DOCSLIB.ORG

Arts and Cultural Education in the Faroe Islands

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Arts and Cultural Education in the Faroe Islands Arts and Cultural Education in the Faroe Islands By Professor Anne Bamford November 2012 Acknowledgements This research would not have been possible without the support and generosity of all the people involved. A special thank you is extended to Hedvig Westerlund-Kapnas and Rakul Thomsen for their invaluable help in providing local contextual understanding and document and policy translation and interpretation. Rakul is a dedicated researcher; highly efficient driver, guide and logistical manager; and valued companion and friend. The research has benefited greatly from her input and assistance. Throughout the research, the hospitality of the people of the Faroe Islands has made me feel very welcome. The honesty of responses and generosity of time and support made the research possible. My gratitude goes to the 28 organisations and schools visited, the 150 people interviewed and all those people who completed surveys and contributed to this research. Unless otherwise stated, all photographs in the report are by Lachlan Bamford 1 Contents Arts and Cultural Education in the Faroe Islands ........................................... 0 Executive Summary ....................................................................................................... 4 1.1 Introduction ............................................................................................................. 8 1.2 Scope and method ................................................................................................... 8 1.3 Definitions of terms ............................................................................................... 10 1.4 Historical and political context .............................................................................. 11 1.5 The Faroese Arts Scene ......................................................................................... 15 1.5 Policy ..................................................................................................................... 18 1.5.1 Map showing location of upper secondary and post-secondary education .. 21 1.6 Financing patterns and resources ...................................................................... 23 1.7 Schools ................................................................................................................... 26 1.8 Arts Education ....................................................................................................... 28 1.9 Cultural, creative and heritage education ............................................................. 30 1.10 In school provisions ............................................................................................. 32 1.11 Out of school arts education ............................................................................... 41 1.12 The music school ................................................................................................. 44 1.13 Museums and Cultural Centres ........................................................................... 50 Chapter 2: World Standards - Benchmarking ................................................................. 54 2.1 Introduction ........................................................................................................... 54 2.2 World standards: Defining the alpha of quality arts education ............................ 54 2.3 The nature of quality ............................................................................................. 54 Chapter 3: Responses to quality ...................................................................................... 56 3.1 Introduction – Overall statements about quality .................................................. 56 3.2. Active partnerships ............................................................................................... 57 3.2.1 Listaleypurin ................................................................................................... 59 3.3 Flexible organizational structures and permeable boundaries ............................. 66 3.4. Accessibility for all ................................................................................................ 69 3.5 On-going professional development ..................................................................... 77 3.6 Detailed assessment, reflection and evaluation strategies................................... 79 3.7 Centred around active creation, performance and exhibition .......................... 82 3.8 The languages of the arts ...................................................................................... 86 3.9 Risk-taking ............................................................................................................. 87 3.10 Education in and through the arts ....................................................................... 87 Chapter 4: Taking the longer view................................................................................... 90 4.1 Introduction ........................................................................................................... 90 4.2 Continuity – Arts impact and learning lines .......................................................... 90 4.3 Testing and Pisa ..................................................................................................... 93 4.4 Creative Industries ............................................................................................... 