Space and Memory in Fae Myenne Ng's Bone
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By Anne-Sophie Adelys
by Anne-Sophie Adelys © Anne-Sophie Adelys - 2013 - www.adelys.co.nz © Anne-Sophie Adelys - 2013 - www.adelys.co.nz 3 © Anne-Sophie Adelys - 2013 - www.adelys.co.nz © Anne-Sophie Adelys - 2013 - www.adelys.co.nz My name is Anne-Sophie Adelys. I’m French and have been living in New Zealand since 2001. I’m an artist. A painter. Each week I check “The Big idea” website for any open call for artists. On Saturday the 29th of June 2013, I answered an artist call titled: “Artist for a fringe campaign on Porn” posted by the organisation: The Porn Project. This diary documents the process of my work around this project. I’m not a writer and English is not even my first language. Far from a paper, this diary only serves one purpose: documenting my process while working on ‘The Porn Project’. Note: I have asked my friend Becky to proof-read the diary to make sure my ‘FrenchGlish’ is not too distracting for English readers. But her response was “your FrenchGlish is damn cute”. So I assume she has left it as is… © Anne-Sophie Adelys - 2013 - www.adelys.co.nz 4 4 © Anne-Sophie Adelys - 2013 - www.adelys.co.nz The artist call as per The Big Idea post (http://www.thebigidea.co.nz) Artists for a fringe campaign on porn 28 June 2013 Organisation/person name: The Porn Project Work type: Casual Work classification: OTHER Job description: The Porn Project A Fringe Art Campaign Tāmaki Makaurau/Auckland, Aotearoa/New Zealand August, 2013 In 2012, Pornography in the Public Eye was launched by people at the University of Auckland to explore issues in relation to pornography through research, art and community-based action. -
Chinatown and Urban Redevelopment: a Spatial Narrative of Race, Identity, and Urban Politics 1950 – 2000
CHINATOWN AND URBAN REDEVELOPMENT: A SPATIAL NARRATIVE OF RACE, IDENTITY, AND URBAN POLITICS 1950 – 2000 BY CHUO LI DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Landscape Architecture in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Professor D. Fairchild Ruggles, Chair Professor Dianne Harris Associate Professor Martin Manalansan Associate Professor Faranak Miraftab Abstract The dissertation explores the intricate relations between landscape, race/ethnicity, and urban economy and politics in American Chinatowns. It focuses on the landscape changes and spatial struggles in the Chinatowns under the forces of urban redevelopment after WWII. As the world has entered into a global era in the second half of the twentieth century, the conditions of Chinatown have significantly changed due to the explosion of information and the blurring of racial and cultural boundaries. One major change has been the new agenda of urban land planning which increasingly prioritizes the rationality of capital accumulation. The different stages of urban redevelopment have in common the deliberate efforts to manipulate the land uses and spatial representations of Chinatown as part of the socio-cultural strategies of urban development. A central thread linking the dissertation’s chapters is the attempt to examine the contingent and often contradictory production and reproduction of socio-spatial forms in Chinatowns when the world is increasingly structured around the dynamics of economic and technological changes with the new forms of global and local activities. Late capitalism has dramatically altered city forms such that a new understanding of the role of ethnicity and race in the making of urban space is required. -
The Indian Revolutionaries. the American Indian Movement in the 1960S and 1970S
5 7 Radosław Misiarz DOI: 10 .15290/bth .2017 .15 .11 Northeastern Illinois University The Indian Revolutionaries. The American Indian Movement in the 1960s and 1970s The Red Power movement1 that arose in the 1960s and continued to the late 1970s may be perceived as the second wave of modern pan-Indianism 2. It differed in character from the previous phase of the modern pan-Indian crusade3 in terms of massive support, since the movement, in addition to mobilizing numerous groups of urban Native Americans hailing from different tribal backgrounds, brought about the resurgence of Indian ethnic identity and Indian cultural renewal as well .4 Under its umbrella, there emerged many native organizations devoted to address- ing the still unsolved “Indian question ”. The most important among them were the 1 The Red Power movement was part of a broader struggle against racial discrimination, the so- called Civil Rights Movement that began to crystalize in the early 1950s . Although mostly linked to the African-American fight for civil liberties, the Civil Rights Movement also encompassed other racial and ethnic minorities including Native Americans . See F . E . Hoxie, This Indian Country: American Indian Activists and the Place They Made, New York 2012, pp . 363–380 . 2 It should be noted that there is no precise definition of pan-Indianism among scholars . Stephen Cornell, for instance, defines pan-Indianism in terms of cultural awakening, as some kind of new Indian consciousness manifested itself in “a set of symbols and activities, often derived from plains cultures ”. S . Cornell, The Return of the Native: American Indian Political Resurgence, New York 1988, p . -
