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Three more Department of English faculty are celebrating the recent and forthcoming releases of their newest books and journals.
Historically, ideas of whiteness and Americanness have been built on the backs of racialized communities. The legacy of anti-Mexican stereotypes stretches back to the early nineteenth century when Anglo-American settlers first came into regular contact with Mexico and Mexicans. The images of the Mexican Other as lawless, exotic, or non-industrious continue to circulate today within US popular and political culture. Through keen analysis of music, film, literature, and US politics, Whiteness on the Border demonstrates how contemporary representations of Mexicans and Chicano/as are pushed further to foster the idea of whiteness as Americanness.
Illustrating how the ideologies, stories, and images of racial hierarchy align with and support those of fervent US nationalism, Lee Bebout maps the relationship between whiteness and American exceptionalism. He examines how renderings of the Mexican Other have expressed white fear, and formed a besieged solidarity in anti-immigrant rhetoric and policies. Moreover, Whiteness on the Border elucidates how seemingly positive representations of Mexico and Chicano/as are actually used to reinforce investments in white American goodness and obscure systems of racial inequality. Whiteness on the Border pushes readers to consider how the racial logic of the past continues to thrive in the present.
Bebout is an Associate Professor of English at ASU, where he is affiliate faculty with the School of Transborder Studies and the Program in American Studies. His articles have appeared in Aztlán, MELUS, Latino Studies, and other scholarly journals. His first book, Mythohistorical Interventions: The Chicano Movement and Its Legacies (Minnesota, 2011), examines how narratives of myth and history were deployed to articulate political identity in the Chicano movement and postmovement era.
With Louise Curran, Sören Hammerschmidt co-edited this special issue of Eighteenth-Century Fiction. The journal publishes articles in both English and French on all aspects of imaginative prose in the period 1700–1800. From the issue’s introduction:
In the “General Editors’ Preface” to The Cambridge Edition of The Correspondence of Samuel Richardson, Thomas Keymer and Peter Sabor describe how Richardson’s archive of letters “exhibit[s] a vigorous manuscript culture in which correspondences comingle, overlap and interact, generating fresh debate and additional writing through the mechanisms of epistolary sociability.” Such epistolary activity is only one example of how Richardson’s works and his character as an author were constructed and continually revised in his lifetime and in the years after his death. This special issue on Samuel Richardson is structured around a series of case studies offering readings of and reflections on the idea of mediation and Richardson as printer, author, networker, cultural icon, and literary construct. These case studies have been subdivided into three distinct topics: “Texts,” “Networks,” and “Afterlives.” Each section moves from a focus on a particular text or event to a broader view of social relationships, corpora, and cultural contexts. Contributions to this issue consider Richardson and his texts as the products of configurations of writers, readers, and the publishing industry within the period’s media landscapes. Accumulatively, they demonstrate the ways in which the figure of “Richardson” changes as it circulates among readers and consumers in a variety of forms and forums.
Hammerschmidt is Instructor of English at Arizona State University, where he teaches first-year composition, second-language writing, and developmental writing. His other hat is a powdered wig: his work on eighteenth-century literature and culture has appeared in Word & Image, Eighteenth-Century Fiction, Journal for Eighteenth-Century Studies, and Edinburgh History of Scottish Literature.
This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.
Matsuda is Associate Professor of English at Arizona State University. She has published widely on World Englishes and language teaching and is the editor of Principles and Practices of Teaching English as an International Language (Multilingual Matters, 2012).