100 2 Chapter 5: Impediments ................................................................................................ 112 5.1 Introduction ......................................................................................................... 112 5.2 Time and resources ............................................................................................. 112 5.3 School leadership/Directors ................................................................................ 122 5.4 Quality assurance ................................................................................................ 122 5.5 Teachers and teacher education ......................................................................... 123 Chapter 6: Recommendations ....................................................................................... 129 6.1 Introduction ......................................................................................................... 129 6.2 Recommendations ............................................................................................... 129 6.3 Areas requiring more research ............................................................................ 130 6.4 Conclusions/Future directions............................................................................. 131 References ..................................................................................................................... 132 3 Executive Summary Commencing in April 2012, with field research in August/September 2012, an evaluative research was undertaken in the Faroe Islands to gather comprehensive data about the extent and quality of arts and cultural education. The research analyses the implementation framework of arts and cultural education and identifies factors that influence the adoption of best practice in arts and cultural education. The evaluation focused on the following questions: 1. What is being done in arts education and how is it being done? 2. What is the quality of arts education in the Faroe Islands? 3. What are the possibilities and challenges currently and into the future? The study looked at both formal and informal arts education that occurred in school and in a range of outside school programmes. The research used a combination of qualitative and quantitative research methods. In particular, a survey was sent to schools, kindergartens, colleges (gymnasiums), music schools, amateur theatre organizations and youth clubs. This was followed by ten days of in country research that included interviews, schools visits, visits to cultural organisations and focus groups. Faroese parents generally have high aspirations for their children and in many ways they are in a relatively fortunate position; by international standards, the schools are well- equipped and effectively organized. The only concern is that the standard of facilities varies considerably from one school to the next. The Faroese school system is relatively expensive and while overall funds for education have steadily increased, the percentage of national budget spent on education has slightly fallen over recent years. Within arts education there is a mismatch between the ambitious aims expressed in policy and the limitations of practice in the implementation within schools. Although the Visión 2015, Mál og Vegir states that the Ministry of Culture shall prepare a cultural policy for children and young people, this has largely to date not been implemented. Implementation has been hampered by vague and often conflicting views of what constitutes good practice in arts education. There is a lack of distinction made between arts education, creative education and cultural education. There is a similar lack of awareness of the difference between, what can be termed, education in the arts (e.g. teaching in visual arts, music, drama, crafts, etc.) and education through the arts (e.g. the use of the arts and creativity as a pedagogical tool in other subjects, such as numeracy, literacy and scientific thinking. Schools need strong programmes in the arts AND artistic
Load more

Recommended publications
  • The Regional Distribution of Zeolites in the Basalts of the Faroe Islands and the Significance of Zeolites As Palaeo- Temperature Indicators
    The regional distribution of zeolites in the basalts of the Faroe Islands and the significance of zeolites as palaeo- temperature indicators Ole Jørgensen The first maps of the regional distribution of zeolites in the Palaeogene basalt plateau of the Faroe Islands are presented. The zeolite zones (thomsonite-chabazite, analcite, mesolite, stilbite-heulandite, laumontite) continue below sea level and reach a depth of 2200 m in the Lopra-1/1A well. Below this level, a high temperature zone occurs characterised by prehnite and pumpellyite. The stilbite-heulan- dite zone is the dominant mineral zone on the northern island, Vágar, the analcite and mesolite zones are the dominant ones on the southern islands of Sandoy and Suðuroy and the thomsonite-chabazite zone is dominant on the two northeastern islands of Viðoy and Borðoy. It is estimated that zeolitisa- tion of the basalts took place at temperatures between about 40°C and 230°C. Palaeogeothermal gradients are estimated to have been 66 ± 9°C/km in the lower basalt formation of the Lopra area of Suðuroy, the southernmost island, 63 ± 8°C/km in the middle basalt formation on the northernmost island of Vágar and 56 ± 7°C/km in the upper basalt formation on the central island of Sandoy. A linear extrapolation of the gradient from the Lopra area places the palaeosurface of the basalt plateau near to the top of the lower basalt formation. On Vágar, the palaeosurface was somewhere between 1700 m and 2020 m above the lower formation while the palaeosurface on Sandoy was between 1550 m and 1924 m above the base of the upper formation.