The Native American Literature Symposium
the Native American Literature Symposium OUR LAND AND WATER Mystic Lake Hotel & Casino Prior Lake, Minnesota March 2-4, 2017 e Native American Literature Symposium is organized by an independent group of Indigenous scholars committed to making a place where Native voices can be heard. Since 2001, we have brought together some of the most in uential voices in Native America to share our stories— in art, prose, poetry, lm, religion, history, politics, music, philosophy, and science—from our worldview. Gwen N. Westerman, Director Minnesota State University, Mankato Virginia Carney, Tribal College Liaison President Emeritus, Leech Lake Tribal College Gordon Henry, Jr., Publications Editor Michigan State University LeAnne Howe, Arts Liaison University of Georgia Denise Cummings, Film Wrangler Rollins College eo Van Alst, Film Wrangler University of Montana Margaret Noodin, Awards University of Wisconsin, Milwaukee Niigaanwewidam James Sinclair, Maazinaate Book Blitz University of Manitoba Tyler Barton, Assistant to the Director Minnesota State University, Mankato Tria Wakpa Blue, Vendor/Press Coordinator University of California, Berkeley Angela Semple, Vendor/Press Assistant Trent University Prior Lake, Minnesota 1 Wopida, Miigwech, Mvto, Wado, Ahe’ee, Yakoke We thank the sponsors of the 2017 Symposium for their generous funding and continued support that made everything possible. Shakopee Mdewakanton Sioux Community (SMSC) Charlie Vig, Tribal Chairman Deborah Peterson, Donation Coordinator Mystic Lake Hotel and Casino De l Hall, Conference -
S Chinese Heritage
San Francisco’s Chinese Heritage Author’s Note: This article “San Francisco’s Chinese Heritage” is a stand alone article on my website. However, a parallel articleHistoric “ Chinatown San Francisco: The Cantonese Enclave” is a chapter in my new book/ebookNorthern California History Travel Adventures: 35 Suggested Trips. The subject of San Francisco attractions also appears in my book/ebook Northern California Travel: The Best Options. That book is available in English as a book/ebook and also as an ebook in Chinese. Several of my books on California can be seen on myAmazon Author Page. By Lee Foster A visitor who happens to be in San Francisco for the February/March day of the Chinese New Year will witness an urban cacophony of unparalleled dimension. The Chinese, who are said to have invented fireworks, know how to raise the decibel level in the urban canyons. Meanwhile, the traditional Chinese Dragon snakes its way along the parade route to begin a new lunar calendar year. This San Francisco enclave is one of the largest Chinese communities outside of Asia. Each February, you can experience a spectrum of activities over a week of celebration. However, the night of the big parade offers the best public access to the phenomenon. Chinese New Years Events I remember vividly my impressions of the parade from past years. As dusk sets, downtown San Francisco erupts with fireworks. Thousands of people line the parade route, which may start at Market and Second streets. The pageant includes floats, towering Oriental deities, Miss Chinatown USA and her court. -
Native American Literature
ENGL 5220 Nicolas Witschi CRN 15378 Sprau 722 / 387-2604 Thursday 4:00 – 6:20 office hours: Wednesday 12:00 – 2:00 Brown 3002 . and by appointment e-mail: [email protected] Native American Literature Over the course of the last four decades or so, literature by indigenous writers has undergone a series of dramatic and always interesting changes. From assertions of sovereign identity and engagements with entrenched cultural stereotypes to interventions in academic and critical methodologies, the word-based art of novelists, dramatists, critics, and poets such as Sherman Alexie, Louise Erdrich, Louis Owens, N. Scott Momaday, Leslie Marmon Silko, Simon Ortiz, and Thomas King, among many others, has proven vital to our understanding of North American culture as a whole. In this course we will examine a cross-section of recent and exemplary texts from this wide-reaching literary movement, paying particular attention to the formal, thematic, and critical innovations being offered in response to questions of both personal and collective identity. This course will be conducted seminar-style, which means that everyone is expected to contribute significantly to discussion and analysis. TEXTS: The following texts are available at the WMU Bookstore: The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie (Spokane) The Last Report on the Miracles at Little No Horse, by Louise Erdrich (Anishinaabe) Bloodlines: Odyssey of a Native Daughter, by Janet Campbell Hale (Coeur d'Alene) The Light People, by Gordon D. Henry (Anishinaabe) Green Grass, Running Water, by Thomas King (Cherokee) House Made of Dawn, by N. Scott Momaday (Kiowa) from Sand Creek, by Simon Ortiz (Acoma) Nothing But The Truth, eds. -
