bluuebunny/crossref_metadata_2025_split huggingface dataset:
Models of Spiritual and Transpersonal Development
Authors: Friedman Harris , Krippner Stanley , Riebel Linda , Johnson Chad 
Published: January 2024

Abstract
This chapter focuses on exploring various models of spiritual and transpersonal development. It first addresses philosophical dilemmas underpinning the concept of spiritual development by questioning whether these can be addressed without metaphysical assumptions embedded in religious worldviews and thus understood in any consensual way across different historical and cultural contexts. Traditional models of spiritual development are then reviewed, drawing from indigenous, Eastern, and Western cultures. Integrative-philosophical and scientific models, including those from the psychology of religion, transpersonal psychology, and neurobiology, are then presented. The chapter concludes by noting the complexities involved in understanding spiritual development accompanied by suggestions on future directions for these models by highlighting their commonalities and differences, and by providing some evaluative perspectives for thinking critically about them.
Awakening Education: Nurturing Spirituality in K–12 School Culture
Authors: Chapman Amy L. , Foley Lauren , Halliday Jen Hebda , Barth Karen , Miller Lisa J. 
Published: January 2024

Abstract
This chapter presents the basic science on child spirituality paired with the findings of collaborative educational field research to culminate in the initiative for Awakened Schools. Basic science shows a child’s spirituality to be an innate capacity, with roughly one-third of adult formation attributed to heritability and two-thirds attributed to environmental socialization. When the natural “spiritual core” of the child is supported, the likelihood of a lifetime of greater mental health and thriving, committed and meaningful relationships, and being outwardly effective in the world are all substantially increased. The traditional immersive places in society where spirituality has been fostered in children and adolescents are decreasingly engaged by families, mitigating their ability to fulfill that role. Thus, other youth-centered institutions must find ways to nurture children’s innate spirituality to provide the necessary two-thirds socialization of the spiritual core. Schools thus offer a rich context to support the spiritual core, in a way that is constitutional and consistent with any given school’s mission to focus or not focus on religion. This chapter presents the findings of a three-year qualitative study of 22 schools (private and publicly funded; religious and secular in mission) which intentionally have designed their relational cultures to be spiritually supportive. Our findings reveal 11 drivers of a spiritually supportive, or awakened, school culture. These 11 drivers are concrete and actionable, ready to be implemented by any school as well as other institutions (private or public; religious or secular) to nurture the development of spirituality in children and adolescents.
Virtues in Positive Psychology and the Psychology of Religion and Spirituality
Authors: Worthington Everett L. , Cowden Richard G. , Davis Edward B. , Exline Julie J. 
Published: January 2024

Abstract
By the early 2000s, positive psychology had emerged as a complementary subfield to those who historically focused on treating psychopathology and solving psychological problems. Because positive psychology involves the scientific study of hedonic well-being and eudaimonic virtues, a reasonable expectation is that positive psychology has transformed the field of the psychology of religion into a related yet broader field of the psychology of religion and spirituality. This could be attributable to the study of virtue, which overlaps more directly with religion than does the study of hedonic well-being. Thus, positive psychology might have drawn investigators who had not previously studied psychology of religion to study virtue and spiritual formation and to contextualize them within religious frames. We examine trends in scholarship to identify whether such commonsense assumptions are warranted. The available evidence does not appear to support this interpretation. Rather, it appears that psychologists of religion and spirituality publish research related specifically to virtues and religion within journals focusing on religion and spirituality. When scholars venture into secular positive psychology journals, they infrequently include religious or spiritual measures. We discuss some implications of these trends and the potential benefits of integrating religious and spiritual variables into the study of processes that lead to the development and practice of virtues. The general considerations for counseling within and across faith traditions that we included pertain to culture, client welfare, client autonomy, and therapist competence. Religion and spirituality are treated as cultural issues.
Introduction
Authors: Akhimie Patricia 
Published: January 2024

Abstract
The introduction to The Oxford Handbook of Shakespeare and Race lays out the scope of the collection, which includes a review of critical frameworks for the subject of Shakespeare and race such as critical race theory, feminist, and postcolonial studies; intersections with work in related fields such as queer, trans, disability, and indigenous studies; new approaches from ecocriticism to book history; and a cross section of contemporary engagement with Shakespeare and race in theatre and performance, film, pedagogy, political activism, and elsewhere.
Race in Repertory
Authors: McInnis David 
Published: January 2024

