GEORGETOWN
UNIVERSITY
PRESS
FALL 2021
102 | SPRING 2021
CONTENTS
Trade . . . . . . . . . . . . . . . . . .2
International Aairs . . . . . . . .22
Religion & Ethics. . . . . . . . . .25
Languages & Linguistics . . . . . 28
Language Textbook Programs . 32
Author / Title Index . . . . . . . .40
Ordering Information . . . . . . .41
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CATALOG DESIGN
Ahlering Designs
ADVISORY BOARD
George Shambaugh, Chair
Thomas Bancho
Matthew Carnes, SJ
Christopher S. Celenza
Maureen Corrigan
E. J. Dionne Jr.
Heidi E. Hamilton
Harriette Hemmasi
LaMonda Horton-Stallings
Lise Morjé Howard
Billy Jack
Maurice Jackson
Mark Laframboise
Jane Levey
Jane McAulie
John McNeill
Lourdes Ortega
Peter C. Pfeier
Nicoletta Pireddu
Cristina Sanz
Mark Stout
Deborah Tannen
Nitin Vaidya
Dear Colleagues,
As we prepare for reentry after this year of isolation, we might also reect on how much we talked past one another during the
pandemic—on politics, public health, and much more. Our books this season invite much needed reection and dialogue. We begin
with Remember is: e Lesson of Jan Karski. Karski, who brought knowledge of the Holocaust to the Allied powers, posed a
remarkable series of questions: “How do we know what to believe? How do we know what to believe in? Is there something
we can do that we are not already doing?” His experiences, dramatized by Clark Young and Derek Goldman, prompt us
to think about what we have all witnessed over this past year—and what we might do about it. Terrence Johnson
and Jacques Berlinerblau’s Blacks and Jews in America is self-consciously subtitled “An Invitation to Dialogue”
and through the conversations of the authors models probing yet respectful discussion. Jeanine Turner’s
Being Present—the rst book in our new global business list—helps us be more intentional in our
communication and enables us to best allocate our attention and gain the attention of others.
ese skills will be crucially important in our new hybrid world.
Each of these books can open up conversations on the events of the past year. As
a nation there is a great deal to do to heal the racial and economic divisions
that were both revealed and exacerbated by the pandemic. It’s our hope that
these books—and our catalog as a whole—will ignite conversations that
bring our readers together and generate new ideas about our collec-
tive future.
Sincerely,
Al Bertrand
Director
Georgetown University Press
Part of the Black Lives Matter sign, visible in this view from the Hay-Adams Hotel, from Sixteenth Street NW.
Remember is
e Lesson of Jan Karski
DEREK GOLDMAN AND CLARK YOUNG
Richly illustrated with stills from the black-and-
white lm adaptation of the acclaimed stage play,
Remember is: e Lesson of Jan Karski tells the story
of a World War II hero, Holocaust witness, and
Georgetown University professor.
A messenger of truth, Jan Karski risked his life
to carry his harrowing reports of the Holocaust
from war-torn Poland to the Allied nations and,
ultimately, the Oval Oce, only to be ignored and
disbelieved. Despite the West’s unwillingness to act,
Karski continued to tell others about the atrocities
he saw and, after a period of silence, would do so for
the remainder of his life. is play carries forward
his legacy of bearing witness so that future genera-
tions might be inspired to follow his example and, in
Karski’s words, “shake the conscience of the world.”
Accompanying the text of the stage play in this
volume are essays and conversations from leading
diplomats, thinkers, artists, and writers who reckon
with Karski’s legacy. Contributors include Secretary
of State Madeleine Albright, Ambassador Stuart
Eizenstat, award-winning author Aminatta Forna,
best-selling author Azar Nasi, President Emeritus
of Georgetown Leo J. O’Donovan, SJ, Ambassador
Samantha Power, Ambassador Cynthia P. Schneider,
historian Timothy Snyder, Academy Award™
nominated actor David Strathairn, and best-selling
author Deborah Tannen.
DEREK GOLDMAN is the chair of Georgetown University’s Department
of Performing Arts and director of the Theater and Performance Studies
Program, and he is the cofounding director of the Laboratory for Global
Performance and Politics. He is an award-winning international stage
director, producer, playwright, and educator whose work has been
seen off-Broadway, nationally, and at numerous leading theaters around
the world.
CLARK YOUNG is a writer and teacher based in Brooklyn, New York,
and originally from Portland, Maine. He cocreated every iteration
of Remember This from Warsaw and New York City, to London and
Washington, DC.
CONTRIBUTORS
Madeleine Albright
Stuart Eizenstat
Aminatta Forna
Azar Nafisi
Leo J. O’Donovan, SJ
Samantha Power
Cynthia P. Schneider
Timothy Snyder
David Strathairn
Deborah Tannen
$19.95 T / £14.00
paper 978-1-64712-168-6
$19.95 n / £14.00 ebook 978-1-64712-169-3
NOVEMBER 2021 144 pages / 5.5 x 8.5 /
38 b&w photos
HOLOCAUST
World Rights
2 | FALL 2021 PRESS.GEORGETOWN.EDU | 3
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AN INTERVIEW WITH CLARK YOUNG, DEREK GOLDMAN,
AND DAVID STRATHAIRN
e following is from a interview between Deborah Tannen, Remember is cocreators
Clark Young and Derek Goldman, and David Strathairn, who portrays Karski in the lm. e
excerpt below has been slightly edited for inclusion in this catalog.
Deborah: You all created Remember This as a play based on Karski’s words, right? Are all the words
in the play and in the film his words?
Clark: Almost entirely, through adaptations of either his memoir or biographies about Karski as
well as oral histories and transcripts from the United States Holocaust Memorial Museum. One
of the incredible things about looking through the archives is that, you know, once Karski decides
to speak about his experiences again after thirty-ve years of self-imposed silence, we then found
archives of Karski speaking every ve to ten years until his death in 2000. And so you really get
to witness the way he coached himself to talk about this, and how he learned to apply his life and
trauma to the events of that particular time period. How he continued to talk about Holocaust
denial and crimes against humanity through a lens that young people could receive and use.
Deborah: It’s such a fascinating point. That in a way, you’re continuing his work of reshaping the
lessons of his life for not just new generations but for new generations of students.
Derek: e Holocaust is a too little-known history by young people. And part of the work of this
piece is to make people aware of that history. But I think even more than that, for us, it’s about
engendering dialogue in young people today about what they’re bearing witness to, and what it
means to carry on Karski’s legacy of individual responsibility, of moral courage, of being good to
your neighbor. Karski says: “Don’t make distinctions.” e curriculum we created based on the play
is designed to reach students in their own lives and to connect Karski’s legacy with issues that they
are passionate about.
Deborah: Karski started working for the Polish Underground after they had been invaded by the
Germans. The fact that he agreed to [tell the Allies what was happening to the Jews] is such a huge
thing to get your head around. In the early parts of the play, we see that he didn’t share the anti-
Semitic assumptions that were prevalent at that time. That’s such a fascinating side of his psychology,
of this story. We think of it as a Holocaust story, whereas it really wasn’t originally, from his point of
view. He was doing a job for his country.
David: is is a play that hinges on some very basic and vital questions we ask ourselves and
each other. And to oer these questions, seeking real answers from the audience, is a very dierent
neurology of performance. You touched on a couple of really potent, pivotal moments that we put
into the piece. One is the scene when Karski’s mother sends him outside and tells him to watch out
for the kids throwing dead rats over the roof, tormenting young Jewish kids in the Sukkah where
they pray. She tells him, “Go watch, like a good Catholic boy. If somebody comes, tell me, and I will
take care of them.” at moment, I think, is very signicant. It informs another pivotal moment:
his decision, years later, to meet with Jewish leaders in that nightmarish scene in “an old house
on the outskirts of Warsaw,” just before he goes to London to report to the Allied nations. ese
moments reveal his innate empathic nature. In that nightmarish scene in Warsaw, he agrees to
bear witness on behalf of the Jewish people. I’m continually trying to nd these handles to carry me
forward into the psychology of the man. ose two moments are very, very signicant to me.
PRESS.GEORGETOWN.EDU | 5
Blacks and Jews in America
An Invitation to Dialogue
TERRENCE L. JOHNSON AND
JACQUES BERLINERBLAU
In this uniquely structured conversational work,
two scholars—one of African American politics and
religion, and one of contemporary American Jewish
culture—explore a mystery: Why aren’t Blacks and
Jews presently united in their eorts to combat
white supremacy? As alt-right rhetoric becomes
increasingly normalized in public life, the time
seems right for these one-time allies to rekindle the
res of the civil rights movement.
Blacks and Jews in America investigates why
these two groups do not presently see each other
as sharing a common enemy, let alone a political
alliance. Authors Terrence L. Johnson and Jacques
Berlinerblau consider a number of angles, including
the disintegration of the “Grand Alliance” between
Blacks and Jews during the civil rights era, the
perspectives of Black and Jewish millennials, the
debate over Louis Farrakhan and the Nation of
Islam, and the Israel-Palestine conict.
Ultimately, this book shows how the deep
roots of the Black-Jewish relationship began long
before the mid-twentieth century, changing a
narrative dominated by the Grand Alliance and
its subsequent fracturing. By engaging this history
from our country’s origins to its present moment,
this dialogue models the honest and searching
conversation needed for Blacks and Jews to forge a
new understanding.
TERRENCE L. JOHNSON is an associate professor of religion and
politics in the Department of Government and a senior research
fellow at the Berkley Center for Religion, Peace, and World Affairs at
Georgetown University. He is an affiliate member of the Department
of African American Studies and the Department of Theology and
Religious Studies.
JACQUES BERLINERBLAU is the director of the Center for Jewish
Civilization and Rabbi Harold White Professor of Jewish Civilization at
Georgetown University. He has published on a wide variety of issues
ranging from secularism, religion, and politics to Jewish American
fiction, African American and Jewish American relations, and higher
education.
$26.95 T / £20.50
cloth 978-1-64712-140-2
$26.95 n / £20.50 ebook 978-1-64712-141-9
NOVEMBER 2021 176 pages / 5.5 x 8.5
CONTEMPORARY EVENTS/POLITICS
World Rights
4 | FALL 2021 PRESS.GEORGETOWN.EDU | 5
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AN EXCERPT FROM BLACKS AND JEWS IN AMERICA
Jacques Berlinerblau: What are your hopes about what we’ll be able to do, and what do you think are
the limitations and challenges that confront us?
Terrence Johnson: Black folks have long given up on an alliance with white Jews—at least this
seems to be the case within the scholarly writings and essays I utilize in my courses. Without any
hesitation, the majority of Black students who enroll in our classes do not express any interest in
developing an alliance with white Jews. eir experiences are informed by Jewish assimilation
into white, middle-class social groups and by Jewish ight from communities of color. I don’t
believe students’ disinterest stems from discontent; instead, it symbolizes the shifting interests
among today’s Black activists. What is framing today’s political vision among Black progressives
is intersectionality politics, political platforms based on the intersections of race, gender, class, and
sexuality. As you well know, white Jews have benetted from liberalism in ways unimaginable
to African Americans. Blacks and Jews must confront this tragic history before any coalition
can materialize. e strange irony, however, is that if you want to understand America and its
so-called liberal promises, you must engage the history of Blacks and Jews in the United States.
