Bøger udgivet af Bloomsbury Academic

Pop stars have provided audiences with performative moments that have become ingrained in popular consciousness. They are a lens through which deeper understandings about race, gender, politics, history and the artistic process can be understood. When combined with the most affective of mediums - cinema, the combination can be both thrilling and alarming.From the relatively early days of cinema, figures from the world of popular music have made forays into acting and contributed cameo appearances. From Little Richard and Kylie Minogue to Nick Cave and Tom Waits, Pop Stars On Film: Popular Culture in a Global Market offers a collection of essays on some of the most influential international performances from a diverse range of cultural icons. The book considers industry shifts, access and diversity, but also the notion of cultural appropriation, audience appeal, marketing and demographics. Perhaps most importantly, the publication will look at what happens when cultures collide and coalesce.

'What is your best investment? Buying a copy of the Writers' & Artists' Yearbook.' Kimberley ChambersThis bestselling Writers' & Artists' Yearbook contains a wealth of information on all aspects of writing and becoming a published author, plus a comprehensive directory of media contacts. Packed with practical tips, it includes expert advice from renowned authors and industry insiders on: - submitting to agents and publishers - writing non-fiction and fiction across different genres and formats - poetry, plays, broadcast media and illustration - marketing and self-publishing- legal and financial information - writing prizes and festivals. Revised and updated annually, the Yearbook includes thousands of industry contacts and over 80 articles from writers of all forms and genres, including award-winning novelists, poets and playwrights, scriptwriters for TV, radio and videogames. If you want to find a literary or illustration agent or publisher, would like to self-publish or to crowdfund your creative idea then this Yearbook will help you. New content for this edition includes articles on If at first you don't succeed ... by Jessica Irena Smith, The importance of story development by Greg Mosse, Writing for readers by Rachel McLean, Creating a poetry comic by Chrissy Williams, Ghosting: writing other people's stories by Gillian Stern, Romantic motifs by Sue Moorcroft, How a publicist can help you by Hannah Hargrave, Writing across forms by Rob Gittins, Pitching your travel ideas by Jen & Sim Benson, The hybrid author by Simon McLeave. 'The wealth of information is staggering.' The Times

The Bloomsbury Handbook to the Digital Humanities reconsiders key debates, methods, possibilities, and failings from across the digital humanities, offering a timely interrogation of the present and future of the arts and humanities in the digital age. Comprising 43 essays from some of the field's leading scholars and practitioners, this comprehensive collection examines, among its many subjects, the emergence and ongoing development of DH, postcolonial digital humanities, feminist digital humanities, race and DH, multilingual digital humanities, media studies as DH, the failings of DH, critical digital humanities, the future of text encoding, cultural analytics, natural language processing, open access and digital publishing, digital cultural heritage, archiving and editing, sustainability, DH pedagogy, labour, artificial intelligence, the cultural economy, and the role of the digital humanities in climate change. The Bloomsbury Handbook to the Digital Humanities:Surveys key contemporary debates within DH, focusing on pressing issues of perspective, methodology, access, capacity, and sustainability.Reconsiders and reimagines the past, present, and future of the digital humanities.Features an intuitive structure which divides topics across five sections: "Perspectives & Polemics", "Methods, Tools & Techniques", "Public Digital Humanities", "Institutional Contexts", and "DH Futures".Comprehensive in scope and accessibility written, this book is essential reading for students, scholars, and practitioners working across the digital humanities and wider arts and humanities.Featuring contributions from pre-eminent scholars and radical thinkers both established and emerging, The Bloomsbury Handbook to the Digital Humanities should long serve as a roadmap through the myriad formulations, methodologies, opportunities, and limitations of DH. Comprehensive in its scope, pithy in style yet forensic in its scholarship, this book is essential reading for students, scholars, and practitioners working across the digital humanities, whatever DH might be, and whatever DH might become.

