Word Count: 48995

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Does race still matter, as Cornel West proclaimed in his 1994 book of that title, or do we now live, as others maintain, in a post-racial society? The very notion of what constitutes race remains a complex and evolving question in cultural terms. In this course we will engage this question head-on, reading and writing about issues involving the construction of race and racial identity as reflected from a number of vantage points and via a rich array of voices and genres. Readings will include literary works by such writers as Toni Morrison, Junot Diaz, and Sherman Alexie, as well as perspectives on film and popular culture from figures such as Malcolm Gladwell and Touré.

The UBalt Writing Center is dedicated to building relationships with the writers in our community and helping students develop their writing over time.

In this course we will read and write about works that explore symbolic encounters in the American landscape. Some of the assigned works look at uneasy encounters between ordinary individuals and animals—wolves, eagles, sandhill cranes—that Americans have invested with symbolic significance; others explore conflicts between the pragmatic American impulse to impose order on unruly nature and the equally American inclination to enshrine the unaltered landscape.

Yet Another Science Fiction Textbook (YASFT) is an OER released under a Attribution-NonCommercial-ShareAlike 4.0 International Creative Commons License. It provides a chronological history of Science Fiction (SF) with an emphasis on literature and film, and it includes other useful resources, such as a glossary of terms, an extensive list of SF definitions, additional resources, a syllabus with hyperlinked readings available online, and video lectures.

This course places contemporary youth activities in perspective by surveying young American’s political participation over the past 200 years. Each week, students will look at trends in youth political activism during a specific historical period, as well as what difference—if any—youth media production and technology use (radio, music, automobiles, ready-made clothing) made in determining the course of events. A central theme in accounts of political participation by those who have not yet reached the age of majority are the opportunities for mobilization and expression that new technologies supply. This class explores what is truly new about “new media” and reviews lessons from history for present-day activists based on patterns of past failure and success.

Short Description:
本教材設計除沿用張琬茹所繪之插圖外，另增加cc 授權或是公眾領域的歷史相關視音頻和圖照、自製 GIS 定位圖像及網頁鏈接功能、客語朗誦、課後討論等，具有多媒體式的展現效果，大幅擴充了原本少年圖書暨繪本的教學功能，提供客語教學規劃更多元的教學情境選擇。(本設計不需另外安裝軟體直接輸入網址即可開啟閱讀）

Long Description:
本文改編客籍作家甘耀明第一部長篇小說《殺鬼》，縮減其文字篇幅，輔以張琬茹所繪之插圖，使其成為適合國小五年級至國中九年級學生閱讀的少年圖書。甘耀明為新生代客籍小說家，其長篇小說《殺鬼》描寫二戰期間台灣少年劉興帕的成長經驗。劉興帕從客籍漢人的認同，在日本殖民政策以及皇民化教育下，逐漸轉為日本認同，直至二戰結束日本戰敗後，國民政府接收台灣，身為台籍日本兵的劉興帕因作者甘耀明所賦予台灣原住民之「原力」(The Force)，而得以脫去政治制度認同的枷鎖，回歸族群原生的力量。

張琬茹創作插圖則以下列幾個原則找出描繪的圖像，代表張琬茹對於《殺鬼》的詮釋角度。一、鬼之圖像。《殺鬼》的主軸是國族認同的擺盪，各有不同國族認同之「鬼」代表：劉興帕-飄盪的「日本」鬼、劉金福-慈悲老鬼、吳湯興-為民族而戰的鬼王、鹿野武雄-實現武士道的鬼中佐、拉娃與尤敏-反戰的祖靈。二、象徵意義。筆者列舉文本中具有代表性之象徵：火車-現代化的力量、菊花-日本皇族、茶花 -堅忍的客籍族群、螃蟹-原住民救贖之力、台灣山林與土地-涵養生命與族群扎根之處。筆者徐光鋕依張琬茹的《少年的自我療傷》為基礎，將之製作成多媒體版本，命名為「《少年的自我療傷—甘耀明《殺鬼》少年圖書改編》多媒體教材」。

Word Count: 30588

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)