JB: Intersectionality is very hard on Jews—it’s not the framework that’s likely to generate dialogue. . . .
You concur that by looking at the Black-Jewish relationship, any American, be they not Black or not
Jewish, can learn something about this country? It retains insights for non-Blacks and non-Jews?
TJ: Denitely. If you go back to the classic James Baldwin piece “Negroes are Anti-Semitic
because ey’re Anti-White,” we see that the crux of the problem is white Christianity and how
Christianity ows through the political lifeblood of the nation. Look at what impedes almost
every other ethnicity or group of color in the United States. ose impediments point back to what
Blacks and Jews have struggled with since their encounter in the New World—the denigration of
their bodies, the beliefs that dehumanize them, and so on. More specically, the idea that Blacks
and Jews are non-Christian and non-white—and that they bring in rituals of community and
tradition that threaten, I think, the liberal model of individualism—is at the heart of the political
imagination of this nation. What are you hoping to achieve and what do you wish to avoid in this
book?
JB: Well, I hope to push back a bit on your critique of liberalism. I’m not ready to abandon the liberal
project. I really want to dialogue with you about critical race theory and intersectionality. Too, I want
us both to reflect on Afro-Jews and their significance for this dialogue.
TJ: I think we push against those trite narratives of the Grand Alliance between Blacks and Jews
by showing how both groups have struggled, at dierent points, with many of the fundamental
values attributed to this country: religion and secularism, faith and reason, gender and race, and
liberalism and capitalism. In light of BLM and the aftermath of COVID-19, we can’t return to
a dead past anymore. e challenges we face demand an invigorated political imagination and a
willingness to struggle for humankind and the planet.
is excerpt has been edited for inclusion in the catalog.
PRESS.GEORGETOWN.EDU | 7
Being Present
Commanding Attention at Work (and at Home)
by Managing Your Social Presence
JEANINE W. TURNER
As our ability to pay attention in a world of
distractions vanishes, it’s no wonder that our ability
to be heard and understood—to convey our mes-
sages—is also threatened. In both our professional
and personal lives, it is increasingly dicult to break
through the digital devices that get in the way of
communication. And the ubiquity of digital devices
means that we are often “multicommunicating,”
participating in multiple conversations at once.
is increased strain on attention has never
been more clear than during the pandemic, when
our homes suddenly accommodated both work
and family life. What are our options when facing
professional communications at all hours? What
about using digital communications to our advan-
tage—how can we facilitate information-sharing
in the midst of a world where we are overwhelmed
with content?
Drawing from fteen years of research, interviews,
and teaching experience, Jeanine W. Turner oers a
framework to navigate social presence at work and
at home. By exploring four primary communication
choices—budgeted, entitled, competitive, and
invitational—Turner shows when and where to
employ each strategy to most eectively allocate
our attention and command the attention of others.
Each chapter includes concrete strategies and
concludes with reection questions and exercises
to help readers further explore these decisions in
professional and personal relationships.
JEANINE W. TURNER is a professor in the Communication, Culture,
and Technology Program and is an affiliated faculty member in the
McDonough School of Business, both at Georgetown University. She
inspires and challenges executives and students to gain a strengthened
sense of how best to communicate their presence in a variety of
environments, and has worked within the public and private sectors,
including AARP, KPMG, Microsoft, the NFL Players Association, Rolls
Royce, Sprint, the US Senate, the US Department of Defense, and the
World Bank.
“Grounded in decades of research,
the combination of strategies
provided for both work and
personal life make this book a
must-read for teams, managers,
executives, and parents!”
—Keri K. Stephens,
professor, Organizational Communication
and Technology, and Distinguished
Teaching Professor,
The University of Texas at Austin
$29.95 T / £22.50
cloth 978-1-64712-154-9
$29.95 n / £22.50 ebook 978-1-64712-155-6
JANUARY 2022 192 pages / 6 x 9 / 6 tables
BUSINESS / COMMUNICATIONS
World Rights
6 | FALL 2021
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To determine the best way to engage your audience,
first ask yourself the following questions
Drive ecient
messaging
Budgeted:
Multicommunicate
(juggle conversations)
with your audiences
Accomplish task Norm infractions
and diminished
relationship
development
GOAL
TYPE OF
PRESENCE
POTENTIAL
BENEFITS
POTENTIAL
COSTS
Finally, consider the potential benefits and costs
of each presence choice
How am I expected to behave?
Will I need to respond? How fast?
Can my audience see me?
How much time do I have?
How sensitive is the topic?
How important is the topic?
How complex is the topic?
Is the topic likely to be confusing
or require follow-up questions?
Do I value this relationship?
Do I have power in this
relationship?
Do we need each other?
CONTEXT MESSAGE RELATIONSHIP
HOW TO COMMAND ATTENTION
Drive ecient
messaging
THEN, IDENTIFY YOUR COMMUNICATION GOAL
Persuade audience
to listen
Demand your
audience’s attention
Create dialogue
Demand audience
attention
Persuade audience to
listen
Create dialogue
Entitled:
Set limitations on
your audience’s
technology use
Competitive:
Win your audience’s
attention so they invest
in your message.
Invitational:
Engage your audience
in a dialogue by
creating a partnership.
Remove technological
distractions
Focus on ethos, pathos,
and logos will lead
to more successful
meetings
Understanding and
relationship
development
Diminished credibility
of the speaker
Will not be persuasive
enough to engage your
audience
Time consuming and
your audience might
not be willing
PRESS.GEORGETOWN.EDU | 9
Cathonomics
How Catholic Tradition Can Create
a More Just Economy
ANTHONY M. ANNETT
Foreword by Jeffrey D. Sachs
Inequality is skyrocketing. In a world of vast
riches, millions of people live in extreme poverty,
barely surviving from day to day. All over the world,
the wealthy’s increasing political power is biasing
policy away from the public interest toward the
particular nancial interests of the rich.
A growing chorus of economists and politicians
is demanding a new paradigm to create a global
economy for the common good. In Cathonomics,
Anthony M. Annett unites insights in economics
with those from theology, philosophy, climate
science, and psychology, exposing the failures of
neoliberalism while oering us a new model rooted
in the wisdom of Catholic social teaching and
classical ethical traditions. Drawing from the work
of Pope Leo XIII, Pope Francis, omas Aquinas,
and Aristotle, Annett applies these teachings to
discuss current economic challenges such as inequal-
ity, unemployment and underemployment, climate
change, and the roles of business and nance.
Cathonomics is an ethical and practical guide to
readers of all faiths and backgrounds seeking to
create a world economy that is more prosperous,
inclusive, and sustainable for all.
ANTHONY M. ANNETT is a Gabelli Fellow at Fordham University and
a senior adviser at the Sustainable Development Solutions Network.
He has a PhD in economics from Columbia University and spent two
decades at the International Monetary Fund, where he worked as a
speechwriter to the managing director. He is also a member of the
College of Fellows of the Dominican School of Philosophy in Theology
and a knight commander of the Equestrian Order of the Holy Sepulchre
of Jerusalem.
INTERVIEW WITH ANTHONY M. ANNETT
While economic inequality is not new, the disparities in our
current global economy are on the rise. What are some of the
factors that have exacerbated this enormous wealth gap?
To start with, technological developments and globalization
have both led to increased inequality over the past few
decades. But we need to appreciate political factors as well
as economic factors—I am referring to a nexus of pro-rich
policies such as attacks on unions, lower tax rates on high
incomes and wealth, the gutting of welfare states, and greater
deregulation that conspire to raise inequality. A key point I
make in the book is that inequality attacks the common good
by shredding the sense of shared responsibility that binds us
together as a society.
In your book, you explore the work of philosophers, theolo-
gians, and leaders from Aristotle to Aquinas to Pope Francis.
What are the common threads that weave together their
teachings, and how can this help us approach the challenges
faced by our society?
A common thread is the focus on the common good, with its built-in notions of solidarity and duties
toward each other as human beings, especially the poor. ese moral insights have fallen by the
wayside over the past four decades or so with the rise of neoliberalism—a political philosophy based on
individualism, market competition over cooperation, and the anthropology of homo economicus. In my
view, change must start from how we teach economics and business, by promoting values that are more
in accord with human nature and better support the common good.
How can economists and politicians work alongside ethicists to address economic challenges such as
inequality, unemployment, climate change, and the roles of business?
e starting point is to recognize that we need a change in values to ground a needed change in policies.
We need to escape the crimped connes of the neoliberal paradigm and recenter economics in ethics and
moral philosophy. In this, Catholic social teaching oers a ready-made roadmap for action. I certainly
believe that we can derive a crosscultural ethical consensus on the moral economy, but I also believe that
Catholic tradition has these issues worked out in a systematic manner, and in a way that can appeal to
all, believer and nonbeliever alike.
“If you are interested in what it would
mean to live in a world in which
ethics constrained economics rather
than the other way around, then
Annett’s Cathonomics is the book
you must read.”
—Owen Flanagan, James B. Duke
Distinguished University Professor of
Philosophy, Duke University
$29.95 T / £22.50
cloth 978-1-64712-142-6
$29.95 n / £22.50 ebook 978-1-64712-143-3
JANUARY 2022 336 pages / 6.5 x 9.5
CATHOLICISM / RELIGION
World Rights
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© International Monetary Fund
PRESS.GEORGETOWN.EDU | 11
e PhD Parenthood Trap
Caught Between Work and Family in Academia
KERRY F. CRAWFORD AND LEAH C. WINDSOR
Academia has a big problem. For many
parents—especially mothers—the idea of “work-life
balance” is a myth. Parents and caregivers work
harder than ever to grow and thrive in their careers
while juggling the additional responsibilities that
accompany parenthood. Breastfeeding, sick days
that keep children home from school, and the sleep
deprivation that plagues the early years of parenting
threaten to derail careers. e result is an academic
game of Chutes and Ladders, where career advance-
ment is nearly impossible for parents who lack
access to support systems.
In e PhD Parenthood Trap, Kerry F. Crawford
and Leah C. Windsor reveal the realities of raising
kids, on or o the tenure track, and suggest reforms
to help support parents. Insights from their original
survey data and vignettes from scholars across
disciplines make it clear that universities lack
understanding, uniform policies, and exibility for
family formation. Topics covered include pregnancy,
adoption, miscarriage and infant loss, postpartum
depression, family leave, breastfeeding, daily parent-
ing challenges, the tenure clock, and more. Each
chapter includes recommendations for best practices
and policy changes. e book concludes with advice
to new or soon-to-be parents to help them better
navigate parenthood in academia.
e PhD Parenthood Trap provides parents,
academic mentors, and university administrators
with empirical evidence and steps to break down
personal and structural barriers between parenthood
and scholarly careers.
KERRY F. CRAWFORD is an associate professor of political science at
James Madison University. She is the author of Wartime Sexual Violence
(Georgetown University Press, 2017) and Human Security: Theory and
Action. She is the mother of three young children.