    [Show full text]
  • Nomi 2020 Webb.Pdf
    A treasure for young readers worldwide So far, nineteen laureates have received the Astrid Lindgren Memorial Award. Who will be the next to join this fantastic group? This brochure contains the names of the 237 candidates nominated for the 2020 Astrid Lindgren Memorial Award. This year they represent 68 countries. The list of candidates is drawn up by the ALMA jury, but this would not be possible without our nominating bodies all over the world. We are deeply grateful for their valuable work. On Tuesday, March 31, 2020, the ALMA jury will announce the new laureate. The announcement event is held concurrently in Stockholm and at the Bologna Children’s Book Fair. We invite you to follow the announcement live on alma.se/en. ANTIGUA AND BARBUDA Anne Herbauts, Author/Illustrator Joy Lawrence, Promoter of reading Thomas Lavachery, Author Prix Bernard Versele, Organisation ARGENTINA Klaas Verplancke, Author/Illustrator Maria Teresa Andruetto, Author CEDILIJ, Organisation BOLIVIA Jorge Luján, Author Biblioteca Thurucapitas, Organisation María Wernicke, Author/Illustrator BOSNIA AND HERZEGOVINA AUSTRALIA Mirsad Bećirbašić, Author Randa Abdel-Fattah, Author Šimo Ešić, Author Jeannie Baker, Illustrator Bronwyn Bancroft, Illustrator BRAZIL Ursula Dubosarsky, Author Roger Mello, Author/Illustrator Susanne Gervay, Author Morris Gleitzman, Author BULGARIA Indigenous Literary Foundation, Organisation Maya Dalgacheva, Author Robert Ingpen, Illustrator Julia Spiridonova, Author Margo Lanagan, Author Magabala Books, Organisation CAMEROON Melina Marchetta,
    [Show full text]
  • Student Handbook
    2018/2019 Student Handbook . University of the Faroe Islands 2018/2019 1 2 INTRODUCTION Dear student, Welcome to the University of the Faroe Islands. You are now embarking upon a new period of your life, where you have chosen to attend university. Our wish is that your time spent studying here will be positive, instructive, and stimulating. At the University of the Faroe Islands it is important to us that as a student you feel as welcome as possible, that you receive a great start to your studies and good studying habits, that your well-being is a priority, and that your time spent at the university will be both challenging, constructive, and exciting. We encourage you as a student to be active, to participate in social activities or events, and to bring your own personal contribution to a good and constructive academic environment, so that you play a part in promoting well-being – both for yourself and for your fellow students. It is, among others, productive students who have helped making the university known for being a good place to study. The fact that the various offered programmes are located at several separate places in the city, makes it even more necessary that the students and staff participate in communal arrangements for everyone, and thereby play their part in developing a feeling of communal identity and increased well-being. The staff at the university is also there to help, guide, and support you in reaching your educational goals. Those who are first and foremost available to you are: the department offices, the Student Services Centre and the student counsellors.
    [Show full text]
  • The Postcolonial North Atlantic Iceland, Greenland and the Faroe Islands
    The Postcolonial North Atlantic Iceland, Greenland and the Faroe Islands Edited by Lill-Ann Körber and Ebbe Volquardsen Nordeuropa-Institut der Humboldt-Universität Berlin Table of Contents EBBE VOLQUARDSEN/LILL-ANN KÖRBER The Postcolonial North Atlantic: An Introduction WILLIAM FROST The Concept of the North Atlantic Rim; or, Questioning the North Iceland GUÐMUNDUR HÁLFDANARSON Iceland Perceived: Nordic, European or a Colonial Other? KRISTÍN LOFTSDÓTTIR Icelandic Identities in a Postcolonial Context ANN-SOFIE NIELSEN GREMAUD Iceland as Centre and Periphery: Postcolonial and Crypto-colonial Perspectives REINHARD HENNIG Postcolonial Ecology: An Ecocritical Reading of Andri Snær Magnason’s Dreamland: A Self-Help Manual for a Frightened Nation () HELGA BIRGISDÓTTIR Searching for a Home, Searching for a Language: Jón Sveinsson, the Nonni Books and Identity Formation DAGNÝ KRISTJÁNSDÓTTIR Guðríður Símonardóttir: The Suspect Victim of the Turkish Abductions in the th Century Faroe IslanDs BERGUR RØNNE MOBERG The Faroese Rest in the West: Danish-Faroese World Literature between Postcolonialism and Western Modernism 6 TABLE OF CONTENTS MALAN MARNERSDÓTTIR Translations of William Heinesen – a Post-colonial Experience CHRISTIAN REBHAN Postcolonial Politics and the Debates on Membership in the European Communities in the Faroe Islands (–) JOHN K. MITCHINSON Othering the Other: Language Decolonisation in the Faroe Islands ANNE-KARI SKARÐHAMAR To Be or Not to Be a Nation: Representations of Decolonisation and Faroese Nation Building in Gunnar Hoydal’s Novel Í havsins hjarta () Greenland BIRGIT KLEIST PEDERSEN Greenlandic Images and the Post-colonial: Is it such a Big Deal after all? CHRISTINA JUST A Short Story of the Greenlandic Theatre: From Fjaltring, Jutland, to the National Theatre in Nuuk, Greenland KIRSTEN THISTED Politics, Oil and Rock ‘n’ Roll.