Encounters Beyond the Gallery challenges the terms of their exclusion, looking to relational art, Deleuze-Guattarean aesthetics and notions of perception, as well as anthropological theory for ways to create connections between seemingly disparate worlds. Embracing a unique and experimental format, the book imagines encounters between the art works and art worlds of Rirkrit Tiravanija, Tamil women, the Shipibo-Conibo of Eastern Peru and a fictional female contemporary artist named Rikki T, in order to rethink normative aesthetic and cultural categories. Its method reflects the message of the book, and embraces a plurality of voices and perspectives to steer critical attention towards the complexity of artistic life beyond the gallery.

"This handbook explores the importance of cultural, political, socioeconomic and historical context in change leadership in higher education. With contributions from four continents, the handbook brings together multi-contextual perspectives to explore the importance of context to the development of the field. A broad range of topics are covered, including skills, strategies and dispositions; local, regional and cross-national partnership development; opportunities and considerations for technology; and, future visions. Countries covered include Argentina, Brazil, Canada, Columbia, Dubai, Ghana, Japan, Malaysia, South Africa, Turkey, the UK and the USA"--

The Bloomsbury Handbook of Values and Ethical Change in Transformative Leadership in Higher Education explores the theoretical and conceptual frameworks which can broaden and deepen an educational leader's knowledge and skill set related to values and ethical change in times of crises and change. With contributions from five continents, the handbook brings together multi-contextual perspectives to the understanding and application of the theoretical and conceptual models in the field. A broad range of leadership skills and approaches are explored, including collaborative, democratic, learning-centered, transactional, charismatic, transformative, transformational, Stieglerian nootechnologies, agency theory, and network leadership. Countries covered include Australia, Brazil, Canada, Cyprus, India, Italy, Portugal, South Africa, and the UK.The book forms part of the The Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

The standard interpretation keeps repeating that Camus is the prototypical "absurdist" thinker. Such a reading freezes Camus at the stage at which he wrote The Stranger and The Myth of Sisyphus. By taking seriously how (1) Camus was always searching and (2) the rest of his corpus, Albert Camus and the Philosophy of the Ordinary corrects the one-sided, and thus faulty, depiction of Camus as committed to a philosophy of absurdism. His guiding project, which he explicitly acknowledged, was an attempt to get beyond nihilism, the general dismissal of value and meaning in ordinary life. Tracing this project via Camus's works, Albert Camus and the Philosophy of the Ordinary, offers a new lens for thinking about the well-known author.

Are there nonexistent objects? Can we make sense of objects having properties without thinking that there are nonexistent objects? Is existence a predicate? Can we make sense of necessarily existing objects depending on God? Tackling these central questions, Matthew Davidson explores the metaphysics of existence and nonexistence. He presents an extended argument for independence actualism, a previously undefended view that objects can have properties in worlds and at times at which they do not exist. Among other unique points of discussion, Davidson considers the nature of actualism, arguments for and against serious actualism, the semantics of "exists" as a predicate, the merits of different sorts of Meinongian theories, and different views on which God might ground the existence of necessarily existing abstracta. The book offers a Lewisian-style argument for adopting independence actualism in that the view may be used to solve many problems in metaphysics, philosophy of language and philosophy of religion.

This is the first comprehensive exploration of African ethics covering everything from normative ethics and applied ethics, to meta-ethics and methodology, as well as the history of its evolution.African Ethics provides an in-depth exploration of Ubuntu ethics which is defined as a set of values based on concepts such as reciprocity, mutual respect, and working towards the common good. Ubuntu ethics also strongly emphasize the place of human dignity. The book engages with both theory and practice and how these ethical ideas impact upon the actual lived experience of Africans. It also includes important political considerations such as the impact of imperialism, colonialism, and capitalism on African ethics as well as the negative impact of apartheid and the renaissance made possible by the 'The Truth and Reconciliation Commission' whose work was premised heavily on African ethical ideas.This book is not just a wide-ranging and incisive introduction but also a reformulation of key concepts and current debates in African ethics. Crucially, African Ethics is an inclusive text, one that speaks from an African perspective and contributes to the decolonizing of contemporary ethics.

