Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
AuthorKoretsky, Deanna P.
KeywordAfrican American Studies
MetadataShow full item record
AbstractDeath Rights presents an antiracist critique of British romanticism by deconstructing one of its organizing tropes—the suicidal creative “genius.” Putting texts by Olaudah Equiano, Mary Shelley, John Keats, and others into critical conversation with African American literature, black studies, and feminist theory, Deanna P. Koretsky argues that romanticism is part and parcel of the legal and philosophical discourses underwriting liberal modernity’s antiblack foundations. Read in this context, the trope of romantic suicide serves a distinct political function, indexing the limits of liberal subjectivity and (re)inscribing the rights and freedoms promised by liberalism as the exclusive province of white men. The first book-length study of suicide in British romanticism, Death Rights also points to the enduring legacy of romantic ideals in the academy and contemporary culture more broadly. Koretsky challenges scholars working in historically Eurocentric fields to rethink their identification with epistemes rooted in antiblackness. And, through discussions of recent cultural touchstones such as Kurt Cobain’s resurgence in hip-hop and Victor LaValle’s comic book sequel to Frankenstein, Koretsky provides all readers with a trenchant analysis of how eighteenth-century ideas about suicide continue to routinize antiblackness in the modern world.
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International
Showing items related by title, author, creator and subject.
Curriculum projectWinsiewski, Stephanie (State University of New York College at Fredonia, 2018-05)With the decrease of mathematical achievement amongst high school freshmen, and the lack of passion for mathematics; it has become crucial to determine the skills teachers can implement into their classroom in order to better serve the needs of their students and their academic achievement. Research has shown a positive trend for teaching students foundational skills, such as strategic note-taking, implementation of their notes, collaborative work and practiced study habits. This curriculum project was intended to develop a growth mindset in the high school mathematics classroom, while preparing students for their most successful education through the evolution of foundational skills, specifically note-taking. Future investigations can be processed to determine the effectiveness of these foundational interventions. [from author's abstract]
The emotional and social effects of having sibling with a disabilityCox, Lindsey (State University of New York College at Fredonia, 2017-05)The purpose of this curriculum project was to create an instructional unit emphasizing awareness, consciousness, and intentional social justice teaching; for teachers, administrators and educators to implement in their educational setting. The goal of this project was to present a a high school curriculum unit full of social justice language, literature, and suggested activities that motivate leadership development, which in turn may create welcoming educational environments for the liberation of the oppressed ones. The project encourages users to implement educational advocacy practices, diversity/pluralism, needs and educational assessments, and create space for teacher, students, and parents' relationship. It is a curriculum project reflecting community organizing leadership examples as road map for teacher/student leadership development. Effective teaching. [from abstract]
The Influence of Digital Writing on Writing Development and Writing Instruction in Traditional Paper-Based CurriculumFlorian, Emma (State University of New York College at Fredonia, 2016)Digital (technology-based) writing is becoming prevalent especially among children and youth; they in turn bring many forms of digital writing into the classroom. On the other hand, proficiency level with paper-based writing remains low for many students. To address this problem of low proficiency and increasing digital writing from the perspective of a literacy specialist, the research question is, "how does digital writing influence writing development and writing instruction in the traditional paper-based curriculum?" To answer that question, a literature review and research synthesis have been conducted and have produced several findings. First is that the most frequently used forms of digital writing appear to be e-mail, blogs, wikis, software programs such as Microsoft Word, and writing that includes mixed forms or multimodal writing. The greatest influence of all forms of digital writing appears to be on students in grades 4 to 6, while the writing development of elementary and high school students is influenced in the areas of grammar and text structure. The influence of digital writing appears to becomes more complex as grade levels increase, with grades 1 to 6 influencing willingness to write and grades 10 to 12 influencing higher-level thinking. The fifth finding is that researchers appear to view digital writing as an instructional tool to benefit diverse, struggling and at-risk students. These findings form the basis of a professional development project presented on Google sites for Kindergarten to grade 12 classroom teachers. [from author's abstract]