LEAH C. WINDSOR is a research associate professor in the Institute
for Intelligent Systems at the University of Memphis. She directs the
Languages Across Cultures lab. She is the mother of two young children.
EXCERPT FROM CHAPTER 2,
“BIAS AND FAMILY FORMATION IN ACADEMIA”
As a master’s student, my assistantship duties involved both administering a lecture
series and teaching a course. I was due in late December, and my plan was to have the
baby and then come back to classes and assistantship duties in mid-January when the
spring semester started. I had worked very hard to ensure everything was planned and
ready for the spring. Even though I was very visibly pregnant, one of my supervisors
must have missed it. As the fall semester ended, I told him that I would have everything
done before delivering. He looked at my belly and nally must have noticed that I was
pregnant! He marched me to the department head’s oce and basically asked something
like “what are we going to do about this.” I stood there dumbfounded. e department
head was in a meeting at that time with another professor; I remember both looking at
me with disgust. e head, probably not fully aware of what he was saying, told me we’d
have to talk about how any absence would aect my stipend. His words hurt. Instead
of asking me about my plans for returning or—gasp!—congratulating me on the child,
he assumed I’d miss work. ere was no care for me as a person or a student, just shock
that a graduate student would even think about having a baby. When I went home that
evening, I was so stressed about the situation and the lack of support I had felt that I
ended up asking my OBGYN to induce me early, just so I could ensure that I didn’t miss
a day of work. Even now, the situation stings.
Dr. Amanda Murdie
Department Head, Department of International Aairs
omas P. and M. Jean Lauth Public Aairs Professor
School of Public and International Aairs
University of Georgia
EXCERPT FROM CHAPTER 4, “ASKING FOR HELP”
In early May before my second child was born, I asked for two weeks of family medical
leave at the start of the Fall semester. . . .However, my chair refused my request justify-
ing this refusal because a student had complained about a colleague of mine not being in
class enough. . . . en I learned about FMLA and online accommodations that a male
colleague received for the birth of his second child….he received better accommodations
for the birth of his children than I did. For his rst child . . . he was able to teach entirely
online. For the birth of his second child in July 2018, he rst was able to teach entirely
online in Fall 2018 from a foreign country with his family and is taking FMLA for
Spring 2019. With his time at home he was able to write a book and go up for tenure.
He also turned down mentoring of honors students and did not take them to conferences.
Dr. Courtney Burns
Assistant Professor of Political Science, Bucknell University
Note: e author has moved to a new university and her vignette reects experiences at a previous institution.
“This book lives at the intersection
of academia and parenthood,
combining careful research with
human experience to call for much-
needed systemic change. It speaks
to administrative policymakers,
to academic parents and their
colleagues, and to non-academic
partners and children. I am better for
having read it.”
—Jacqueline H.R. DeMeritt,
associate professor of political science,
University of North Texas
$29.95 a / £22.50
cloth 978-1-64712-066-5
$29.95 n / £22.50 ebook 978-1-64712-067-2
OCTOBER 2021 272 pages / 6 x 9 / 7 figures,
9 tables
HIGHER EDUCATION
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PRESS.GEORGETOWN.EDU | 13
Sixteenth Street NW
Washington, DC’s Avenue of Ambitions
JOHN DEFERRARI AND
DOUGLAS PETER SEFTON
Sixteenth Street NW in Washington, DC, has
been called the Avenue of the Presidents, Executive
Avenue, and the Avenue of Churches. Beginning at
the front door of the White House, this north-south
artery runs through the middle of the District and
extends just past its border with Maryland. e
street is as central to the cityscape as it is to DC’s
history and culture.
In Sixteenth Street NW: Washington, DC’s Avenue
of Ambitions, John DeFerrari and Douglas Peter
Sefton depict the social and architectural history of
the street and immediate neighborhoods, inviting
readers to explore how the push and pull between
ordinary Washingtonians and powerful elites has
shaped the corridor—and the city. is highly
illustrated book features notable buildings along
Sixteenth Street and recounts colorful stories of
those who lived, worked, and worshipped there.
What readers will nd is that both then and
now, Sixteenth Street NW has been shaped by a
diverse array of people and communities. e street,
and the book, feature a range of sites—from Black
Lives Matter Plaza to the White House, from
mansions and rowhomes to apartment buildings,
from Meridian Hill (Malcolm X) Park with its
drum circles to Rock Creek Park with its tennis
tournaments, and from hotels to houses. is history
of Sixteenth Street reveals a cross section that shows
the vibrant makeup of our nation’s capital.
JOHN DEFERRARI is a native Washingtonian with a lifelong passion for
local history, which he writes about on his blog, Streets of Washington.
He is the author of Capital Streetcars: Early Mass Transit in Washington,
DC; Historic Restaurants of Washington, DC: Capital Eats; and Lost
Washington, DC.
DOUGLAS PETER SEFTON is an architectural historian, creator of
the preservation website Victorian Secrets of Washington, DC, and a
member of the board of trustees of the DC Preservation League.
“Sixteenth Street is one of the grand
avenues of the L’Enfant Plan, a
cardinal axis through the city from
the White House to its northern
border, but its history is anything
but linear. DeFerrari and Sefton
compellingly weave together a
complex history of people and events
that unexpectedly and intentionally
crisscross and overlap the avenue as
it courses through the city and time.”
—Kim Prothro Williams,
architectural historian and author
$34.95 T / £26.50
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$34.95 n / £26.50 ebook 978-1-64712-157-0
FEBRUARY 2022 312 pages / 6.5 x 9.5 /
88 b&w photos, 8 maps
HISTORY / WASHINGTON, DC
World Rights
12 | FALL 2021 PRESS.GEORGETOWN.EDU | 13
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LANDMARK BUILDINGS OF SIXTEENTH STREET, NW
Scottish Rite Temple
e Scottish Rite Temple (House of the Temple) at 1733 Sixteenth
Street, NW near Dupont Circle serves as the southern head-
quarters for the Scottish Rite of Freemasonry. is striking
building is based on the Tomb of Mausolus at Halicarnassus,
which was designed by Greek architects in 350 BC and is regarded
as one of the Seven Wonders of the Ancient World. e temple was
the rst Washington public building designed by John Russell Pope
(1874–1937), a graduate of the École des Beaux-Arts who later
went on to design the National Archives, the original National Gallery of Art building, and the
Jeerson Memorial. Pope interwove Masonic symbols into his design. irty-three ionic columns,
each thirty-three feet high, commemorate the degrees of Scottish Rite ritual. Double-headed eagles
appear on the bronze medallions, staircase, and even on the roof, and limestone gures of Boaz
and Jachin—the sphinxes of power and wisdom—ank the entrance. Completed in October
1915, this sophisticated addition to Sixteenth Street helped cement its ascendance from byway
to Beaux-Arts boulevard.
Meridian Hill Park Cascade
Inspired by the gardens of Renaissance Italy, landscape architect George E. Burnap planned
Meridian Hill Park’s two-part layout, designing a formal upper terrace overlooking cascading
falls that spill through a series of basins into a lower park. e lower park was further divided by
a reecting pool and plaza at its base. When Burnap left to pursue his private practice, his student
Horace Peaslee took over the park’s design. One of the park’s claims to fame is the revolutionary
method of forming concrete aggregate, using pebbles from the Potomac to create a colorful pattern
evocative of the pebble mosaics in Italian gardens, that Peaslee developed in collaboration with
designer John Joseph Earley. e cascades are still there today, although the pipe that supplies
water to the structure is currently undergoing repairs and will soon be replaced, restoring the
waterfall to its former glory. Since the 1960s, the park has been a focal point for social justice
demonstrations and is known by many locals as Malcolm X Park.
All Souls Unitarian Church
All Souls Unitarian Church, located at the intersection of
Sixteenth and Harvard Streets, was completed in 1924. e rst
All Souls church in Washington, designed by Charles Bulnch, was
built on the northeast corner of Sixth and D Streets NW in 1820.
By 1908 the congregation met in a Victorian-Gothic church at
Fourteenth and L Streets NW and needed an even larger building
as attendance soared, in part due to the inauguration of its most
famous congregant, President Howard Taft. e congregation
originally planned to build the new church on a plot of land
adjacent to the Scottish Rite Temple; however, when the project
was delayed until after the First World War, and the neighboring
Chastleton apartment building made an oer to buy the land,
church members agreed to sell and instead built on the southeast
corner of Sixteenth and Harvard Streets NW. Boston architect
Henry R. Shepley modeled the colonial revival church o of Saint
Martin-in-the-Fields church in Trafalgar Square.
Scottish Rite Temple viewed from Sixteenth
Street looking southeast, 1921.
All Souls Unitarian Church at Sixteenth Street
and Harvard Street NW is modeled after
London’s Saint Martin-in-the-Fields.
PRESS.GEORGETOWN.EDU | 15
e Black Side of the River
Race, Language, and Belonging in
Washington, DC
JESSICA A. GRIESER
Across the United States, cities are changing.
Gentrication is transforming urban landscapes,
often pushing local Black populations to the
margins. As a result, communities with rich histories
and strong identities grapple with essential ques-
tions. What does it mean to be from a place in ux?
What does it mean to be a specic kind of person
from that place? What does gentrication mean for
the fabric of a community?
In e Black Side of the River, sociolinguist Jessi
Grieser draws on ten years of interviews with
dozens of residents of Anacostia, a historically Black
neighborhood in Washington, DC, to explore these
ideas through the lens of language use. Grieser
nds that residents use certain speech features to
create connections among racial, place, and class
identities; reject negative characterizations of place
from those outside the community; and negotiate
ideas of belonging. In a neighborhood undergoing
substantial class gentrication while remaining
decisively Black, Grieser nds that Anacostians use
language to assert a positive, hopeful place identity
that is inextricably intertwined with their racial one.
Grieser’s work is a call to center Black lived
experiences in urban research, confront the racial
eects of urban change, and preserve the rich culture
and community in historic Black neighborhoods, in
Washington, DC, and beyond.
JESSI GRIESER is an assistant professor of rhetoric, writing, and lin-
guistics at the University of Tennessee, Knoxville. She is a sociolinguist
who specializes in discourse analysis, geosemiotics, and sociophonetics.
“The Black Side of the River
presents a much-needed Black-
centered approach to linguistic
discourses about race and place.
The book deftly illustrates the
impact of gentrification on
identity and language.”
—Anne H. Charity Hudley,
professor of education,
African and African American studies,
and linguistics, Stanford University
$29.95 T / £22.50
cloth 978-1-64712-152-5
$29.95 n / £22.50 ebook 978-1-64712-153-2
FEBRUARY 2022 208 pages / 6 x 9 /
2 figures, 3 tables
SOCIOLINGUISTICS
World Rights
14 | FALL 2021
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INTERVIEW WITH JESSICA A. GRIESER
How can studying speech practices in one neighborhood help
us better understand and think critically about urban change
in general?
ere’s often a disconnect between developers and urban
communities. Even though often the stated goals of urban
development include strengthening communities and leaving
existing residents in place, these rarely happen, for a variety
of reasons. One of the reasons is that we don’t really have a
language outside of money to talk about gentrication—it
becomes about rent gaps and property values in ways that
mask the racialization of these processes. When everything
is framed in terms of economics, everyone has to play the
economics game. I hope the linguistic practices of place gives
people dierent language to discuss why people’s investment
in their community matters, and to understand the ways that
community identity is dependent on, coconstructed with, and
in opposition to other communities. Understanding framing,
positioning, and the narratives that surround belonging and
change creates a shared vocabulary to think about urban change beyond property values, investments,
and displacement.
