Given German history and Germany's current substantial non-citizenship population, it is hardly surprising that multiculturalism with its treatment of "the other" is as controversial there as in the US. Sixteen papers derived from an unspecified conference co-hosted by the Center for German and European Studies at Georgetown U., Berlin's Humboldt U., and the Friedrich Ebert Foundation address: theorizing comparisons; gender and race; American studies in Germany; German studies in America; and multiculturalism in the transatlantic sphere. Annotation copyrighted by Book News, Inc., Portland, OR

This compact, indispensable overview answers a vexed question: Why do so many works of modern and postmodern literature and art seem designed to appear ‘strange’, and how can they still cause pleasure in the beholder? To help overcome the initial barrier caused by this ‘strangeness’, the general reader is given an initial, non-technical description of the ‘aesthetic of the strange’ as it is experienced in the reading or viewing process. There follows a broad survey of modern and postmodern trends, illustrating their staggering variety and making plain the manifold methods and strategies adopted by writers and artists to ‘make it strange’. The book closes with a systematic summary of the theoretical underpinnings of the ‘aesthetic of the strange’, focussing on the ways in which it differs from both the earlier ‘aesthetic of the beautiful’ and the ‘aesthetic of the sublime’. It is made amply clear that the strangeness characteristic of modern and postmodern art has ushered in an entirely new, ‘third’ kind of aesthetic – one that has undergone further transformation over the past two decades. Beyond its usefulness as a practical introduction to the ‘aesthetic of the strange’, the present study also takes up the most recent, cutting-edge aspects of scholarly debate, while initiates are offered an original approach to the theoretical implications of this seminal phenomenon.

Within the context of globalization, cultural transformations are increasingly analyzed as hybridization processes. Hybridity itself, however, is often treated as a specifically post-colonial phenomenon. The contributors in this volume assume the historicity of transcultural flows and entanglements; they consider the resulting transformative powers to be a basic feature of cultural change. By juxtaposing different notions of hybridization and specific methodologies, as they appear in the various disciplines, this volume’s design is transdisciplinary. Each author presents a disciplinary concept of hybridization and shows how it operates in specific case studies. The aim is to generate a transdisciplinary perception of hybridity that paves the way for a wider application of this crucial concept

The chapters in this book all address the significance of the relationship between the aims and methods of language teaching and the contexts in which it takes place. Some consider the implications for the ways in which we research language teaching; others present the results of research and development work.

Starting in 2005, Gunter H. Lenz began preparing a book-length exploration of the transformation of the field of American Studies in the crucial years between 1970 and 1990. As a commentator on, contributor to, and participant in the intellectual and institutional changes in his field, Lenz was well situated to offer a comprehensive and balanced interpretation of that seminal era. Building on essays he wrote while these changes were ongoing, he shows how the revolution in theory, the emergence of postmodern socioeconomic conditions, the increasing globalization of everyday life, and postcolonial responses to continuing and new forms of colonial domination had transformed American Studies as a discipline focused on the distinctive qualities of the United States to a field encompassing the many different "Americas" in the Western Hemisphere as well as how this complex region influenced and was interpreted by the rest of the world. In tracking the shift of American Studies from its exceptionalist bias to its unmanageable global responsibilities, Lenz shows the crucial roles played by the 1930s' Left in the U.S., the Frankfurt School in Germany and elsewhere between 1930 and 1960, Continental post-structuralism, neo-Marxism, and post-colonialism. Lenz's friends and colleagues, now his editors, present here his final backward glance at a critical period in American Studies and the birth of the Transnational.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Drawing on the latest debates in ecocritical theory and sustainability studies, Literature as Cultural Ecology: Sustainable Texts outlines a new approach to the reading of literary texts. Hubert Zapf considers the ways in which literature operates as a form of cultural ecology, using language, imagination and critique to challenge and transform cultural narratives of humanity's relationship to nature. In this way, the book demonstrates the important role that literature plays in creating a more sustainable way of life. Applying this approach to works by writers such as Emily Dickinson, Edgar Allan Poe, Herman Melville, William Faulkner, Toni Morrison, Zakes Mda, and Amitav Ghosh, Literature as Cultural Ecology is an essential contribution to the contemporary environmental humanities.

This volume consists of fifteen of the author's essays, including two that have never been published before. The essays date to the last decade and a half, and all reflect in some manner the author's ongoing interest in literary operations of classification and their social implications, particularly the production of distinctions which create social inequality in the world of the text, and have the potential to generate hierarchical social relationships in contexts where biblical texts might have had an impact on real people. In these essays, the author explores themes such as gender, sexuality, purity and pollution, sanctification, death and afterlife, foreignness, and disability with particular attention to the roles distinctions such as honored/shamed, feminine/masculine, mourning/rejoicing, unclean/clean, alien/native play in creating and perpetuating social differences in texts. Rites of status change such as circumcision, shaving, purification, burial or disinterment, sanctification and profanation of holiness are a focus of interest in a number of these essays, reflecting the author's on going interest in the textual representation of ritual. Most of the essays examine texts in their historical setting, but several also engage the early history of the interpretation of biblical texts, including the phenomenon of inner biblical exegesis. The essays are divided into five sections: Rites and Social Status; Gender and Sexuality; Disability; Holiness, Purity, the Alien; Death, Burial, Afterlife and their Metaphorical Uses. The author introduces each of the sections, contextualizing each essay in his larger scholarly project, reflecting on its development and reception and, in some cases, responding to his critics.

It is now widely recognised that learning a language should not just involve linguistic competence but also intercultural competence. It is also clear that intercultural competence can be developed through related subjects such as geography, history, mother tongue teaching. This book takes this as a given and provides practical help for teachers who wish to help their learners acquire intercultural competence in the ordinary classroom. It contains descriptions of lessons and materials from a wide range of classrooms in several countries and for beginners to advanced learners.

These two volumes offer a selection of the papers held at the conference of the International Association for Dialogue Analysis (IADA) in 2003. Volume I contains 38 articles devoted to dialogue and the phenomenon of 'dialogicity' in literature, ranging from antiquity to a large number of modern languages and literatures. The conversation-analytic approaches drawn upon are notable for their methodological diversity. This is also true of the 32 articles in Volume II. The main focus here is on present-day types of dialogue in the new electronic media and their 'traditional' counterparts (press, radio, television, film). The examples are taken from various countries, and they are discussed in terms of the intercultural, semiotic, translatorial, and general pragmatic issues they pose.