Books published by Cambria Press

Covering a variety of genres and periods from medieval epic to contemporary speculative fiction, Styling Texts explores the fascinating ways in which dress performs in literature. Numerous authors have made powerful-even radical-use of clothing and its implications, and the essays collected here demonstrate how scholarly attention to literary fashioning can contribute to a deeper understanding of texts, their contexts, and their innovations. These generative and engaging discussions focus on issues such as fashion and anti-fashion; clothing reform; transvestism; sartorial economics; style and the gaze; transgressive modes; and class, gender, or race "passing." This is the first academic volume to address such an extensive range of texts, inviting consideration of how fashionable desires and concerns not only articulate the aesthetics, subjectivities, and controversies of a given culture, but also communicate across temporal and spatial divisions. Styling Texts is an essential resource for anyone interested in the artistic representations and significations of dress.

Not much has been written about the Italian immigrant experience prior to 1880. This book, through careful analysis of primary and archival sources, brings to life the Civil War-time trials and tribulations of several notable Italian Americans--Bancroft Gherardi, Luigi Palma di Cesnola, Francis B. Spinola, Decimus et Ultimus Barziza, and Edward Ferrero, among others. Though their numbers were few, Italian Americans played central roles in the bloodiest war in our country's history. Included in this book are samples of John Garibaldi's wartime correspondence to his wife, lists of Italian Americans who served as officers and noncommissioned sailors in the Union Navy, and first-hand correspondence of William Howell Reed (Virginia hospitals overseer under President Grant) and the brother of a young Italian who died in the hospital during the war. Sons of Garibaldi in Blue and Gray fills a critical gap in studies of Italian American life in the United States in the late 1800s.

Practical Kindergarten is a tremendous resource that provides teachers with abundant ideas for including hands-on learning activities in their curricula while meeting academic standards. The "activity plans" describe recommended activities & variations of those activities in detail. Learning plans include how to customize activities to accommodate learning diversity, including English Language Learner, gifted, ADHD, autism disorder, visual impairments, orthopedic impairments, and developmental delays, as well as California academic content standards met.Materials and preparation, as well as step-by-step instructions are already helpfully on each form for easier and faster completion of the learning plan form.This guide will be invaluable for all kindergarten teachers in helping them present curriculum that is engaging, fun, and academically useful for children. Practical Kindergarten will help teachers bring process back into the academic environment, and make going to school fun for children (and teachers).

This pioneering collection of articles presents a fresh look at the life, work and seminal contributions of Margaret H'Doubler, the pioneering dance educator who established the first dance major in higher education at the University of Wisconsin-Madison in 1926. This anthology is unique, given that it is the first thorough critique of Margaret H'Doubler's life, career, and philosophies. The book is also timely in its inclusion of so many authentic voices, speaking from their first hand experience with the master from as early as the late 1920s to the present, now twenty-three years after H'Doubler's death. The book completes a task that is due any original thinker and practitioner in the course of her or his lifetime, but remarkably, was not in the case of Margaret H'Doubler. Margaret H'Doubler is a significant new contribution to the historic record, and an extraordinary resource for dance scholars, educators and students.

The term Yao refers to a non-sinitic speaking, southern "Chinese" people who originated in central China, south of the Yangzi River. Despite categorization by Chinese and Western scholars of Yao as an ethnic minority with a primitive culture, it is now recognized that not only are certain strains of religious Daoism prominent in Yao ritual traditions, but the Yao culture also shares many elements with pre-modern official and mainstream Chinese culture. This book is the first to furnish a history-part cultural, part political, and part religious-of contacts between the Chinese state and autochthonous peoples (identified since the 11th century as Yao people) in what is now South China. It vividly details the influence of Daoism on the rich history and culture of the Yao people. The book also includes an examination of the specific terminology, narratives, and symbols (Daoist/ imperial) that represent and mediate these contacts. "This is an important piece of work on a little studied, but very interesting subject, namely, Taoism among the non-Sinitic peoples of South China and adjoining areas." - Professor Victor Mair, University of Pennsylvania "This brilliant study by Eli Alberts has now cleared away much of the cloud that has been caused by previous, mostly impressionistic scholarship on the "Dao of the Yao". - Professor Barend J.ter Haar, Leiden University

This book is an outstanding resource for the language teacher. It provides a complete curriculum of over 70 activities that can be used to facilitate the effective learning of languages. It covers all learning styles and senses and caters to both right and left-brained users. In addition, it provides suggested adaptations to room size, age, and available resources. The activities are extremely versatile and can be used as either a stand alone textbook or as a supplemental resource in the classroom. Although designed for an ESL environment, the program and its activities can be used in any L2 class. The rave reviews this book has received are a tribute to its remarkable creativity and effectiveness. This book deserves a place in the library of any second language instructor or curriculum developer.

In this highly praised and innovative approach, literature concepts are taught through the medium of film. Students are taught to "read" movies using the same skills needed for reading literature. Each unit uses a movie to teach a literary concept. Course information such as definitions, history, cast lists, etc., is included for each unit. Teachers are given various activities for introducing literary concepts. Pages are ready to be reproduced to hand out to students or to make overhead transparencies. A viewing guide is included for each movie to be filled out as students watch the movie or as a comprehension check at the end of the movie. Students complete pre-viewing exercises, view the film, and then respond to the film through quizzes, oral assignments, group activities and performances, or writing assignments. Students write individually and in groups. They write character sketches, short stories, film reviews, skits, essays, term papers, and poetry (songs). The method is acclaimed by curriculum developers, teachers, and students who have experienced the curriculum first hand.

This book examines how the Indonesian Chinese who were born after 1966 negotiate meanings about their culture and identity through their collective memory of growing up in a restrictive media environment that specifically curtailed Chinese language and culture. The restrictive media environment was the result of a series of policies administered during the Suharto era (1965-1998). According to the regulations, the Indonesian government closed all Chinese-language schools and prohibited the use of Chinese characters in public places, the import of Chinese-language publications, and all public forms and expressions of Chinese culture. In the past century, and particularly in the past decade, much attention has been given to China and its rising status as a world economic power. Scholarship on overseas Chinese has also shed light on their relationship with their 'mythic homeland', China. In their work, scholars discovered that the Chinese of Southeast Asia have created a prominent economic, political, and cultural presence in countries such as Indonesia, Malaysia, and Singapore. In the 1960s, scholars such as George Kahin, Ruth McVey, and Benedict Anderson were drawn to the political upheavals in Indonesia and the various roles that the Chinese of Indonesia have played in the economic, political, and cultural arenas of their country. In later years, Charles Coppel and Leo Suryadinata have published extensively on various aspects of the Chinese in Indonesia, such as their religious affiliations and education. Despite the considerable attention given to the Chinese of Indonesia, scholars have not specifically studied, through the lens of the media, how a certain group of Chinese Indonesians grew up in a restrictive media and cultural environment during the 33 years when Indonesia was ruled by Suharto. This book takes the first step in examining this generation's collective memory of growing up in a state-controlled environment that has had a significant impact on their identity formation, maintenance, and the (re)negotiation of 'Chineseness' in their everyday lives. This book will appeal especially to media, cultural studies, and Southeast Asian studies scholars, researchers, and students.