Analyzing how artists reimagine migrant disappearance and visibility at the US-Mexico border.

In the mid-1990s, the US government implemented Prevention through Deterrence, a major buildup of troops, walls, and surveillance around El Paso and San Diego. Cut off from these crucial urban crossings, migrants flowed into the dangerous surrounding deserts, where some ten thousand have since died. This is all according to plan: Pentagon documents describe the strategy of funneling migrants toward "mortal danger."

In this bracing critique, China Medel explores the aesthetics enabling and resisting the crisis of migrant death. The nation-state's performance of sovereignty along the border, predicated on mass casualties, is tolerated and even celebrated, thanks to the images in our heads of racialized and therefore criminal bodies, made invisible as they disintegrate in the baking sand. Spectral Aesthetics shows how state officials and mainstream media, relying on postracial ideologies and white-supremacist agendas, collectively foster this picture of a brown body so abject that it is disposable. In close readings of artworks contesting this murderous visual regime, Medel discovers an alternative kind of sight, one emphasizing the ghostly traces of the dead. These are images not of the individual "alien" but of life itself, indisposable.

Contributors assess how biological reasoning applies to ideas of equity, potential and governance. They identify continuities between past biological rationalities, such as eugenics, and contemporary developments including educational genomics and neuroscience. Through its chapters, the volume examines how the biological turn in education has emerged, what drives it, and what its wide-ranging consequences may be, asking whether it marks a fundamental change in thinking or a reconfiguration of established ideas. Ultimately, the book advances research in this field, providing fresh insights into how biology is becoming intertwined with education's social and political purposes.

The Biological Turn in Education Policy is a key resource for scholars and students of education policy, comparative and international education, sociology and public policy and politics. The book's analysis of the diffusion of global policy paradigms and the role of expertise and science in governance will also benefit policymakers in international organisations, national ministries and local authorities.

Chapters analyze seminal findings and trace the development of key areas of social judgment research. Authors explore social judgments in various contexts, including the justice system, charitable giving, animal moral standing, and interactions with AI. This Research Handbook also looks to the future, highlighting opportunities for further investigation of understudied areas in social judgment research such as its temporal dynamics and the impact of culture.

The Research Handbook on Social Judgment is a crucial resource for students and scholars of psychology and the wider social and behavioral sciences, particularly those interested in impression formation, moral judgment, or intergroup bias. Practitioners working in communication and psychology will also benefit from its valuable insights into how, when, and why social judgments are formed.

This book addresses the need for an exploration of indigenous knowledge of psychological healing within the context of African cultures and politics and afterlives of colonial historical harms. Taking into account the various abuses to which the discipline of psychology in Africa has been put, it focuses on closing the gap between theory and practice, and examines the manifestation of coloniality and colonialism for Africa. In this regard, it demonstrates that African psychology must be embedded within the cosmologies of Africentric and Afrocentric thought. It interrogates the area of therapeutic practice, while incorporating it an empirical context. Both researchers and practitioners interested in African psychology will find a thoughtful and scientifically -based exploration of this area.

A tribute to the distinguished diplomatic historian, Professor Michael Dockrill (1936-2018), this collection provides a comprehensive overview of the field of twentieth-century British foreign and defence policy. With contributions from the most esteemed academic thinkers in the field, this collection will be of great value to anyone interested in British foreign and strategic policy, whether they are a senior academic or an undergraduate researcher. In memory of the late Professor Dockrill, the essays place British foreign policy in a wide range of geographical, thematic and chronological perspectives.

Volume I examines international diplomacy in relation to the conduct of the First World War, the peace-making process that followed it, and the origins of the Second World War, mapping very closely to the interests of Professor Dockrill in the early stages of his career. Focusing on Great Power diplomacy seen through the lens of bi-lateral relations between states, the essaysexplore Britain's relations not only with European powers, but also with the United States and Japan. The views and operations of the British Foreign Office feature heavily, as do the lives and opinions of diplomats, primarily from the British Diplomatic Service, during the years 1890-1939. Analysing British strategic thinking around war and its consequences, this collection sheds light on the first steps in the evolution of international bodies built to preserve order around the world.

Lacan on the Road explores a large number of talks, lectures, and interviews that Jacques Lacan gave away from his famous seminar in Paris. As well as providing an opportunity to examine some lesser-known works of Lacan, the book specifically seeks to explore how Lacan's rhetoric and style changed for various audiences.

Sometimes, Lacan used talks away from his seminar to summarize current developments from his teaching and state them more succinctly and aphoristically. At other times, he used the opportunity of talking to an unfamiliar audience to announce completely new ideas. Readers familiar with the seminars will know that Lacan often came back invigorated from trips abroad or even from locales closer to home, such as Belgium and Italy. This book provides the opportunity to examine what he said on those occasions when he was away. What emerges here, then, is rich and rewarding supplemental body of Lacan's work.

