Adam Schwartz – författare

For most of modern history, Roman Catholics in Britain were a “rejected minority,” facing hostility and estrangement from a culture increasingly at odds with traditional Christianity. Yet British Catholicism underwent a remarkable intellectual and literary renewal, especially in the twentieth century, drawing a disproportionate number of the age’s leading minds into its ranks. The Third Spring unravels this paradox of a renascent Catholic culture within a post-Christian society. It does so through detailed profiles of the spiritual journeys and religious and cul¬tural beliefs of four seminal members of that twentieth-century revival: G. K. Chesterton, Graham Greene, Christopher Dawson, and David Jones.

Building on his acclaimed The Third Spring, Adam Schwartz presents a pioneering analysis of the social commentary of G. K. Chesterton, Graham Greene, Christopher Dawson, and David Jones. These four converts were exemplars of the Catholic literary revival as a "counter-politics" that provided a radical, supernaturalist alternative to predominant secularist social ideologies and systems from a distinctly Roman Catholic standpoint.  Disturbers of the Twentieth Century explores this facet of each writer’s work more thoroughly than earlier studies have done, and does so in comparison to his counterparts’ thought.  The Catholic literary revival hence emerges as a vital, yet largely neglected, voice in historical and sociological discussions of the relationship between religion and politics in the modern era.In the process, Schwartz uniquely situates these Catholic authors in broader heritages of British and Western protest thought dating to the Romantics, showing how their shared resistance to industrial technocracy (and its socio-political effects) and growing secularization was defined distinctively by Roman Catholicism.  The converts’ challenge was bolder than post-Reformation British Catholics had usually uttered in an often-hostile political culture.  Nonetheless this quartet’s criticism was always constructive, as they eschewed nostalgia and endeavored consciously to engage twentieth century society in its particular genres and discrete conditions to transform it into an "alternative modernity" governed by Roman Catholic principles.Schwartz therefore recasts understanding of movements like Chesterton’s distributism while elucidating originally other counterstatements, such as Dawson’s Christian corporatism, and deploying newly discovered and published material, including poetry and prose by Jones and letters and journalism by Greene.  Schwartz in turn interrogates misconstruals of the authors’ relationships to totalitarian ideologies, even as he confronts forthrightly controversial subjects such as antisemitism.  Disturbers of the Twentieth Century is thus an accurate, textured account of the "public doctrine" these trenchant Catholics proposed as the source of social renewal and cultural regeneration for a "century of bones."

Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers.Additional resources for the book are available to download here: https://www.multilingual-matters.com/page/ssw/.

Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers.Additional resources for the book are available to download here: https://www.multilingual-matters.com/page/ssw/.

Aquí Se Habla serves to envision a more just and equitable Spanish language education that centers language learning as a deeply personal, local, and lifelong practice. Organized around long-standing tension points within and outside the profession, this volume features a unique set of contributors whose diverse perspectives help to deconstruct disciplinary boundaries and elevate the knowledge and lived experiences of U.S. Spanish speakers. With chapters that include a variety of formats and dialogues between authors, this invaluable resource is collectively crafted by and for students, researchers, educators, and community partners.In the Winter of 2025, Adam Schwartz taught a course for Spanish majors and minors at Oregon State University, his home institution. A special topics course, this offering of SPAN 399 was themed Bilingüismo local y personal ("Local and Personal Bilingualism") and was guided by the contents of Aquí Se Habla, released during that time. The class affordedstudents to explore the book’s principal themes. Distinct from a survey course that introduces such a thesis through published texts at arm’s length, this class proved to be an experiment of sorts, where students realized and documented their own bilingualisms as lived, dynamic experiences, and in ways that simply cannot organize neatly into academic categorizations. In this course, students individually and collectively wrote, shared, reflected, interviewed, sat in conversation, and presented Spanish-English bilingualisms as lifelong relationships with and through teaching and learning. The course materials were donated to the Oregon State University Special Collections and Archives Research Center (SCARC) and were added to the Oregon Multicultural Communities Research Collection. To access the materials, contact SCARC via email scarc@oregonstate.edu and request the "SPAN 399 Bilingüismo local y personal, 2025" materials from the Oregon Multicultural Communities Research Collection; the electronic files will be shared with you upon request.

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