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Landscapes and Races in Early Twentieth-Century Peru

The Travels of José Uriel García and Aurelio Miró Quesada Sosa

Rupert J. M. Medd

review Peru’s colonial geographical stereotypes in his thinking. The old costa-sierra-selva construct of geographical opposites failed as a narrative to incorporate other complexities, such as the interconnectedness and transcultural aspects of Peru

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Brian Yothers, Gillian Dooley, Guy Galazka, Peter Weisensel, Jackie Coon, Magdalena Banaszkiewicz, and David Cashman

expansion and adventuring for “English” integrity are explored. Lastly, Nayar explores the theme “Civilize and Collapse.” Especially in the later centuries of the period under examination, the “imperialist-hero stereotype” emerged: “the selfless missionary

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Adam Hansen

?’ POLONIUS: ‘Who are your friends? What are they called?’ CLAUDIUS: ‘What are you reading?’ 46 What stops such a retelling from confirming the worst stereotypes all too many in the West hold about Muslims? Several factors. Firstly, Al Bassam dramatizes the

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Mediating the Rural Ideal

The Australian Town in Twentieth-Century Travel

Louise Prowse

living “off the land” gives the rural way of life an authenticity that is seemingly lacking in (equally stereotypical) views of the city. It is, and continues to be, as Richard Butler (2001: 77) points out, a powerful marketing tourism image

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Beyond the Glittering Golden Buddha Statues

Difference and Self-transformation through Buddhist Volunteer Tourism in Thailand

Brooke Schedneck

authenticity. Expectations of monks as silent, stoic, wise, and always in a meditative repose come from media and popular culture, which has perpetuated these impossible stereotypes. Unlike what some have found in ( Laos Holt 2009 ) and among the hill tribe

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‘Shakespeare Had the Passion of an Arab’

The Appropriation of Shakespeare in Fadia Faqir’s Willow Trees Don’t Weep

Hussein A. Alhawamdeh

Kurtz and Omar is questioned as hypocritical. In Faqir’s novel, the Conradian stereotypical depiction of the naivety of women is dismantled by the wise and empowered feminine voice of Najwa. 32 The Palestinian-born Islamist Dr Abdallah Azzam (1941

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Offshore Desires

Mobility, Liquidity and History in Shakespeare’s Mediterranean

Rui Carvalho Homem

the governor of Mytilene himself. Lysimachus initially seems to dismiss her beauty in a casual-sounding remark that evokes the (stereotypical) undiscriminating lust of sailors: ‘she would serve after a long voyage at sea’ (IV. vi. 40–41). Lysimachus

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‘Off Path, Counter Path’

Contemporary Walking Collaborations in Landscape, Art and Poetry

Harriet Tarlo and Judith Tucker

binaries, the practice of attending to the particular steers us away from stereotypical classifications of representational or abstract, Romantic or modernist engagements with landscape, as does the final presentation of text and image in juxtaposition, of

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Michael Jackson and Damian Grace

This article analyses the way in which the life and works of Niccolò Machiavelli are misunderstood and misconstrued by writers and scholars, in the fields of management, personality research and primate studies. While adjectives like 'Machiavellian' and nouns like 'Machiavellianism' have become part of the vernacular, these scholarly usages trade on, perpetuate and reinforce stereotypes of Machiavelli in (1) a host of books and articles in management, (2) an instrument to assess personality that has been administered to thousands of subjects around the world, and (3) authoritative studies of primate behaviours from the Netherlands to Japan. The distorted Machiavelli depicted in these fields is but a shadow of the deft, insightful and elusive Machiavelli of The Prince, The Discourses, Mandragola, The Art of War, The Florentine Histories and more. We suggest that colleagues should recognise and rebut these shadowy Machiavellis in teaching, scholarship and research. If specialists in history and political science ignore them, they will continue to obscure the reality.

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Gayatri Chakravorty Spivak

How is it possible to reconcile what I learn in the field with what I teach for a living? This paper shows how an answer seems to have formulated itself in practice. The reconciliation is fractured. The problem could have been more easily solved if I had decided to ‘teach’ (transcode for academic use) what I learned in the field. I hope you will work out from what follows why this is not an option for my stereotype of myself, why that solution would have been more a part of the problem, for me, than this incoherence. I give you the dilemma, as its reconciliation. The first section is about what I learn in the field: other women. The second about how that has changed what I teach for a living: literary criticism.