Introduction John Sellars Part 1: Antiquity and the Middle Ages 1. Stoicism in Rome Gretchen Reydams-Schils 2. Stoicism in Early Christianity Troels Engberg-Pedersen 3. Plotinus and the Platonic Response to Stoicism Lloyd Gerson 4. Augustine's Debt to Stoicism in the Confessions Sarah Byers 5. Boethius and Stoicism Matthew Walz 6. Stoic Themes in Peter Abelard and John of Salisbury Kevin Guilfoy 7. Stoic Influences in the Later Middle Ages Mary Beth Ingham Part 2: Renaissance and Reformation 8. The Recovery of Stoicism in the Renaissance Ada Palmer 9. Stoicism in the Philosophy of the Italian Renaissance Jill Kraye 10. Erasmus, Calvin, and the Faces of Stoicism in Renaissance and Reformation Thought Barbara Pitkin 11. Justus Lipsius and Neostoicism Jacqueline Lagree 12. Shakespeare and Early Modern English Literature Andrew Shifflett Part 3: Early Modern Europe 13. Medicine of the Mind in Early Modern Philosophy Guido Giglioni 14. Stoic Themes in Early Modern French Thought Michael Moriarty 15. Spinoza and Stoicism Jon Miller 16. Leibniz and the Stoics: Fate, Freedom, and Providence David Forman 17. The Epicurean Stoicism of the French Enlightenment Edward Andrew 18. Stoicism and the Scottish Enlightenment Christian Maurer 19. Kant and Stoic Ethics Jose Torralba and Daniel Doyle Part 4: The Modern World 20. Stoicism in Nineteenth Century German Philosophy Michael Ure 21. Stoicism and Romantic Literature Simon Swift 22. Stoicism in Victorian Culture Heather Ellis 23. Stoicism in America Kenneth Sacks 24. Stoic Themes in Contemporary Anglo-American Ethics Christopher Gill 25. Stoicism and Twentieth Century French Philosophy Thomas Benatouil 26. The Stoic Influence on Modern Psychotherapy Donald Robertson. Index

The Routledge Handbook of the Stoic Tradition

This ambitious literary history traces the American novel from its emergence in the late eighteenth century to its diverse incarnations in the multi-ethnic, multi-media culture of the present day In a set of original essays by renowned scholars from all over the world, the volume extends important critical debates and frames new ones Offering new views of American classics, it also breaks new ground to show the role of popular genres - such as science fiction and mystery novels - in the creation of the literary tradition One of the original features of this book is the dialogue between the essays, highlighting cross-currents between authors and their works as well as across historical periods While offering a narrative of the development of the genre, the History reflects the multiple methodologies that have informed readings of the American novel and will change the way scholars and readers think about American literary history

The Cambridge history of the American novel

This article proposes a new lens or prism called childism for critiquing the deeply engrained adultism that pervades scholarship and societies and reconstructing more age-inclusive research and soc...

From childhood studies to childism: reconstructing the scholarly and social imaginations

For the Children

Author(s): Banales, Samuel | Advisor(s): Briggs, Charles L | Abstract: By focusing on the politics of age and (de)colonization, this dissertation underscores how the oppression of young people of color is systemic and central to modernity. Drawing upon decolonial thought, including U.S. Third World women of color, modernity/coloniality, decolonial feminisms, and decolonizing anthropology scholarship, this dissertation is grounded in the activism of youth of color in California at the turn of the 21st century across race, class, gender, sexuality, and age politics. I base my research on two interrelated, sequential youth movements that I argue were decolonizing: the various walkouts organized by Chican@ youth during the 1990s and the subsequent multi-ethnic "No on 21" movement (also known as the "youth movement") in 2000. Through an interdisciplinary activist ethnography, which includes speaking to and conducting interviews with many participants and organizers of these movements, participating in local youth activism in various capacities, and evaluating hundreds of articles--from mainstream media to "alternative" sources, like activist blogs, leftist presses, and high school newspapers--I contend that the youth of color activism that is examined here worked towards ontological, epistemological, and institutional decolonization. This study, which addresses negative social understandings about youth in general and young people of color specifically, highlights how the oppression of youth is systemic and central to modernity/coloniality, and calls attention to the necessity of incorporating age, power, and their theorization into the discourses on decolonization. Along with making youth's politics and political identities essential to the research, this dissertation aims to contribute to, not only knowledge production, but also the unfinished project of decolonization--which most literature on young people or youth activism has yet to do.