Special Topics Course Descriptions
Anth 180A: The Anthropology of Childhood Ann Metcalf M, W 11:00-12:15 Fall 2015 “It seemed clear to me that a culture that repudiated children could not be a good culture…” Margaret Mead How do children grow, learn, respond to and shape their worlds? Is childhood a universally recognized stage of human development? Is it a time of innocence or agency? What cultural forces shape and influence children, and in what ways are children initiators of cultural change? This course will explore childhood from a cross-cultural, anthropological perspective. We will begin with a focus on traditional and tribal cultures, exploring parenting and child rearing, language acquisition, play, work, sexuality, and transition to adulthood. Then we will consider issues arising from industrialization, colonization and globalization: gender, race and class, child labor, sex trafficking, education, the effects of war and famine, the emergence of children’s rights movements. Selected Readings Why Don’t Anthropologists Like Children? Lawrence A Hirschfeld The Ethnography of Childhood, Margaret Mead Childhood in the Trobriand Islands, Bronislaw Malinowski Infant Care in the Kalahari Desert, Melvin Konner Swaddling, Cradleboarding and the Development of Children, James Chisholm Child’s Play in Italian Perspective, Rebecca New Talking to Children in Western Samoa, Elinor Ochs Altruistic and Egoistic Behavior of Children in Six Cultures, John Whiting and Beatrice Whiting Why African Children Are So Hard to Test, Sue Harkness and Charles Super Getting in, Dropping Out, and Staying on: Determinants of Girls’ School Attendance in the Kathmandu Valley in Nepal, Sarah LeVine The Child as Laborer and Consumer: the Disappearance of Childhood in Contemporary Japan, Norma Field Seducing the Innocent: Childhood and Television in Postwar America, Lynn Spigel . -
Snow Flower and the Secret Fan a Novel Written by Lisa See
RANDOM HOUSE, INC. TEACHER’S GUIDE Snow Flower and the Secret Fan A Novel Written by Lisa See Random House Trade Paperbacks | TR 978-0-8129-6806-4 | 288 pp | $15.00 Reading Level: 9th Grade A NEW YORK PUBLIC LIBRARY BOOKS FOR THE TEEN AGE SELECTION “A nuanced exploration of women’s friendship and women’s writing in a remote corner of Imperial China.” —Kirkus Reviews note to teachers In Snow Flower and the Secret Fan, acclaimed author Lisa See offers a detailed and unforgettable narrative of female friendship set in rural China in the 19th century. Through her elaboration of key Chinese cultural rites and her examination of the symbolic and spiritual implications of these rituals and ceremonies to Lily and Snow Flower, the book’s protagonists, Lisa See exposes students to a world that will call them to interrogate their own values and cultural assumptions. about the author LISA SEE was born in Paris, but grew up in Los Angeles, and spent much of her time in Chinatown. She is the author of the novels Shanghai Girls, Peony in Love, Flower Net, The Interior, and Dragon Bones, as well as the widely praised memoir, On Gold Mountain: The One Hundred Year Odyssey of My Chinese-American Family. Her articles and book reviews have appeared in dozens of national publica- tions. The Organization of Chinese American Women named her the 2001 National Woman of the Year. She designed a walking tour of Los Angeles Chinatown and wrote the companion guidebook for Angels Walk LA to celebrate the opening of the MTA’s new Chinatown metro station. -
A Journal of Theory and Practice Summer 2013 (6:2) 39
Teaching American Literature: A Journal of Theory and Practice Summer 2013 (6:2) Big Vibrators, Bums, and Big Explosions: Danger and Reward in Teaching Sherman Alexie RosaMaria Chacon, California State University Northridge Abstract The short stories, novels, and poetry of Native American author Sherman Alexie provide his readers with a host of controversial topics. Unafraid to tackle race or religion, Alexie also pushes sexual boundaries and the social conventions surrounding them. Nothing is sacred. He does not refrain from offering the spectacle of the homeless or alcoholic Indian, thus drawing sharp criticism from Native American scholars. And yet, this author provides the college teacher with the necessary resources in Ten Little Indians to bring his stories into the classroom: humor, satire, and clever narrative strategies. In doing so, he provides rich material to facilitate the development of critical thinking in literature classrooms. Functioning almost as an intermediary for the college teacher who dares to assign him, Alexie weaves resources for defusing potential strife and discord in the classroom directly into his literature. When students are dissatisfied with a particular college professor, the teacher can lose a promotion or even be denied tenure, and fired. These dangers are not reserved for the truly incompetent. Almost all teachers can come under fire through student complaints or evaluations. "Even the most conscientious teacher" according to Rose Weitz, "risks lawsuits (if students claim discrimination), poor student evaluations (if students find a topic or approach threatening), or even dismissal (if administrators believe a teacher has behaved improperly or has simply cost the institution too much political capital)" (227). -