Abstract
Scholarship on Shakespeare and race has broadened its scope to encompass more plays than such mainstays as Othello and Titus Andronicus. Moving beyond even Shakespeare’s ‘other race plays’, this chapter focuses on the benefits of a repertory studies approach in offering theatrical context for representations of race and identity on stage (Brown et al. 2022, 19). This can function in two related ways: the first examples in this chapter feature comparisons of plays being performed contemporaneously (or nearly so); the later examples, including discussion of lost plays, feature plays that a playgoer would be familiar with and bring their knowledge of to the current performance even at months or years remove, as part of their horizon of expectations. Such a repertory studies approach is valuable because it situates Shakespeare’s work in the historical and intellectual context of the London theatrical marketplace but still enables scholars to continue to develop and extend the critical and theoretical insights of pre-modern critical race studies.
Shakespeare, Race, and Queer Studies
Authors: DiGangi Mario 
Published: January 2024

Abstract
This chapter documents and promotes scholarship on the intersection of race and queer sexuality in Shakespeare’s plays. It provides a genealogy of the productive work that has been done at the intersection of these critical approaches and identifies ways in which the field might continue to grow. To illustrate that contemporary intersectional theory can still provide new insights even into the most familiar and frequently taught Shakespearean text ‘about’ race and sexuality, the chapter concludes with a reading of queer interracial eroticism in Othello. This reading argues that Iago uses racist language to inflame Othello with the desire to know his private thoughts, a process that involves both psychic identification and heightened intimacy between a black male body and a white male body. As such, Othello illustrates the insidious workings of what theorist Sharon Holland calls the ‘erotic life of racism’.
Melancholy Nature
Authors: Coles Kimberly Anne 
Published: January 2024

Abstract
The construction of race in early modern England relied upon the creation of non-Christian subjects. English colonial activity was largely directed against fellow Christians: Irish Catholics, Spanish Catholics, converted Africans or people of African descent. But the extermination or enslavement of a people becomes impossible to justify against acknowledged Christians. The means by which England becomes both ‘white’ and ‘Christian’ was a racial fiction that purged English Protestantism of Catholics and other Christians who were not regarded as properly part of the nation-state. This fiction simultaneously marked these people as available for English exploitation. The English strategy of racialization made conversion to Christianity impossible for certain groups of colonial subjects: black melancholy rendered them pagan by nature. This melancholy marking moves to the surface of the skin with the legal codification of chattel slavery. But Shakespeare shows the ground of the thinking and early stagings of the idea.
Shakespeare, Race, and Spain
Authors: Weissbourd Emily 
Published: January 2024

Abstract
Scholars have long recognized the centrality of Spain to representations of race in Shakespeare’s plays. Spain’s status as a site of racial difference in the English imaginary has largely been attributed to two factors: its ‘pure blood statutes’, and anti-Spanish ‘Black Legend’ propaganda. At times, however, an exclusive focus on racialized religious difference has occluded Spain’s significance to other forms of racial discourse. This chapter begins by surveying scholarship on purity of blood in The Merchant of Venice and Othello, then lays out two new avenues for studies of Shakespeare, race, and Spain. The first of these focuses on the history of the Afro-Iberian slave trade, arguing that references to Spain in early modern English drama evoke not only the pure blood statutes but also an emergent discourse linking Blackness with enslavement. The second draws attention to anxieties about Spanish imperial might in two of Shakespeare’s romantic comedies.
Shakespeare, Race, and Science
Authors: Park Jennifer 
Published: January 2024

Abstract
This chapter examines the interconnections between early modern ideas about race and early modern science to interrogate what it meant to pursue, consume, and master ‘knowledge’ in Shakespeare. By exploring science and race together as they weave through Shakespeare’s plays, I argue that the pursuit of knowledge as scientific inquiry was foundational to the formation of English ideas about race and/as hierarchy and mastery, as evidenced in how negotiations with race play out in the scientific epistemologies and practices that Shakespeare engages in his works. This chapter explores these various relationships between science and race in a range of Shakespeare’s plays, from Lavinia’s accusation of Aaron’s and Tamora’s ‘experiments’ in Titus Andronicus to Othello’s famous demand for ‘ocular proof’, from the presumptions that underlie early modern European ‘philosophies’ and knowledge systems in Hamlet to the exploration of alternative authorities of natural knowledge in Antony and Cleopatra and The Tempest.
Naturalizing Race and Racialized Geographies
Authors: Sarkar Debapriya 
Published: January 2024

