Explore the vast range of titles available.

The Columbia Guide to East African Literature in English Since 1945 challenges the conventional belief that the English-language literary traditions of East Africa are restricted to the former British colonies of Kenya, Uganda, and Tanzania. Instead, these traditions stretch far into such neighboring countries as Somalia and Ethiopia. Simon Gikandi and Evan Mwangi assemble a truly inclusive list of major writers and trends. They begin with a chronology of key historical events and an overview of the emergence and transformation of literary culture in the region. Then they provide an alphabetical list of major writers and brief descriptions of their concerns and achievements. Some of the writers discussed include the Kenyan novelists Grace Ogot and Ngugi wa Thiong'o, Ugandan poet and essayist Taban Lo Liyong, Ethiopian playwright and poet Tsegaye Gabre-Medhin, Tanzanian novelist and diplomat Peter Palangyo, Ethiopian novelist Berhane Mariam Sahle-Sellassie, and the novelist M. G. Vassanji, who portrays the Indian diaspora in Africa, Europe, and North America. Separate entries within this list describe thematic concerns, such as colonialism, decolonization, the black aesthetic, and the language question; the growth of genres like autobiography and popular literature; important movements like cultural nationalism and feminism; and the impact of major forces such as AIDS/HIV, Christian missions, and urbanization. Comprehensive and richly detailed, this guide offers a fresh perspective on the role of East Africa in the development of African and world literature in English and a new understanding of the historical, cultural, and geopolitical boundaries of the region.

The turn of the twenty-first century has witnessed an expansion of critical approaches to African literature. The Routledge Handbook of African Literature is a one-stop publication bringing together studies of African literary texts that embody an array of newer approaches applied to a wide range of works. This includes frameworks derived from food studies, utopian studies, network theory, eco-criticism, and examinations of the human/animal interface alongside more familiar discussions of postcolonial politics. The handbook is divided into seven parts: i) Mapping political agencies, ii) Journeys, geographies, identities, iii) Working through genre, iv) The world of and beyond humans, v) Everyday sociality, vi) Bodies, subjectivities, affect, vii) Literary networks. In each, contributors address the themes of the section from a variety of perspectives in conjunction with analysis of different literary texts. All chapters are original research essays written by a broad spectrum of scholars with expertise in the subject, providing an application of the most recent insights into analysis of particular topics or application of particular critical frameworks to one or more African literary works. The handbook will be a valuable interdisciplinary resource for scholars and students of African literature, African culture, postcolonial literature and literary analysis.

From Ishmael Reed and Toni Morrison to Colson Whitehead and Terry McMillan, Darryl Dickson-Carr offers a definitive guide to contemporary African American literature. This volume-the only reference work devoted exclusively to African American fiction of the last thirty-five years-presents a wealth of factual and interpretive information about the major authors, texts, movements, and ideas that have shaped contemporary African American fiction. In more than 160 concise entries, arranged alphabetically, Dickson-Carr discusses the careers, works, and critical receptions of Alice Walker, Gloria Naylor, Jamaica Kincaid, Charles Johnson, John Edgar Wideman, Leon Forrest, as well as other prominent and lesser-known authors. Each entry presents ways of reading the author's works, identifies key themes and influences, assesses the writer's overarching significance, and includes sources for further research. Dickson-Carr addresses the influence of a variety of literary movements, critical theories, and publishers of African American work. Topics discussed include the Black Arts Movement, African American postmodernism, feminism, and the influence of hip-hop, the blues, and jazz on African American novelists. In tracing these developments, Dickson-Carr examines the multitude of ways authors have portrayed the diverse experiences of African Americans. The Columbia Guide to Contemporary African American Fiction situates African American fiction in the social, political, and cultural contexts of post-Civil Rights era America: the drug epidemics of the 1980s and 1990s and the concomitant \"war on drugs,\" the legacy of the Civil Rights Movement, the struggle for gay rights, feminism, the rise of HIV/AIDS, and racism's continuing effects on African American communities. Dickson-Carr also discusses the debates and controversies regarding the role of literature in African American life. The volume concludes with an extensive annotated bibliography of African American fiction and criticism.

