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Man hardly comes in more than two varieties, wherever he is, whatever he does: workers and pimps ... they're either one or the other! ... and inventors, the worst kind [...]

Presents a collection of essays that addressed some of the pedagogical challenges that arise in local contexts around the globe when teaching lessons on America abroad. Discussion on the selective memories of foreign regions and countries regarding the culture and history of the U.S.; Comparison of views between North American classes and other foreign classes such as in Southeast Asia and Australia; Pedagogical techniques employed by teachers as they relate to cultural situations.

Focuses on the modern paradigm of looking. Modern traditions violated by women's eyes; Political consequences of looking; Analysis of the depiction of women in art.

Charlotte Brontë's character Lucy Snowe, the protagonist of Villette (1853), ostensibly belongs to the canon of Bildungsroman heroes. She narrates her own saga of apprenticeship which includes the tests of poverty, alienation and loneliness, finally finding fulfillment in marriage and professional life. But Villette does not always conform to the Bildungsroman formula; Lucy's story contains many gaps and frustrating deferrals. From beginning to end, genre “violations” occur. Brontë's novel asks its readers to consider several important questions: Where does Lucy begin? Where does she end? And, on a formal level, how does Villette ‐ Lucy Snowe's self‐narrated story ‐ violate reader's expectations of the Bildungsroman genre? In this essay I discuss Villette's genre “flaws”, especially its extraordinary use of ambiguities and cultural cliches; I contend that Brontë's novel may be read as both Lucy Snowe's saga and a Victorian guide to misreading. [ABSTRACT FROM PUBLISHER]