    [Show full text]
  • Papers Biographical Notes Reviews Contents
    Contents Papers Kidney Transplantation Care. Rev. by Klaus Hoeyer 3 Editorial. By Lars-Eric Jönsson 165 Textiles in Eastern Norway – Bjørn Sverre Hol 5 Cosmopolitan Imaginaries and Local Realities. Haugen, Virkningsfulle tekstiler – i østnorske The Welfare State Perceived as a Restriction and bønders draktpraksiser på 1700-tallet. Rev. by Li- an Ideal for Swedish Tech-entrepreneurs in Europe zette Gradén & Tine Damsholt and the US. By Lisa Wiklund 167 Fashions as Museum Objects – Anne-Sofie Hjem- 21 Sweden and Swedishness from Migrants Afar. By dahl, Liv i museet. Kunstindustrimuseet i Oslo gjør Ida Tolgensbakk and Annie Woube kropp med moteklær 1928–1960. Rev. by Lizette 38 Dress and Dance. The Staging of Multiple Tem- Gradén & Tine Damsholt poralities in an Art-Historical Setting. By Anne- 171 Dracula Tourism – Tuomas Hovi, Heritage through Sofie Hjelmdahl Fiction. Dracula Tourism in Romania. Rev. by An- 56 “I Am A Skirt Person”. Resistance to Women’s ders Kaliff Trouser Fashion in Oral History Narratives. By 175 The Meanings of Paid Work – Kirsi-Maria Hytö- Arja Turunen nen, Ei elämääni lomia mahtunut. Naisten 70 Collaborative Knitting. Experiencing Tradition and muistelukerrontaa palkkatyöstä, talvi- ja jatkoso- Space. By Anna Rauhala tien jälleenrakennuksen aikana. Rev. by Pia Olsson 87 Implied Meal Partners. Ethnographic Accounts of 177 Mothers from Rural Areas Discussing Their Well- Elderly Participants in a Clinical Intervention and being and Networks – Pilvi Hämeenaho, Hyvin- Their Meals. By Marie Haulund Otto voinnin verkostot maaseudulla asuvien äitien arjes- 104 Cells in Suspense. Unboxing the Negotiations of a sa. Etnologinen tutkimus palvelujen käytöstä ja Large-scale Cell Transplantation Trial.
    [Show full text]
  • Europeanfolkdanc006971mbp.Pdf
    CZ 107911 EUROPEAN FOLK DANCE EUROPEAN FOLK DANCE .-<:, t "* ,,-SS.fc' HUNGARIAN COSTUME most elaborate costume in Europe EUROPEAN FOLK DANCE ITS NATIONAL AND MUSICAL CHARACTERISTICS By JOAN LAWSON Published under the auspices of The Teachers Imperial Society of of Dancing Incorporated WITH ILLUSTKATIONS BY IRIS BROOKE PITMAN PUBLISHING CORPORATION NEW YORK TORONTO LONDON First published 1953 AHSOOrATKI) SIR ISAAC PITMAN & SONS. I/TT>. London Mblbourne Johannesburg SIR ISAAC PITMAN & SONS (CANADA), LTD. Toronto MADB IN QIUtAT DRTTACN AT TTIK riTMAN PRBSB^ BATH For DAME NZNETH DB VALOIS With Gratitude and Admiration Hoping it will answer in some part Iter a the request for classification of historical and musical foundation of National Dance Preface MrlHE famous Russian writer has said: and warlike Gogol "People living proud lives I that same in their a free life that express pride dances; people living show same unbounded will and of a diniate A poetic self-oblivion; people fiery express in their national dance that same and passion, languor jealousy," There is no such as a national folk dance that a dance thing is, performed solely within the boundaries as are known political they to-day. Folk dances, like all other folk arts, follow it would be to define ethnological boundaries; perhaps possible the limits of a nation from a of the dances the and the arts study people perform they practise. The African native of the Bantu tribe who asks the do great stranger "What you dance?" does so because he that the dance will knows, perhaps instinctively, stranger's him to understand of that man's life.
