DOCSLIB.ORG

Guide to Selected Ethnic Heritage Materials: 1974-1980

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

0 - DOCUMENT RESUME ED 216 949 SO 013 992 4 a AUTHOR Haley, Frances, Ed. TITLE Guide to Selected Ethnic Heritage Materials: 1974-1980. INSTITUTION 'ERIC Clearingh6use for Social Studies/Social Science Education, Boulder, Colo.; Social Science Education Consortium, Inc., Boulder, Colo. SPONS AGENCY National Inst. of, Education (ED), Washington, DC.; Office of'Elementary and Secondary.Education (ED) Washington, D.C. Ethnic Heritage Studies Program. REPORT NO ISBN-0-89994-271-7 PUB DATE 82 CONTRACT 300-810-046; 400-78-0006 NOTE 135p. AVAILABLE FROMSocial Science Education Consortium, Inc., 855 Broadway, BoUlder, CO 80302 ($7.95). EDRS PRICE MF101/PC06 Plus Postage. DESCRIPTdRS Adult Education) AlaskaNatives1 American Indians; Blacks; Chinese Americ5ns; Community Education; *Curriculum Evaluation; Elementary Secondary Edudation; *Ethnic Groups; *Ethnic Studies; Filipino Americans; Greek Americans; Italian Americans; Japanese Americans; Jews; Polish Americans; ,Program Descriptions IDENTIFIERS Chicanos; *Ethnic Heritage Studies,-Program ABSTRACT Selected materials produced by Title IX Ethnic Heritage Studies Program projects, funded froni) 1974 through 1978, are evaluated in this catalog. The materials were selected by three panels of evaluators using three areas of criteria: (1) appropriateness for use in learning situations;(2) ethnic authenticity of content, and (3) technical quality for potential dissemination. An introduction describes the purpose of the evaluation project, development'of evaluation instruments, selection of panelists who evaluated materials, and proceis and results of the evaluation. One hundred-and-two projects (comprised of 438 pieces of materials) are evaluated. These evaluations are organized by state or territory and, within each state or territory, by the institution that'received the grant. Headings for each entry include information on the project title and address, name of project diredtor, ethnic group or groups on which the project focused, audience and grade level-for the project, the project's subject"(curricular) area; the format of. the materials developed (i.e., print or nonprint), the amount of ,finding, the titles of mdierials accepted, and availability, informatiOn for each piece of material. The heading information is followed by a description of the project materials. The fina) and major portion of the entry for each project p nts evaluative comments atd suggestions mmade by members of t e three panels. Four indexes facilitate use of the analyses--ithni group, geographic ,area, subject area, and materials titles. Appendices iitclude evaluation instruments and a list of Ethnic. Studies projects. 'b (Author/RE) 4 * I CV U S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION Li-I EDUCATIONAL RESOURCES INFORMATION CENTER !ERIC) This document has been reproduced as received from the person or organization oroginanng MirlOt changes have been made to imprave reproduction quality ,Points of view or opin.ns stated inArs docu 1 ment do not necessarily represent official NIE Ocrisiticip or potiqy GUIDE TO SELECTED ,ETHNIC HERITAGE MATERIALS: .1 1974-1980 Edited by Frances Haley. r Y ct 4 ett S6,cial Science Education Consortium, Inc. ERIC Clearinghouse for Social Studibs/Social Science Education Boulder, Colorado 1982 4 5 I / ,k. 4 bi , ORDERING INFORMATION This pUblication is available from . Social Science Educption Consortium, Inc. 855 Broadway BOulder, Colorado'80302 ($7.95) ISBN 6-89994-271.7 . -I. ) The work reported herein was supportedby contract no. 300-810-046 from the U.S. Department of $ Education, Bureau of School Improvement, Ethnic Heritage Studies Program. Contractors under- taking such projects under govrnment sponsorship are encouraged to express freely their profes sional judgment in the conduct of _the project. Points of view or opinions stated do not, therefore, necessarily represent the official position or policy of thp U.S. Department of Education. r .. ( . , . This publication was prepared with funding from the*lational Institute of Education, U.S. Department of Education, under contract no. 400-78-0006. The opinions expressed do not necessarily reflect the positions or policies of NIE or ED. II --. r\ %. CONTENTS Page ACKNOWLEDGMENTS .-, - v PREFACE ,-, vi 1- INTRODUCTION ....... ..... 1 SELECTED ETHNIC STUDIES MATPRIALS.. ..... '7 Materials Descriptions by State and Territory..... 7 Alabama.. ... , ... ..... 7 . Alaska .. --') . ,. 8 . i ii, Arkansas 10 California . ..... 11 * Colorado . 20 Connecticut 25 Delaware 26 District of Columbia . 27 Florida .. .* 31, Georgia. 32 Hawaii .. 33 Illinois 35 Indiana.. -. 39 q Maine . .. ......,. 40 Maryland ..... , 41 MaSsachaatts .., 42 Michigan 46 Minnesota . 50 Missouri 53 , Montana !. 