Deaf Walls Speak presents an insider’s view of artmaking in Guantánamo, the world’s most notorious prison, as self-expression and protest, and to stage a fundamental human rights claim that has been denied by law and politics: the right to be recognized as human. The book juxtaposes detainee artist Moath al-Alwi’s testimony and artwork with essays that situate his work within legal, political, aesthetic, and material contexts to demonstrate that artwork at Guantánamo constitutes important forms of material witnessing to human rights abuses perpetrated and denied by the U.S. government.

The exhibition catalogue for Ode to the Sea: Art from Guantanamo.

"The moving, eye-opening memoir of an innocent man detained at Gauntánamo Bay for 15 years: a story of humanity in the unlikeliest of places and an unprecedented look at life at Gauntánamo on the eve of its 20th anniversary"--

-- The first book to tell the story of every man trapped in Guantanamo -- 'An important book. If you care about our Government's complicity in these illegal and horrific acts then this book provides the evidence.' Ken Loach"Extraordinary rendition, fa

An epic story of a Bedouin family’s survival and legacy amid their changing world in the unforgiving Sahara Desert. Ahmed is a camel herder, as his father was before him and as his young son Abdullahi will be after him. The days of Ahmed and the other families in their nomadic freeg are ruled by the rhythms of changing seasons, the needs of his beloved camel herd, and the rich legends and stories that link his life to centuries of tradition. But Ahmed’s world is threatened—by the French colonizers just beyond the horizon, the urbanization of the modern world, and a drought more deadly than any his people have known. At first, Ahmed attempts to ignore these forces by concentrating on the ancient routines of herding life. But these routines are broken when a precious camel named Zarga goes missing. Saddling his trusted Laamesh, praying at the appointed hours, and singing the songs of his fathers for strength, Ahmed sets off to recover Zarga on a perilous journey that will bring him face to face with the best and the worst of humanity and test every facet of his Bedouin desert survival skills.

This book examines the intersecting forces of nationalism, terrorism, and patriotism that normalize an acceptance of the global war on terror as essential to maintaining freedom and democracy as defined by white nation-states. Readers are introduced to speculative ethnography: an experimental methodology that bends time and space through the practice of avant-garde poetics. This study conceptualizes terrorism as a place of colonial encounters between soldiers, insurgents, civilians, and leaders of nation-states. The tactics of suicide bombings employed by the Tamil nationalist movement, the Liberation Tigers of Tamil Eelam, are juxtaposed with drone strikes in asymmetric warfare where violence becomes a means of dialogue. Each chapter weaves seemingly disparate narratives from multiple experiences and sites of war, inviting readers to witness the condition of getting lost in that willful attachment to killing and being killed in service of patriotic pride and national belonging.

This book examines how the cultural and ethical power of literature allowed writers and readers to reflect on the practice of capital punishment in the UK, Ireland and the US between 1890 and 1950. It explores how connections between ‘high’ and ‘popular’ culture seem particularly inextricable where the death penalty is at stake, analysing a range of forms including major works of canonical literature, detective fiction, plays, polemics, criminological and psychoanalytic tracts and letters and memoirs. The book addresses conceptual understandings of the modern death penalty, including themes such as confession, the gothic, life-writing and the human-animal binary. It also discusses the role of conflict in shaping the representation of capital punishment, including chapters on the Easter Rising, on World War I, on colonial and quasi-colonial conflict and on World War II. Ebury’s overall approach aims to improve our understanding of the centrality of the death penalty and the role it played in major twentieth century literary movements and historical events.

Authors Salman Rushdie, Jamaica Kincaid, Darryl Pinckney, and Bharati Mukherjee report from the same No Man’s Land, the shadowland between the traditional worlds of colonizer and colonized and the 21st century’s global monoculture. In Regenerative Fictions, Alexandra W. Schultheis brings postcolonial and psychoanalytic theories together to explore this tumultuous zone, a place that is at once cutting edge, open wound, and sutured scar. This analysis of the authors’ political and aesthetic strategies reveals fissures in the ruling ideology of subject and nation as well as immanent resistance to it.

Since the adoption of the Universal Declaration of Human Rights of 1948, the discourse of human rights has expanded to include not just civil and political rights but economic, social, cultural, and, most recently, collective rights. Given their broad scope, human rights issues are useful touchstones in the humanities classroom and benefit from an interdisciplinary and cross-cultural pedagogy in which objects of study are situated in historical, legal, philosophical, literary, and rhetorical contexts. Teaching Human Rights in Literary and Cultural Studies is a sourcebook of inventive approaches and best practices for teachers looking to make human rights the focus of their undergraduate and graduate courses. Contributors first explore what it means to be human and conceptual issues such as law and the state. Next, they approach human rights and related social-justice issues from the perspectives of particular geographic regions and historical eras, through the lens of genre, and in relation to specific rights violations--for example, storytelling and testimonio in Latin America or poetry created in the aftermath of the Armenian genocide. Essays then describe efforts to cultivate students' capacity for ethical reading practices and to deepen their understanding of the stakes and artistic dimensions of human rights representations, drawing on active learning and experimental class contexts. The final section, on resources, directs readers to further readings in history, criticism, theory, and literary and visual studies and provides a chronology of human rights legal documents.

Exposes how humanitarian discourses privilege certain children's lives and rights over others.