How does religion maintain or challenge discourses on national identity? What are the roles that religion plays on all sides - from Islamophobia of the radical right to the Christian alliances on both sides of the Atlantic, to the Islamic beliefs and practices of European citizens as well as migrant communities - in the constitution of Fortress Europe? Are there any alliances shaping between belief and unbelief on either side of the battle for the future of Europe?These questions and more motivate the chapters in this timely interdisciplinary collection, with contributions focusing on diverse contexts throughout Europe involving a broad range of religious identifications and actors.

In the first book to examine the overlooked relationship between musical improvisation and philosophical hermeneutics, Sam McAuliffe asks: what exactly is improvisation? And how does it relate to our being-in-the-world?Improvisation in Music and Philosophical Hermeneutics answers these questions by investigating the underlying structure of improvisation. McAuliffe argues that improvising is best understood as attending and responding to the situation in which one find itself and, as such, is essential to how we engage with the world. Working within the hermeneutic philosophical tradition - drawing primarily on the work of Martin Heidegger, Hans-Georg Gadamer, and Jeff Malpas - this book provides a rich and detailed account of the ways in which we are all already experienced improvisers. Given the dominance of music in discussions of improvisation, Part I of this book uses improvised musical performance as a case study to uncover the ontological structure of improvisation: a structure that McAuliffe demonstrates is identical to the structure of hermeneutic engagement. Exploring this relationship between improvisation and hermeneutics, Part II offers a new reading of Gadamer's philosophical hermeneutics, examining the way in which Gadamer's accounts of truth and understanding, language, and ethics each possess an essentially improvisational character. Working between philosophy and music theory, Improvisation in Music and Philosophical Hermeneutics unveils the hermeneutic character of musical performance, the musicality of hermeneutic engagement, and the universality of improvisation.

Drawing on the concept of resilient healthcare, this book explores multimodally embedded everyday practices of healthcare professionals in the UK and Japan, utilising novel technology, such as eye-tracking glasses, to inform what constitutes good practice.Providing an interdisciplinary examination of the theories and rationales of resilient healthcare, the book engages with a range of case studies from a variety of healthcare settings in the UK and Japan and considers the application of advanced technologies for visualising healthcare interactions and implementing virtual healthcare simulation. In doing so, it showcases a number of multimodal approaches and highlights the potential benefits of multimodal and multidisciplinary approaches to healthcare communication research for enhancing resilience in their local contexts.

The world today needs mindful leaders who care for the holistic well-being of their students and staff, and to inspire all to renew schools with compassion, creativity and courage. But what is mindful leadership, and how can leaders create and sustain mindful schools? Mindful Leadership for Schools: Wisdom from Confucius draws on the educational thought of Confucius and explores how Confucian Mindful Leadership (CML) can offer a solution. The various chapters show how CML revolves around influencing others towards the achievement of a common goal through R|E|S|T. The acronym R|E|S|T stands for Respectful mindfulness, Exemplary living, Serving others and Transforming society. Each component is encapsulated by a key Confucian concept:R | Respectful mindfulness E | Exemplary livingS | Serving others T | Transforming society This book explains how a Confucian mindful leader is one who attends to self, people, things and events respectfully, and promotes the virtues of humanity, empathy and social justice through personal cultivation, role-modelling, community-building, coaching and the initiation of reforms. By describing how CML strengthens school administration and supervision, Tan offers a novel and practical leadership approach that combines ancient wisdom and modern educational research.

Mauro Dorato charts pressing debates within the philosophy of science that centre around scientific expertise, access to knowledge, consensus, debate, and decision-making.This English-language translation of Disinformazione Scientifica e Democrazia argues that the advancement of science depends on an exponential process of specialization, accompanied by the creation of technical languages that are less and less accessible to the general public. Dorato reveals how such a process must align with representative forms of democracies, in which knowledge and decision-making ought to aim at the society's general interest. Given the importance of the principle of competence, however, the role of experts as mediators of knowledge threatens the citizens' autonomy of choice. Consequently, the risk of technocratic regimes calls for new ways to increase literacy about science and its philosophical and probabilistic foundations. Stressing the conceptual conflict between pluralism and conformism, Science and Representative Democracyreveals the obstacles to the functioning of both science and democracy.