55 Nebraska 56 Nevada 57 . New Jersey , 50 ti_ New Maxrco 59 New York r 59 North Caroliria 69 &, ,.t. ... North Dakota t 72 Ohio 72 a % Oklahoma .. ., i , 76 Pennsylvania ..., . ,78 Rhode Island 82 4 4, III . SouthDakota 82 Texas 84 Virginia ..... ........ 86 Virgin Islands ............... 88 Washington 89 Wyoming 90 Indexes -.- 93 . 93 Ethnic Group ... .......... ..... ..... Geographic Area 93 Subject Area .... 94 Materials Titles 94 APPENESIX A: Evaluation Instruments 99 APPENDIX B: List of Ethnic Studies Projects: 1974-1981 .111 ), I IV -t ACKNOWLEDGMENTS To accomplish the goals of a prOject ofthis magnitlide, many people must work together In fgct, more than 200 persons cooperated in this projeOt byproviding expert advice, suggesting consul: tahts,7revtewing documents, and completing theactual work Special thariks are due to the follow- ing persons, who contributed to the evaluation of materialsand production of the guide 4 the Ethnic Heritage Studies ClearinghouseAdvisory Boprd and Field Agents, who reviewed criterft.r selection of panelistsand nominated panelists; Title IX project directors who promptlysubmitted their materials for evaluation and nominated panelists': Carl000rles. who assistedin developing the ethnic authenticity evaluation instrument.. personnel of the University of Colorado EducationalMedia Center who provided space equip- ment, and assistance for the evaluation ofvideotapes, . members of the project staff Regina McCormick,who collected and cataloged the materials, worked closely with the panels of eyaluators.arid participated in writing this guide: Sheryl Robinson, -who organized the criteria for and-mademajor contributions to the development of the evaluation in- struments, assisted the evaluation navels, and alsoparticipated to writing this guide. Doreen Gamble. who handled the myriad secretarial tasks oftheproject, includirig travel arrangements for the con- sultants, Ann Williams foodesigning the format for andediting thev-a--luatioWstruments, and Sally Gro/ft for her always efficient and cheerfulwork in typing the final manuscript; ' the editorial -staff of the ERICClearinghouse fo'r Social Studies/Social Science Educatibnfor editing this guide and preparing the manuscriptfor publication. the g5 panelists who worked so efficientlyboth for theirnowledge of ethnic studies educa- tion and their cheerful, friendly mannerand concern_fpr the-projectas well as Sheldon Steinhau-ser and John Livlingston,'who each evaluated one set of materials when ire needed an additional evalua- tion, and Kyung Sook Baek, Eleanor Blumenberq, Carlos Ruiz, and William Yellowtail. who agreed to serve as panelists but were unable to attend any olthe meetings because ascheduling difficulties, the entire staff of the Social Science Edtication Consortium for their wil.lingness to pitch in and help whenever help was ngeded ." Frances Haley U N PREFACE In December 1980, the U.S. Department of Education granted the Social Science EducationCon- sortium, Inc. a contract to evaluate materials produced by Title IXEthnic Heritage Studies Program projects funded from 1974 through 1978. This guide presents the results of thatevaluatioK, describ- ing the materials which were evaluated as acceptable an terms 0.f educationalsoundness, ethnic authenticity, and technical quality. Publication of thiSbuide was made possible byadditional fw-id- ing from the National Institute of Education through'the ERIC Clearinghouse for SoCial Studies/ Social Science Education (ERIC/ChESS). ERIC/ChESS is,happy to participate in the publication of this guide, which wepelieve makes 'a significant contributioh to the field of ethnic studies, part of our clearinghouse'sarea of expertise We hope that the guide will be useful to persons concerned ,Aith the imRrovemeht of ethnicheritage studies as ait relates to all levels and aspects of the school ca4riculumand 40 adult.andcommunity education Jarnes E Davis Associate Director, Social Science-Education Consortium, rnc Associate Director. ERIC Clearinghouse for Social Studies/Social Science Education r 4. VI INTRODUCTION Description of Evaluation Project . A Purse In December 1980, the U.S. Department of Edu- in ethnic authenticity? and (2) Does new informa- cation (ED) issued a contract in the amount of tion or teiminology..date the materials? $166,186.00 to the Social Sdience Education Con- Ten professional organizations were then askedl sortium, Inc. (SSEC) to evaluate materials pro-- diked by Title IX Ethnic Heritage Studies Pry to review the final sets of criteria: gram projects. funded from 1974 through 1978. Educational Soundness The matenalsmere to be evaluated,using con- National Council for the Social Studies sistent criteria, in thre areas7 (1)"appropriate- Association for Supervision and Curriculum it ness for use
Recommended publications
  • The Rise, Fall, and Resurrection of the Lidice Memorial in Phillips, Wisconsin

