This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1971.

A fresh twenty-first century look at Australian literature in a broad, inclusive and multicultural sense.

Explaining how Australia’s secular society derives from its colonial past, this book examines: • the environmental and social context that encouraged godlessness, including the convict system, the bush, materialism and cultural development; • religious practice and sectarianism; • the state’s policy of denominational even-handedness to ensure social harmony; • the challenges to faith that science and critical biblical scholarship posed; and • churchmen’s attempts to foist a moral code on society, and their ambivalent attitudes to society’s poor and distressed.

This study examines all eleven novels of Patrick White, the great Australian writer and Nobel Prize-winner. It begins from the observation that major characters in his novels undergo a necessary, redemptive, or facilitating failure. This failure paradoxically enables their success within the context of what White has called the 'overreaching grandeur' which circumscribes human existence. Evolution of this theme is traced through forty years of White's fiction: from his first novel, Happy Valley (1939), to his most recent work, The Twyborn Affair (1979). Comprehensive in its scope, this book is informed by a thorough knowledge of White's poetry, plays, short stories, and autobiography, as well as his novels. It is also unique in stressing that White's world view derives from a distinctly Australian experience. It thus links him to a country in which he is deeply rooted and to a heritage he continued to affirm.

Heritage, Labour and the Working Classes is both a celebration and commemoration of working class culture. It contains sometimes inspiring accounts of working class communities and people telling their own stories, and weaves together examples of tangible and intangible heritage, place, history, memory, music and literature. Rather than being framed in a 'social inclusion' framework, which sees working class culture as a deficit, this book addresses the question "What is labour and working class heritage, how does it differ or stand in opposition to dominant ways of understanding heritage and history, and in what ways is it used as a contemporary resource?" It also explores how heritage is used in working class communities and by labour organizations, and considers what meanings and significance this heritage may have, while also identifying how and why communities and their heritage have been excluded. Drawing on new scholarship in heritage studies, social memory, the public history of labour, and new working class studies, this volume highlights the heritage of working people, communities and organizations. Contributions are drawn from a number of Western countries including the USA, UK, Spain, Sweden, Australia and New Zealand, and from a range of disciplines including heritage and museum studies, history, sociology, politics, archaeology and anthropology. Heritage, Labour and the Working Classes represents an innovative and useful resource for heritage and museum practitioners, students and academics concerned with understanding community heritage and the debate on social inclusion/exclusion. It offers new ways of understanding heritage, its values and consequences, and presents a challenge to dominant and traditional frameworks for understanding and identifying heritage and heritage making.

This volume focuses on the (de)canonization processes in children’s literature, considering the construction and cultural-historical changes of canons in different children’s literatures. Chapters by international experts in the field explore a wide range of different children’s literatures from Great Britain, Germany, Scandinavia, the Low Countries, Eastern and Central Europe, as well as from Non-European countries such as Australia, Israel, and the United States. Situating the inquiry within larger literary and cultural studies conversations about canonicity, the contributors assess representative authors and works that have encountered changing fates in the course of canon history. Particular emphasis is given to sociological canon theories, which have so far been under-represented in canon research in children’s literature. The volume therefore relates historical changes in the canon of children’s literature not only to historical changes in concepts of childhood but to more encompassing political, social, economic, cultural, and ideological shifts. This volume’s comparative approach takes cognizance of the fact that, if canon formation is an important cultural factor in nation-building processes, a comparative study is essential to assessing transnational processes in canon formation. This book thus renders evident the structural similarities between patterns and strategies of canon formation emerging in different children’s literatures.

Avant-garde poetry in the Antipodes causes all sorts of trouble for literary history. It is an avant-garde that seems to arrive too late and yet right on time. In 1897, Christopher Brennan made his own version of Un Coup de Des, the same year Mallarme published it in Cosmopolis. In the 1940s, the same period avant-gardism was declared dead or fatally injured due to the Ern Malley affair, Harry Hooton began writing a significant body of experimental poetry. From the 1950s to the 1970s, Australian Dada emerged 'belatedly' through figures like Jas H. Duke (Tristan Tzara had previously sung Aboriginal songs at the Cabaret Voltaire in 1916). First Nations and Migrant poets then began reinventing avant-garde poetry in the twentieth and early twenty-first centuries. This book maintains that such a confounding literary history poses a distinct challenge to the theories of the avant-gardes we have become accustomed to and changes our perspective of avant-garde time.

Themes, places, characters and voices of Elizabeth Jolley’s Mr Scobie’s Riddle are explored in detail in this monograph, which provides different narratological and translational analyses of the novel, as well as an academic translation into Italian. Considering the challenges and issues posited by a literary work’s translation helps to shed light on the original work itself. In this manner, the translation is to be seen as a further analytical instrument to gain insight into the original novel. The purpose of this work is to obtain a deeper understanding of the complicated microcosm created by Jolley in the nursing home of “St Christopher and St Jude”: the typically Australian themes of migration, isolation, place and displacement; the Australian culture-specific elements; the ensemble of curious characters and their entertaining voices. This book strives to preserve the above elements in translation as the expression of something Other, a different culture, and to take Italian readers on a journey to the Australia depicted in Mr Scobie’s Riddle so that Jolley’s characters’ voices can echo in the Italian language.

A philosophical analysis informed by history, this work examines the reasons for the highly destructive behavior of the Red Guards in the early part of China's Cultural Revolution. By probing the political, educational, and psychological factors influencing the Red Guards, Jing Lin sheds light on how teenagers and young adults were able to justify violence in the name of class struggle and human rights. She concludes that non-critical, categorical thought, buttressed by the political and educational systems, was pivotal. Jing Lin introduces the work with a discussion of democratic and non-democratic thought, and of the Red Guards' views about class struggle, authority and justice. She then examines the theory behind Mao's totalitarian rule. Chapter Three is devoted to schools, and their decisive role in developing the Red Guards. The psychology of the Red Guards follows: Lin details how concepts of the proletariat, class enemies, and intellectuals nurtured habits of aggression and obedience. In concluding, Lin suggests how to foster critical and democratic thinking in Chinese education.