 |
|
|
Item Details
| Title:
|
THE CAMBRIDGE COMPANION TO SCIENCE FICTION
|
| By: |
Edward James (Editor), Farah Mendlesohn (Editor) |
| Format: |
Hardback |
| List price:
|
£101.00 |
| Our price: |
£88.38 |
| Discount: |
|
| You save:
|
£12.62 |
|
|
|
|
|
| ISBN 10: |
0521816262 |
| ISBN 13: |
9780521816267 |
| Availability: |
Usually dispatched within 1-3 weeks.
 Delivery
rates
|
| Stock: |
Currently 0 available |
| Publisher: |
CAMBRIDGE UNIVERSITY PRESS |
| Pub. date: |
20 November, 2003 |
| Series: |
Cambridge Companions to Literature |
| Pages: |
328 |
| Description: |
This volume brings together essays by scholars and practitioners of science fiction. |
| Synopsis: |
Science fiction is at the intersection of numerous fields. It is a literature which draws on popular culture, and which engages in speculation about science, history, and all types of social relations. This volume brings together essays by scholars and practitioners of science fiction, which look at the genre from these different angles. After an introduction to the nature of science fiction, historical chapters trace science fiction from Thomas More to more recent years, including a chapter on film and television. The second section introduces four important critical approaches to science fiction drawing their theoretical inspiration from Marxism, postmodernism, feminism and queer theory. The final and largest section of the book looks at various themes and sub-genres of science fiction. A number of well-known science fiction writers contribute to this volume, including Gwyneth Jones, Ken MacLeod, Brian Stableford Andy Duncan, James Gunn, Joan Slonczewski, and Damien Broderick. |
| Publication: |
UK |
| Imprint: |
Cambridge University Press |
| Prizes: |
Winner of Hugo Award: Non-Fiction Category 2005
Winner of British Science Fiction Association Award 2003 |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|