The mid-nineteenth century in England was a period of considerable social upheaval produced by widespread economic, political, and technological shifts. The decades following the Napoleonic wars brought repeated class conflicts and economic depressions as well as continual expansion of British imperial interests and increasing industrialization. The 1850s, in particular, were a period of intense social redefinition in England. The widespread introduction of steam power into manufacturing brought about what many have identified as the Second Industrial Revolution.
Ours is a world fundamentally determined by the politics of panic. It seems that time itself has fallen prey to the capitalistic logic of scarcity, a scarcity carefully managed by politicians and bureaucratic experts for the cultivation of both wealth and power. Recent market woes have only served to fuel this pathological urgency, rendering the creative cessation of consumptive patterns economically perilous; the willful pause for reflexive contemplation socially subversive; and the life-giving power of â€œfree timeâ€ implicitly bound to the therapeutic satisfaction of â€œneedsâ€ shaped by marketers and polling data.
I. Introduction William Gibsonâ€™s first novel, Neuromancer (1984), is one of the contemporary clas- sics that deal with our postmodern conditions and phenomena in the highly- advanced nations such as late-capitalism, globalization, cyborg and flesh bodies, posthuman, electronic media, and information technologies. In the history of cyber- culture, the name of William Gibson is inscribed […]
So there I sat, a high school senior in level IV Spanish class, preparing myself to read a poem by Pablo Neruda in Spanish. By my side, and within reach (always within reach), lay my trusted English-Spanish dictionary, upon which I relied continuously, as though that dictionary were the key to unlocking the mysteries of […]
Articles Reviewed: Â Cumming, Alister and So, Sufumi. (1996). Tutoring second language text revision: does the approach to instruction or the language of communication make a differ- ence. Journal of Second Language Writing. 5(3). 197-226. Â Ferris, Dana R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly. 29(1). 33-52. Â Goldstein, Lynn M. and […]
The California State Universityâ€™s Executive Order 665, mandating all first-year students to complete their remedial or developmental course work in math and writing by the end of their first year or risk â€œdisenrollment,â€ took effect in Fall 1998, a year before I arrived at San Diego State University as the new chair of Rhetoric and […]