Contacts, on the individual and institutional levels and in the political and aesthetic spheres, lead to redefinitions of existing identities through frictions and, sometimes, clashes. Focusing on the material conditions of such contacts, frictions, and clashes, this volume particularly explores their essentially spatial nature, highlighting the stakes of such definitions and redefinitions of space. Efforts at defining and mapping spaces, physical experiences of contacts, frictions and clashes, tensions between different groups or genres and literary or political competition for space and influence lead to geographical, social, political, and aesthetic, but also bodily and psychological, definitions and redefinitions.

This volume provides a comprehensive account of how scholarship on affect and scholarship on texts have come to inform one another over the past few decades. The result has been that explorations of how texts address, elicit, shape, and dramatize affect have become central to contemporary work in literary, film, and art criticism, as well as in critical theory, rhetoric, performance studies, and aesthetics. Guiding readers to the variety of topics, themes, interdisciplinary dialogues, and sub-disciplinary specialties that the study of interplay between affect and texts has either inaugurated or revitalized, the handbook showcases and engages the diversity of scholarly topics, approaches, and projects that thinking of affect in relation to texts and related media open up or enable. These include (but are not limited to) investigations of what attention to affect brings to established methods of studying texts—in terms of period, genre, cultural contexts, rhetoric, and individual authorship.

This edited volume examines a number of topics related to the roles of individual and contextual factors in English as second or foreign language (ESL/EFL) settings by presenting chapters across the three sections of theoretical and pedagogical approaches, teacher and learner research, and research into the roles of technology. The book has a focus on practical actions and recommendations related to individual and contextual factors in ESL/EFL, with a specific concern with issues of cognition, metacognition, emotion, and identity, and offers perspectives from a diverse range of international education settings. For teachers of ESL/EFL, the effective recognition and integration of individual and contextual factors into the classroom may represent a significant challenge. This is often the case in those settings where native English speaking teachers work in foreign language contexts where they may have limited understanding of local cultures and languages, or where language instructors have class groups that are culturally and linguistically diverse. In these, and similar, contexts, the types and extent of individual and contextual factors impacting on language learning may challenge both learner and instructor expectations of what an effective and supportive classroom is. While such a situation offers numerous opportunities for learners and teachers to expand their knowledge of themselves and each other, it also presents the possibility for ineffective teaching and learning to occur. It is within this framework that the book presents the latest theoretical, pedagogical, and research perspectives from around the world, thereby providing a resource for all stakeholders with an interest in the roles individual and contextual factors play in the English learning process.

Language, while seemingly static, is dynamic and ever-changing, necessitating adaptability in various fields of language studies. It is especially true in a globalized world and an information age. In the field of language and its applications, it is essential to reconsider and redefine existing issues and envision how the changes may have impacts on human beings and on the entire globe. Redefining the Role of Language in a Globalized World is an essential scholarly publication that explores the role language will play in a globalized world and how language changes over time through its interdependent relationship with technology. Featuring a wide range of topics such as bilingualism, native speaker prejudice, and social inequality, this book is essential for educators, linguists, researchers, curriculum designers, academicians, policymakers, librarians, and students.

Through close analysis of the historical and conceptual roots of modern science and technology, Brian Brock here develops a theological ethic addressing a wide range of contemporary perplexities about the moral challenges raised by new technology.

Re-examining Mary Douglas' work on pollution and concepts of purity, this volume explores modern expressions of these themes in urban areas, examining the intersections of material and cultural pollution. It presents ethnographic case studies from a range of cities affected by globalization processes such as neoliberal urban policies, privatization of urban space, continued migration and spatialized ethnic tension. What has changed since the appearance of Purity and Danger? How have anthropological views on pollution changed accordingly? This volume focuses on cultural meanings and values that are attached to conceptions of 'clean' and 'dirty', purity and impurity, healthy and unhealthy environments, and addresses the implications of pollution with regard to discrimination, class, urban poverty, social hierarchies and ethnic segregation in cities.

This text investigates continuity and change in contemporary French politics, society and culture. It draws on contributions that reflect a variety of methodological approaches, ranging from theoretical speculations and modelling to the interpretation of fieldwork data.