    [Show full text]
  • Books from Iceland
    www.islit.is +354 552 8500 Icelandic works nominated for the Nordic Council Literature Prize 2013 The Valeyri Waltz by Guðmundur Andri Thorsson Original title Valeyrarvalsinn Publisher JPV / Forlagið, 2011 Genre Short story cycle The Woman at 1000° Books by Hallgrimur Helgason Original title Konan við 1000° Publisher JPV / Forlagið, 2011 Genre from Novel ICELAND English working title Evil by Eiríkur Örn Norðdahl (b. 1978) Original title Illska Publisher Mál og menning / Forlagið, 2012 540 pp Genre Novel About the book Evil is about the Holocaust and love, about Agnes, a Lithuanian raised in Iceland, her boyfriend Ómar, and the slaughter in 1941 of half of the residents of the small Lithuanian town of Jurbarkas. Two of Agnes’ great-grandfathers were in the massacre —one shot the other—and three generations later Agnes has made the Holocaust the centre point of her own life. Her obsession leads her to Arnor, a literate Neo-Nazi. Evil is about Agnes who loves Omar who loves Agnes who loves Arnor. About the author Eiríkur Örn Norðdahl has written novels and poetry. He is also a translator, both of fiction and non-fiction, and has written articles about literature and social issues. Website www.norddahl.com Awards and nominations The Icelandic Literature Prize 2012 and The Icelandic Booksellers Prize for Best Fiction 2012. Rights The Forlagid Rights Agency Contact Úa Matthíasdóttir, [email protected] or Valgerður Benediktsdóttir, [email protected] English working title The role of the ICELANDIC Reykjavik Nights by Arnaldur Indriðason LITERATURE CENTER is to support (b. 1961) Original title the publication of Icelandic works Reykjavíkurnætur Publisher Vaka-Helgafell / Forlagið, 2012 of literature and the publication of 286 pp Genre literary works translated into Icelandic.
    [Show full text]
  • Faroe Islands
    Port of Tórshavn P.O. Box 103 FO-110 Tórshavn Faroe Islands CRUISE TÓRSHAVN Tel +298 311 762 Fax +298 319 059 Cruise Marketing: Mr Annfinn Hjelm Contact e-mail: [email protected] FAROE ISLANDS E-mail: [email protected] www.portoftorshavn.com GReetingS FRom the HARboUR MASTER A new season is approaching and once again the harbour will be buzzing with life. Busy harbour workers mooring ships, enthusiastic tour operators ordering bus drivers around, and cruise ships filled with eager guests, waiting to come ashore. Moments like these, when everything comes together, drive us to do our very best every time a new ship—whether small or large—enters the harbour. This past season, we asked every cruise ship entering Tórshavn to evaluate the services provided by us. The result shows that we are doing quite a good job. We will continue to do our utmost to service you in such a way that your guests will be pleased. Welcome to Tórshavn. 2 / WELcome TO poRT OF TÓRShavn WELcome TO poRT OF TÓRShavn / 3 The NatURAL Choice One of the world’s smallest capitals, Tórshavn are in for a unique experience. Upon docking, is the gateway to the unique and unspoilt passengers are within walking distance of the Faroe Islands. Tórshavn’s central location on city centre. Tórshavn is a very safe destina- the islands allows for easy access to even the tion, and is perfect for walks and for enjoying most remote areas. In fact, Tórshavn is the ac- the unique atmosphere where tradition blends cess point to a network of 17 inhabited islands with internationally acclaimed, avant-garde covering 1,399 sq km and edged by a bewil- art and design.
    [Show full text]
  • Faroe Islands and Greenland 2008
    N O R D I C M E D I A T R E N D S 10 Media and Communication Statistics Faroe Islands and Greenland 2008 Compiled by Ragnar Karlsson NORDICOM UNIVERSITY OF GOTHENBURG 2008 NORDICOM’s activities are based on broad and extensive network of contacts and collaboration with members of the research community, media companies, politicians, regulators, teachers, librarians, and so forth, around the world. The activities at Nordicom are characterized by three main working areas. Media and Communication Research Findings in the Nordic Countries Nordicom publishes a Nordic journal, Nordicom Information, and an English language journal, Nordicom Review (refereed), as well as anthologies and other reports in both Nordic and English langu- ages. Different research databases concerning, among other things, scientific literature and ongoing research are updated continuously and are available on the Internet. Nordicom has the character of a hub of Nordic cooperation in media research. Making Nordic research in the field of mass communication and media studies known to colleagues and others outside the region, and weaving and supporting networks of collaboration between the Nordic research communities and colleagues abroad are two prime facets of the Nordicom work. The documentation services are based on work performed in national documentation centres at- tached to the universities in Aarhus, Denmark; Tampere, Finland; Reykjavik, Iceland; Bergen, Norway; and Göteborg, Sweden. Trends and Developments in the Media Sectors in the Nordic Countries Nordicom compiles and collates media statistics for the whole of the Nordic region. The statistics, to- gether with qualified analyses, are published in the series, Nordic Media Trends, and on the homepage.
