This work intervenes in debates about the future of English studies as business interests reach deeper into the domains of higher education. The essays address historical and theoretical questions about the relationships among management pressures, disciplinarity, and curricula reform.

Honorable Mention, Harry Levin Prize, 2022 (American Comparative Literature Association) Beyond English: World Literature and India radically alters the debates on world literature that hinge on the model of circulation and global capital by deeply engaging with the idea of the world and world-making in South Asia. Tiwari argues that Indic words for world (vishva, jagat, sansar) offer a nuanced understanding of world literature that is antithetical to a commodified and standardized monolingual globe. She develops a comparative study of the concept of “world literature” (vishva sahitya) in Rabindranath Tagore's works, the desire for a new world in the lyrics of the Hindi shadowism (chhayavaad) poets, and world-making in Thakazhi Sivasankara Pillai's Chemmeen (1956) and Arundhati Roy's The God of Small Things (1997). By emphasizing the centrality of “literature” (sahitya) through a close reading of texts, Tiwari orients world literature toward comparative literature and comparative literature toward a worldliness that is receptive to the poetics of a world in its original language and in translation.

Beyond Grammar: Language, Power, and the Classroom asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community. Each chapter provides extended discussion of a set of critical language issues that directly affect students in classrooms: the political nature of language, the power of words, hate language and bullying, gender and language, dialects, and language policies. Written for pre-service and practicing teachers, this text addresses how teachers can alert students to the realities of language and power--removing language study from a “neutral” corner to situate it within the context of political, social, and cultural issues. Developing a critical pedagogy about language instruction can help educators understand that classrooms can either maintain existing inequity or address and diminish inequity through critical language study. A common framework structures the chapters of the text: * Each chapter begins with an overview of the language issue in question, and includes references for further research and for classroom use, and provides applications for classroom teachers. * Numerous references to the popular press and the breadth of language issues found therein foreground current thought on socio-cultural language issues, attitudes, standards, and policies found in the culture(s) at large. * References to current and recent events illustrate the language issue’s importance, cartoons address the issue, and brief “For Thought” activities illustrate the point being discussed and extend the reader’s knowledge and awareness. * “Personal Explorations” ask readers to go beyond the text to develop further understanding; “Teaching Explorations” ask teachers to apply chapter content to teaching situations. Beyond Grammar: Language, Power, and the Classroom is intended for undergraduate and master’s level courses that address literacy education, linguistics, and issues of language and culture.

Gunaratana offers basic instruction on the meaning of insight meditation through concepts that can be applied to any tradition. His focus here is on the Jhanas, those meditative states of profound stillness in which the mind becomes fully immersed in the chosen object of attention.

While many professional translators believe the ability to translate is a gift that one either has or does not have, Allison Beeby Lonsdale questions this view. In her innovative book, Beeby Lonsdale demonstrates how teachers can guide their students by showing them how insights from communication theory, discourse analysis, pragmatics, and semiotics can illuminate the translation process. Using Spanish to English translation as her example, she presents the basic principles of translation through 29 teaching units, which are prefaced by objectives, tasks, and commentaries for the teacher, and through 48 task sheets, which show how to present the material to students. Published in English.

In National Healing, author Claude Hurlbert persuasively relates nationalism to institutional racism and contends that these are both symptoms of a national ill health afflicting American higher education and found even in the field of writing studies. Teachers and scholars, even in progressive fields like composition, are unwittingly at odds with their own most liberatory purposes, he says, and he advocates consciously broadening our understanding of rhetoric and writing instruction to include rhetorical traditions of non-Western cultures. Threading a personal narrative of his own experiences as a student, professor, and citizen through a wide ranging discussion of theory, pedagogy, and philosophy in the writing classroom, Hurlbert weaves a vision that moves beyond simple polemic and simplistic multiculturalism. National Healing offers a compelling new aesthetic, epistemological, and rhetorical configuration.

Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures—what the editors characterize as the “art and science of writing”—often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to “function at the intersection of the practical and the abstract, the human and the technical.”