Books by "Nancy K. Anderson"
2 books found
Nancy Gutierrez's exploration of female food refusal during the early modern period contributes to the ongoing conversation about female subjectivity and agency in a number of ways. She joins such scholars as Gail Kern Paster, Jonathan Sawday, and Michael Schoenfeldt, who locate early modern ideas of selfhood in the age's understanding of the body and bodily functions, that is, the recognition that behavior and feelings are a result of the internal workings of the body. Exploring the portrayals of the anorectic woman in the work of Ford, Shakespeare, Heywood and others and arguing that the survival of these women undermines regulatory policies exercised over them by those in authority, Gutierrez here demonstrates how female food refusal is a unique demonstration of individuality. The chapters of this book reveal how the common cultural association of women and food manifests itself in the early modern period-not as religious expression, which is the medieval representation, and not as an expression of dysfunctional adolescence and maturation, our own contemporary view, but rather as a trope in which the female body is a site of political apprehension and cultural change. This study is neither a history nor a survey of the anorectic female body in early modern England, but rather individual yet related discussions in which the starved female body is seen to signify certain (un)expressed tensions within the culture.
Collective Vision: Igniting District and School Improvement describes a school district’s 10-year journey of transformation. It began with the creation of a district-wide shared vision, mission, and values, using an appreciative inquiry process that engaged all stakeholders in the school district, thus establishing shared ownership and responsibility for the outcomes. The book demonstrates how the power of a collective vision and collaborative inquiry across a system helps establish a district-wide culture of collective efficacy, resulting in improved outcomes. In the field of education promising practices are sometimes discarded before improvements can be observed and schools are often charged with the responsibility for improvement without being given enough support or guidance from the district. This story describes how continuous inquiry and district support for promising practices led to significant improvement and transformation. The book serves as a practical guide that provides useful “lessons learned” and questions for self-reflection throughout. Educators at all levels of the system will be inspired to take action toward district and school improvement.