Abstract
This chapter engages three major currents of Shakespeare scholarship—premodern critical race studies, postcolonial studies, and ecocriticism—to trace how the natural and political geographies of The Tempest and Antony and Cleopatra serve as engines of colonial race-making. It follows characters like Caliban and Cleopatra who are racialized through associations with aspects of the nonhuman world that fix them as inhuman. Both plays enact the imperial desire to dehumanize the Other through the techne of racializing geography; the physical world provides the tools—rocks, trees, rivers, and animals—to transform the racialized Other into natural object. By tracing how the historically contingent political and physical geographies of empire animate the naturalization of race in Shakespearean drama, we also see how early modern literature can play a vital role in enhancing our understanding of the long and connected histories of racial and environmental justice.
Teaching Shakespeare and Race
Authors: Burton Jonathan 
Published: January 2024

Abstract
This chapter asks Shakespeareans to begin with learning goals that advance diverse student ambitions, and with the question ‘Can I achieve this goal with a more creative use of a digital tool that my students are already using?’ It offers a set of ‘small teaching’ approaches to Shakespeare that draw upon pioneers in Culturally Responsive Teaching but also takes inspiration from the TikTok teens and Kpop Stans who are already changing the world. The eight suggestions included in this chapter work to dismantle the ideas that Shakespeare is unchanging and exclusively white and help our students to develop new, antiracist reading skills.
Teaching Shakespeare and Race in Secondary Classrooms
Authors: Turchi Laura B. 
Published: January 2024

Abstract
This chapter offers a snapshot of where and how Shakespeare and race can be found taught together in secondary schools, based on interviews with theatre company education leaders and professional development partners, as well as a review of websites, the policies of professional associations of teachers, and national curricula. It focuses largely on USA, UK, Canadian, and Australian teacher practices, with limited attention to countries where Shakespeare is taught in courses where English is studied as an additional language. It illuminates the contexts and practices of secondary school teachers who make race an explicit dimension of their Shakespeare teaching. It reviews the kinds of professional development initiatives that are seeking to support this important and politically complex secondary school teacher work.
Racialized Genders on the Shakespearean Stage
Authors: Arvas Abdulhamit 
Published: January 2024

Abstract
This chapter discusses race and trans, as well as sexuality and class, as inevitable and inseparable components of embodiment, hence crucially intersecting components of Shakespearean drama in performance, research, pedagogy, and performance, be it on stage or in the classroom. By discussing the intersection of gender, sexuality, and race studies, this chapter proposes to examine genders in variance rather than dichotomous cis-centric assumptions, to consider gender variance as inextricably interlinked with—and articulated through—the infrastructures of racialized and eroticized power hierarchies, and to think such structures projected on the embodiment in a global, cross-cultural context. Finally, this chapter discusses the potentiality of intersectional analysis in a classroom setting.
Resisting Analogies
Authors: Kumar Rebecca 
Published: January 2024

Abstract
In this chapter the author recounts her experience teaching Shakespearean film at a historically Black college (HBCU). She reminds instructors that despite the supposed fluidity of race and racism in the early modern period, in our contemporary world cinema has been used as a technology of antiBlackness—often in the name of Shakespeare. By charting adaptations of Othello from early cinema onwards, the author outlines how the film industry has used bardolatry to legitimate antiBlack violence on and offscreen. Though there are adaptations in which Othello is not meant to be Black—such as those from India which analogize race in the play with caste in the films—the author demonstrates how, without adequate racial context, they risk flattening disparate historical oppressions under the banners of universality or multiculturalism. A decontextualized film pedagogy thus obfuscates, rather than addresses, the specifically antiBlack violence with which cinema has long been complicit.
The Oral Histories
Authors: Della Gatta Carla 
Published: January 2024

Abstract
One of the questions that arises in theatre-making is how to create space—metaphorical, geographical, theatrical, emotional—for communities of colour. This includes the wide range of theatre-makers, onstage and off, as well as audiences and local communities. The artists shared their stories of how communities were made within a singular production and how they can be created within and across institutions. Community is essential to the collaborative nature of theatre. For example, the ‘dialogue’ between Lileana Blain-Cruz and Carl Cofield (who directed 1 Henry IV and 2 Henry IV, respectively, at the Oregon Shakespeare Festival (OSF) in 2017 with the same cast of actors) is indicative of how productions can be in conversation and how they can create community across space and time. The artists express various access points and strategies for creating space for stagings and subsequent conversations about race, and how that space informs their work.
The Oral Histories
Authors: Della Gatta Carla 
Published: January 2024

Abstract
What is often referred to as a ‘concept production’ of Shakespeare is in fact the integration of a culture or setting into the rhythm and fabric of the play. It is an act of translation, and with attention to dramaturgy and the casting of actors who will voice and contribute to the mechanisms for conveying culture, these theatrical productions can bring forward new understandings of the plays, and of identity. Much must be negotiated with actors’ desires to express their identity and the means by which identity is legible, or made legible. All of these elements point to the question of the mechanisms and meaning of theatre.
The Imperatives of Race Consciousness in 21st-Century Shakespearean Performance
Authors: Karim-Cooper Farah 
Published: January 2024

