Dimitrios Kassis holds a PhD from the Faculty of English Studies of the National and Kapodistrian University of Athens. His doctoral thesis was entitled Representations of the North in Victorian Travel Literature, published in 2015. He has received a Master’s degree in Education Studies (with Distinction) from Roehampton University in London.
Forensic Communication in Theory and Practice: A Study of Discourse Analysis and Transcription now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of Forensic Communication in Theory and Practice: A Study of Discourse Analysis and Transcription, edited by Franca Orletti and Laura Mariottini.
This edited collection brings together, for the first time, contributions from different context-language situations on forensic communication, combining theoretical and methodological studies with professional and technical capabilities. Continue reading
The Medusa Gaze in Contemporary Women’s Fiction: Petrifying, Maternal and Redemptive now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of The Medusa Gaze in Contemporary Women’s Fiction: Petrifying, Maternal and Redemptive, edited by Adriana Teresa Damascelli.
This book offers striking insights into the desires and frustrations of women through the narratives of impressive contemporary novelists. Crafting its analysis on the gaze as presented by Lacan and Sartre, the book demonstrates how the subject creates her own ego against her alter egos or hostile others in the mirrors facing her, offering insight into women’s powers and weaknesses. The first two mirroring chapters trace the women stalking its pages under a panoptic gaze, as they learn how to revert their look defiantly back onto others. Some win assurance through their own assertive gaze; others are stared down, reduced to psychic trauma, madness and even suicide beneath the demeaning force of the looks of others. Continue reading
A Conceptual Metaphor Account of Word Composition: Potentiality of “Light” in English and Chinese now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of A Conceptual Metaphor Account of Word Composition: Potentiality of “Light” in English and Chinese by Meihua Zheng.
This book describes the emergence of new meanings in two languages, English and Chinese. Drawing on a corpus methodology, it presents metaphors as a basic instrument of thinking and cognition studies from a conceptual metaphor perspective, probing the compositional potentiality of “light” in English and Chinese, and highlighting the generative mechanism for word composition through metaphorization. Continue reading
Translation, the Canon and its Discontents: Version and Subversion now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of Translation, the Canon and its Discontents: Version and Subversion, edited by Miguel Ramalhete Gomes.
This collection addresses the complex process by which translation and other forms of rewriting have contributed to canon formation, revision, destabilization, and dismantlement. Through the play between version and subversion, which is inherent to any form of rewriting, these essays – focusing on translations since the sixteenth century down to the present day – stress the role of translation and adaptation as potentially transformative mediations, capable of shaping and undermining identities. Such manipulation is deeply ambivalent, since it can be used as a means of disseminating the ideology of oppressive regimes at the expense of the source text; but it can also serve to garner attention to marginalised texts. This tense interplay between political, social, and aesthetic purposes almost inevitably generates discontents, which may turn out to be the outcome of translation in general. However, discontent is a relational concept, depending on where one stands in the field of competing positions that is the canon. Continue reading
Arts, Health and Wellbeing: A Theoretical Inquiry for Practice now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of Arts, Health and Wellbeing: A Theoretical Inquiry for Practice, edited by Theo Stickley and Stephen Clift.
This book brings together leading UK researchers in the field of arts and health, including creative arts therapies. The chapters are based on presentations originally given at a UK seminar series on scholarship and research on connections between the creative arts, health and wellbeing, funded by the Economic and Social Research Council. Continue reading
Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters now available from Cambridge Scholars Publishing
Cambridge Scholars Publishing is pleased to announce the publication of Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters, edited by Edyta Just and Wera Grahn.
During the last few years, the concept of generic skills and competences has become widespread across universities. An introduction to generic competences is, as such, important because it enables redefinition of educational goals and may positively rearrange forms of interaction in classes. It also indicates that education should inspire students to develop and use critical and creative forms of thinking, feeling and doing. On the one hand, the need to promote generic skills can be seen as driven by neoliberal desire. On the other, however, generic competences can enable students to think, feel and act differently, but also respect and welcome various forms of life and ways of living. Responding to the growing need to reflect upon generic competences, this book contributes to the various ways of conceptualising generic skills and the methods in which they might be acquired. The volume engenders adventurous encounters between different theories, which predominantly come from the feminist conceptual framework, that result in appealing meanings of affect and concepts. It also experimentally explores and discusses ways in which theories of affect and concepts may complicate understanding of generic competences and inspire generic skills-oriented education. Consequently, this collection revitalizes the concept of generic skills, but also advocates daring pedagogical practices that invigorate the meaning of and approach to teaching and learning in present landscapes of higher education. Continue reading