This book collects over 20 original essays and a selection of photographs by Swiss writer and photographer Annemarie Schwarzenbach, from her time spent travelling in the United States in the late 1930s and early 1940s. Schwarzenbach's work was rediscovered in Europe almost 50 years after her early death in 1942. Since then, she has become a cultural icon and an emerging heroine of the early LGBT movement.

Schwarzenbach's photojournalist work was produced against a European background of interwar economic uncertainty, political turmoil and burgeoning fascism. She carefully studied America's underbelly during the late Depression, at a time of Jim Crow and the height of the US labor movement. Schwarzenbach traveled across the U.S., reporting on its cities and people, visiting factories and steel mills and speaking with union leaders. She interviewed well-known writers like Dorothy Thompson and Carson McCullers, but equally focused her attention on textile workers and African Americans.

Schwarzenbach's work revealed ambivalence regarding what she saw during her travels, her horror, but also her begrudging admiration for, and even hope in, America and its peculiar brand of democracy. This book carefully records and translates her observations in English for the first time, also providing a critical introduction to her life and work.

This book examines the intellectual trajectories of international mid-career scholars working on the Second World War and the Holocaust in France across a wide range of disciplines, including history, literature, and cultural studies. It scrutinises disciplinary and interdisciplinary dynamics, and explores the conceptual frameworks within which the contributors have developed their research. The volume considers how dominant narratives on France, the Holocaust and Vichy are reconfigured or challenged by emerging lines of enquiry, and how these are shaped both by recent academic 'turns'-through shifts in focus to post-memorial, spatial, affective and digital approaches-and by rapidly evolving academic contexts. The different contributors, from France, Germany, Ireland, the Netherlands and the UK, also offer critical reflections on how positionality-particularly in terms of gender, ethnicity, class and identity-informs academic research, thereby providing new insights into the role of subjectivity in the production of knowledge.

K-Pop Fandom insists that K-pop fan practices and activities constitute a central productive force, shaping not only K-pop's explosive global popularity, but also K-pop's cultural impacts, politics, and horizons of possibility. Over the past three decades, the K-pop fandom and its activities have expanded, intensified, and diversified along myriad dimensions, assuming novel social, technological, and economic forms, some of which are unique to K-pop, and some of which reflect broader cultural and industrial logics of globalized mass entertainment culture. Areum Jeong argues that K-pop fans, in performing deokhu-a Korean term connoting an "avid fan"-perform a materialization of affective labor that also seeks to produce good relationships between asymmetrically positioned actors in the K-pop ecosystem.

Through an autoethnography of becoming a K-pop deokhu, Jeong connects their experiences to generations of K-pop fans, showing simultaneously how fandom practices have shifted over time and the intricacies of fan labor participation. This personal connection paved the way for participant-observation and co-performer witnessing methodologies in the study, which crucially allowed for collaborating with fans whose communal pursuits have been stigmatized by dominant discourses that denigrate their activities as solely addictive, uncritical, and wasteful. Jeong's genre-spanning corpus of fan activities and analyzing its contexts and contents represents an important contribution to the making of a fan archive that is also an archive of affective labor.

A collection of essays about Indigeneity and horror in cinema, literature, and beyond.

How did Indigeneity come to be horrifying? Think of the "Indian burial ground" trope, a staple of 1970s horror cinema, not to mention decades of western films and fictions that made "savage Indians" the face of fear in popular culture. Can horror do something else in the hands of Indegnous people? Creators such as Eden Robinson and Jeff Barnaby have self-consciously turned to horror to tell new kinds of stories, stories that question who is a monster and what constitutes the monstrous.

Horror and Indigeneity explores representations of Indigenous people in settler horror texts and in the growing corpus of horror by Indigenous writers and filmmakers. Widely spanning time periods and media, the contributors to this edited volume address themes such as cannibalism, eco-horror, historical trauma, and contemporary anti-racism as they relate to classical horror cinema and recent works such as The Dead Can't Dance, Lovecraft Country, and Stephen Graham Jones's The Only Good Indians. Also featuring interviews with Jones and director T. J. Cuthand, Horror and Indigeneity rethinks the terror of the Other in potent and provactive terms.

2025 Most Significant Scholarly Book, Texas Institute of Letters

A history of racism and segregation in twentieth-century Houston and beyond.

Through the 1950s and beyond, the Supreme Court issued decisions that appeared to provide immediate civil rights protections to racial minorities as it relegated Jim Crow to the past. For black Houstonians who had been hoping and actively fighting for what they called a "raceless democracy," these postwar decades were often seen as decades of promise. In Houston and the Permanence of Segregation, David Ponton argues that these were instead "decades of capture": times in which people were captured and constrained by gender and race, by faith in the law, by antiblack violence, and even by the narrative structures of conventional histories. Bringing the insights of Black studies and Afropessimism to the field of urban history, Ponton explores how gender roles constrained thought in black freedom movements, how the "rule of law" compelled black Houstonians to view injustice as a sign of progress, and how antiblack terror undermined Houston's narrative of itself as a "heavenly" place.