The goal of fostering positive intercultural relations has taken on increased importance in a wide range of societal, educational, and business contexts. This has created growing demand for educational provision that raises awareness of the role of language, culture, and psychological dynamics in processes of communication and rapport management. This volume, inspired by Helen Spencer-Oatey's multidisciplinary approach to intercultural research, provides insights into the dynamic and negotiated nature of intercultural relations, informed by current theory and research in linguistics, psychology, and intercultural education. Written by an international group of prominent intercultural researchers, chapters demonstrate that intercultural interaction is highly dependent on the contextual expectations that individuals bring to communication, the social identities that are perceived to be relevant, and how individuals position themselves and others as cultural beings. They show how cultural norms and social identities are negotiated in the micro context of interpersonal interaction and in the macro sociocultural context. The volume provides intercultural researchers and educators with multidisciplinary insights into how intercultural relationships are established, maintained, and threatened.

In this collection, both individually and collectively, the authors explore the gendering of women's experiences in academia through the lens of narratives of lived experience. This is a cogent theme throughout the book, reflecting on women's experiences as intersectional-always raced, classed, gendered, nuanced and complex. Jointly, the chapters provide important insights into individual and collective contemporary women's experiences in academia from international perspectives, such as gender equity, barriers to success, and achievement. This comprehensive volume provides a reference point for all women and their colleagues working in universities and colleges across the world.

"Applied Shakespeare is attracting growing interest from practitioners and academics alike, all keen to understand the ways in which performing his works can offer opportunities for reflection, transformation, dialogue regarding social justice, and challenging of perceived limitations. This book adds a new dimension to the field by taking an interdisciplinary approach to topics which have traditionally been studied individually, examining the communication opportunities Shakespeare's work can offer for a range of marginalised people. It draws on a diverse range of projects from across the globe, many of which the author has facilitated or been directly involved with, including those with incarcerated people, people with mental health issues, learning disabilities and who have experienced homelessness. As this book evidences, Shakespeare can be used to alter the spatial constraints of people who feel imprisoned, whether literally or metaphorically, enabling them to speak and to be heard in ways which may previously have been elusive or unattainable. The book examines the use of trauma-informed principles to explore the ways in which consistency, longevity, trust and collaboration enable the development of resilience, positive autonomy and communication skills. It explores this phenomenon of creating space for people to find their own way of expressing themselves in a way that mainstream society can understand, whilst also challenging society to 'see better' and to hear better. This is not a process of social homogenisation but of encouraging positive interactions and removing the stigma of marginalisation"--

This book demonstrates how the Romans constructed garden boundaries specifically in order to open up or undermine the division between a number of oppositions, such as inside/outside, sacred/profane, art/nature, and real/imagined. Using case studies from across literature and material and visual culture, Victoria Austen explores the perception of individual garden sites in response to their limits, and showcases how the Romans delighted in playing with concepts of boundedness and separation. Transculturally, the garden is understood as a marked-off and cultivated space. Distinct from their surroundings, gardens are material and symbolic spaces that constitute both universal and culturally specific ways of accommodating the natural world and expressing human attitudes and values. Although we define these spaces explicitly through the notions of separation and division, in many cases we are unable to make sense of the most basic distinction between 'garden' and 'not-garden'. In response to this ambiguity, Austen interrogates the notion of the 'boundary' as an essential characteristic of the Roman garden.

Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults. The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners' prior knowledge, and the need for alternative approaches to assessment.

