The rise of performance art as chronicled by renowned critic Sally Banes. Her approach to the complex matrix of art, community, and culture draws on histories and theories of painting, photography, dance, theater, and folklore. Her vivid descriptions and provocative interpretations fill a gap in the history of contemporary performance--where the avant-garde met the mainstream.

Walter Brueggemann has been one of the leading voices in Hebrew Bible interpretation for decades; his landmark works in Old Testament theology have inspired and informed a generation of students, scholars, and preachers. Those who serve as truth-tellers in the church, like those who listen to the truth-telling in the church, are a mix of yearning and fearfulness, of receptiveness and collusion. In the end, the work of truth-telling is not to offer a new package of certitudes that displaces old certitudes. This truth to be uttered and acted, rather, is the enactment and conveyance of this Person who is truth, so that truth comes as bodily fidelity that stays reliably present to the pain of the world.

A Choice Outstanding Academic Title 2016 Satire has been used in ceramic production for centuries. Historically, it occurred as a slogan or proverb written into the ceramic surface; as pictorial surface imagery; or as a satirical figurine. The use of satire in contemporary ceramics is a rapidly evolving trend, with many artists subverting or otherwise rethinking familiar historic forms to make a political point. Claudia Clare examines the relationship between ceramics, social politics, and political movements and the way both organisations and individual artists have used pots - predominantly domestic objects - to agitate among the masses or simply express their ideas. Ninety colour illustrations of various subversive, satirical and campaigning works illustrate her arguments and enliven debate. Claudia Clare explores work by artists from twenty-one different countries, from 500 BC to the present day. These range range from the French artist Honoré Daumier and the enslaved African-American potter David Drake to contemporary artists including Lubaina Himid, Virgil Ortiz and Shlomit Bauman, whose work and the means of its production has addressed or commented upon issues such as disputed homelands, identify, race, gender and colonialism.

This volume is a collection of some of the best and most influential work of Yanis Varoufakis. The chapters all address the issue of economic indeterminacy, and the place of a socialized Homo Economicus within the economy. The book addresses Varoufakis’ key interpretation regarding the way in which neoclassical economics deals with the twin problems of complexity and indeterminacy. He argues that all neoclassical modelling revolves around three meta-axioms: Methodological individualism, Methodological instrumentalism and the Methodological Imposition of Equilibrium. Each chapter is preceded by an introduction, which explains its place within the overarching theme of the book. The volume also includes a lengthy introduction, plus a concluding chapter focusing on the future of economics. It will be a key work for all students and researchers in the field of political economy and economic methodology.

Requiring no more than basic arithmetic, this book provides a careful and accessible introduction to the basic pillars of Game Theory, tracing its intellectual origins and philosophical premises.

In an age when everyone aspires to teach critical thinking skills in the classroom, what does it mean to be a subversive law teacher? Who or what might a subversive law teacher seek to subvert – the authority of the law, the university, their own authority as teachers, perhaps? Are law students ripe for subversion, agents of, or impediments to, subversion? Do they learn to ask critical questions? Responding to the provocation in the classic book Teaching as a Subversive Activity, by Postman and Weingartner, the idea that teaching could, or even should, be subversive still holds true today, and its premise is particularly relevant in the context of legal education. We therefore draw on this classic book to discuss, in the present volume, the consideration of research into legal education as lifetime learning, as creating meaning, as transformative and as developing world-changing thinking within the legal context. The volume offers research into classroom experiences and theoretical and historical interrogations of what it means to teach law subversively. Primarily aimed at legal educators and doctoral students in law planning careers as academics, its insights speak directly to tensions in higher education more broadly.

Originally published in 1975. The main concern of this book is the nature of the gap between the theoretical issues, raised at an abstract level by social scientists, and their facts, the material organized in an empirical analysis. The author draws on material from several disciplines to explore the contributions of social science theory to historical insight.