Today, Houston is one of the most racially diverse cities in the United States, and at the same time it remains one of the most starkly segregated. Ponton's study demonstrates how and why segregation has become a permanent feature in our cities and offers powerful tools for imagining the world otherwise.

Cultural scholar John Wills takes readers on a cultural tour of Doom Town, USA, designed to be the model 1950s American city and destroyed by an atomic bomb on live television to educate Americans on the need to prepare for possible nuclear war-but also to sell new products in the emerging postwar economic boom.

In March 1953 and May 1955, government officials-including the Federal Civil Defense Administration (FCDA), the US Department of Defense, and the Atomic Energy Commission-released nuclear bombs on two model towns at Nevada Test Site, the continental nuclear test facility during the Cold War. These so-called "Doom Towns" were designed to illustrate in the most vivid way possible what might happen to a "typical American home" caught in a Soviet atomic blast. Instead of training troops for war overseas, the Doom Towns literally brought the Cold War home.

Drawing on newspaper articles, FCDA reports, and corporate documents, John Wills brings readers into Doom Town, USA-a place where life-size mannequins of the archetypal Mr. and Mrs. America walked the streets in JCPenney clothes, drove Chrysler cars, and lived in the latest trailer homes, tailor-made to escape in the event of nuclear war. The two Doom Towns of Operation Doorstep (1953) and Operation Cue (1955) were far more than just an exercise in developing a new civilian home front. They were a media spectacle and a cultural flashpoint, attracting corporate sponsors, drawing in atomic tourists, and generating new consumer products. The atom bomb may have been bad for world peace, but it was good for business. In the excitement about these experiments, real people even volunteered to be living test subjects-but most were turned away.

Doom Town became an unusual but effective banner for corporate and consumer life in the 1950s. Doom Town was an effective simulacrum of white middle-class America, right down to the racially segregated social spaces and the hierarchical gender roles of the dummies living in their classic suburban homes. But these homegrown Hiroshimas also contributed to a broader culture of catastrophe and fear in the late 1950s. Concerns over Communist invasion, Soviet spies, and ICBM missiles coalesced in the Nevada desert, framing a national culture of anxiety. The sudden explosion of the model towns revealed the shocking fragility of postwar living, calling into question the 1950s American Dream and the survivability of American ideals. The cultural crater left by these nuclear test sites exists even today in the many movies, television shows, and video games that dwell on the existential crisis of impending apocalypse.

Doom Town, USA is an eye-opening tour guide of one of the most bizarre and uniquely American places in history.

Creating Learning Systems for Higher Education: A Quantum Field Framework presents a groundbreaking approach to education that integrates quantum physics, competence, differentiated thinking, and individual performance proficiencies into a multidimensional, dynamic, and self-organising learning field. This innovative work is designed to prepare learners to know, perform, and understand personal, professional, and social competence.

Drawing on sciences, learning models, and human technologies, Moye's 'Psychophysical Learning System' propels learners toward success by bringing the competences required for specific disciplines into a coherent framework. This system is not discipline-specific, making it adaptable across various fields of study, making it a must-read for educators, curriculum designers, and anyone interested in the future of learning.

Explore the interconnectedness and interdependencies within the knowledge, performance, and integration of information that generate competence. Delve into the concept of Proprioception of Thought, which emphasises the importance of competent thinking in driving competent actions. Understand the contingencies of performing within a discipline through Human Performance Technologies, and discover how Quantum Design Models can create a resonance between the learner and natural learning events.

The rapid expansion of data in every facet of modern life from research and education to public policy and private industry demands a critical re-examination of how data is collected, analyzed, interpreted, and used. Bias and Beyond: Rethinking Data Practices and Inspiring collective dialogue responds to this call by exploring how bias enters the data lifecycle and how inclusive, reflexive, and equity-centered methodologies can improve the validity and impact of data-driven decisions.

Structured around the four stages of the data lifecycle including problem formulation, data collection, analysis, and use, this volume brings together diverse voices to interrogate systemic inequities and offer practical strategies for inclusive data practices. Drawing from qualitative, quantitative, and mixed methods, each chapter highlights the role of researcher positionality, power, and representation in shaping outcomes and knowledge.

Bias and Beyond is anchored in a commitment to Diversity, Equity, and Inclusion (DEI), not only as aspirational values but as methodological imperatives that must inform every aspect of data practice. It will serve as a timely and essential resource for researchers, educators, policymakers, and students committed to data justice and ethical inquiry.