This book centers on two dominant trends within contemporary epistemology: first, the dissatisfaction with the project of analyzing knowledge in terms of necessary and jointly sufficient conditions and, second, the surging popularity of virtue-theoretic approaches to knowledge. Church argues that the Gettier Problem, the primary reason for abandoning the reductive analysis project, cannot viably be solved, and that prominent approaches to virtue epistemology fail to solve the Gettier Problem precisely along the lines his diagnosis predicts. Such an outcome motivates Church to explore a better way forward: non-reductive virtue epistemology. In so doing, he makes room for virtue epistemologies that are not only able to endure what he sees as inevitable developments in 21st-century epistemology, but also able to contribute positively to debates and discussions across the discipline and beyond.

Bringing together disciplines across the arts, humanities and social sciences, this Handbook presents novel and lively examinations of the dynamic ways religion, gender and sexuality operate. By virtue of its core terms however, the field of religion, gender, and sexuality studies has routinely linked together a common set of identities, practices, beliefs, experiences, and structures that may construct, rather than dismantle, relations of power. Applying feminist, intersectional, and reflexive approaches, the volume aims to loosen imperialist and exclusionary figurations that have underwritten and tethered religion, gender, and sexuality together. While holding onto the field of inquiry, the Handbook offers contributions that interrogate and untie it from the terms and conditions that have formed it. The volume is organized into thematic sections:- Forces and Futures- Activisms and Labors- Agencies and Practices- Relationships and Institutions- Texts and Objects.Chapters range across religious, geographical, historical, political, and social contexts and feature an array of case-studies, experiences, and topics that exemplify the reflexive intention of the volume, including explorations of race, whiteness, colonialism, and the institutional intolerance of minority groups. Contributors also advance new areas of research in religion including artificial intelligence, farming, migrant mothering, child sexual abuse, mediatization, national security, legal frameworks, addiction and recovery, decolonial hermeneutics, creative arts, sport, sexual practices, and academic friendship. This is an essential contribution to the fields of religious studies and gender and sexuality studies.

This book goes beyond now-familiar analyses of 'neoliberal governmentality' which tend to characterise academics as passive subjects or as 'strategic actors', drawing on and cynically exploiting metrics as a form of capital exchangeable across different fields. Instead, Universities in Crisis draws on newer paradigms by drawing on processual, post-critical and phenomenological approaches that leave room for new spaces of negotiation - discursive and practical - for understanding and advancing academic professionalism in this rapidly changing context.Contributors reflect various manifestations of the changing political and public climate, as well as the unease that surrounds contemporary debates which position the academy in troubling ways. Unifying concepts such as academic work, jurisdiction and transdisciplinarity are deployed to transcend functional divisions within and between academics, administrators, managers and students. Drawing on these theoretical and conceptual resources, contributors engage in critical consideration of whether the potential for 'push back' lies both in re-emphasising the specialness of academic professionalism and in defining the commonalities with other professional groups of knowledge workers.The book offers an unflinching analysis on the conditions which frame the darker side of professionalism and which are associated with increased precarity and reduced autonomy. The contributors explore the dilemmas, challenges and possibilities of professionalism for both early career academics and senior academic leaders.

The study of violent extremism has seen a great deal of academic and practitioner focus on the processes of radicalization, and strategies to counter and de-radicalize extremists. Comparatively, little has been written on the subject of Diversion - early, upstream interventions aimed at deflecting individuals from a pathway of radicalization. This volume addresses this gap in scholarship by analyzing the strategies being deployed worldwide, aimed at diverting or deflecting individuals, and communities, from the path of radicalization. Disengagement - which is often necessary when one has already progressed past the 'at-risk' stage - is also addressed, given that social workers, counselors and other practitioners do not necessarily find the distinction between the two a critical issue in practice. What matters is which upstream approaches work, and what shows promise, amongst individuals and communities. Case studies range across the Global North and South, presented by both academics and practitioners. Contributions address approaches that have proven useful, strategies which should be given deeper scrutiny before being employed - and what should be avoided.