Why did you choose to focus your research on the Anacostia neighborhood in particular?
While Washington, DC, has been gentrifying for decades, the southeast quadrant has been one of the
last to experience its eects, in part because of ongoing white fears about the neighborhood, and in
part because it was largely untouched by the eects of the 1968 riots, which were a watershed moment
for other Black parts of the city. e destruction of neighborhoods like U Street, H Street NE, and
Columbia Heights struck at the heart of DC’s Black community and, because of the high volume of
abandoned property which remained, wound up paving the way for very rapid gentrication three
decades later.
Anacostia, meanwhile, was mostly untouched by the riots, and was one of the last parts of DC to be
connected to the Metro rail system. As a result it kept much of the same character that existed in the
1970s, when DC was over 70 percent African American and was named Chocolate City. en in
the 2010s, Anacostia started to experience socioeconomic shift—but the rst people to move back in
were other Black Washingtonians. at made it a fascinating place to study how race, class, and place
identities intersect.
© Kelli Guinn-Olsson
Of the Land
e Art and Poetry of Lou Stovall
WILL STOVALL, EDITOR
Foreword by Harry Cooper
Renowned for his innovative work with silkscreen
printing, Lou Stovall’s works are part of numerous
collections, including the National Gallery of Art,
Smithsonian American Art Museum, and Phillips
Collection. Washington Post art critic Paul Richard
once wrote, “As a printer of his own art, and of the
art of many others, as a framer and installer and
shepherd of collections, Stovall has inserted more
art into Washington than almost anyone in town.”
Of the Land: e Art and Poetry of Lou Stovall
presents a series of prints and accompanying
poems that showcase the artist’s work during
the s, when he was developing his unique
silkscreen technique and exploring both natural and
abstract elements. An introduction by the book’s
editor and artist’s son, Will Stovall, along with an
autobiography from the artist anchor the Of the
Land series in its time and place—a period of jazz,
protest, and prolic art production in Washington,
DC, that birthed the Washington Color School.
Stovall’s contributions, as well as his collaborations
with well-known artists like Jacob Lawrence, Sam
Gilliam, Elizabeth Catlett, and Robert Mangold,
have cemented him as one of the most signicant
American artists of our age.
Part of a tradition of African American artists
and thinkers who met at Howard University, Lou
Stovall created the Workshop in , a small,
active silkscreen studio printing posters for arts
and DC-focused events. His deep inuence on the
silkscreen medium, the art community, and DC will
be part of his lasting legacy.
LOU STOVALL was born in Athens, Georgia, in 1937 and grew up in
Springfield, Massachusetts. He studied at the Rhode Island School of
Design and Howard University, and has lived and worked in Washington,
DC, since 1962. His work is part of collections throughout the world.
WILL STOVALL is an artist and painter in Washington, DC. He holds
a PhD from Yale University with a dissertation on the institutional
imagination of philosopher Jürgen Habermas. He maintains the Lou
Stovall Workshop.
“Once we enter the circle game of
these poem-pictures, once we pass
through the porthole into the worlds
they oer, so replete and yet so
welcoming, it is hard to turn back.”
—Harry Cooper, senior curator and head of
modern art at the National Gallery of Art,
from the book’s foreword
$29.95 T / £22.50
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$29.95 n / £22.50 ebook 978-1-64712-170-9
FEBRUARY 2022 96 pages / 8 x 8 / 3 color
photos, 2 b&w photos, 35 color plates
WASHINGTON, DC / ARTS AND CULTURE
World Rights
16 | FALL 2021 PRESS.GEORGETOWN.EDU | 17
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Of the Land
the Kindness of Living
amidst Love’s Greening Land
is bourne of Earth’s Sweet Giving
of Morning and Evening and Seasons.
and Knowing of this Believing
seeing now the Coming Yield—
break from Heaven’s Great Being
and Exanthema of Clouds.
as Spring Becomes a Leaving
and Summer’s Spirit Holds Love’s Stay
the Bounty thus is Falling
and Winters bear the Promise.
Black Georgetown Remembered
A History of its Black Community from
the Founding of the “Town of George”
in 1751 to the Present Day
30th Anniversary Edition
KATHLEEN MENZIE LESKO, VALERIE M. BABB,
AND CARROLL R. GIBBS
Black Georgetown Remembered reveals a rich
but little-known history of the Georgetown Black
community from the colonial period through the
twentieth century. Drawing on primary sources,
including oral interviews with past and current
residents and extensive research in church and
historical society archives, the authors record the
hopes, dreams, disappointments, and successes of
a vibrant neighborhood as it persevered through
slavery and segregation, war and peace, prosperity
and depression.
is thirtieth anniversary edition features more
than two hundred illustrations, including portraits of
prominent community leaders, sketches, maps, and
nineteenth-century and contemporary photographs.
A new chapter includes recent interviews with
current Georgetown residents reecting on the
Black community, past and present.
Black Georgetown Remembered is a compelling and
inspiring journey through more than two hundred
years of history. A one-of-a-kind book, it invites
readers to share in the lives, dreams, aspirations,
struggles, and triumphs of real people, to join them
in their churches, at home, and on the street, and to
consider how the unique heritage of this neighbor-
hood intersects and contributes to broader themes in
African American and Washington, DC, history.
KATHLEEN MENZIE LESKO is a former scholar-in-residence at the Fol-
ger Shakespeare Library and current research scholar at the Huntington
Library in San Marino, California.
VALERIE M. BABB is the Andrew Mellon Professor of Humanities in
African American Studies and English at Emory University.
CARROLL R. GIBBS is a professional historian, lecturer, and author of
numerous works on African American history.
Praise for Past Editions
“Makes a great contribution to
the little-known history of black
Washington.”
—Washington Post Book World
“[O]ral history interviews with black
Georgetown residents, both past and
present, invite readers to see the
community from within, rather than
as outsiders just passing through.”
—Maria R. Goodwin, Washington History
$29.95 T / £22.50
cloth 978-1-64712-165-5
$29.95 n / £22.50 ebook 978-1-64712-166-2
NOVEMBER 2021 280 pp. / 7 x 10 /
212 b&w illus.
REGIONAL / AFRICAN AMERICAN HISTORY
World Rights
18 | FALL 2021 PRESS.GEORGETOWN.EDU | 19
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CURRENT RESIDENTS DISCUSS GEORGETOWN’S BLACK
COMMUNITY, PAST AND PRESENT
“Georgetown’s a very interesting place to be, to walk down
the street and people thinking that you don’t live here. When
you walk out your front door, they look at you like ‘Where are
you coming from?’ ”
“Even though my family had moved out of Georgetown
around 1949 or so, I didn’t call it gentrication. You can call
it what you want. ey were throwing Black folks out of
Georgetown. at’s the bottom line. at’s the way it was.”
“You’ve got these young Black people still living here who are
very high achievers. You’ve got Black churches that sustain
themselves throughout all this. I want to make sure you not
only capture the facts, but you also capture the spirit as well.
is is still a living, vibrant thing.”
“Now that the pandemic appears to be slowly going away, we
can really come together, because this is our story. ere’s no
one else going to tell our story. It’s up to us to keep this going.
I denitely don’t want people to think this is going to be it.”
ese excerpts are part of an oral history of the Black community in Georgetown, conducted by
Kathleen M. Lesko in early . ese oral histories appear in full in the new edition of Black
Georgetown Remembered.
New in Paper
To Catch a Spy
e Art of Counterintelligence
JAMES M. OLSON, FORMER CHIEF OF CIA
COUNTERINTELLIGENCE
e United States is losing the counter-
intelligence war. Foreign intelligence services,
particularly those of China, Russia, and Cuba, are
recruiting spies in our midst and stealing our secrets
and cutting-edge technologies. In To Catch a Spy: e
Art of Counterintelligence, James M. Olson, former
chief of CIA counterintelligence, oers a wake-up
call for the American public and a guide for how our
country can do a better job of protecting its national
security and trade secrets. Olson takes the reader
into the arcane world of counterintelligence as he
lived it during his thirty-year career in the CIA.
After an overview of what the Chinese, Russian,
and Cuban spy services are doing to the United
States, Olson explains the nitty-gritty of the
principles and methods of counterintelligence.
Readers will learn about specic aspects of counter-
intelligence such as running double-agent operations
and surveillance. e book also analyzes twelve
real-world case studies to illustrate why people spy
against their country, the tradecraft of counterintel-
ligence, and where counterintelligence breaks down
or succeeds. A “lessons learned” section follows each
case study.
JAMES M. OLSON served for over thirty years in the Directorate of
Operations of the Central Intelligence Agency, mostly overseas in
clandestine operations. In addition to several foreign assignments, he
was chief of counterintelligence at CIA headquarters in Langley, Virginia.
Currently, he is a professor of the practice at the Bush School of Govern-
ment and Public Service of Texas A&M University. He is the author of Fair
Play: The Moral Dilemmas of Spying.
“A must-read for professionals
in security and/or governmental
aairs; it may also appeal to
readers interested in foreign
counterintelligence eorts and
U.S. tactics.”
—Library Journal
$24.95 T / £18.00
paper 978-1-64712-148-8
$29.95 T / £22.50 cloth 978-1-62616-680-6
$24.95 n / £18.00 ebook 978-1-64712-167-9
SEPTEMBER 2021 256 pages / 6 x 9 / 1 box
INTELLIGENCE / ESPIONAGE
World Rights
PRESS.GEORGETOWN.EDU | 21
New in Paper
e Capital of Basketball
A History of DC Area High School Hoops
JOHN McNAMARA
With Andrea Chamblee and David Elfin
Foreword by Coach Gary Williams
e celebration of Washington, DC, basketball
is long overdue. e DC metro area stands second
to none in its contributions to the game. Countless
gures who have had a signicant impact on the
sport over the years have roots in the region, includ-
ing E. B. Henderson, the rst African American
certied to teach public school physical education,
and Earl Lloyd, the rst African American to take
the court in an NBA game. e city’s Spingarn
High School produced two players—Elgin Baylor
and Dave Bing—recognized among the NBA’s fty
greatest at the League’s ftieth anniversary celebra-
tion. No other high school in the country can make
that claim.
is book is the rst-ever comprehensive look
at the great high school players, teams, and coaches
in the DC metropolitan area. Based on more than
interviews, e Capital of Basketball is rst and
foremost a book about basketball. But in discussing
the trends and evolution of the game, McNamara
also uncovers the turmoil in the lives of the players
and area residents as they dealt with prejudice,
educational inequities, politics, and the ways the area
has changed through the years.