    [Show full text]
  • Moving to the Faroe Islands
    MOVING TO THE FAROE ISLANDS This section contains an overview with general information about residence permits in the Faroe Islands, registration at the municipality, as well as information about bringing your personal belongings to the islands, about housing and municipal services. THIS CHAPTER INCLUDES Family Reunification .............................................12 Work Permit ...................................................12 i THE IMMIGRATION AUTHORITIES ...................................13 Extension .....................................................14 Can I bring my family members to the Faroe Islands? ....................14 How do I register? ..............................................14 Can I bring my personal belongings? ................................14 Housing ......................................................15 Municipal services ..............................................16 i OVERVIEW OF THE MUNICIPALITIES .................................17 FAMILY REUNIFICATION WORK PERMIT Provided that certain requirements Non-Nordic citizens who wish to work in Both you and your employer/sponsor are met, family reunification is usually the Faroe Islands must apply for a work must provide adequate information granted to: permit, which is processed by the Danish including a job offer and signed contract Agency for International Recruitment between the employer and the employee. • Spouses and cohabiting partners and Integration in consultation with the Depending on the category you apply in, • Children under the age of 18 Faroese Immigration Office. your employer/sponsor may also need to A family reunification permit entitles For EU citizens there is a special EU- certify other job conditions. the holder to live and work in the Faroe scheme in place for easier access to The conditions for you to live and work Islands for one year. You must renew work permits that only applies when are based on your employment contract your permit no later than one month unemployment in the Faroe Islands with the employer.
    [Show full text]
  • HONOUR LIST 2016 © International Board on Books for Young People (IBBY), 2016
    HONOUR LIST 2016 © International Board on Books for Young People (IBBY), 2016 IBBY Secretariat Nonnenweg 12, Postfach CH-4009 Basel, Switzerland Tel. [int. +4161] 272 29 17 Fax [int. +4161] 272 27 57 E-mail: [email protected] http://www.ibby.org Book selection and documentation: IBBY National Sections Editors: Susan Dewhirst, Liz Page and Luzmaria Stauffenegger Design and Cover: VischerVettiger, Basel Lithography: LAC, Basel Printing: China Children’s Press and Publication Group (CCPPG) Cover illustration: Motifs from nominated books (Nos. 45, 71, 72, 82, 92, 93, 99, 109, 117, www.ijb.de 121,129) We wish to kindly thank the International Youth Library, Munich for their help with the Bibliographic data and subject headings, and the China Children’s Press and Publication Group for their generous sponsoring of the printing of this catalogue. IBBY Honour List 2016 IBBY Honour List 2016 The IBBY Honour List is a biennial selection of outstanding, recently published books, honour- ing writers, illustrators and translators from IBBY member countries. The 2016 Honour List comprises 173 nomina- tions in 48 different languages from 57 countries. Selected for the 2016 list are 68 entries in the category of Writing; 52 in the category Illustra- tion; and 53 in the category Translation. Included for the first time are three books in Armenian, one in Faroese, one in Greenlandic, and another in seSotho. After the drop in nominations for the 2014 Honour List, we are pleased to report that the 2016 IBBY Honour List includes the highest number of entries to date. The titles are selected by the National Sections of IBBY, who are invited to nominate books charac- teristic of their country and suitable to recommend for publication in different languages.
    [Show full text]
  • Social-Ecological Resilience in the Viking-Age to Early-Medieval Faroe Islands
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 Social-Ecological Resilience in the Viking-Age to Early-Medieval Faroe Islands Seth Brewington Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/870 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SOCIAL-ECOLOGICAL RESILIENCE IN THE VIKING-AGE TO EARLY-MEDIEVAL FAROE ISLANDS by SETH D. BREWINGTON A dissertation submitted to the Graduate Faculty in Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2015 © 2015 SETH D. BREWINGTON All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Anthropology to satisfy the dissertation requirement for the degree of Doctor of Philosophy. _Thomas H. McGovern__________________________________ ____________________ _____________________________________________________ Date Chair of Examining Committee _Gerald Creed_________________________________________ ____________________ _____________________________________________________ Date Executive Officer _Andrew J. Dugmore____________________________________ _Sophia Perdikaris______________________________________ _George Hambrecht_____________________________________
    [Show full text]