    The Rise, Fall, and Resurrection of the Lidice Memorial in Phillips, Wisconsin

    “Our Heritage, Our Treasure”: The Rise, Fall, and Resurrection of the Lidice Memorial in Phillips, Wisconsin Emily J. Herkert History 489: Capstone November 2015 Copyright for this work is owned by the author. This digital version is published by the McIntyre Library, University of Wisconsin – Eau Claire with the consent of the author. Contents Abstract…………………………………………………………………………………………...iii Lists of Figures and Maps………………………………………………………………………...iv Introduction………………………………………………………………………………………..1 Background………………………………………………………………………………………..3 Historiography…………………………………………………………………………………….8 The Construction of the Lidice Memorial……………………………………………………….13 Memorial Rededication……………………………………………………………………….….20 The Czechoslovakian Community Festival……...………………………………………………23 Conclusion……………………………………………………………………………………….28 Works Cited……………………………………………………………………………………...30 ii Abstract The Lidice Memorial in Phillips, Wisconsin is a place of both memory and identity for the Czechoslovak community. Built in 1944, the monument initially represented the memory of the victims of the Lidice Massacre in the Protectorate of Bohemia and Moravia while simultaneously symbolizing the patriotic efforts of the Phillips community during World War II. After the memorial’s rededication in 1984 the meaning of the monument to the community shifted. While still commemorating Lidice, the annual commemorations gave rise to the Phillips Czechoslovakian Community Festival held each year. The memorial became a site of cultural identity for the Phillips community and is
  • Race, Ethnicity, and Place in a Changing America: a Perspective

    Race, Ethnicity, and Place in a Changing America: a Perspective

    Chapter 1 Race, Ethnicity, and Place in a Changing America: A Perspective JOHN W. FRAZIER PERSISTENCE AND CHANGE IN AMERICAN HUMAN GEOGRAPHY Culture, and the human geography it produces, persists over a long time period. However, culture changes slowly, as does the visible landscape it produces and the ethnic meanings imbued by the group that shapes it. That many examples of persistent and new cultural landscapes exist in the United States is not surpris- ing given the major technological, demographic, and economic changes in American society since World War II (WWII). America emerged from WWII as one of two superpowers, developed and embraced technology that took Americans to the moon, created an electronics revolution that greatly modified the ways that Americans work and live, and built a globally unique interstate highway system, new housing stock, millions of additional automobiles, and otherwise increased its production to meet the challenge of nearly doubling its population be- tween 1950 and 2000. The post-WWII baby boom and massive immigration fueled population growth and modified American society in important ways, creating different needs and growing aspirations. A larger Afri- can American middle class also emerged during this post-war period. Leadership in a growing global economy enabled unprecedented economic growth that supported these changes. Some less positive changes occurred during this period as America repositioned itself in global affairs, while experiencing great domestic and global economic, social and political challenges. America fought and lost a war in Vietnam, experienced an energy crisis, and suffered through double-digit inflation and severe economic recession, which contributed to a more conservative mood in Washington, D.C.
  • Lithuanian Voices

