Roy Daniells (1902-1979), an English professor who finished his career at the University of British Columbia, and an outstanding scholar, teacher and poet, influenced at least four generations of students.

A paper reprint of the 1987 original in which Graff (humanities and Egnlish, Northwestern University) traces the history of the rise and development of academic literary studies in teh US. A detailed account of the forgotten and infamous figures and the frustrations and accomplishments that have shaped American English departments, the book is also a study in literary theory. Annotation copyrighted by Book News, Inc., Portland, OR

In this new and expanded edition of their controversial 1994 book, the authors update their analysis of what's gone wrong with Women's Studies programs. Their three new chapters provide a devastating and detailed examination of the routine practices found in feminst teaching and research.

Research, teaching, service, and public outreach—all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning—disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations? Professing to Learn explores university professors’ scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes? Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.

This collection of essays brings together Mary Louise Pratt's original essay, the 10-year-old "Professing in the Contact Zone," with 14 responses that interpret, extend, and challenge Pratt's work. The essays examine how contact zone dynamics play out in various pedagogical spaces. Following an introduction by the editor, essays in Section I, Spaces, are: (1) "First Contact: Composition Students' Close Encounters with College Culture" (Paul Jude Beauvais); (2) "Multiculturalism, Contact Zones, and the Organization of English Studies" (Patricia Bizzell); (3) "Contact Zones: Composition's Content in the University" (Katherine K. Gottschalk); (4) "Frontiers of the Contact Zone" (Thomas Philion); (5) "Safe Houses and Sacrifices: Filling the Rooms with Precious Riches" (Daphne Key). Essays in Section II, Clashes and Conflicts, are: (6) "Fault Lines in the Contact Zone" (Richard E. Miller); (7) "Reconstitution and Race in the Contact Zone" (Robert D. Murray); (8) "'Can't We All Just Get Along?' When a College Community Resists the Contact Zone" (Diane Penrod); (9) "Contact, Colonization, and Classrooms: Language Issues via Cisneros's 'Woman Hollering Creek' and Villanueva's 'Bootstraps'" (Mary R. Harmon). Essays in Section III, Community, are: (10) "Teaching in the Contact Zone: Multiple Literacies/Deep Portfolio" (Cynthia Lewiecki-Wilson); (11) "Writing Centers as Linguistic Contact Zones and Borderlands" (Carol Severino); (12) "Teaching in the Contact Zone: The Myth of Safe Houses" (Janice M. Wolff); (13) "Contact Zones in Institutional Culture: An Anthropological Approach to Academic Programs" (Carole Yee); and (14) "Telling Stories: Rethinking the Personal Narrative in the Contact Zone of a Multicultural Classroom" (Jeanne Weiland Herrick). Contains an afterword "On the Teacher's Zone of Effectivity" (Richard E. Miller). (NKA)

What does it mean to profess the faith as North American Christians at the end of the second millennium? What is Christian theology as consciously crafted in light of the distinctive history, culture, and experience of North America? Hall marshalls doctrinal resources for a critical, creative response that stresses God's necessary involvement in an unfinished, dynamic, suffering world.

Today's academic discourse is filled with the word 'perform'. Nestled amongst a variety of prefixes and suffixes (re-, post-, -ance, -ivity?), the term functions as a vehicle for a host of contemporary inquiries. For students, artists, and scholars of performance and theatre, this development is intriguing and complex. By examining the history of theatre studies and related institutions and by comparing the very different disciplinary interpretations and developments that led to this engagement, Professing Performance offers ways of placing performance theory and performance studies in context.