Haines, Brigid & Littler, Margaret. Contemporary Women's Writing in German: Changing the Subject. Oxford: Oxford University Press (Oxford Studies in Modern European Culture), 2004. viii + 160 pp. £40. ISBN 0–19–815967–6

2007 ◽  
Vol 43 (3) ◽  
pp. 321-321
Keyword(s):  
Women's Writing ◽  
Oxford University ◽  
European Culture ◽  
The Subject ◽  
Women’S Writing ◽  
Oxford University Press

Human Growth After Birth (2nd Ed.), by David Sinclair, M.A., M.D., D.Sc., F.R.C.S.E. London: Oxford University Press, 1973, 212 pp., $7.95

PEDIATRICS ◽  
1974 ◽  
Vol 53 (6) ◽  
pp. 958-959
Author(s):  
Stanley M. Garn
Keyword(s):  
Medical Students ◽  
Human Growth ◽  
Human Biology ◽  
Logical Approach ◽  
Oxford University ◽  
The Subject ◽  
Preclinical Medical Students ◽  
Growth And Aging ◽  
Oxford University Press

This is a little paperback about growth and aging, extended in scope, and increased in price ($7.50), though the per-page cost (3.75£ per page) is not so horrendous as at first it may seem. For the price it provides an overview of the subject, 66 figures and 8 tipped-in plates, and a logical approach to the subject, with a distinctly British or U.K. flavor. It is intended "for preclinical medical students, but with the needs of paramedical workers and of students and teachers of human biology also in mind."

scholarly journals Let It Pass: Changing the Subject, Once Again

PMLA ◽  
1997 ◽  
Vol 112 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Pamela L. Caughie
Keyword(s):  
Women's Writing ◽  
Subject Position ◽  
Student Responses ◽  
Working Through ◽  
Descriptive Theory ◽  
The Subject ◽  
Pedagogical Relation ◽  
Performative Pedagogy ◽  
Privileged Site ◽  
Women’S Writing

The recent controversial transformation of the humanities is due partly to the institutional acknowledgment of diversity and partly to critics' efforts to theorize difference and to destabilize the categories of identity on which programs devoted to the study of diversity are founded. This double agenda creates anxiety over the positions we find ourselves in as scholars and teachers in the newly configured university. My essay offers a means of working through this tension: a performative pedagogy based on a descriptive theory of the dynamics of passing. I exemplify this dynamic by reading debates on white feminists' appropriation of black women's writing, comparing student responses to the 1934 film Imitation of Life, and discussing Fannie Hurst's novel on which the film is based. I posit the pedagogical relation as the privileged site where passing, which is inevitable in any subject position, can be enacted and made explicit.

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