Langston Hughes has been an inspiration to generations of readers and writers seeking a passionate, intelligent, and socially responsible art.In this volume, Steven C.Tracy has gathered a broad range of critics to produce an interdisciplinary approach to the important historical and cultural elements reflected in Hughes's work.

Postcolonial Polysystems: The Production and Reception of Translated Children's Literature in South Africa is an original and provocative contribution to the field of children's literature research and translation studies. It draws on a variety of methodologies to provide a perspective, both product- and process-oriented, on the ways in which translation contributes to the production of children's literature in South Africa, with a special interest in language and power, as well as post- and neocolonial hybridity. The book explores the forces that affect the use of translation in producing children's literature in various languages in South Africa, and shows how some of these forces precipitate in the selection, production and reception of translated children's books in Afrikaans and English. It breaks new ground in its interrogation of aspects of translation theory within the multilingual and postcolonial context of South Africa, as well as in its innovative experimental investigation of the reception of domesticating and foreignising strategies in translated picture books.

This is a concise yet comprehensive treatment of the American short story that includes an historical overview of the topic as well as discussion of notable American authors and individual stories, from Benjamin Franklin's \"The Speech of Miss Polly Baker\" in 1747 to \"The Joy Luck Club\". * Includes a selection of writers chosen not only for their contributions of individual stories but for bodies of work that advanced the boundaries of short fiction, including Washington Irving, Sarah Orne Jewett, Stephen Crane, Jamaica Kincaid, and Tim O'Brien * Addresses the ways in which American oral storytelling and other narrative traditions were integral to the formation and flourishing of the short story genre * Written in accessible and engaging prose for students at all levels by a renowned literary scholar to illuminate an important genre that has received short shrift in scholarly literature of the last century * Includes a glossary defining the most common terms used in literary history and in critical discussions of fiction, and a bibliography of works for further study

Columbia's guides to postwar African literature paint a unique portrait of the continent's rich and diverse literary traditions. This volume examines the rapid rise and growth of modern literature in the three postcolonial nations of Zimbabwe, Malawi, and Zambia. It tracks the multiple political and economic pressures that have shaped Central African writing since the end of World War II and reveals its authors' heroic efforts to keep their literary traditions alive in the face of extreme poverty and AIDS. Adrian Roscoe begins with a list of key political events. Since writers were composing within both colonial and postcolonial contexts, he pays particular attention to the nature of British colonialism, especially theories regarding its provenance and motivation. Roscoe discusses such historical figures as David Livingstone, Cecil Rhodes, and Sir Harry Johnston, as well as modern power players, including Robert Mugabe, Kenneth Kaunda, and Kamuzu Banda. He also addresses efforts to create a literary-historical record from an African perspective, an account that challenges white historiographies in which the colonized was neither agent nor informer. A comprehensive alphabetical guide profiles both established and emerging authors and further illustrates issues raised in the introduction. Roscoe then concludes with a detailed bibliography recommending additional reading and sources. At the close of World War II the people of Central Africa found themselves mired in imperial fatigue and broken promises of freedom. This fueled a desire for liberation and a major surge in literary production, and in this illuminating guide Roscoe details the campaigns for social justice and political integrity, for education and economic empowerment, and for gender equity, participatory democracy, rural development, and environmental care that characterized this exciting period of development.

Teachers in classrooms with linguistically diverse students face the difficult challenge of honoring students’ home languages and dialects while also helping students acquire Standardized English. This charge is particularly challenging because English classrooms have historically been sites where Standardized English is held up as the one correct version of English while all other forms of English are viewed as deviant, deficient, errors. This study explores the teaching and talk about language of five high school English teachers attempting to promote a critical understanding of language variation during a literature unit. Data from interviews and classroom observations illustrate how teachers grappled with dominant language ideologies during moments of teaching and talk about language. Despite their stated goals, all the teachers but one reinforced dominant language ideologies by drawing on the available discourses of the Standardized English master narrative that pervades English classrooms and society at large. Through careful attention to her speech, one teacher managed to craft a consistent counter-narrative that worked to highlight existing language hierarchies. Findings highlight teaching situations where language ideologies are particularly salient and demonstrate how different approaches to talk about language in those situations communicate different language ideologies. Implications for supporting teachers’ critical language teaching, including major ideological shifts toward thinking about language as a social process, are considered.