    Lithuanian Voices

    CHAPTER FIVE Lithuanian Voices 1. Lithuanian Letters in the U.S. The list of American works featuring Lithuanians is short; it apparently consists of three novels. However, for such a small nation, not a “global player” in Franzen’s words, three novels authored by Americans can be seen as sufficient and even impressive. After all, three American authors found Lithuanians interesting enough to make them the main characters of their works. Two of those works, Upton Sinclair’s The Jungle and Jonathan Franzen’s The Corrections, became bestsellers and popularized the name of Lithuania in the U.S. and the world. The third work, Margaret Seebach’s That Man Donaleitis, although overlooked by critics and readers, nevertheless exists as a rare token of admiration for an obscure and oppressed people of the Russian empire. Many other small nations never made it to the pages of American texts. The best they could do was to present themselves to Americans in their own ethnic writing in English. However, the mere existence of such ethnic texts did not guarantee their success with the American audience. Ethnic groups from Eastern Europe for a long time presented little interest to Americans. As noted by Thomas Ferraro, autobiographical and biographical narratives of “immigrants from certain little-known places of Eastern Europe . did not attract much attention” (383). He mentions texts by a Czech, a Croatian, a Slovakian and a Pole written between 1904 and 1941, and explains the lack of attention to them from American public: “the groups they depict remained amorphous in the national imagination and did not seem to pose too much of a cultural threat” (383).
  • The Multiple Faces of Greek American Religious Experience: Helen Papanikolas’S the Apple Falls from the Apple Tree

    The Multiple Faces of Greek American Religious Experience: Helen Papanikolas’S the Apple Falls from the Apple Tree

    Journal of American Studies of Turkey 16 (2002) : 1-16 The Multiple Faces of Greek American Religious Experience: Helen Papanikolas’s The Apple Falls from the Apple Tree Theodora Tsimpouki After centuries of organized religious practice, a tendency among individuals to acknowledge themselves as having a strong personal faith, one that does not necessarily align itself with any of the well-delineated religious orders (Christians, Jews, Muslims, Buddhists, Hindus), has become increasingly evident. Nevertheless, such private religious belief, termed America’s "invisible religion,”1 does not finally destroy the established form of religion or affect the astonishing proliferation of new varieties of religious movements. Rather, while religious faith is regarded as a private matter, religious practice as a public performance is undergoing a phase of revalorization as it potentially provides for community and fosters social bonds among members of the established religious orders or the new religious movements. Instead of being drawn by theological factors, members of religious groups are drawn by social ones that strengthen communal bonds and provide a sense of personal belonging and security. At the same time, one must acknowledge the "constantly evolving role of religion as a force of global affairs" (Lester 37), which has discredited the assumption that advances in the rational understanding of the world will inevitably diminish the influence of religion. As the editor of the World Christian Encyclopedia, David B. Barrett has noted, the impact from the changing role of religious experience is enormous. For Barrett, this change is "massive, it’s complex, and it’s continual" (qtd. in Lester 38).
  • Parent Perceptions on Identity Formation Among Latvian Emigrant Children in England Kamerāde, D and Skubiņa, I

    Parent Perceptions on Identity Formation Among Latvian Emigrant Children in England Kamerāde, D and Skubiņa, I

    Growing up to belong transnationally : parent perceptions on identity formation among Latvian emigrant children in England Kamerāde, D and Skubiņa, I http://dx.doi.org/10.1007/978-3-030-12092-4 Title Growing up to belong transnationally : parent perceptions on identity formation among Latvian emigrant children in England Authors Kamerāde, D and Skubiņa, I Type Book Section URL This version is available at: http://usir.salford.ac.uk/id/eprint/49752/ Published Date 2019 USIR is a digital collection of the research output of the University of Salford. Where copyright permits, full text material held in the repository is made freely available online and can be read, downloaded and copied for non-commercial private study or research purposes. Please check the manuscript for any further copyright restrictions. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. IMISCOE Research Series Rita Kaša Inta Mieriņa Editors The Emigrant Communities of Latvia National Identity, Transnational Belonging, and Diaspora Politics IMISCOE Research Series This series is the official book series of IMISCOE, the largest network of excellence on migration and diversity in the world. It comprises publications which present empirical and theoretical research on different aspects of international migration. The authors are all specialists, and the publications a rich source of information for researchers and others involved in international migration studies. The series is published under the editorial supervision of the IMISCOE Editorial Committee which includes leading scholars from all over Europe. The series, which contains more than eighty titles already, is internationally peer reviewed which ensures that the book published in this series continue to present excellent academic standards and scholarly quality.
  • From Minor to Major