JOHN McNAMARA was a staff writer for the Annapolis Capital newspa-
per. He earned a degree in journalism from the University of Maryland
and spent over thirty years covering local, college, and professional
sports. He won several awards from the Maryland-DC-Delaware Press
Association for his writing. McNamara was one of five employees of the
Annapolis Capital who were gunned down in a mass shooting at the
newspaper on June 28, 2018.
“The finished product is a great
basketball book, filled with details
of big games, powerful high school
basketball programs and insightful
stories about the top players and
coaches who, at least at one time,
called Washington home. The
chronicle begins in 1900, when a
local newspaper first mentioned a
high school basketball game, and
continues through the 1990s, when
DeMatha High School was dominant.”
—New York Times
$24.95 T / £18.00 paper 978-1-64712-147-1
$29.95 T / £22.50 cloth 978-1-62616-720-9
$29.95 n / £22.50 ebook 978-1-62616-721-6
OCTOBER 2021 336 pages / 7 x 10 /
60 b&w photos
REGIONAL / AFRICAN AMERICAN HISTORY
World Rights
20 | FALL 2021
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Career Diplomacy
Life and Work in the US Foreign Service
Fourth Edition
HARRY W. KOPP AND JOHN K. NALAND
Career Diplomacy takes readers inside the world
of American diplomats in the US Foreign Service.
Members of the Foreign Service represent the
country abroad, protect and support American
citizens overseas, manage government programs
and facilities, and move foreign policy from the
abstract to the actual. In this new and thoroughly
revised edition, Foreign Service veterans Harry W.
Kopp and John K. Naland lay out what to expect in
a Foreign Service career, from the entrance exam
through midcareer and into the senior service—how
to get in, get around, and get ahead.
Part one begins with the history and structure
of the US Foreign Service in the Department
of State and other agencies. Part two looks at a
number of professional challenges, including how
to be a diplomat in a war zone and how to respond
when what the government demands conicts with
what the Constitution requires or one’s conscience
compels. In part three, the authors explore the
trajectory of a Foreign Service career through their
own experiences and interviews with over a hundred
current and former members. Part four brings the
discussion up to the present and looks to the future,
describing a Service emerging from the Trump years
determined to improve diversity, protect a high
standard of nonpolitical public service, and reward
performance with responsibility.
is best-selling guide demysties the US
Foreign Service for those interested in working
within or alongside the institution.
HARRY W. KOPP, a former Foreign Service officer, served as deputy
assistant secretary of state for international trade policy in the Carter
and Reagan administrations.
JOHN K. NALAND, who had a distinguished twenty-nine-year career in
the Foreign Service, is now a part-time lecturer at the US Department
of State’s Foreign Service Institute. He is a former president of the
American Foreign Service Association.
Arms Control for the ird
Nuclear Age
Between Disarmament and Armageddon
DAVID A. COOPER
e United States faces a new era of nuclear arms
racing for which it is conceptually unprepared. Great
power nuclear competition is seemingly returning
with a vengeance as the post–Cold War interna-
tional order morphs into something more uncertain,
complicated, and dangerous. In this unstable third
nuclear age, legacy nonproliferation and disarma-
ment instruments designed for outmoded conditions
are ill-equipped to tame the complex dynamics of
a multipolar nuclear arms race centered on China,
Russia, and the United States.
David A. Cooper proposes relearning, reviving,
and adapting classic arms control theory and
negotiating practices to steer the world away from
destabilizing nuclear arms races. He surveys the his-
tory of nuclear arms control eorts, revisits strategic
theory’s view of nuclear competition dynamics, and
interviews US nuclear policy practitioners about
both the past and the emerging era. To prepare for
this third nuclear age, Cooper recommends adapting
the Cold War’s classical paradigm of adversarial
arms control for the contemporary landscape.
Rather than prioritizing disarmament to eliminate
nuclear weapons, this neoclassical approach would
pursue pragmatic agreements to stabilize deterrence
relationships among today’s nuclear rivals.
Diverging from other recent books on the topic,
Arms Control for the ird Nuclear Age provides
analysts with a more hard-nosed strategic approach.
In this very dierent era of great power rivalry, this
book will be a must-read for scholars, students, and
practitioners of nuclear arms control.
DAVID A. COOPER is the James V. Forrestal Professor of National
Security Affairs at the US Naval War College. He previously served as
the director of the Office of Nonproliferation Policy and as the director
of the Office of Strategic Arms Control Policy at the US Department of
Defense. He is the author of Competing Western Strategies Against the
Proliferation of Weapons of Mass Destruction.
“Cooper situates the conceptual
and practical complexities of arms
control within broader strategy and
geopolitics to reveal the daunting
challenges that the United States
faces and to provide a workable
roadmap for using arms control
to preserve stable deterrence. I
recommend this as essential reading
for anyone who studies, practices, or
cares about US national security.”
—Admiral James Stavridis USN, Supreme
Allied Commander at NATO (2009–2013)
“Anyone contemplating a career in
national security should read
this book.”
—Hon. Anne Patterson, former assistant
secretary of state and ambassador to
Egypt, Pakistan, Colombia, and El Salvador
“Career Diplomacy was an instant
classic, and the new fourth edition
brings in important new material
from the Trump years.”
—Hon. Teresita Schaer,
ambassador to Sri Lanka and
director of the Foreign Service Institute
$29.95 T / £22.50
paper 978-1-64712-135-8
$29.95 n / £22.50 ebook 978-1-64712-136-5
NOVEMBER 2021 280 pages / 6 x 9 / 1 figure,
12 tables
CAREERS / INTERNATIONAL AFFAIRS
World Rights
$36.95 s / £27.00 paper 978-1-64712-131-0
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OCTOBER 2021 248 pages / 6 x 9 / 2 figures
INTERNATIONAL AFFAIRS
World Rights
22 | FALL 2021 PRESS.GEORGETOWN.EDU | 23
INTERNATIONAL AFFAIRS
INTERNATIONAL AFFAIRS
Qualitative Comparative Analysis
An Introduction to Research Design
and Application
PATRICK A. MELLO
Social phenomena can rarely be attributed to
single causes—instead, they typically stem from
a myriad of interwoven factors that are often
dicult to untangle. Drawing on set theory and
the language of necessary and sucient conditions,
qualitative comparative analysis (QCA) is ideally
suited to capturing this causal complexity. A
case-based research method, QCA regards cases as
combinations of conditions and compares the condi-
tions of each case in a structured way to identify the
necessary and sucient conditions for an outcome.
Qualitative Comparative Analysis: An Introduction
to Research Design and Application is a comprehen-
sive guide to QCA. As QCA becomes increasingly
popular across the social sciences, this textbook
teaches students, scholars, and self-learners the
fundamentals of the method, research design,
interpretation of results, and how to communicate
ndings.
Following an ideal typical research cycle, the
book’s ten chapters cover the methodological basis
and analytical routine of QCA, as well as matters
of research design, causation and causal complexity,
QCA variants, and the method’s reception in the
social sciences. A comprehensive glossary helps to
clarify the meaning of frequently used terms. e
book is complemented by an accessible online R
manual to help new users practice QCA’s analytical
steps on sample data and then implement QCA
with their own ndings.
PATRICK A. MELLO is a visiting scholar at the Willy Brandt School of
Public Policy at the University of Erfurt and privatdozent at the TUM
School of Governance of the Technical University of Munich. He is the
author of Democratic Participation in Armed Conflict: Military Involve-
ment in Kosovo, Afghanistan, and Iraq, winner of the 2015 Dissertation
Award from the German Political Science Association. His articles
have appeared in journals such as Foreign Policy Analysis, European
Journal of International Security, and the British Journal of Politics and
International Relations.
Beyond Biology
Rethinking Parenthood in the Catholic Tradition
JACOB M. KOHLHAAS
e Catholic Church has a long and diverse
history of tolerating various child-rearing arrange-
ments. e dominant Catholic framework for
conceptualizing parenthood, however, is highly
inuenced by concerns over sexual ethics and gender
norms. While sexual and reproductive ethics are
important, the present consensus that theological
consideration of parenthood necessarily hinges on
these matters diverts attention from actual parenting
practices in their social and cultural contexts. In
reality, kinship and caregiving are often negotiated
in complex ways.
In Beyond Biology, Jacob M. Kohlhaas uses a
historical and interdisciplinary theological method
that engages both analytically and appreciatively
with tradition to sketch a broader Catholic anthro-
pology of parenthood. Kohlhaas’s identication of
interpretive options within the Catholic tradition
creates room for meaningful, intellectually convinc-
ing, and theologically rich responses to challenges
facing Catholic parents and families today.
By marshaling the diversity of the Christian
tradition and exploring contemporary research in
the social sciences and humanities, Kohlhaas frames
a theological conversation on parenthood as parent-
hood—considering the needs and well-being of
children as well as the potentials and capabilities of
adult caregivers. He considers adoption and nonbio-
logical parenthood, fathers as primary caregivers and
nurturers, caregiving by siblings and grandparents,
and communal parenting and coparenting beyond
the spousal pair. In Kohlhaas’s view, conceptions
of parenthood should be guided by the meaning
of Christian kinship rooted in baptism as well as
concern for the actual caregiving capacities of adults
and the needs of children.
JACOB M. KOHLHAAS is an associate professor of moral theology at
Loras College in Dubuque, Iowa. He received his PhD from Duquesne
University in 2015 and has published on parenthood and the family in a
number of leading journals.
“A Church that truly desires justice
for all parents and children is in
desperate need of the theological
precision and inclusive spirit with
which Kohlhaas invites us beyond
biology, beyond sexual and gendered
complementarity, and toward a richer
vision of the dynamic relational care
labor that characterizes the lived
experiences of families.”
—Mary M. Doyle Roche, associate profes-
sor, College of the Holy Cross
“A well-written, lucid textbook
dealing with all the essentials that
one needs to do a QCA analysis.
Just the right amount of technical
details to get the basic ideas across
but easily understandable to those
interested in learning QCA or
brushing up on recent developments.
A user-friendly R manual
accompanies the book, allowing one
to quickly start doing analyses.”
—Gary Goertz, professor of political
science, University of Notre Dame
$44.95 x / £33.00 paper 978-1-64712-145-7
$134.95 x / £101.50 cloth 978-1-64712-144-0
$44.95 n / £33.00 ebook 978-1-64712-146-4
DECEMBER 2021 240 pages / 7 x 10 /
32 figures, 46 tables
SOCIAL SCIENCES
World Rights
$49.95 s / £37.50 paper 978-1-64712-113-6
$149.95 s / £112.50 cloth 978-1-64712-112-9
$49.95 n / £37.50 ebook 978-1-64712-114-3
NOVEMBER 2021 267 pages / 6 x 9
MORAL TRADITIONS SERIES
CHRISTIAN ETHICS / CATHOLICISM
World Rights
24 | FALL 2021 PRESS.GEORGETOWN.EDU | 25
INTERNATIONAL AFFAIRS
RELIGION & ETHICS
Wealth, Virtue, and Moral Luck
Christian Ethics in an Age of Inequality
KATE WARD
Our understanding of inequality as a moral
problem is incomplete. It is not enough to say that
inequality is caused by moral failing. We must also
see that inuence runs in both directions. Inequality
harms people’s moral development.
