Offers a feminist theory of ignorance that sheds light on the misunderstood or overlooked epistemic practices of women in literature. An Ethic of Innocence examines representations of women in American and British fin-de-siècle and modern literature who seem “not to know” things. These naïve fools, Pollyannaish dupes, obedient traditionalists, or regressive anti-feminists have been dismissed by critics as conservative, backward, and out of sync with, even threatening to, modern feminist goals. Grounded in the late nineteenth century’s changing political and generic representations of women, this book provides a novel interpretative framework for reconsidering the epistemic claims of these women. Kristen L. Renzi analyzes characters from works by Henry James, Frank Norris, Ann Petry, Rebecca West, Edith Wharton, Virginia Woolf, and others, to argue that these feminine figures who choose not to know actually represent and model crucial pragmatic strategies by which modern and contemporary subjects navigate, survive, and even oppose gender oppression. “An Ethic of Innocence recalibrates the critical landscape, revealing blind spots in contemporary models for thinking about knowledge and agency within a feminine context. The author builds a persuasive case from powerful close readings of texts, which invite readers to question their assumptions. I cannot now imagine the field of feminist modernist studies without the interventions of this project.” — Barbara Green, author of Feminist Periodicals and Daily Life: Women and Modernity in British Culture “This is a fascinating and very interesting intervention about the construction of knowledge/innocence within the field of literary studies. Anyone teaching or studying this period will find it of great use.” — Stephanie A. Smith, author of Conceived by Liberty: Maternal Figures and Nineteenth-Century American Literature

Offers a feminist theory of ignorance that sheds light on the misunderstood or overlooked epistemic practices of women in literature. An Ethic of Innocence examines representations of women in American and British fin-de-siècle and modern literature who seem “not to know” things. These naïve fools, Pollyannaish dupes, obedient traditionalists, or regressive anti-feminists have been dismissed by critics as conservative, backward, and out of sync with, even threatening to, modern feminist goals. Grounded in the late nineteenth century’s changing political and generic representations of women, this book provides a novel interpretative framework for reconsidering the epistemic claims of these women. Kristen L. Renzi analyzes characters from works by Henry James, Frank Norris, Ann Petry, Rebecca West, Edith Wharton, Virginia Woolf, and others, to argue that these feminine figures who choose not to know actually represent and model crucial pragmatic strategies by which modern and contemporary subjects navigate, survive, and even oppose gender oppression. Kristen L. Renzi is Associate Professor of English at Xavier University.

While we acknowledge that all expressions of liberation theology are not identical, we must protest very strongly against the false divisions that some make: between black theology in South Africa and black theology in the United States, between black theology and African theology, and between black theology and Latin American liberation theology. But moving away from the illusioned universality of western theology to the contextuality of liberation theology is a risky business; one that cannot be done innocently. In the search for theological and human authenticity in its own situation, black theology does not stand alone. It is but one expression of this search going on within many different contexts. Until now, the Christian church had chosen to move through history with a bland kind of innocence, hiding the painful truths of oppression behind a facade of myths and real or imagined anxieties. This is no longer possible. The oppressed who believe in God, the Father of Jesus Christ, no longer want to believe in the myths created to subjugate them. It is no longer possible to innocently accept history "as it happens," silently hoping that God would take the responsibility for human failure. The theology of liberation spells out this realization. For the Christian church it constitutes, in no uncertain terms, farewell to innocence.

Our lives are such that moral wrongdoing is sometimes inescapable for us, for we have moral responsibilites to persons which may conflict and which are wrong to violate even when they do conflict. This text argues that we must accept this conclusion if we are to make sense of our moral experiences.

Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children’s access to certain knowledge and explores how this regulation contributes to the construction of childhood, to children’s vulnerability and to the constitution of the ‘good’ future citizen in developed countries. Through this controversial analysis, Kerry H. Robinson critically engages with the relationships between childhood, sexuality, innocence, moral panic, censorship and notions of citizenship. This book highlights how the strict regulation of children’s knowledge, often in the name of protection or in the child’s best interest, can ironically, increase children’s prejudice around difference, increase their vulnerability to exploitation and abuse, and undermine their abilities to become competent adolescents and adults. Within her work Robinson draws upon empirical research to: provide an overview of the regulation and governance of children’s access to ‘difficult knowledge’, particularly knowledge of sexuality explore and develop Foucault’s work on the relationship between childhood and sexuality identify the impact of these discourses on adults’ understanding of childhood, and the tension that exists between their own perceptions of sexual knowledge, and the perceptions of children reconceptualise children’s education around sexuality. Innocence, Knowledge and the Construction of Childhood is essential reading for both undergraduate and postgraduate students undertaking courses in education, particularly with a focus on early childhood or primary teaching, as well as in other disciplines such as sociology, gender and sexuality studies, and cultural studies.

Humanitarianism: Keywords is a comprehensive dictionary designed as a compass for navigating the conceptual universe of humanitarianism. It is an intuitive toolkit to map contemporary humanitarianism and to explore its current and future articulations. The dictionary serves a broad readership of practitioners, students, and researchers by providing informed access to the extensive humanitarian vocabulary.