    From Minor to Major

    SPECIAL REPORT AMERICA’S HISPANICS March 14th 2015 From minor to major 20150314_HISPANICS.indd 1 03/03/2015 10:58 SPECIAL REPORT AMERICA'S HISPANICS From minor to major One American in six is now Hispanic, up from a small minority two generations ago. By mid-century it will be more than one in four. David Rennie explains what that means for America IN THREE TERMS representing Colorado in Congress, John Salazar got used to angry voters calling him a Mexican and not a proper American. During fights over the Obamacare health-insurance law, a constituent told him to “go backwhere you came from”. The attacks were misplaced. Mr Salazar is proud of his Hispanic heritage, but he comes from a place with deeper American roots than the United States. One ofhis ancestors, Juan de Oñate y Salazar, co-founded the city of Santa Fe in New Mexico. That was in 1598, some 250 years before it became American territory (and the best part of a decade be- fore English merchant-adventur- ers splashed ashore at James- town, Virginia). A laconic man in denims and cowboy hat, Mr Sala- zar is a fifth-generation Colorado rancher, farming the same corner of the San Luis valley that his great-grandfather settled 150 years ago, just when Mexico ced- CONTENTS ed the territory to America. As families like the Salazars put it, 3 Language they nevercrossed the border, the Dreaming in English border crossed them. 4 Identity But their high desert valley A suitable box to tick is home to many Spanish-speak- ing newcomers too.
  • EXTENSIONS of REMARKS February 22, 1973

    EXTENSIONS of REMARKS February 22, 1973

    5200 EXTENSIONS OF REMARKS February 22, 1973 ORDER FOR RECOGNITION OF SEN­ be cousin, the junior Senator from West DEPARTMENT OF JUSTICE ATOR ROBERT C. BYRD ON MON­ Virginia (Mr. ROBERT c. BYRD)' for a James N. Gabriel, of Massachusetts, to be DAY period of not to exceed 15 minutes; to be U.S. attorney for the district of Massachu­ Mr. ROBERT c. BYRD. I ask unani­ followed by a period for the transaction setts for the term of 4 years, vice Joseph L. mous consent that following the remarks of routine morning business of not to Tauro. exceed 30 minutes, with statements James F. Companion, of West Virginia, to of the distinguished senior Senator from be U.S. attorney for the northern district of Virginia (Mr. HARRY F. BYRD, JR.) on therein limited to 3 minutes, at the con­ West Virginia for the term of 4 years, vice Monday, his would-be cousin, Mr. RoB­ clusion of which the Senate will proceed Paul C. Camilletti, resigning. ERT C. BYRD, the junior Senator from to the consideration of House Joint Reso­ lution 345, the continuing resolution. IN THE MARINE CORPS West Virginia, the neighboring State just The following-named officers of the Marine over the mountains, be recognized for not I would anticipate that there would Corps for temporary appointment to the to exceed 15 minutes. likely be a rollcall vote--or rollcall grade of major general: The PRESIDING OFFICER. Without votes--in connection with that resolu­ Kenneth J. HoughtonJames R. Jones objection, it is so ordered. tion, but as to whether or not the Senate Frank C.
  • A Community of Contrasts: Asian Americans, Native Hawaiians and Pacific Islanders in Orange County Addresses This Critical Challenge by Doing Two Things

    A Community of Contrasts: Asian Americans, Native Hawaiians and Pacific Islanders in Orange County Addresses This Critical Challenge by Doing Two Things

