When Jean-Jacques Dessalines proclaimed Haitian independence on January 1, 1804, Haiti became the second independent republic, after the United States, in the Americas; the Haitian Revolution was the first successful antislavery and anticolonial revolution in the western hemisphere. The histories of Haiti and the early United States were intimately linked in terms of politics, economics, and geography, but unlike Haiti, the United States would remain a slaveholding republic until 1865. While the Haitian Revolution was a beacon for African Americans and abolitionists in the United States, it was a terrifying specter for proslavery forces there, and its effects were profound. In the wake of Haiti's liberation, the United States saw reconfigurations of its geography, literature, politics, and racial and economic structures.

The Haitian Revolution and the Early United States explores the relationship between the dramatic events of the Haitian Revolution and the development of the early United States. The first section, 'Histories,' addresses understandings of the Haitian Revolution in the developing public sphere of the early United States, from theories of state sovereignty to events in the street; from the economic interests of U.S. merchants to disputes in the chambers of diplomats; and from the flow of rumor and second-hand news of refugees to the informal communication networks of the enslaved. The second section, 'Geographies,' explores the seismic shifts in the ways the physical territories of the two nations and the connections between them were imagined, described, inhabited, and policed as a result of the revolution. The final section, 'Textualities,' explores the wide-ranging consequences that reading and writing about slavery, rebellion, emancipation, and Haiti in particular had on literary culture in both the United States and Haiti.

With essays from leading and emerging scholars of Haitian and U.S. history, literature, and cultural studies, The Haitian Revolution and the Early United States traces the rich terrain of Haitian-U.S. culture and history in the long nineteenth century.

Contributors: Anthony Bogues, Marlene Daut, Elizabeth Maddock Dillon, Michael Drexler, Laurent Dubois, James Alexander Dun, Duncan Faherty, Carolyn Fick, David Geggus, Kieran Murphy, Colleen O'Brien, Peter P. Reed, Siân Silyn Roberts, Cristobal Silva, Ed White, Ivy Wilson, Gretchen Woertendyke, Edlie Wong

This book is a volume of essays on the Biopolitics of Security in the 21st Century, by Professor Mick Dillon. It is at first of its kind in that no other study currently available covers the same field of research with the same degree of innovation. There is clearly growing attention to biopolitics in general, and the biopolitics of security in particular, beyond international relations and into the social sciences more generally (Geography, Sociology, Criminology, Law, and the Management Sciences). This volume will provide a genealogy of the biopolitics of security beginning with Michel Foucault’s original account of the rise of biopolitics at the beginning of the 18th century, and will clarify and further develop Foucault’s original analytic of the biopolitics of security.

This work is an original introduction to the emerging field of the biopolitics of security, tracking its development into the 21st century, which will serve as an intellectual provocation to researchers as much as it will a pedagogical guide to graduate and undergraduate teachers.

This book will be of great interest to students of critical security studies, IR theory, political theory, philosophy and ancillary social science disciplines, such as criminology and sociology.

The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. This growth in scholarship makes this an opportune time to review and consolidate the knowledge base of the environmental education (EE) field.

The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

Published for the American Educational Research Association (AERA).