The Coda traces fashion’s permeation of the novel genre into our contemporary moment, and contends that the novel’s innovative engagement with digital technology and social media over the past decade has roots firmly in the nineteenth century. Historicizing the advent of Twitter-fiction, the Coda proposes that we recognize in contemporary fiction’s experiments with seriality and hypercurrency an upcycling of narrative forms developed in analogous moments of profound change in the nineteenth century. Twitter-fiction explores the relation of parts and wholes, of individuals and collectivities, in an historical age when digital mediation enables new configurations of publicness, when virtual self-expression is the medium less of identity than main character energy, and when the timeframe of the quotidian has become an inadequate measure of the experience of historical change. The Coda argues that contemporary writers who immerse their fiction in the media and sensibilities of the moment may risk radical obsolescence, but that is precisely the point: they aim to conceptualize the temporality and textures of the immediate present.

It is hard to imagine a world without digital technologies. They influence every facet of our lives, including our education, health, leisure activities, finances and jobs. You may have heard different terms for digital technologies such as information technology (IT) and information and communication technology (ICT). In this chapter, we will use the terms digital technology and ICT interchangeably. In the first section of this chapter ‘Digital technologies and you’, we will explore both your personal and educational experiences with ICT as well as investigate your attitudes towards digital technologies in education. ‘Digital technologies in schools’ explores the current situation in early childhood, primary and secondary school contexts. You will be given an insight into theoretical frameworks, curriculum implications and practical considerations for twenty-first-century classrooms. The third section discusses pedagogical theories surrounding the use of digital technologies in classrooms and the fourth section, ‘Using digital technologies in class’, provides numerous suggestions and practical information on how digital technologies can be used for teaching and learning.

In this chapter you will be introduced to some of the literature, research and practices that will help you learn about and reflect on teaching and the teaching profession in the twenty-first century. You will also be introduced to relevant information about Australia’s school communities and school structures so that you can best understand the complex and diverse nature of the work involved in teaching students across the full learning spectrum from early years to senior secondary.

One of our goals in this opening chapter, and throughout the entire book, is to challenge your thinking about the range of issues involved in learning to teach in the twenty-first century. Therefore, we invite you to engage with and question the concepts and ideas presented in the coming pages, rather than accept them at face value. In many cases, we will prompt you to do so, particularly by examining key issues through social and ideological lenses. Adopting a critical inquiry stance is crucial in learning to become a teacher – it will help you to discover what it is that really matters in teaching in the twenty-first century.

The conclusion shows how persistent colonial chaos has been in the southern Red Sea. Local diplomacy retains a distinctly competitive and militaristic flavour to this day. International competition and realpolitik in the southern Red Sea has, if anything, intensified in the post-Cold War era. Looking at Puntland, south-west Yemen and Djibouti today, we see the Djiboutian government depends on money and recognition from renting space to foreign navies, while in Somalia and Yemen, rival power brokers seek to translate acts of maritime aggression into international negotiations for military and civil assistance. Opportunities to rekindle a regional culture of international cooperation exist, but are deeply submerged beneath the depths of colonial history.

Poetry scholars frequently state that form and content are not separable. Yet they continue to read poetry by minority writers primarily as ethnographic reportage. While many avant-garde poets can deftly address language’s imbrication with capitalism and hold forth on issues of class (and, at times, gender), the issue of race and – horrors – racism has too often been deflected by such coded (or not so coded) putdowns as “identity politics,” “autobiographical writing,” or “expressivity.” The “New Formalism” occludes an entire tradition of black thought that has engaged with the problem of form and larger sociopolitical structures. This chapter maps out crucial tasks for twenty-first-century poetry scholars, including archival recovery work; decentering white poets; looking to alternative models of poetics; questioning “neutral” poetics; engaging in concrete acts of anti-racism; decolonizing and desegregating the field.

The introduction situates the book amid the dangers and opportunities for feminism in the twenty-first century and argues for its importance in addressing a gap in contemporary feminist literary studies. It also offers summaries of the chapters, explains the sectioning of the book into the sections ‘Frontiers’, ‘Fields’, and‘Forms’, and offers reflections on the process of feminist commissioning.

This chapter outlines the development of English dictionaries in Canada as expressions of the national variety of Canadian English. Four stages of dictionary development in Canadian English are identified. The role of and dependency on publishing houses in the field's development is surveyed. This dependency led, ultimately, to what is called the Great Canadian Dictionary War. A handful of less widely known dictionaries that were important in Canada’s lexicographical development are discussed in some detail, and numerical methods are used to analyse developments within the Canadian dictionary market since the late 1970s.

Two decades into the twenty-first century, Beethoven’s Third Symphony is programmed regularly by the world’s leading orchestras and remains popular with audiences. In contemporary mainstream classical musical culture, the Eroica continues to be the pre-eminent musical emblem of heroism and revolution. In visual media, the Eroica retains classical music’s conventional generic meaning of wealth and superior status, but it is also deployed in film, television and video game soundtracks to track markedly intelligent heroes and culturally sophisticated revolutionaries. As new critical theories engage with the symphony’s traditional interpretations, alternative readings of the Eroica are emerging in musical scholarship alongside the heroic/revolutionary trope. The pastoral, politics and freedom figure prominently in several recent close readings, while the Eroica is fast becoming a pivotal musical work in disability studies. As a central example in both heroic narratives of overcoming and human narratives of adaptation, the Eroica endures.