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Since the middle of the nineteenth century, imperial reformers, early Republicans, Guomindang party cadres, and Chinese Communists have all prioritized science and technology. In this book, Elman gives a nuanced account of the ways in which native Chinese science evolved over four centuries, under the influence of both Jesuit and Protestant missionaries. In the end, he argues, the Chinese produced modern science on their own terms.
On Their Own Terms is a study of how post-1990 German literature reconfigures the legacy of National Socialism and the Holocaust. In five sections - Historisation, Perpetrators, Hitler-Youth Memories, War Memories and Victim Perspective - a number of key literary works such as Bernhard Schlink's Der Vorleser, Martin Walser's Ein springender Brunnen, Gunter Grass's Im Krebsgang and W. G. Sebald's Austerlitz are analysed. The literary texts are situated within the wider context of contemporary German debates on the issue, from the exhibition 'Crimes of the German Wehrmacht 1941-1945', to the Walser-Bubis-affair and the ensuing debate about representations of German suffering. One of the central concerns of this book is the literary configuration of German experience and the narrative strategies employed by the writers to validate it against or set it in context with a perspective of victim experience.
This book provides a complex, insightful portrait of intermarried couples and the new forms of American Judaism that they are constructing. It tells the stories of intermarried couples, the rabbis and other Jewish educators who work with them, and the conflicting public conversations about intermarriage among American Jews. Ethnography is used to describe the compelling concerns of all of these parties and places their anxieties firmly within the context of American religious culture and morality.
Youth Learning On Their Own Terms convincingly shows how developing a respect and understanding of the youth-initiated creative practices that occur outside schools can offer educators the opportunity to directly influence their teaching in schools by making classroom spaces personally meaningful and rigorous for both students and teachers.
In a historical period of international and global frames of literary investigation, "In Their Own Terms" is a timely and valuable contribution to cross-cultural forms of dialogue between non-American modes of analysis and US American literary studies. It is a wide-ranging and provocative look into American literary historiography that engages readers in analytical examinations of US literary histories considered landmarks in their field, from the early nineteenth-century work of Samuel L. Knapp to the newly completed Cambridge volumes. It focuses on texts that have had a decisive influence in constructing dominant understandings of American literature, its various genres, significant historical periods, and major writers, both inside and outside the United States. For the first time, this work compares and contrasts the tradition of US literary historiography with Italian histories of American literature. Characterized as they are by the particularities of the Italian cultural scene, these histories have always been conversant with US literary historiography, beginning with Gustavo Strafforello in 1884 and continuing in Agostino Lombardo's most recent series. "In Their Own Terms" cogently argues that American literary histories, regardless of the different critical and theoretical principles on which they are based, have invariably played an important role in national cohesion and in articulating an autonomy that is cultural as well as academic.

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