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18 Spirits That Matter: Pathways toward a Rematerialization of Religion and Spirituality

Serenella Iovino Indiana University Press ePub

Kate Rigby

IN ENTITLING MY contribution to this postscript “Spirits That Matter” (with thanks to the editors for their inspired suggestion), my intention is not to oppose something immaterial called “spirit” to the materiality of “the body,” as might be implied for those readers who hear in this phrase an allusion to Judith Butler’s influential Bodies That Matter. On the contrary: my implied divergence from Butler moves, rather (in company with other new materialists), in the direction of a more thoroughgoing materialism than that which is entailed in Butler’s discursive constructivism. As Karen Barad has observed, Butler’s model of discursive performativity accords too much power to the word and does not allow sufficiently for the contribution of nonhuman agency to the world’s becoming (“Posthumanist” 122–28). The kind of materialism that I wish to advance here, however, is one that diverges from the secularism of both Butler and Barad, in that it affords an opening toward questions, and practices, of ecomaterialist religion and (for want of a better term) “spirituality.”

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8. Samburu Encounters with Modernity: Spears as Tourist Souvenirs

Sidney Littlefield Kasfir Indiana University Press ePub



This chapter concerns the interplay between commodified and noncommodified forms and the situating of Samburu cultural practice within the creative tension between representation and identity. The souvenir, an object that both represents and identifies, operates at the intersection of memory and experience. More specifically, souvenirs commodify a particular type of memory associated with the tourist experience, which in Kenya is centered on the safari.1


The way the process of cultural commodification took hold was very different in British-held East and West African colonies. While West Africa, and especially Nigeria after the Benin Punitive Expedition of 1897, became a major site of specimen-collecting by museums of ethnology, East Africa instead became a safari destination. Beginning with Teddy Roosevelt’s legendary elephant-hunting safari early in the century, affluent foreigners journeyed to Kenya, Uganda, and Tanganyika to hunt among the vast herds of wild game and the spectacular landscape of snow-capped mountains (Mt. Kenya, Mt. Kilimanjaro, the Rwenzoris) that frame the two branches of the Great Rift Valley.

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Indiana University Connections

Edited and with an Introduction by Owen Indiana University Press ePub

What the country is worrying about—at least on the Doylestown
Road—seems to be neither Hitler nor Mussolini, but Julia

PHILADELPHIA—“Julia, come here! Julia, stop bothering the gentleman!”

Julia was a little puppy dog, who lives on the Doylestown road up north of Philadelphia, in one of those old farmhouses so frequently turned into “Ye Olde Oaken Bucket Inn for overnight guests.” . . .

The name of the imaginary inn refers to the prize that goes to the winner of the annual IU-Purdue football game. The trophy was not actually awarded to the winner until 1925 (which turned out to be a scoreless tie), so Pyle’s use of the name provides evidence that he was still very much aware of what was happening in Indiana.

Two sets of tires took Ernie through 38 states, 5 Canadian provinces, and half of Mexico; twice he ran out of gas and it was not an accident


In over 300 days of driving, there has been only one day when I had an appointment at a definite time at the other end. It was in southern Indiana, and an old school friend whom I hadn’t seen for 13 years was going to meet me at 12:30 for lunch in a town along the way.

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6 Minister for National Defense, June–September 1940

Anthony Clayton Indiana University Press ePub

Among the new ministers, Weygand was to be minister for national defense, with Huntziger as minister for war.1 Most of the other ministers, however, reflected the policy aims of Marshal Philippe Pétain, now eighty-four years old, the hero of Verdun, the general who had restored the morale, discipline, and self-respect of the French Army after the “mutinies” of 1917, the only one of the First World War marshals still on his feet, but a man whose mental clarity of vision and analysis was already noted by observers as declining during the course of the day.2 He was no friend of Great Britain; in the bitterness of defeat he saw Britain as simply trying to use France to suit British needs. He had been much influenced by the Spanish Civil War, which confirmed his belief that social order and some form of firm moral regeneration were needed in France. The pattern for this was to be that of the new national slogan, Travail, Famille, Patrie. Youth organizations and schools would be restructured along very authoritarian lines, as would labor and agriculture. These changes would take shape later in the institutions of the “National Revolution,” the semimilitary youth organization Chantiers de la Jeunesse, the Secours National, the Corporation Paysanne, and the Légion Française des Combattants, and in institutionalized anti-Semitism.

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5 Spreading the Benefits

William Condon Indiana University Press ePub

TRACER PROJECT DATA show that when an individual faculty member applies his or her learning to revise existing assignments or develop new ones, or to revise an existing course or develop a new one, he or she initiates a chain of improvements in teaching that amplify and spread the impact of professional development opportunities. When faculty members successfully apply their learning to the courses or assignments that were the focus of the faculty development opportunity, they routinely apply that learning to the rest of their courses and assignments. These two extensions of the faculty development reveal the most basic spread of effect. Another important avenue for spread of effect is the question of how some faculty members’ learning might spread to colleagues or throughout departments or programs, until, finally, the effects may present themselves in courses, programs, or departments where no faculty actually participated in the faculty development event or initiative that began the faculty learning process.

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