Teaching about the Holocaust : essays by college and university teachers

This collection of fourteen essays by renowned scholars in the field of Holocaust studies seeks to reflect on the experience of teaching and researching this complicated and emotional topic. Contained within are the pioneering stories of those presently engaged in the work of Holocaust education. Separately, they represent a variety of disciplines and orientations. Collectively, they give evidence of the strong commitment to continue this important work, and the moral and ethical demands such teaching, writing, and research place upon all who engage in it. Different perspectives from historical, philosophical, and religious frameworks come together to create a unique contribution to the literature on the Holocaust. Educators discuss what they teach, their methodologies and theoretical orientations and reflect on their own journeys that brought them to this field. The unique nature of these stories bring needed background to the field of Holocaust studies and also serve to inspire others to enlarge their thinking and understanding of previous work on this topic. The stories of these committed Holocaust educators will serve to inspire a new generation of thinkers, writers, and activists to engage in such work. In reading their stories, their collective commitment to make a difference today and tomorrow shines through. This volume will be a valuable resource for courses in the Holocaust, contemporary post-Holocaust realities, as well as courses in genocide. Scholars and anyone with an interest in enriching their understanding of the Holocaust will find much within to inspire them and provoke new ideas.

Article on twentieth-century philosopher

These volumes survey individuals who contributed to British philosophy from 1900 to 1960. More than 500 writers, teachers, philosophers both amateur and professional, as well as thinkers in other disciplines who influenced the way we think, are included here.
The very term 'British' is problematic, so the editors take an inclusive approach to avoid errors of omission. Those who have been British subjects at least part of their lives, or who spent a lot of their life in the UK, those who were educated in Britain but then lived elsewhere -all are included on merit.

Diasporic Greek-Australian writing deconstructed : challenging Europe with new voices, new perspectives

Contemporary Europe, culturally, historically and linguistically is filled with contradiction, silences and paradox.

Diasporic creative writers in Australia who are associated, either by virtue of their cultural heritage or through an intellectual engagement with Europe, can in fact provide a radical potential in contemporary European cultural analysis.

Deconstructing and interpreting narratives, prose and poetry of bilingual writers can open up unexplored areas which, up till now, have been either repressed or marginalised. This critical endeavour, drawing on recent post-colonial criticism, is a new way to interpret fiction, stories and even modern fairytales. It appears less threatening and confronting to venture into those cultural, psychological and subliminal areas which contemporary Europe perhaps wishes to forget or renounce. It is however an alternate method which can be used to compel criticism to puzzle over such areas and so open up new perspectives as well as allow for new voices.

Best books of the year

This article identifies favourite publications from 2003 selected by the following writers: Tony Birch, Neal Blewett, Ian Britain, Alison Broinowski, Paul Brunton, Inga Clendinnen, Martin Duwell, Morag Fraser, Andrea Goldsmith, Kerryn Goldsworthy, Peter Goldsworthy, Bridget Griffen-Foley, Clive James, Gail Jones, Nicholas Jose, Brian McFarlane, Brenda Niall, Ros Pesman, Peter Porter, Peter Steele, Chris Wallace-Crabbe, and Robyn Williams.

Unfixing knowledges : queering the literacy curriculum

In the literacy classroom, students have few opportunities to use their literacy practices to contest narratives of race, class, gender and sexuality. Instead, extensive time is spent completing literacy activities associated with what “good” readers and writers do. Students’ literacy practices are often formulaic, repetitive, and serve classroom management strategies producing a mythic narrative of good literacy teaching. This paper introduces a queer literacy curriculum that poses pedagogy as a series of questions: What does being taught, what does knowledge do to students? How does knowledge become understood in the relationship between teacher/text and student? (Lusted, 1986) It emphasizes developing critical analyses of heterosexism, heteronormativity and normativity with the goal of helping students understand binary categories are not givens, rather social constructions we are often forced to perform (Butler, 1990) through available discourses. The paper highlights an interruption into the literacy curriculum where, through collective memory work, students investigated, analysed and contested the usually-not-noticed ways a small understanding of heterosexuality has come to structure their lives.

Poly-Articulate

Poly-Articulate was a series of meditations around the paradoxes of articulation, considered in the heterogeneity of its material, visual, aural and conceptual aspects. Taking form through a collaborative working group of four artists/ designers/writers, the project used different technologies from the most ancient (the voice-box) to the most current (real-time rendering engines). With the utilisation of laser sensors crossing the gallery spaces, 20 digital monitors accompanied by vocal syllables would respond to the viewers? movement. Another piece of technology?a theramin installed below the sculpture of a trachea (inner ear)?mutated the vocal sounds upon its engagement along with a microphone suspended in one of the galleries. The visual and sound aspects of this project made it a compelling spatial experience.

An interactive CDRom accompanied with a text by Justin Clemens was published with this project.

In a far distant galaxy

Criticism of "Star wars" by George Lucas, 1977.

Romanticism and street shrewdness

Criticism of "One flew over the cuckoo's nest" by Milos Forman, 1975.

'The suffering members sympathise' : constructing the sympathetic self in the hymns of Charles Wesley

For the first time in history, this timely landmark volume brings together contributions from the leading scholars working on the life and work of Charles Wesley.