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Decolonizing Being, Knowledge, and Power: Youth Activism in California at the Turn of the 21st Century

This book offers a compelling look at the use of childhood as metaphor in early America. Nothing tugs on American heartstrings more than an image of a suffering child. Anna Mae Duane goes back to the nation's violent beginnings to examine how the ideal of childhood in early America was fundamental to forging concepts of ethnicity, race, and gender. Duane argues that children had long been used to symbolize subservience, but in the New World those old associations took on more meaning. Drawing on a wide range of early American writing, she explores how the figure of a suffering child accrued political weight as the work of infantilization connected the child to Native Americans, slaves, and women. In the making of the young nation, the figure of the child emerged as a vital conceptual tool for coming to terms with the effects of cultural and colonial violence, and with time childhood became freighted with associations of vulnerability, suffering, and victimhood that shaped the perception of childhood itself: as a site of vulnerability, suffering, and victimhood. As Duane looks at how ideas about the child and childhood were manipulated by the colonizers and the colonized alike, she reveals a powerful line of colonizing logic in which dependence and vulnerability are assigned great emotional weight. When early Americans sought to make sense of intercultural contact - and the conflict that often resulted - they used the figure of the child to help displace their own fear of lost control and shifting power.

Suffering Childhood in Early America: Violence, Race, and the Making of the Child Victim

Like the occupants of the children's table at a family dinner, scholars working in childhood studies can seem sidelined from the ""adult"" labor of humanities scholarship. The Children's Table brings together scholars from architecture, philosophy, law, and literary and cultural criticism to provide an overview of the innovative work being done in childhood studies--a transcript of what is being said at the children's table. Together, these scholars argue for rethinking the academic seating arrangement in a way that acknowledges the centrality of childhood to the work of the humanities. The figure we now recognize as a child was created in tandem with forms of modernity that the Enlightenment generated and that the humanities are now working to rethink. Thus the growth of childhood studies allows for new approaches to some of the most important and provocative issues in humanities scholarship: the viability of the social contract, the definition of agency, the performance of identity, and the construction of gender, sexuality, and race. Because defining childhood is a means of defining and distributing power and obligation, studying childhood requires a radically altered approach to what constitutes knowledge about the human subject. The diverse essays in The Children's Table share a unifying premise: to include the child in any field of study realigns the shape of that field, changing the terms of inquiry and forcing a different set of questions. Taken as a whole, the essays argue that, at this key moment in the state of the humanities, rethinking the child is both necessary and revolutionary. Contributors: Annette Ruth Appell, Sophie Bell, Robin Bernstein, Sarah Chinn, Lesley Ginsberg, Lucia Hodgson, Susan Honeyman, Roy Kozlovsky, James Marten, Karen Sanchez-Eppler, Carol Singley, Lynne Vallone, John Wall.

The Children's Table: Childhood Studies and the Humanities

Child Slavery before and after Emancipation: An Argument for Child-Centered Slavery Studies

In this essay, Duane argues that reading two disparate texts together-the largely unknown school records chronicling the work of antebellum black children and a text by the most prominent African American author in the canon-allows a powerful model to emerge for reading the mediated voices of children, slaves, and other marginalized people. Duane recovers and analyzes the records of the New York African Free School in the 1810s and 1820s, an archive that features the work of the first generation of black children to inherit freedom in New York City. She argues that the scripted performances of the NYAFS students offer insight into a set of overlapping cultural metaphors that structured black-white relations throughout the nineteenth century and beyond. The interaction between black students and white teachers anticipates the treatment that many early black abolitionists received from white abolitionists-of which the famous clash between Frederick Douglass and William Lloyd Garrison is the most prominent example. By untangling the assumptions that underlie these performances, Duane suggests that we can better understand and analyze other interactions scripted by the overarching and intertwined beliefs that African Americans were children, and that children's subjectivities could be shaped according to the will of their educators.

“Like a Motherless Child”: Racial Education at the New York African Free School and in My Bondage and My Freedom

Using the recent situation at the USA–Mexico border as a launching point, this chapter traces a long history in which governmental authority deployed in the name of child rescue has inflicted harms equivalent to those we now associate largely with human trafficking. The logic behind these harmful “rescues” has been propped upon a legal and cultural investment in childhood innocence that renders children’s perspectives irrelevant to determining what interventions are required to help them. By examining the resilience of enslaved and trafficked children in the past, this chapter adds historical evidence to the emerging argument in social science and humanities scholarship that advocates for child-centered advocacy and support. In addition to evidence that child-centered focus has clinical efficacy, such a practice, if thoroughly embraced, opens a space for furthering children’s rights in ways that would help ameliorate their political and legal vulnerabilities.

Anna Mae Duane

Papers

Suffering Childhood in Early America: Violence, Race, and the Making of the Child Victim

The Children's Table: Childhood Studies and the Humanities

Child Slavery before and after Emancipation: An Argument for Child-Centered Slavery Studies

“Like a Motherless Child”: Racial Education at the New York African Free School and in My Bondage and My Freedom

The Long History of Child Saving as Nation Building in the USA: An Argument for Privileging Children’s Perspectives on Recovery