Bryn Mawr Faculty

Augustine of Hippo (354-430), also known as Saint Augustine, was one of the most influential theologians in history. His writings, including the autobiographical Confessions and The City of God, helped shape the foundations of Christianity and Western philosophy. But for many centuries, Augustine's North African birth and Berber heritage have been simply dismissed. Catherine Conybeare, a world-renowned Augustine scholar, here puts the "African" back in Augustine's story. As she relates, his seminal books were written neither in Rome nor in Milan, but in Africa, where he had returned as a wanderer during a perilous time when the Western Roman Empire was crumbling. Using extant letters and other shards of evidence, Conybeare retraces Augustine's travels, revealing how his groundbreaking works emerge from an exile's perspective within an African context. In its depiction of this Christian saint, Augustine the African upends conventional wisdom and traces core ideas of Christian thought to their origins on the African continent.

Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked.In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. Presenting a conceptual framework for understanding the various epistemological, affective, and ontological harms that face students from equity-seeking groups in postsecondary education, Promoting Equity and Justice Through Pedagogical Partnership applies this conceptual framework to current literature in partnerships, highlighting the promise of partnership as the way to redress these harms. The authors ground both the conceptual framework and the literature review by offering two case studies of pedagogical partnership in practice. They then explore the complexities raised by their framework, including the conditions under which partnerships themselves may risk reproducing epistemic, affective, or ontological harms. Applying the framework in this way allows them to propose strategies that make it more likely for these mediations to be successful. Finally, the authors focus on the future of pedagogical partnership and share their perspectives on new directions for inquiry and practice. After summarizing the overarching themes developed throughout the book, the authors leave the reader with a set of questions and recommendations for further inquiry and discussion.

A Series on Engaged Learning and Teaching Book. Visit the books' companion website, hosted by the Center for Engaged Learning, for book resources.

Analyzing how the mythopoeic fiction of J. R. R. Tolkien and Frank Herbert portray the natural world

Finding the Numinous explores the premise that the environments depicted in The Lord of the Rings and the Dune saga are not only for the purpose of world-building; rather, these imagined worlds' environments are sacred spaces fundamental to understanding these texts and their authors' purposes. Willow Wilson DiPasquale applies Tolkien's three functions of fantasy--recover, escape, and consolation--to demonstrate how both authors' works are intrinsically connected to their ecocritical messages and overarching moral philosophies.

This book also compares Tolkien's Roman Catholic viewpoint with Herbert's Zen Buddhist perspective, arguing that the authors' religious beliefs and biographical, historical, and cultural influences impacted how they chose to craft their creative works and write about nature.

Applying various ecocritical positions to the text, Finding the Numinous explores descriptions of the natural landscapes in both authors' texts, as well as the relationships characters and communities have with those natural spaces. As our current society's relationships with nature are increasingly challenged and changed by various ecocrises, DiPasquale convincingly argues, these worlds offer readers various environmental models to critique, to condemn, or, in some cases, to adopt.

The modernist novel sought to escape what Virginia Woolf called the "tyranny" of plot. Yet even as twentieth-century writers pushed against the constraints of plot-driven Victorian novels, plot kept its hold on them through the influence of another medium: the cinema. Focusing on the novels of Nella Larsen, Djuna Barnes, and William Faulkner--writers known for their affinities and connections to classical Hollywood--Pardis Dabashi links the moviegoing practices of these writers to the tensions between the formal properties of their novels and the characters in them. Even when they did not feature outright happy endings, classical Hollywood films often provided satisfying formal resolutions and promoted normative social and political values. Watching these films, modernist authors were reminded of what they were leaving behind--both formally and in the name of aesthetic experimentalism--by losing the plot.