Abstract
This chapter examines the role of ‘colour blind casting’ today and calls for a ‘race conscious’ approach not only to the casting of actors in Shakespearean roles, but also to all aspects of a production. It argues that for too long theatre companies in Britain and the United States have echoed the mid twentieth-century social and legal movements towards racial equality in developing a race-neutrality lens. Post-2020 and the resurgence of the Black Lives Matter movement, theatres on both sides of the pond have admitted to racial inequities but under the guise of ‘inclusive’ culture or ‘inclusive’ casting, there is a danger towards deepening race neutrality which renders invisible the industry-wide racial inequalities in classical theatre and, more pointedly, Shakespeare in performance.
History and Digital Public Diplomacy
Authors: Cull Nicholas J. 
Published: January 2024

Abstract
This chapter will focus on one specific dimension of digital diplomacy—digital public diplomacy—and consider the value of history in understanding both the micro-processes at work within foreign ministries and the macro-trends unleashed in wider society, which in turn generate the wider landscape of foreign policy. It identifies a three-phase pattern to the introduction of new technology to public diplomacy. 1) A period of symbolic use when the communication technology is used as a statement in the hope that its use will be newsworthy in existing media. 2) Early application when the new technology is used to accomplish a task accomplished by a former technology without integrating the full potential of the new medium. 3) Mature application when the full capabilities of the new technology are used. The pattern is illustrated with the cases of radio, terrestrial television, and satellite television. The chapter goes on to argue that the arrival of new technologies of communication—media disruption—is an unrecognized factor in many of the worst crises of the twentieth century, including the origins of the two World Wars and the Cold War. Conversely, the chapter argues that a process of media disarmament was part of the process of moving beyond these crises.
Transforming International Development
Authors: Ghica Luciana Alexandra 
Published: January 2024

Abstract
Digital technologies and international development for cooperation are now at the forefront of the global strategic framework for managing current and future challenges, and for ensuring social and economic progress worldwide. This new agenda, which emerged from a multistakeholder dialogue led by the United Nations, builds on decades of conceptual, institutional, and normative advancements in international cooperation. However, it is not a linear process but rather one of constant change and uncertainty. As new technologies continue to emerge and new social practices develop, previously established norms are being challenged, leading to changes in power relations and new modes of governance. In the context of the global agenda on development and current trends in digital cooperation, digital diplomacy can be viewed as a ‘liquid’ landscape with quantum features. It is not only what diplomats do, but rather the environment they share with other stakeholders in an increasingly digitalized and constantly changing landscape. They are also actively participating in the observation and transformation of this environment.
New Trends in Digital Diplomacy
Authors: Fjällhed Alicia , Lüfkens Matthias , Sandre Andreas 
Published: January 2024

Abstract
TikTok’s viral short-video app has seen tremendous global growth, but its adoption in foreign policy and digital diplomacy is still low. Some diplomatic actors have refrained from developing a presence on TikTok due to geopolitical concerns emerging from TikTok’s Chinese ownership. Other diplomatic actors have established a presence on the platform due to its ability to make content with high engagements, reaching a young audience. The chapter observed three principal objectives when employing TikTok for digital diplomacy: 1) educating young audiences and raising awareness about current issues, including Covid-19 and the War in Ukraine; 2) countering misinformation and disinformation; 3) putting vulnerable communities at the forefront and empowering young people. The chapter also focuses on TikTok as a case where the international geopolitics of algorithmic governance has grown salient in the public debate, hoping to serve as a first step towards a theoretical conversation in digital diplomacy on the matter. This new interest concerns a deeper level of influence over public political debates, from an interest in actor’s participation in digital conversations to an understanding of how influence can be asserted through the algorithmic structures determining the possible scope of and promoted voices in such conversation.
Digital Diplomacy
Authors: Holmes Marcus 
Published: January 2024

Abstract
Digital diplomacy provides opportunities for states to manage the image they project to broad audiences. This occurs through dual processes of identity projection and audience response retrieval. Through digital tools, states are able to craft and refine their projections based on the response to those projections by diverse audiences. This chapter applies Erving Goffman’s dramaturgical theory to digital diplomacy and theorizes the ways in which states interact with online audiences and, just as importantly, how online audiences interact with states. The dyadic interaction between the state and the audience creates a feedback loop which provides audiences the power to shape and reshape how states bring themselves into existence online. To exemplify the use of this type of micro-sociological analysis, the chapter applies Goffman’s framework to the online interactions between the US, Russia, and Ukraine surrounding the 2022 invasion of Ukraine.