"What makes a demagogue? A much more friendly touch, or more importantly, a perception of a friendly touch, than has previously been explored. Demagogues, Power and Friendship in Classical Athens examines the ways in which a demagogic leadership style based on personal connection became ingrained in this period, drawing on close study of several genres of literature of the late 5th and early-to-mid 4th centuries BCE. Such connection was particularly effective with lower classes of Athenians, who had been accustomed to being excluded from politicians' friendship-based approaches to coalition-building. Comedies of Aristophanes (particularly Knights), tragedies of Euripides (particularly Iphigenia in Aulis), and historical biographies of Xenophon (particularly Anabasis and Cyropaedia) depict demagogues, or characters exhibiting demagogic characteristics, using a style of outreach to members of neglected classes that involved provoking feelings of friendship with individuals in these classes, whether the demagogues and individual supporters actually interacted closely or not. These leaders employed techniques, such as propinquity, homophily, and transitivity, that both contemporary sociologists (and, in some cases, Aristotle) recognize as effective for such purposes. Particular attention is paid to discrepancies in Aristophanes' Knights between how the demagogue Cleon is hyperbolically portrayed (as a pederastic lover of the Athenian people) and how his language and actions make him out - as a friend of theirs, as he likely portrayed himself"--

"Drawing on both historical analysis and theories from the modern affective sciences, Shakespeare and Disgust argues that the experience of revulsion is one of Shakespeare's central dramatic concerns. Known as the 'gatekeeper emotion', disgust is the affective process through which humans protect the boundaries of their physical bodies from material contaminants and their social bodies from moral contaminants. Accordingly, the emotion provided Shakespeare with a master category of compositional tools - poetic images, thematic considerations and narrative possibilities - to interrogate the violation and preservation of such boundaries, whether in the form of compromised bodies, compromised moral actors or compromised social orders. Designed to offer both focused readings and birds-eye coverage, this volume alternates between chapters devoted to the sustained analysis of revulsion in specific plays (Titus Andronicus, Timon of Athens, Coriolanus, Othello and Hamlet) and chapters presenting a general overview of Shakespeare's engagement with certain kinds of prototypical disgust elicitors (Food Disgust, Disease Disgust, Body Envelope Disgust, Racial Disgust and Sex Disgust.) Disgust, the book argues, is one of the central engines of human behaviour - and it must, somewhat surprisingly, be seen as a centrepiece of Shakespeare's affective universe"--

This book presents new ethnographic research carried out with five children between one and five years old. It explores children's agency in relation to daily transitions across everyday life contexts such as home and day-care contexts. Based on this new research, Pernille Juhl shows how young children are active participants orientating in their everyday life transitions. She argues that we should understanding children as creative and transformative subjects co-creating together with co-participants such as parents, professionals and other children, the conditions under which they live. Juhl builds on theoretical work by Holzkamp, Stetsenko, Hedegaard and Vygotsky and covers a range of theoretical approaches and concepts in her analysis such as befindlichkeit, micromovements and embodied orientation. While the research was carried out in the Danish context, the broader theoretical discussions are relevant for early childhood contexts globally, with a focus on Europe and the USA.

"Mythological figures, creatures, places and stories crowd Shakespeare's plays and poems, featuring as allusions, poetic analogies, inset shows, scene settings, and characters or plots in their own right. This dictionary illuminates these, bringing them to life for today's audiences, readers and theatre practitioners. The 200 headings correspond to words and names actually used by Shakespeare: individual figures (Dido, Venus, Hercules), categories (Amazons, Centaurs, nymphs, satyrs), places (Colchos, Troy). Medium and longer entries also cover early modern usage and critical analysis in a cross-disciplinary approach that includes reception, textual, performance, gender and political studies"--

"As the British fashion industry took off in the post-war period, the figure of the photographic fashion model rapidly came to represent a new mode of femininity: independent, successful, and fashionably dressed. Fashioning a Life explores the wealth of life writing surrounding these glamourous 'Model Girls', from autobiography and memoir to advice literature. The book draws on a wealth of archival research and the writing of professional women in the field - including Jean Shrimpton, Mary Quant, and Janey Ironside - and explores these narratives through the lens of the popular culture and mass media of the late 1950s and 1960s"--