a colonial history that they are aware of but which they have not experienced directly. Many Algerians are traumatized by the way that the French colonial state imposed new names on people and the land, thereby severing the links with community, history, and genealogy and contributing to feelings of loss, abandonment, and injustice. Only by reconstructing this history and uncovering its consequences can we understand the impact of colonization and give individuals the tools to come to terms with their past. By demonstrating the power of psychoanalysis to illuminate the subjective dimension of colonial domination, this book will be of great interest to anyone concerned with the long-term consequences of colonization and its aftermath.

Addressing in depth the reality that women of color, particularly Black women, face compounded exploitation and economic inequality within the neoliberal university. More Black women are graduating with advanced degrees than ever before. Despite the fact that their educational and professional opportunities should be expanding, highly educated Black women face strained and worsening economic, material, and labor conditions in graduate school and along their academic career trajectory. Black women are less likely to be funded as graduate students, are disproportionately hired as contingent faculty, are trained and hired within undervalued disciplines, and incur the highest levels of educational debt. In Lean Semesters, Sekile M. Nzinga argues that the corporatized university—long celebrated as a purveyor of progress and opportunity—actually systematically indebts and disposes of Black women's bodies, their intellectual contributions, and their potential en masse. Insisting that "shifts" in higher education must recognize such unjust dynamics as intrinsic, not tangential, to the operation of the neoliberal university, Nzinga draws on candid interviews with thirty-one Black women at various stages of their academic careers. Their richly varied experiences reveal why underrepresented women of color are so vulnerable to the compounded forms of exploitation and inequity within the late capitalist terrain of this once-revered social institution. Amplifying the voices of promising and prophetic Black academic women by mapping the impact of the current of higher education on their lives, the book's collective testimonies demand that we place value on these scholars' intellectual labor, untapped potential, and humanity. It also illuminates the ways past liberal feminist "victories" within academia have yet to become accessible to all women. Informed by the work of scholars and labor activists who have interrogated the various forms of inequity produced and reproduced by institutions of higher education under neoliberalism, Lean Semesters serves as a timely and accessible call to action.

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