NAS 204 the Native American Experience
NAS 204 The Native American Experience Winter 20 Tuesday 6-9:20 pm JXJ 1311 Instructor Shirley Brozzo [email protected] Office: 3001 Hedgcock Cell 906-360-5406 NO calls after 10 pm Multicultural Ed & Res. Center Pronouns: she/her/hers Office phone: 906-227-1554 3 required texts Benton Banai, Eddie The Mishomis Book Child, Brenda editor Boarding School Seasons Lobo, Talbot, Morris Native American Voices, 3rd Edition Weekly Assignments: Have these pages read when you come to class each week Jan 14 Introduction, initial drawings, tribal listings, description of presentations Video: More Than Bows and Arrows 21 CULTURE AND CUSTOMS: Read the Mishomis Book 28 IDENTITY AND ORAL TRADITIONS: Read Native American Voices Part I: Introduction pages 2-9 Part I Ch 3: Indigenous Identity: What Is It, and Who Really Has It pgs 28-35 Part 1 short section: Native American Demographics pgs 45-47 Part 1 short section: The US Census pg 48 Part III: Introduction pgs 95-100 Part III Ch 1: 500 Years of Injustice… pgs 101-104 Part V Ch 3 But is It American Indian Art? Pgs 214-221 ECOLOGY AND LAND TRADITIONS Part III Ch 3: The Black Hills: Sacred Land of the Lakota... pgs 113-119 Part VII: Introduction pgs 308-309 Feb 4 Test # 1 100 points Video: American Outrage 11 BOARDING SCHOOLS: Read Boarding School Seasons Video: In the Whiteman's Image 18 MORE SCHOOLING: Read Native American Voices Part II Ch 5: Just Speak Your Language… pgs 90-92 Part VI Introduction, pgs 238-245 Part VI Ch 6: If We Get the Girls… pgs 284-291 Part VI Ch 7: Protagonism Emergent… pgs 292-300 -
San Francisco Chinatown Self Guided Tour
Free Tours by Foot - San Francisco Chinatown Self Guided Walking Tour When stepping into San Francisco’s Chinatown, you step into a world of vibrant colors, sounds, sights, and smells that will immediately whisk you around the globe. While there are several distinct Chinese neighborhoods in San Francisco, the oldest and largest Chinatown lies in the heart of downtown. On this tour, you’ll visit sights with history dating back to the days of the early explorers, see unique and beautiful views of the city, and be immersed in a culture so intertwined in San Francisco’s history that you just can’t miss it! One of the largest concentrated Chinese populations outside of China, San Francisco’s Chinatown is the oldest in North America and the largest outside of mainland China. The earliest Chinese immigrants to the Bay Area came in the 1840s, just before the Gold Rush. Some of those early Chinese immigrants began referring to San Francisco as “Gold Mountain,” and, just as fortune seekers hurried west across the country to hunt gold, so too did Chinese immigrants come into the Bay seeking new lives. As one of the most accessible mainland North American ports, San Francisco’s Chinese population grew steadily to become what it is today. Now, as you walk through the hustle and bustle of Chinatown, you’ll feel as if you’d stepped off a plane and landed in Hong Kong. If it weren’t for the towering Transamerica Building to the east or views of Coit Tower farther north, you might forget that you’re in San Francisco at all. -
"Language Is a Place of Struggle" : Great Quotes by People of Color
“Language Is a Place of STRUGGLE” “Language Is a Place of STRUGGLE” Great Quotes by People of Color Edited by Tram Nguyen Beacon Press, Boston A complete list of quote sources for “Language Is a Place of Struggle” can be located at www.beacon.org/nguyen Beacon Press 25 Beacon Street Boston, Massachusetts 02108-2892 www.beacon.org Beacon Press books are published under the auspices of the Unitarian Universalist Association of Congregations. © 2009 by Tram Nguyen All rights reserved Printed in the United States of America 12 11 10 09 8 7 6 5 4 3 2 1 This book is printed on acid-free paper that meets the uncoated paper ANSI/NISO specifications for permanence as revised in 1992. Text design by Susan E. Kelly at Wilsted & Taylor Publishing Services Library of Congress Cataloging-in-Publication Data Language is a place of struggle : great quotes by people of color / edited by Tram Nguyen. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8070-4800-9 (hardcover : alk. paper) 1. Minorities—United States—Quotations. 2. Immigrants—United States—Quotations. 3. United States—Race relations—Quotations, maxims, etc. 4. United States—Ethnic relations—Quotations, maxims, etc. 5. United States—Social conditions—Quotations, maxims, etc. 6. Social change—United States—Quotations, maxims, etc. 7. Community life—United States—Quotations, maxims, etc. 8. Social justice—United States— Quotations, maxims, etc. 9. Spirituality—Quotations, maxims, etc. I. Nguyen, Tram. E184.A1L259 2008 305.8—dc22 2008015487 Contents Foreword vii Chapter 1 Roots