    2014 A COMMUNITY Cyrus Chung Ying Tang Foundation OF CONTRASTS Asian Americans, Native Hawaiians and Pacific Islanders in Orange County ORANGE www.calendow.org COUNTY This report was made possible by the following sponsors: The Wallace H. Coulter Foundation, Cyrus Chung Ying Tang Foundation, Wells Fargo, and The California Endowment. The statements and views expressed are solely the responsibility of the authors. CONTENTS ORGANIZATIONAL DESCRIPTIONS TECHNICAL NOTES Welcome 1 Introduction 2 Executive Summary 3 Map 5 Measuring the characteristics of racial and ethnic groups Demographics 6 Since 2000, the United States Census Bureau has allowed those responding to its questionnaires to report one or more Asian Americans Advancing Justice - Orange County Economic Contributions 9 racial or ethnic backgrounds. While this better reflects America’s diversity and improves data available on multiracial popula- The mission of Asian Americans Advancing Justice (“Advancing Civic Engagement 10 tions, it complicates the use of data on racial and ethnic groups. Justice”) is to promote a fair and equitable society for all by Immigration 12 working for civil and human rights and empowering Asian Language 14 Data on race are generally available from the Census Bureau in two forms, for those of a single racial background (referred Americans and Native Hawaiians and Pacific Islanders (NHPI) Education 16 to as “alone”) with multiracial people captured in an independent category, and for those of either single or multiple racial and other underserved communities.
  • Politics of a Refugee Community: AMERICAN LATVIANS

    Politics of a Refugee Community: AMERICAN LATVIANS

    AMERICAN LATVIANS Politics of a Refugee Community AMERICAN LATVIANS leva Z a k e O Routledge g ^ ^ Taylor & Francis Group LONDON AND NEW YORK First published 2010 by Transaction Publishers Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 2010 by Taylor & Francis. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Catalog Number: 2010014941 Library of Congress Cataloging-in-Publication Data Zake, Ieva. American Latvians : politics of a refugee community / Ieva Zake. p. cm. Includes bibliographical references and index. ISBN 978-1-4128-1451-5 (alk. paper) 1. Latvian Americans--Politics and government. 2. Latvians-- United States--Politics and government. 3. Refugees--United States- -Political activity. 4. Political activists--United States--History. 5. Anti-communist movements--United States--History. 6. Latvian Ameri- cans--Social conditions. 7. Refugees--United States--Social conditions. 8. Community life--United States--History. 9. Latvia--Relations--Soviet Union. 10. Soviet Union--Relations--Latvia. I. Title. E184.L4Z35 2010 973’.0049193--dc22 2010014941 ISBN 13: 978-1-4128-1451-5 (hbk) Contents Preface vii Introduction 1 1 Into Exile 17 2 American Latvians as Ethnic Anticommunists 49 3 Ghosts from the Past 89 4 Surviving the Soviet Pressure 125 5 The End of Exile 161 Conclusion 197 Index 211 Preface This book is a product of my more than a decade long interactions with the American Latvian community involving both informal observa- tions and formal research.
  • Estonian by Recreation: Forging Ethnic Imagination Through Communal Experience in Urban, Rural and Musical Spaces

    Estonian by Recreation: Forging Ethnic Imagination Through Communal Experience in Urban, Rural and Musical Spaces