This book focuses on themes such as inclusion in action, schooling during challenging times, engaging teaching spaces, social justice standpoints, student/teacher agency, preservice teacher voices, criticality in educative spaces and children and agency. It provides a lens into educational contexts that fuel or hinder human flourishing. This book explores a range of social justice themes through the power of learning spaces, institutional educative standpoints and teaching approaches. Cultural, social and economic injustices that perpetuate cycles of disadvantage and oppressive narratives are also examined and discussed. This book celebrates, critiques, and reimagines different theoretical frameworks that underpin equitable and inclusive educative landscapes. Attention is directed towards building the capacities of educators to understand and respond to national and global factors that impact on emancipatory education. This book is a 'Call to Action' for educators to stand in the shoes of our least advantaged learners and communities, and the chapter authors embody and enact a political and moral mindset that privileges all voices in respectful and proactive ways. It highlights how transformative learning spaces are made up of educators who understand the importance of engaging in scholarly reflection and practice.

This book provides much-needed perspectives on ethics in education by focusing on the often-overlooked contributions of scholars from the Global South. It challenges traditional, Western-centric ethical frameworks in education by emphasising the importance of Indigenous knowledge systems, decolonial approaches and culturally relevant ethical practices. By addressing the ethical challenges and dilemmas in teaching through the lenses of Africa, Latin America and other regions of the Global South, the book opens a critical dialogue about how these regions have shaped and continue to shape ethical norms in their educational systems. The inclusion of diverse ethical perspectives makes this work distinctive, offering a rich, multifaceted view of teaching ethics that goes beyond conventional Western paradigms.

Organised by geographical regions, the chapters outline socio-cultural contexts of bullying in 110 countries/societies. Researchers and practitioners present anti-bullying prevention and intervention methods as well as the existence (or absence) of laws and policies to protect children and adolescents from bullying. They present detailed insights from countries/societies where research on the subject is limited and explore the concept of bullying in many non-Western countries/societies.

Bullying: Global Case Studies in Policy and Prevention for Young People is an essential resource for students and academics in education, psychology, public policy, social work and sociology. It is also a vital read for practitioners working with children and adolescents who are affected by bullying, providing crucial frameworks for tackling bullying worldwide.

Key Features:

• Brings together a global network of researchers from 110 countries and societies
• Presents cutting-edge research into the nature and impact of bullying among children and adolescents
• Investigates global anti-bullying, prevention and intervention strategies and anti-bullying laws and policies

Drawing on unique practical frameworks, contributors demonstrate how educators can integrate AI technologies into instructional leadership to enhance creativity, critical thinking, and analysis. They explore how this emerging technology can be used ethically by students to aid learning and close academic achievement gaps. Presenting crucial policy recommendations based on scholarly studies and real-world case analyses, the book highlights strategies for ensuring AI technologies and detectors are implemented fairly, with particular focus on the needs of students from historically marginalized communities.

Artificial Intelligence for Educational Inclusion and Equity is a valuable resource for scholars, students, and educators interested in the equitable use of AI technologies. It is also beneficial for practitioners and policymakers looking to understand evidence-based practices and effective pedagogical applications.

In contemporary educational discourse, the language of holism and whole person learning has become increasingly prevalent. Yet the deeper philosophical and pedagogical foundations of holistic teaching and learning are often overlooked. Holistic Education Part 1: Enduring Principles and Practices returns to these origins, engaging with the theoretical and practical dimensions that have shaped the field.

Building upon Carol Flake's seminal 1993 collection, Holistic Education: Principles, Perspectives, and Practices, revisits the original vision of holistic education as articulated by its early advocates, educators committed to integrating intellectual, emotional, physical, and spiritual dimensions of human development. Contributors examine the evolution of holistic principles in relation to spirituality, embodied and earth-based learning, ecological awareness, and global citizenship.

By situating holistic education within enduring philosophical traditions and emerging global challenges, this volume affirms the continued relevance of holistic approaches for education and the professions. It invites scholars, practitioners, and policymakers to consider education not merely as a means of instruction, but as a transformative process aimed at cultivating wholeness in persons, communities, and the wider world.

This book summarizes the rapid development of cognitive translation studies in global perspective over the past decades, detailing specific manifestations, core research areas, significant achievements, and five development trends, providing readers with an overview of the entire cognitive translation study system. It explores the interdisciplinary and multidisciplinary nature of cognitive research in written translation, analyzing translation processes and discussing the development trends in cognitive research of written translation, integrating findings in China and abroad while indicating future directions for written translation research. Next, it introduces the current state of international cognitive research of interpreting, highlighting new achievements in this field, while also analyzing the shortcomings in research systems and methodologies, pointing out three major trends for future development. In addition, this book examines the evolution of research methods in cognitive translation studies through both speculative and empirical paths, emphasizing the recent rise of empirical research and the trend of using triangulation, suggesting possible future development trends for cognitive translation research.