In Wealth, Virtue, and Moral Luck, Kate Ward
addresses the issue of inequality from the perspec-
tive of Christian virtue ethics, arguing that moral
luck—our individual life circumstances—aects our
ability to pursue virtue. Economic status functions
as moral luck and impedes the ability of both the
wealthy and the poor to pursue virtues such as
prudence, justice, and temperance, and extreme
inequality exacerbates the impact of wealth and
poverty on virtue.
With these realities in mind, Ward shows how
Christians and Christian communities should
respond to the challenges inequality poses to
virtue. rough working to change the structures
that perpetuate extreme inequality—and through
spiritual practices, including contentment, conver-
sion, encountering others, and reminding ourselves
of our ultimate dependence on God—Ward believes
that we can create a world where all people can
pursue and achieve virtue.
KATE WARD, who received her PhD from Boston College in 2016, is
an assistant professor of theology at Marquette University. She has
published articles on wealth, virtue, and economic inequality in journals
including Theological Studies, the Journal of Religious Ethics, Heythrop
Journal, and the Journal of the Society of Christian Ethics.
Freedom
Christian and Muslim Perspectives
LUCINDA MOSHER, EDITOR
Freedom is far from straightforward as a topic of
comparative theology. While it is often identied
with modernity and even postmodernity, freedom
has long been an important topic for reection by
both Christians and Muslims, discussed in both the
Bible and the Qurʾan. Each faith has a dierent
way of engaging with the idea of freedom shaped by
the political context of their beginnings. e New
Testament emerged in a region under occupation by
the Roman Empire, whereas the Qurʾan was rst
received in tribal Arabia, a stateless environment
with political freedom.
Freedom: Christian and Muslim Perspectives,
edited by Lucinda Mosher, considers how Christian
and Muslim faith communities have historically
addressed many facets of freedom. e book presents
essays, historical and scriptural texts, and reections.
Topics include God’s freedom, human freedom to
obey God, autonomy versus heteronomy, autonomy
versus self-governance, freedom from incapacitating
addiction and desire, hermeneutic or discursive
freedom vis-à-vis scripture and tradition, religious
and political freedom, and the relationship between
personal conviction and public order.
e rich insights expressed in this unique inter-
faith discussion will benet readers—from students
and scholars, to clerics and community leaders,
to politicians and policymakers—who will gain
a deeper understanding of how these two com-
munities dene freedom, how it is treated in both
religious and secular texts, and how to make sense of
it in the context of our contemporary lives.
LUCINDA MOSHER is the rapporteur of the Building Bridges Seminar
and editor or coeditor of eight previous volumes generated by that
dialogue. Concurrently, she is Hartford Seminary’s Faculty Associate in
Chaplaincy and Interreligious Studies and an affiliate of its Macdonald
Center for the Study of Islam and Christian-Muslim Relations. She holds
a doctor of theology degree from the General Theological Seminary in
New York City.
CONTRIBUTORS
Jonathan Chaplin
Lejla Demiri
Susan Eastman
Christopher M. Hays
Tuba Işik
Azza Karam
Lucinda Mosher
Martin Nguyen
Peniel Jesudason
Rufus Rajkumar
Abdullah Saeed
C. Rosalee Velloso Ewell
$49.95 s / £37.50
paper 978-1-64712-138-9
$149.95 s / £112.50 cloth 978-1-64712-137-2
$49.95 n / £37.50 ebook 978-1-64712-139-6
OCTOBER 2021 280 pages / 6 x 9
RELIGION / CATHOLICISM
MORAL TRADITIONS SERIES
World Rights
$49.95 s / £37.50 paper 978-1-64712-128-0
$149.95 s / £112.50 cloth 978-1-64712-127-3
$49.95 n / £37.50 ebook 978-1-64712-129-7
DECEMBER 2021 264 pages / 6 x 9
RELIGION / WORLD RELIGIONS
BUILDING BRIDGES SEMINAR SERIES
World Rights
26 | FALL 2021 PRESS.GEORGETOWN.EDU | 27
RELIGION & ETHICS
RELIGION & ETHICS
Etazhi
Second Year Russian Language and Culture
EVGENY DENGUB AND SUSANNA NAZAROVA
Etazhi uses the communicative approach
to advance student’s Russian prociency from
the Novice High / Intermediate Low level of
the ACTFL scale to an Intermediate Mid /
Intermediate High level. Designed for one academic
year of instruction, Etazhi engages students with
highly relevant topics to internalize new vocabulary,
expand their grammatical reach, and deepen their
cultural understanding of Russian speakers.
Chapters on Russian daily life, travel, dating and
marriage, clothing, cuisine, health and medicine,
education, holiday traditions, and careers are
infused with humor and help students acquire the
vocabulary and cultural nuance needed to discuss
Russian literature, culture, and the arts. Hundreds
of authentic texts, photographs, and illustrations
gathered from across the Russian Federation–
including authentic material written by real people
about their experiences in Russia–show the diversity
of Russian speakers, culture, and society. Each of the
six chapters contains approximately fty exercises
that help students practice.
is textbook improves vocabulary and grammar
while promoting deeper cultural competency,
preparing students to study abroad, and providing a
rm foundation for advanced courses.
SPECIAL FEATURES INCLUDE:
• Audio transcripts to aid in comprehension checks
(free on the Press’s website)
• A grammar reference with charts and tables, including
case and verb charts
• An extensive Russian-English glossary
• Over authentic photographs and hand-drawn
images by a Russian artist
• An instructor’s manual (free on the Press’s website)
EVGENY DENGUB is a senior lecturer of Russian and director of the
Russian program at the University of Massachusetts Amherst. He is a
coeditor of The Art of Teaching Russian.
SUSANNA NAZAROVA is a lecturer of Russian at Mount Holyoke
College. She is a coauthor of Panorama: Intermediate Russian Language
and Culture.
Online World Language Instruction
Training and Assessment
An Ecological Approach
CARMEN KING RAMÍREZ, BARBARA A.
LAFFORD, AND JAMES E. WERMERS
Virtual learning creates unique challenges for
instructors, who need to ensure that their students
have adequate interaction with their peers, their
professor, and native speakers of the language. Even
with a growing demand for online language courses,
there are few tools that evaluate the training and
assessment of online language instructors.
Online World Language Instruction Training
and Assessment lls that gap, providing a critical
pedagogical approach to computer-assisted language
learning (CALL) teacher education (CTE). By
combining best CTE training and evaluation
practices with assessment tools, the authors explain
how teachers can integrate technology to build
successful online programs.
e authors propose new solutions to teacher
training challenges and provide extensive rubrics and
tools for the assessment process. A list of additional
CALL and CTE resources are available on the
Press’s website.
CARMEN KING RAMÍREZ is an assistant professor of Spanish and the
director of the Online Spanish Program at the University of Arizona. She
hosts the academic podcast series, World Languages 21. She coedited
the volume Transferable Skills for the 21st Century: Preparing Students
for the Workplace through World Languages for Specific Purposes with
Barbara A. Lafford.
BARBARA A. LAFFORD is a professor emerita of Spanish at Arizona
State University. She has published widely on CALL, Spanish socio-
linguistics, second language acquisition, and languages for specific
purposes.
JAMES E. WERMERS is a clinical faculty member in the humanities at
Arizona State University and formerly coordinated training, develop-
ment, and deployment of digital pedagogy and initiatives in the College
of Integrative Sciences and Arts.
“When COVID forced language
educators to abandon the physical
classroom, they had no standards
to train them to teach online. The
authors have remedied this deficiency
by providing an eminently practical
and ecologically sound guide to
building a CALL training program—
preparing teachers to teach language
successfully online, and then be fairly
evaluated.”
—Robert J. Blake, Distinguished Professor
of Spanish (emeritus) and director of the
Davis Language Center UC Davis
“The focus on everyday culture
and intercultural communicative
competence is laudable. Each
chapter is logically constructed,
providing students and
instructors with a helpful sense of
predictability in chapter structure,
and exercises support learning in
logical, communicative ways. . . .
Intermediate-level learners and
their teachers will be delighted to
work with Etazhi !”
—Karen Evans-Romaine,
University of Wisconsin–Madison
$99.95 x / £74.00
paper 978-1-64712-115-0
$99.95 n / £74.00 ebook 978-1-64712-116-7
OCTOBER 2021 496 pages / 8.5 x 11 / 1 table,
83 color photos, 37 color illustrations, 2 figures
RUSSIAN LANGUAGE
World Rights
$34.95 x / £26.50 paper 978-1-64712-105-1
$104.95 x / £78.00 cloth 978-1-64712-104-4
$34.95 n / £26.50 ebook 978-1-64712-106-8
SEPTEMBER 2021 312 pages / 6 x 9 /
6 figures, 7 tables
WORLD LANGUAGES / TEACHER EDUCATION
World Rights
28 | FALL 2021 PRESS.GEORGETOWN.EDU | 29
LANGUAGE & LINGUISTICS
LANGUAGE & LINGUISTICS
Approaches to Discourse Analysis
CYNTHIA GORDON, EDITOR
e contemporary landscape of discourse analy-
sis—which examines spoken, written, and multi-
modal communication—is so diverse that, as volume
contributor Deborah Tannen observes, “discourse”
has become almost synonymous with “language”
and, for many scholars, extends well beyond it. e
ways in which we communicate grow and change, as
do approaches to discourse analysis along with the
diversity of topics, analytic contexts, and disciplinary
foundations. How do we conceptualize discourse?
What are the various approaches to studying it? And
how can we put these approaches into dialogue?
Scholars within linguistics and related elds
contribute to this volume with discourse analyses
in multiple languages, contexts, and modes. ese
snapshots show the dierent ways language is used
in modern social situations—from email messages
between professors and students, to Twitter activism,
to political trolling on online news articles, to video-
chats between US doctors and patients. Collectively,
the chapters highlight the diversity and complexity
of the eld. Across these varied approaches, what
emerges is a common understanding of communica-
tion as fundamentally connected to human agency
and creativity and as embedded in and constitutive
of our social and cultural worlds.
Approaches to Discourse Analysis demonstrates the
importance of the diverse perspectives that various
approaches to discourse bring to bear on human
communication. Readers interested in the interplay
of language and culture will gain new insight and
understanding from this rich compilation.
CYNTHIA GORDON uses theories and methods of discourse analysis to
examine everyday social interactions in family, educational, and online
and digital contexts. Author of Making Meanings, Creating Family, she
was a 2012–13 fellow at the Center for Advanced Study in the Behavioral
Sciences at Stanford University. She is a coeditor of Family Talk and
Identity and Ideology in Digital Food Discourse.
“In this very readable and engaging
book, established discourse analysts
and newer scholars discuss a
thought-provoking variety of current
issues in a stimulating collection
edited by distinguished scholar
Cynthia Gordon.”
