Like any Sienkiewicz work, "Pan Michael" is a wonderful read due to its prose, his wonderful characterization and due to his ability to bring color to his works. It rounds out the Trilogy that has bridged stylistic centuries and proven there is an ageless recipe for plot, drama, character and objective. NO reader, regardless of ethnic background can fail to feel for the incredibly detailed main characters in this novel, such as Pan Michael or the daring woman, Basha. Action is not stinted and combines with the other elements in this colorful and sweeping epic to demonstrate history in one of the least well-documented areas of 17th century Europe. In Poland and Lithuania, where the edges of three great religions, and dozens of ethnic groups ebbed and flowed over the multicolored plains in endless kaleidescopes of struggle, Sienkiewicz paints a vast landscape of dramatic and epic action. Written by the novelist who won the Nobel Prize for Literature in 1905.
Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and as a form of conversation and literature-based work that might be sustainable and foster teachers' comprehension and critical thinking. Dr. Florio-Ruane's role in the book clubs merged participation and inquiry.
This title explores the English language in Australia, focusing on aspects such as structure, phonology, morphology and lexicon, to variation from Torres Strait English and Aboriginal to ethnic varieties and regional variations.
1. American literature--Minority authors--Study and teaching. 2. Pluralism (Social sciences) in literature--Study and teaching. 3. Literature and society-- United States--Study and teaching. 4. Hispanic Americans in literature--Study and teaching. 5. Asian Americans in literature--Study and teaching. 6. Afro-Americans in literature--Study and teaching. 7. Ethnic groups in literature--Study and teaching. 8. Minorities in literature--Study and teaching. 9. Ethnicity in literature--Study and teaching. 10. Indians in literature--Study and teaching.
What does the modern era look like to those labeled “not modern” or “traditional”? Refuting claims that their art was “old world” and “primitive,” African, Native, and Jewish American writers in the early twentieth century instead developed experimental strategies of self-representation that reshaped the very form of the novel itself. Uncovering the connections and confrontations among three ethnic groups not often read in relation to one another, Kent maps out the historical contexts that have shaped ethnic American writing in the Modernist era, a period of radical dislocation from homelands and increased migration for these three ethnic groups. Rather than focus on the ways others have represented these groups, Kent restores the voices of these multicultural writers to the debate about what it means to be modern.
