Although David Bowie has famously characterized himself as a "leper messiah," a more appropriate moniker might be "rock god": someone whose influence has crossed numerous sub-genres of popular and classical music and can at times seem ubiquitous. By looking at key moments in his career (1972, 1977-79, 1980-83, and 1995-97) through several lenses-theories of sub-culture, gender/sexuality studies, theories of sound, post-colonial theory, and performance studies Waldrep examines Bowie's work in terms not only of his auditory output but his many reinterpretations of it via music videos, concert tours, television appearances, and occasional movie roles. Future Nostalgia looks at all aspects of Bowie's career in an attempt to trace Bowie's contribution to the performative paradigms that constitute contemporary rock music.

This book deals with all aspects of advertising in various countries. It is a follow-up of Advertising Worldwide by the same editor. The book covers: Bulgaria, China, Greece, Hong Kong, Hungary, Ireland, Latvia, Malaysia, Singapore, South Korea, Spain, Switzerland, and the United Kingdom. It also contains a chapter on intercultural management as well as a case study of Barclaycard International. The authors are specialists from the respective countries. From the reviews: " This reader is an absolute must for all advertisers, agencies and students... " Werben und Verkaufen (Issue 40/2001)

Slaves to Fashion is a pioneering cultural history of the black dandy, from his emergence in Enlightenment England to his contemporary incarnations in the cosmopolitan art worlds of London and New York. It is populated by sartorial impresarios such as Julius Soubise, a freed slave who sometimes wore diamond-buckled, red-heeled shoes as he circulated through the social scene of eighteenth-century London, and Yinka Shonibare, a prominent Afro-British artist who not only styles himself as a fop but also creates ironic commentaries on black dandyism in his work. Interpreting performances and representations of black dandyism in particular cultural settings and literary and visual texts, Monica L. Miller emphasizes the importance of sartorial style to black identity formation in the Atlantic diaspora. Dandyism was initially imposed on black men in eighteenth-century England, as the Atlantic slave trade and an emerging culture of conspicuous consumption generated a vogue in dandified black servants. “Luxury slaves” tweaked and reworked their uniforms, and were soon known for their sartorial novelty and sometimes flamboyant personalities. Tracing the history of the black dandy forward to contemporary celebrity incarnations such as Andre 3000 and Sean Combs, Miller explains how black people became arbiters of style and how they have historically used the dandy’s signature tools—clothing, gesture, and wit—to break down limiting identity markers and propose new ways of fashioning political and social possibility in the black Atlantic world. With an aplomb worthy of her iconographic subject, she considers the black dandy in relation to nineteenth-century American literature and drama, W. E. B. Du Bois’s reflections on black masculinity and cultural nationalism, the modernist aesthetics of the Harlem Renaissance, and representations of black cosmopolitanism in contemporary visual art.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

Nathalie Weidhase conceptualises the female dandy as a figure that simultaneously embodies and disrupts postfeminist notions of femininity, including maintaining a physique conforming to contemporary beauty standards, constant self-surveillance and self-improvement, and the naturalisation of gender difference and heterosexuality. She examines how music videos function as spaces in popular culture where the politics of the feminine can be articulated. These spaces allow female pop stars to be valued as artists with distinct contributions to popular music. Focusing on Amy Winehouse, Rihanna, Lady Gaga, and Lana Del Rey, Weidhase illuminates different characteristics of the postfeminist dandy in popular music. Amy Winehouse's work makes visible the commodification of the female spectacle in popular culture, highlighting how her image and persona were marketed and consumed. Rihanna performs black femininity as postfeminism's abject Other. Lady Gaga queers monstrous motherhood and celebrates female musical lineage. Lana Del Rey's work demonstrates how whiteness operates as a canvas for postfeminist and post-racial fantasies, offering a platform for their deconstruction and critique. In doing so, Weidhase provides a comprehensive understanding of how these pop stars navigate and challenge the intricate landscape of postfeminism, offering a nuanced perspective on contemporary femininity and its representations in popular culture.

The last few decades have been among the most dynamic within recent British cultural history. Artists across all genres and media have developed and re-fashioned their practice against a radically changing social and cultural landscape – both national and global. This book takes a fresh look at some of the themes, ideas and directions which have informed British art since the later 1980s through to the first decade of the new millennium. In addition to discussing some iconic images and examples, it also looks more broadly at the contexts in which a new ‘post-conceptual’ generation of artists, those typically born since the late 1950s and 1960s have approached and developed aspects of their professional practice. Contemporary British Art is an ideal introduction to the field. To guide the reader, the book is organised around genres or related practices – painting; sculpture and installation; and film, video and performance. The first chapter explores aspects of the contemporary art market and some of the contexts within which art is made, supported and exhibited. The chapters that discuss various genres of art practice also mention books that may be useful to support further reading. Extensively illustrated with a wide range of work (both known, and less well-known) from artists such as Chris Ofili, Rachel Whiteread, Damien Hirst, Banksy, Anthony Gormley, Jack Vettriano, Sam Taylor-Wood, Steve McQueen and Tracey Emin, and many more.

Language as a Local Practice addresses the questions of language, locality and practice as a way of moving forward in our understanding of how language operates as an integrated social and spatial activity. By taking each of these three elements – language, locality and practice – and exploring how they relate to each other, Language as a Local Practice opens up new ways of thinking about language. It questions assumptions about languages as systems or as countable entities, and suggests instead that language emerges from the activities it performs. To look at language as a practice is to view language as an activity rather than a structure, as something we do rather than a system we draw on, as a material part of social and cultural life rather than an abstract entity. Language as a Local Practice draws on a variety of contexts of language use, from bank machines to postcards, Indian newspaper articles to fish-naming in the Philippines, urban graffiti to mission statements, suggesting that rather than thinking in terms of language use in context, we need to consider how language, space and place are related, how language creates the contexts where it is used, how languages are the products of socially located activities and how they are part of the action. Language as a Local Practice will be of interest to students on advanced undergraduate and post graduate courses in Applied Linguistics, Language Education, TESOL, Literacy and Cultural Studies.