—Janet Holmes, emeritus professor,
Victoria University of Wellington
CONTRIBUTORS
Donal Carbaugh • Susan Ehrlich • Eean Grimshaw
• John Heritage • Michal Marmorstein
• Susan U. Philips • Diana de Souza Pinto
• Branca Telles Ribeiro • Jürgen Streeck
• Deborah Tannen •Alla V. Tovares •Ruth Wodak
• Najma Al Zidjaly
$74.95 s / £56.50
paper 978-1-64712-110-5
$149.95 s / £112.50 cloth 978-1-64712-109-9
$74.95 n / £56.50 ebook 978-1-64712-111-2
OCTOBER 2021 218 pages / 6 x 9 / 21 figures,
15 tables
LINGUISTICS
GEORGETOWN UNIVERSITY ROUND TABLE ON
LANGUAGES AND LINGUISTICS SERIES
World Rights
30 | FALL 2021
Al-
‘
Arabiyya
Journal of the American Association of Teachers of Arabic
Volume 54 | 2021 Al-‘Arabiyya Journal of the American Association of Teachers of Arabic
Volume 54 | 2021
Al-‘Arabiyya
Journal of the American Association of Teachers
of Arabic
Volume
MOHAMMAD T. ALHAWARY, EDITOR
Subscribe to Al-‘Arabiyya
. Join AATA to receive the journal as part of your
membership. See aataweb.org/join_domestic for details.
. Place a subscription with Georgetown University Press
at www.press.georgetown.edu.
$60.00 s / £45.00
paper 978-1-64712-179-2
$60.00 n / £45.00 ebook 978-1-64712-180-8
ISSN: 0889-873
Single issues available on press.georgetown.edu
AL-‘ ARABIYYA IS AVAILABLE ON THESE DIGITAL PLATFORMS:
PRESS.GEORGETOWN.EDU | 31
Business Arabic
A Comprehensive Vocabulary
Second Edition
MAI ZAKI AND JOHN MACE
Business Arabic: A Comprehensive Vocabulary
contains the key terms professionals and learners
need for successful business communication. Useful
for translating both from Arabic to English and
English to Arabic, this book is packed with more
than , expressions and coinages commonly
used in the workplace, including new words
for this edition and both American and British
terms and spellings. Each thematically organized
section includes an alphabetical list of the words and
phrases you need to comprehend, translate, write,
read, and speak modern business Arabic. Topics
include data and communications, nance, insurance,
law and contracts, research and production, publicity
and marketing, and travel. Business Arabic also
includes an English index for easy lookup.
MAI ZAKI is an associate professor at the American University of
Sharjah. She has published on corpus linguistics, translation, and teach-
ing Arabic.
JOHN MACE has worked in Arab countries, both as a personnel and
training officer in the oil sector and later as a delegate of the European
Commission.
LANGUAGE & LINGUISTICS
LANGUAGE & LINGUISTICS
$19.95 s paper 978-1-64712-161-7
$19.95 n ebook 978-1-64712-162-4
SEPTEMBER 2021 168 pages / 5 x 8
ARABIC LANGUAGE / BUSINESS
Only for sale in the USA and Canada
32 | FALL 2021 PRESS.GEORGETOWN.EDU | 33
LANGUAGE / SPANISH
All-in-One Language Textbooks
Now Include New Companion Websites
Redesigned companion websites powered by Lingco oer a fully
integrated set of interactive exercises with all multimedia materials.
Lingco Companion Websites Features
• Provide students with a variety of exercises–many with instant feedback for
students–including multiple choice, drag and drop, typing response, listening,
and recording activities
• Give instructors the ability to set deadlines, assign activities, and manually
grade activities, monitor student and class progress, and create their own class
activities within the Lingco platform
Visit GUPTextbooks.com for more information and additional resources.
FOR TEACHERS
To request a print exam copy of the textbook, please visit press.georgetown.edu and select ‘For Instructors’.
To request a digital exam copy of the eTextbook, please visit VitalSource.com. Once you set up a VitalSource
login, select “Faculty Sampling” in the upper right corner and select the title(s) you wish to review. To request
access to the Teacher’s Edition of the companion website (including the learning management system) please
visit GUPTextbooks.com. Once you set up an account, you can request access.
TEXTBOOK
$149.95 x / £112.50 paper multimedia 978-1-64712-215-7
ebook multimedia 978-1-64712-220-1
Visit VitalSource.com for pricing and availability.
AUGUST 2021 560 pages / 8.5 x 11 /
125 color illustrations, 50 b&w illustrations
SPANISH LANGUAGE
World Rights
Gramática para la composición
with website
tercera edición
M. STANLEY WHITLEY AND LUIS GONZÁLEZ
is best-selling textbook and its companion
website guide advanced students through progres-
sively more complex types of writing by organizing
the grammar lessons on a functionalist basis around
the needs of composition. is innovative approach
to teaching Spanish grammar and composition
promotes systematic language development and
enables students to strengthen their expressive and
editing skills in the language in order to write more
eectively and condently.
FEATURES OF GRAMÁTICA PARA LA
COMPOSICIÓN
• A colorful design helps students navigate the book
more easily and engages visual learning strategies
• Readings for major composition exercises that
stress authentic, connected discourse
• Streamlined treatment of points of grammar,
including an explanation for more than twelve
functions of se with a rule of subject reexivization
• e companion website includes homework
practice activities and over practice exercises
along with pre-tests for each chapter.
M. STANLEY WHITLEY is a professor emeritus of Spanish and
linguistics at Wake Forest University.
LUIS GONZÁLEZ is an associate professor of Spanish at Wake Forest
University.
CLAUDIA OSPINA, coauthor of the companion website, is an assistant
teaching professor of Spanish at Wake Forest University.
LANGUAGE
34 | FALL 2021 PRESS.GEORGETOWN.EDU | 35
e best-selling Al-Kitaab Arabic language textbook program uses a communica-
tive, prociency-oriented approach with fully integrated companion websites
featuring audiovisual media and interactive exercises to teach modern Arabic as a
living language. Designed for anyone interested in learning Arabic, the series focuses
on developing skills in Modern Standard Arabic and gradually introducing readers
to Egyptian Arabic, the most widely spoken dialect in the Arabic-speaking world.
At every level, students will nd additional authentic texts for reading and listening
comprehension, vocabulary and grammar exercises, close listening and speaking
activities, and cultural background. Each textbook includes a one-time code for
student companion website access.
ADDITIONAL RESOURCES AVAILABLE ON ALKITAABTEXTBOOK.COM
• Instructors can access teaching materials for all three books, including videos on Al-Kitaab
pedagogy, lesson plans, and sample tests and quizzes.
• A discussion board allows instructors to connect with each other about topics of
interest related to the Al-Kitaab Arabic Language Program.
FOR TEACHERS
To request a print copy of any of the textbooks, please visit press.georgetown.edu. Answer keys should be
requested separately. To request a copy of any of the Teacher’s Edition eTextbooks, please visit VitalSource.com.
Once you set up a VitalSource login, please select “Faculty Sampling” in the upper right corner and select the
title you wish to review. The corresponding answer key is included in the digital Teacher’s Edition. To request ac-
cess to the Teacher’s Edition of the companion website (including the learning management system) please visit
GUPTextbooks.com. Once you set up an account, you can request access.
LANGUAGE / ARABIC
LANGUAGE / ARABIC
e Al-Kitaab Arabic Language Program
Al-Kitaab i Ta
c
allum al-
c
Arabiyya Part One
with Website
Textbook for Beginning Arabic
ird Edition
Designed for students in the early stages of learning Arabic,
Part One and its companion website use an integrated approach
to develop skills in formal and colloquial Arabic, including
reading, listening, speaking, writing, and cultural knowledge.
$139.95 x / £104.00 paper multimedia 978-1-64712-187-7
$149.95 x / £112.50 cloth multimedia 978-1-64712-186-0
ebook multimedia
978-1-64712-190-7 Visit VitalSource.com for pricing and availability.
AUGUST
2021 384 pages / 8.5 x 11 / 17 color photos, 90 color illustrations
ANSWER KEY
$7.95 x / £5.00 paper 978-1-58901-738-2
$7.95 n / £5.00 ebook 978-1-62616-322-5
AVAILABLE NOW 32 pages / 8.5 x 11
ARABIC LANGUAGE / World Rights
Al-Kitaab i Ta
c
allum al-
c
Arabiyya Part Two
with Website
Textbook for Intermediate Arabic
ird Edition
Designed for students in second-year or equivalent Arabic
courses, Part Two and its companion website focus on strength-
ening reading and writing skills while continuing to grow
conversation skills.
$139.95 x /£104.00 paper multimedia 978-1-64712-191-4
ebook multimedia 978-1-64712-192-1 Visit VitalSource.com for pricing and availability.
AUGUST 2021 368 pages / 8.5 x 11 / 1 color photo, 1 color illustration, 1 map
ANSWER KEY
$7.95 x / £5.00 paper 978-1-58901-965-2
$7.95 n / £5.00 ebook 978-1-62616-323-2
AVAILABLE NOW 64 pages / 8.5 x 11
ARABIC LANGUAGE / World Rights
Alif Baa with Website
Introduction to Arabic Letters and Sounds
ird Edition
Alif Baa provides learners with all the materials necessary to
learn the sounds of Arabic, write its letters, and begin speaking it.
Students will use the integrated method of learning colloquial and
formal (spoken and written) Arabic together.
$99.95 x / £74.00 paper multimedia 978-1-64712-181-5
$109.95 x / £82.50 cloth multimedia 978-1-64712-182-2
ebook multimedia
978-1-64712-185-3 Visit VitalSource.com for pricing and availability.
AUGUST 2021 272 pages / 8.5 x 11 /
29 color photos, 101 color illustrations, 147 b&w illustrations, 3 line drawings
ANSWER KEY
$6.95 x / £5.50 paper 978-1-58901-634-7
$6.95 n / £5.50 ebook 978-1-62616-319-5
AVAILABLE NOW 24 pages / 8.5 x 11
ARABIC LANGUAGE / World Rights
ABOUT THE AUTHORS
KRISTEN BRUSTAD was an associate professor of Arabic at the University of Texas at Austin until her
retirement in 2019.
MAHMOUD AL-BATAL is a professor of Arabic at the American University of Beirut.
ABBAS AL-TONSI is a former senior lecturer at the Georgetown University School of Foreign Service in Qatar.
36 | FALL 2021 PRESS.GEORGETOWN.EDU | 37PRESS.GEORGETOWN.EDU | 37
LANGUAGE / FRENCH
LANGUAGE / FRENCH
Comme on dit with website
Première année de français
CLAUDE GRANGIER AND
NADINE O’CONNOR DI VITO
Comme on dit with website, a comprehensive rst-
year French textbook program, engages students in
the learning process from day one using an inductive
methodology centered around guided observation
and rule discovery. Together with students’ com-
municative needs and an analysis of their most
pervasive transfer errors from English, the everyday
speech patterns of native speakers—culled
from hours of unscripted recordings—form
the linguistic backbone of the method. Students
examine, compare, and contrast this wide variety
of authentic discourse to discover both individual
and shared language use and cultural perspectives.
