Bryn Mawr Authors

An unparalleled exploration of magic in the Greco-Roman world

What did magic mean to the people of ancient Greece and Rome? How did Greeks and Romans not only imagine what magic could do, but also use it to try to influence the world around them? In Drawing Down the Moon, Radcliffe Edmonds, one of the foremost experts on magic, religion, and the occult in the ancient world, provides the most comprehensive account of the varieties of phenomena labeled as magic in classical antiquity. Exploring why certain practices, images, and ideas were labeled as "magic" and set apart from "normal" kinds of practices, Edmonds gives insight into the shifting ideas of religion and the divine in the ancient past and later Western tradition.

Using fresh approaches to the history of religions and the social contexts in which magic was exercised, Edmonds delves into the archaeological record and classical literary traditions to examine images of witches, ghosts, and demons as well as the fantastic powers of metamorphosis, erotic attraction, and reversals of nature, such as the famous trick of drawing down the moon. From prayer and divination to astrology and alchemy, Edmonds journeys through all manner of ancient magical rituals and paraphernalia--ancient tablets, spell books, bindings and curses, love charms and healing potions, and amulets and talismans. He considers the ways in which the Greco-Roman discourse of magic was formed amid the cultures of the ancient Mediterranean, including Egypt and the Near East.

An investigation of the mystical and marvelous, Drawing Down the Moon offers an unparalleled record of the origins, nature, and functions of ancient magic.

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.

The rise of celebrity stage actresses in the long eighteenth century created a class of women who worked in the public sphere while facing considerable scrutiny about their offstage lives. Such powerful celebrity women used the cultural and affective significance of their reproductive bodies to leverage audience support and interest to advance their careers, and eighteenth-century London patent theatres even capitalized on their pregnancies. Carrying All Before Her uses the reproductive histories of six celebrity women (Susanna Mountfort Verbruggen, Anne Oldfield, Susannah Cibber, George Anne Bellamy, Sarah Siddons, and Dorothy Jordan) to demonstrate that pregnancy affected celebrity identity, impacted audience reception and interpretation of performance, changed company repertory and altered company hierarchy, influenced the development and performance of new plays, and had substantial economic consequences for both women and the companies for which they worked. Deepening the fields of celebrity, theatre, and women's studies, as well as social and medical histories, Phillips reveals an untapped history whose relevance and impact persists today.

The #ActuallyAutistic Guide to Advocacy takes an in-depth look at the key elements of effective, respectful, inclusive advocacy and allyship. Every topic was chosen, shaped, and informed by #ActuallyAutistic perspectives.

The step-by-step guide discusses various aspects of how autism is perceived, explores how best to speak up for individual needs, and introduces advocacy for the wider autistic community. Each step outlines one vital aspect of advocacy and allyship, such as emphasizing acceptance, avoiding assumptions and assuming competence. The advice and strategies laid out in this guide center the wisdom and experiences of Autistic people and enable the reader to confidently speak up with insight and understanding.