This 1979 American Book Award nominee contains five interlocked stories that tell of the slave Gorgik in a long-ago land, and a masked swordswoman narrates an astonishing feminist creation myth.
In one of the most profound and bestselling science fiction novels of all time, Samuel R. Delany has produced a novel "to stand with the best American fiction of the 1970s" (Jonathan Lethem, bestselling author of Fortress of Solitude). Bellona is a city at the dead center of the United States. Something has happened there.... The population has fled. Madmen and criminals wander the streets. Strange portents appear in the cloud-covered sky. Into this disaster zone comes a young man—poet, lover, and adventurer—known only as the Kid. Tackling questions of race, gender, and sexuality, Dhalgren is a literary marvel and groundbreaking work of American magical realism.
A father must come to terms with his son's death in the war. In Venice an architecture student commits a crime of passion. A white southern airport loader tries to do a favor for a black northern child. The ordinary stuff of ordinary fiction--but with a difference! These tales take place twenty-five, fifty, a hundred-fifty years from now, when men and women have been given gills to labor under the sea. Huge repair stations patrol the cables carrying power to the ends of the earth. Telepathic and precocious children so passionately yearn to visit distant galaxies that they'll kill to go. Brilliantly crafted, beautifully written, these are Samuel Delany's award-winning stories, like no others before or since.
As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.
