 |
|
|
Item Details
| Title:
|
ROMANTICISM, RACE AND IMPERIAL CULTURE, 1780-1834
|
| By: |
Alan Richardson (Editor), Sonia Hofkosh (Editor), A. Richardson |
| Format: |
Hardback |
| List price:
|
£54.00 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
0253332125 |
| ISBN 13: |
9780253332127 |
| Publisher: |
INDIANA UNIVERSITY PRESS |
| Pub. date: |
1 January, 1996 |
| Pages: |
400 |
| Description: |
Features 13 essays re-examining a selection of romantic-era writers, texts, and genres to explore the relation between romanticism as a literary field and the emergence of the second British empire during the formative period of 1780-1834. |
| Synopsis: |
A groundbreaking collection of superb essays on a topic long overdue for systematic analysis in romantic studies. - Marlon B. Ross, University of Michigan. These 13 original essays re-examine a wide selection of romantic-era writers, texts, and genres to explore the relation between romanticism as a literary field and the emergence of the second British empire during the formative period 1780-1834. Extending feminist and historicist inquiry with the insights of postcolonial critique, these essays rethink some of the pivotal concepts that have informed romantic studies, from the largely unanalyzed construction of race as a category of European political and literary culture to how the notion of the solitary imagination functions in capitalism's imperialist enterprise. Contributors to the volume are Laura Doyle, Moira Ferguson, Nancy Moore Goslee, Alison Hickey, Sonia Hofkosh, Joseph W. Lew, Deidre Lynch, Saree Makdisi, Anne K. Mellor, Ashton Nichols, Balachandra Raja(Richardson, and Rajani Sudan. |
| Illustrations: |
2 b&w photos |
| Publication: |
US |
| Imprint: |
Indiana University Press |
| Returns: |
Non-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.
|
|
|
|
|
|
|
|
|
|
|