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This volume explores the importance of inter-generational oral culture and stories that transcend time, space, and boundaries transmitted historically from one generation to the next through proverbs, idioms, and folklore tales in different geographical and spatial contexts. These important stories and their embedded life lessons are introduced, explained, and supplemented with pre and post educational activities and lesson plans to be used as learning resources. The centering of orality as a tool and medium for educating the future generation is a reclamation and reaffirmation of Indigeneity, Indigenous knowledges. and non-hegemonic approaches to support students in a socio-culturally sustaining manner. Through this understanding, this book explores the interconnectedness between culture, traditions, language, and way of life through oral storytelling, sharing, and listening. .

Teaching. --- Education in literature. --- Prose literature. --- Indigenous peoples—Religion. --- Pedagogy. --- Literature and Pedagogy. --- Literary Didactics. --- Narrative Text and Prose. --- Indigenous Religion. --- Literature --- Schools in literature --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Folklore and education. --- Education and folklore --- Folk-lore and education --- Folklore --- Educació

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This book probes the complex relationship between memory and storytelling in contemporary literature. It not only examines how memory is constantly made and remade through words and stories but also explores how literary practices and imagination are shaping new concepts of memory in the 21st century. By analyzing the selected novels – Penelope Lively’s The Photograph, Tom McCarthy’s Remainder, Julian Barnes’ The Sense of an Ending and The Only Story, Kazuo Ishiguro’s Never Let Me Go, and Felicia Yap’s Yesterday – this book explores the dynamic interplay of remembering and forgetting, and redefines the relationship between fiction and memory in the 21st century. Chia-Chieh Mavis Tseng is the director and associate professor in the Language Center at Taipei Medical University. She received her Ph.D. in Comparative Literature at Rutgers, The State University of New Jersey. Her publications have addressed memory studies, film studies, visual culture, urban modernity, Amy Levy, Kate Chopin, Virginia Woolf, Kazuo Ishiguro, Walter Benjamin, and Jacques Tati’s works. Her several research projects (2017-2023), funded by the National Science and Technology Council in Taiwan, R.O.C., focus on representations of memory in contemporary novels and films.

Literature, Modern—20th century. --- Literature, Modern—21st century. --- Collective memory. --- Education in literature. --- Fiction. --- Contemporary Literature. --- Memory Studies. --- Literature and Pedagogy. --- Fiction Literature. --- Fiction --- Metafiction --- Novellas (Short novels) --- Novels --- Stories --- Literature --- Novelists --- Collective remembrance --- Common memory --- Cultural memory --- Emblematic memory --- Historical memory --- National memory --- Public memory --- Social memory --- Memory --- Social psychology --- Group identity --- National characteristics --- Schools in literature --- Philosophy

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This book explores how the Humanities can play an essential services role in addressing global challenges such as the Covid pandemic. In arguing for their contribution alongside that of the Health Sciences, it calls for a new critical engagement – honest and self-reflective – from Humanities scholars with the question of how to overcome a fundamental challenge facing universities globally: finding a common language and set of ‘cultural’ assumptions between disciplines as the basis for communication. The book looks at the nature of the challenges that can beset collaboration across disciplines (and indeed across sectors, notably between researchers and the general public) and argues for a new Translational Humanities, in both the sense of an applied Humanities and a Humanities that can translate itself across disciplines and sectors. Crucially, too, it suggests that it is not narratives such as a pandemic novel or contagion film that successfully engage with contentious debates about the challenges of Covid, but rather critically distant texts and thematic contexts that typically place the self in the position of other like travel narratives. This book sits at a previously unconsidered intersection between debates around interdisciplinary collaboration and communication, theories of intercultural contact and encounter, and the role of the Humanities in tackling global issues. Margaret Topping is Professor of French and Intercultural Communication at Queen’s University Belfast, UK. She has published extensively in the fields of travel and intercultural encounter, as well as on the public value of the Humanities. She is the author of Supernatural Proust: Myth and Metaphor in La Recherche Du Temps Perdu (2007) and Proust's Gods: Christian and Mythological Figures of Speech in the Works of Marcel Proust (2000).

Humanities --- Interdisciplinary approach in education. --- Philosophy. --- Integrated curriculum --- Interdisciplinarity in education --- Interdisciplinary studies --- Curriculum planning --- Holistic education --- Education in literature. --- Literature. --- Public health. --- Literature and Pedagogy. --- World Literature. --- Public Health. --- Community health --- Health services --- Hygiene, Public --- Hygiene, Social --- Public health services --- Public hygiene --- Social hygiene --- Health --- Human services --- Biosecurity --- Health literacy --- Medicine, Preventive --- National health services --- Sanitation --- Belles-lettres --- Western literature (Western countries) --- World literature --- Philology --- Authors --- Authorship --- Schools in literature