Additionally, students systematically and progres-
sively acquire the fundamental sounds and rhythmic
patterns of spoken French. e companion website
included with this textbook contains all of the
homework exercises and features more than
activities. By the end of one academic year, students
with no prior French instruction can expect to
achieve intermediate-mid to intermediate-high
prociency on the ACTFL scale.
CLAUDE GRANGIER is a senior lecturer and the French language co-
ordinator at the University of Chicago. She has devoted over forty years
to teaching French as a foreign language, researching foreign language
teaching methodology, and developing language learning materials.
NADINE O’CONNOR DI VITO is a senior lecturer and the former
director of Romance language programs at the University of Chicago.
She is the author of Patterns Across Spoken and Written French:
Empirical Research on the Interaction Among Forms, Functions,
and Genres.
STUDENT EDITION
$199.95 x / £149.00 paper multimedia 978-1-64712-199-0
ebook multimedia 978-1-64712-200-3
Visit VitalSource.com for pricing and availability.
AUGUST 2021 672 pages / 8.5 x 11 /
383 color photos, 4 color illustrations, 13 maps, 6 figures
FRENCH LANGUAGE
World Rights
TEACHER EDITION
paper multimedia 978-1-64712-212-6
ebook multimedia 978-1-64712-207-2
C’est ce qu’on dit with website
Deuxième année de français
CLAUDE GRANGIER, NADINE O’CONNOR
DI VITO, AND MARIE BERG
C’est ce qu’on dit with website is a second-year
(intermediate-level) companion textbook to the
beginning-level textbook Comme on dit, and as such
it follows the same basic format and principles:
Students work with hundreds of samples of
authentic, unscripted spoken and written French
and are led in a step-by-step manner from rule
discovery to the acquisition of speaking, reading,
writing, and listening competence. e companion
website included with this textbook contains all of
the homework exercises and features more than
activities. e homework activities and inductive
presentation of grammar guarantee a completely
student-centered approach, as student input is
required in each and every exercise. Given the more
advanced focus of C’est ce qu’on dit, exercises lead
students to expand their competence not just with
conversational registers but with formal written and
spoken registers, as well.
MARIE BERG has been a lecturer in French at the University of Chicago
for over ten years, during which time she has been teaching and
developing material for third-year students.
STUDENT EDITION
$199.95 x / £149.00 paper multimedia 978-1-64712-206-5
ebook multimedia 978-1-64712-208-9
Visit VitalSource.com for pricing and availability.
AUGUST 2021 526 pages / 8.5 x 11 /
1 b&w photo, 72 color photos, 2 color illustrations,
17 b&w illustrations, 3 maps, 2 tables
FRENCH LANGUAGE
World Rights
TEACHER EDITION
paper multimedia 978-1-64712-206-5
ebook multimedia 978-1-64712-209-6
e Comme on dit French Language Program
FOR TEACHERS
To request a print exam copy of the textbook, please visit press.georgetown.edu and select ‘For Instructors’.
To request a digital exam copy of the eTextbook, please visit VitalSource.com. Once you set up a VitalSource
login, select “Faculty Sampling” in the upper right corner and select the title(s) you wish to review. To request
access to the Teacher’s Edition of the companion website (including the learning management system) please
visit CommeOnDitTextbook.com. Once you set up an account, you can request access.
ADDITIONAL RESOURCES ON COMMEONDITTEXTBOOK.COM
Extensive ancillary resources, including an instructor’s manual, quizzes, sample midterm, and final exams
38 | FALL 2021 PRESS.GEORGETOWN.EDU | 39
LANGUAGE / RUSSIAN
LANGUAGE / RUSSIAN
FOR TEACHERS
To request a print exam copy of the textbook, please visit press.georgetown.edu and select ‘For Instructors’.
To request a digital exam copy of the eTextbook, please visit VitalSource.com. Once you set up a VitalSource
login, select “Faculty Sampling” in the upper right corner and select the title(s) you wish to review. To request
access to the Teacher’s Edition of the companion website (including the learning management system) please
visit GUPTextbooks.com. Once you set up an account, you can request access.
TEXTBOOK
$149.95 x / £112.50 paper multimedia 978-1-64712-195-2
ebook multimedia 978-1-64712-198-3
Visit VitalSource.com for pricing and availability
AUGUST 2021 488 pages / 8.5 x 11 /
26 color photos, 2 b&w photos
RUSSIAN LANGUAGE
World RIghts
Rodnaya rech’ with website
An Introductory Course for Heritage Learners
of Russian
IRINA DUBININA AND OLESYA KISSELEV
Rodnaya rech’ with website is an introductory text-
book for heritage learners that addresses the unique
needs of students who have at least intermediate-
level listening and speaking skills on the ACTFL
scale but who have underdeveloped or nonexistent
literacy skills. With an emphasis on conceptual
understanding of vocabulary and grammar, Rodnaya
rech’ builds students’ literacy skills and teaches them
to strategically use the linguistic intuition they have
gained as heritage speakers while strengthening all
four skill areas.
With this textbook designed for in-class work
and the included accompanying website, Rodnaya
rech’ can be used as the main course material either
in an intensive one-semester class or at a more
measured pace over two semesters. e textbook and
website are exible enough to be used in specialized
heritage or in mixed classes. ey can also support
independent study and learning in less formal
settings, such as community schools.
e companion website, which is integral to
learning with Rodnaya rech’ , includes over
practice exercises, along with pre-tests for each
chapter. Additional resources include an intructor’s
manual and student study guide at GUPTextbooks.
com.
IRINA DUBININA is an associate professor of Russian at Brandeis
University, where she also directs the Russian language program. She
has extensive experience teaching Russian as a second and heritage
language.
OLESYA KISSELEV is an assistant professor in the Depart-
ment of Bicultural-Bilingual Studies at the University of Texas at San
Antonio. She has many years of experience teaching Russian as a
second and heritage language.
FOR TEACHERS
To request a print exam copy of the textbook, please visit press.georgetown.edu and select ‘For Instructors’.
To request a digital exam copy of the eTextbook, please visit VitalSource.com. Once you set up a VitalSource
login, select “Faculty Sampling” in the upper right corner and select the title(s) you wish to review. To request
access to the Teacher’s Edition of the companion website (including the learning management system) please
visit GUPTextbooks.com. Once you set up an account, you can request access.
TEXTBOOK
$134.95 x / £101.50 paper multimedia 978-1-64712-219-5
ebook multimedia 978-1-64712-221-8
Visit VitalSource.com for pricing and availability.
AUGUST 2021 304 pages / 8.5 x 11 /
2 color photos, 5 color illustrations, 44 b&w illustrations
RUSSIAN LANGUAGE
World Rights
Panorama with Website
Intermediate Russian Language and Culture
BENJAMIN RIFKIN, EVGENY DENGUB, AND
SUSANNA NAZAROVA
Panorama with Website moves intermediate-level
students of Russian into advanced prociency
by integrating a systematic and comprehensive
approach to Russian grammar with Russian texts,
proverbs, and contemporary culture.
By reading and listening to Russian literary
classics and contemporary nonction texts, students
develop a contextual understanding of Russian
culture and forms of expression that grow with their
command of vocabulary, grammar, and complex
syntax.
FEATURES OF PANORAMA
• Content can be used in one semester or
for a full year.
• Modular structure allows instructors exibility to
assign chapters in their own sequence.
• Authentic photos prompt discussion exercises for
each chapter topic.
• Readings include blogs, blog comments, articles,
and interviews, exposing students to current
Russian culture and language.
• e included companion website gives students
more than exercises to practice what they learn
in the Panorama textbook.
BENJAMIN RIFKIN is the dean of the Hofstra College of Liberal Arts
and Sciences.
EVGENY DENGUB is a lecturer in Russian and a codirec-
tor of the Three College Russian Initiative at Smith College, University
of Massachusetts Amherst, and Mount Holyoke College.
SUSANNA
NAZAROVA
is a lecturer in Russian and a codirector of the Three
College Russian Initiative at Smith College, University of Massachusetts
Amherst, and Mount Holyoke College.
40 | FALL 2021 PRESS.GEORGETOWN.EDU | 41
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ORDERING INFORMATION
Al-‘Arabiyya ............. 31
Al-Batal, Mahmoud ...... 34
Alhawary, Mohammad T. .. 31
Alif Baa ................ 34
Al-Kitaab i Ta
c
allum
al-
c
Arabiyya Part One ... 35
Al-Kitaab i Ta
c
allum
al-
c
Arabiyya Part Two ... 35
Al-Tonsi, Abbas ......... 34
Annett, Anthony M. ....... 8
Approaches to Discourse
Analysis .............. 30
Arms Control for the ird
Nuclear Age ........... 23
Babb, Valerie ............ 18
Being Present ............. 6
Berg, Marie ............. 37
Berlinerblau, Jacques ....... 4
Beyond Biology ........... 25
Black Georgetown
Remembered ........... 18
Blacks and Jews in America ... 4
Black Side of the River, e .. 14
Brustad, Kristen ......... 34
Business Arabic ........... 31
Capital of Basketball,
e .................. 20
Career Diplomacy ......... 22
Cathonomics .............. 8
C’est ce qu’on dit .......... 37
Comme on dit ............ 36
Cooper, David A. ........ 23
Crawford, Kerry F. ....... 10
DeFerrari, John .......... 12
Dengub, Evgeny ...... 28, 39
Di Vito, Nadine O’Connor . 36,
37
Dubinina, Irina .......... 38
Etazhi ................. 28
Freedom ................ 27
Gibbs, Carroll R. ......... 18
Goldman, Derek .......... 2
González, Luis .......... 33
Gordon, Cynthia ......... 30
Gramática para la
composición ........... 33
Grangier, Claude ...... 36, 37
Grieser, Jessica A. ........ 14
Johnson, Terrence L. ....... 4
King Ramírez, Carmen .... 29
Kisselev, Olesya .......... 38
Kohlhaas, Jacob M. ....... 25
Kopp, Harry W. .......... 22
Laord, Barbara A. ....... 29
Lesko, Kathleen Menzie ... 18
Mace, John ............. 31
McNamara, John ......... 20
Mello, Patrick A. ......... 24
Mosher, Lucinda ......... 27
Naland, John K. .......... 22
Nazarova, Susanna .... 28, 39
Of the Land ............. 16
Olson, James M. ......... 21
Online World Language
Instruction Training
and Assessment ......... 29
Panorama ............... 39
PhD Parenthood Trap, e .. 10
Qualitative Comparative
Analysis .............. 24
Remember is ............ 2
Rifkin, Benjamin ......... 39
Rodnaya rech’ ............ 38
Sefton, Douglas Peter ..... 12
Sixteenth Street NW ....... 12
Stovall, Lou ............. 16
Stovall, Will ............ 16
To Catch a Spy ........... 21
Turner, Jeanine W. ......... 6
Ward, Kate ............. 26
Wealth, Virtue, and
Moral Luck ........... 26
Wermers, James E. ....... 29
Whitley, M. Stanley ...... 33
Windsor, Leah C. ........ 10
Young, Clark ............. 2
Zaki, Mai .............. 31
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AUTHOR / TITLE INDEX
42 | SPRING 2021
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