    ZfO JECES 67 ı 2018 ı 3 ı 375-396 375 Estonian by Recreation: Forging Ethnic Imagination through Communal Experience in Urban, Rural and Musical Spaces Maarja Merivoo-Parro* ZUSAMMENFASSUNG In der Freizeit zum Esten: Der Aufbau ethnischer Vorstellungskraft durch gemeinschaftliche Erfahrung im städtischen, ländlichen und musikalischen Umfeld Der Artikel befasst sich mit den gemeinschaftlichen Freizeitaktivitäten von Angehörigen des estnischen Exils im Amerika des Kalten Krieges und beruht auf dem Gedanken, dass diese Gemeinschaften bei dem Bemühen darum, dass ihnen die jungen Leute Zeit und Aufmerksamkeit widmen, nach Bereichen und Orten suchten, um gemeinsam ihr Estnisch- Sein auszuleben. Städtische Orte waren zum einen ständige Einrichtungen wie Estnische Häuser, zum anderen große Kulturveranstaltungen an wechselnden Orten wie z. B. die Est- nischen Westküsten-Tage (West Coast Estonian Days) oder das Festival ESTO mit Teil- nehmern aus aller Welt. Die ländlichen Gegenden blieben Pfadfindern und Pfadfinderin- nen vorbehalten. Obgleich sie auch größeren Zusammenschlüssen angehörten, war bei der Tätigkeit der amerikanisch-estnischen Pfadfinder eine spezielle estnische Ausrichtung spürbar. Da außerdem die Esten in den USA nicht in Enklaven, sondern über das Land ver- streut lebten, führten sie eine neuartige Form des Pfadfindertums ein, bei dem sich die ge- meinschaftliche Praxis zu einer individuellen veränderte. Während die wichtige Rolle der Chormusik im exil-estnischen Leben sowohl in kultureller als auch in politischer Hinsicht bereits nachgewiesen wurde, kann die bislang deutlich weniger erforschte Populärmusik in ähnlicher Weise dazu beitragen, die Freizeitgestaltung auf einer stärker persönlichen Ebe- ne nachzuvollziehen. Da die Esten in den USA geistigen und praktischen Zugriff auf die globale Popmusikszene hatten, liegt die Vermutung nahe, dass sie in mancherlei Hinsicht in der estnischen Musikgeschichte eine Vorreiterrolle eingenommen haben.
  • Course Syllabus: Minority Groups

    Course Syllabus: Minority Groups

    1 Course Syllabus: Minority Groups Mark Swiencicki, Ph.D. Office: Room 557, 5th floor, BCC); Ph: 510-981-2916; Sociology 5 (20530) Office Hours in Rm. 557: Mon. 4:20-5:20 pm; Wed. 12:20-1:20 pm; Tues 4:50- 5:50 pm; Digital/Online Office Hour: Thurs 11-12 pm; & 1 hour by appointment. Spring 2019 3 Credits Email address: [email protected] Satisfies: IGETC & CSU-GE breadth requirements for transfer to UCs/CSUs; UC Berkeley’s American Cultures Requirement, and the major requirements for BCC Sociology AA-T to CSU. Meeting Time/Place: Mon. and Weds: 3 - 4:15 pm, BCC 015 . Why take “Minority Groups”? Aside from the English, every group of U.S. immigrants has experienced some degree of exclusion or discrimination that temporarily (or permanently) transformed them into “minorities”. This course examines the ethnic experiences of those groups (and various religious, racial, gender and sexual minorities) to see how their experiences have shaped and changed U.S. society. Students who take this course should gain a much better understanding of why various minority groups act as they do, allowing you to live and work more effectively in a multicultural environment. Course Description: This course analyzes the social histories, socio-economic conditions, and current challenges confronting various racial, ethnic, sexual, gender, and other minority groups in the U.S.. Various competing theoretical frameworks are utilized, and the general principles of dominant-minority group relations are examined. The politics and social construction of “race” in the U.S. is also studied, focusing on how the Jews and the Irish became “white” over time, and why some social groups adopt a racial identity, while others adopt an ethnic identity.
  • Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto

    Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto

    Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto By Mariana Dobreva-Mastagar A Thesis submitted to the Faculty of Trinity College and the Theological Department of the Toronto School of Theology In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael's College © Copyright by Mariana Dobreva-Mastagar 2016 Vernacular Religion in Diaspora: a case Study of the Macedono-Bulgarian group in Toronto PhD 2016 Mariana Dobreva-Mastagar University of St.Michael’s College Abstract This study explores how the Macedono-Bulgarian and Bulgarian Eastern Orthodox churches in Toronto have attuned themselves to the immigrant community—specifically to post-1990 immigrants who, while unchurched and predominantly secular, have revived diaspora churches. This paradox raises questions about the ways that religious institutions operate in diaspora, distinct from their operations in the country of origin. This study proposes and develops the concept “institutional vernacularization” as an analytical category that facilitates assessment of how a religious institution relates to communal factors. I propose this as an alternative to secularization, which inadequately captures the diaspora dynamics. While continuing to adhere to their creeds and confessional symbols, diaspora churches shifted focus to communal agency and produced new collective and “popular” values. The community is not only a passive recipient of the spiritual gifts but is also a partner, who suggests new forms of interaction. In this sense, the diaspora church is engaged in vernacular discourse. The notion of institutional vernacularization is tested against the empirical results of field work in four Greater Toronto Area churches.