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Art Power : Tactiques Artistiques Et Politiques De L’Identité En Californie (1966-1990) Emilie Blanc
Art Power : tactiques artistiques et politiques de l’identité en Californie (1966-1990) Emilie Blanc To cite this version: Emilie Blanc. Art Power : tactiques artistiques et politiques de l’identité en Californie (1966-1990). Art et histoire de l’art. Université Rennes 2, 2017. Français. NNT : 2017REN20040. tel-01677735 HAL Id: tel-01677735 https://tel.archives-ouvertes.fr/tel-01677735 Submitted on 8 Jan 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THESE / UNIVERSITE RENNES 2 présentée par sous le sceau de l’Université européenne de Bretagne Emilie Blanc pour obtenir le titre de Préparée au sein de l’unité : EA 1279 – Histoire et DOCTEUR DE L’UNIVERSITE RENNES 2 Mention : Histoire et critique des arts critique des arts Ecole doctorale Arts Lettres Langues Thèse soutenue le 15 novembre 2017 Art Power : tactiques devant le jury composé de : Richard CÁNDIDA SMITH artistiques et politiques Professeur, Université de Californie à Berkeley Gildas LE VOGUER de l’identité en Californie Professeur, Université Rennes 2 Caroline ROLLAND-DIAMOND (1966-1990) Professeure, Université Paris Nanterre / rapporteure Evelyne TOUSSAINT Professeure, Université Toulouse - Jean Jaurès / rapporteure Elvan ZABUNYAN Volume 1 Professeure, Université Rennes 2 / Directrice de thèse Giovanna ZAPPERI Professeure, Université François Rabelais - Tours Blanc, Emilie. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
BTS' A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker a Dissertation
BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Anis Bawarshi, Chair Nancy Bou Ayash Juan C. Guerra Program Authorized to Offer Degree: English ©Copyright 2019 Judy-Gail Baker University of Washington Abstract BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis Judy-Gail Baker Chair of the Supervisory Committee: Anis Bawarshi English As a transcultural K-Pop fandom, 아미 [A.R.M.Y.] perform out-of-school, Web 2.0 English[es] composing to cooperatively translate, exchange and broker content for parasocially relating to/with members of the supergroup 방탄소년단 [BTS] and to/with each other. Using critical linguistic ethnography, this study traces how 아미 microbloggers’ digital conversations embody Jenkins’ principles of participatory fandom and Wenger’s characteristics of communities of learning practice. By creating Wei’s multilingual translanguaging spaces, 아미 assemble interest-based collectives Pérez González calls translation adhocracies, who collaboratively access resources, produce content and distribute fan compositions within and beyond fandom members. In-school K-12 and secondary learning writing Composition and Literacy Studies’ theory, research and pedagogy imagine learners as underdeveloped novices undergoing socialization to existing “native” discourses and genres and acquiring through “expert” instruction competencies for formal academic and professional “lived” composing. Critical discourse analysis of 아미 texts documents diverse learners’ initiating, mediating, translating and remixing transmodal, plurilingual compositions with agency, scope and sophistication that challenge the fields’ structural assumptions and deficit framing of students. -
Editors' Introduction: New Dimensions in the Scholarship and Practice Of
Editors’ Introduction 1 Editors’ Introduction: New Dimensions in the Scholarship and Practice of Mexican and Chicanx Social Movements Maylei Blackwell & Edward J. McCaughan* HIS SPECIAL ISSUE OF SOCIAL JUSTICE BRINGS TOGETHER THE WORK OF SCHOLARS and activists from Mexico and the United States, representing a variety of disciplines and movements, to discuss current trends in the scholarship Tand practices of Mexican and Chicanx1 social movements. The idea to organize a forum to share and critically assess new developments in the social movements of “Greater Mexico” came to the editors in the summer of 2010. Maylei Blackwell, Ed McCaughan, and Devra Weber crossed paths in Oaxaca, Mexico, that summer. Blackwell was helping to lead a workshop on issues of gender and sexuality with an indigenous community affiliated with the Frente Indígena de Organizaciones Binacionales. McCaughan was there completing his manuscript on art and Mexican/ Chicanx social movements, and Weber had been invited to present her research on the Partido Liberal Mexicano for a symposium commemorating the centennial of the Mexican Revolution. As we shared our work and observations about significant political and cultural developments in the social activism of Mexican communities on both sides of the border, we felt compelled to organize a forum in which activists and scholars could reflect on these changes. A great deal has changed—economically, politically, culturally, and intellectu- ally—in the decades since the watershed 1968 Mexican student movement, the historic Chicanx mobilizations of the 1960s and 1970s, and the internationally celebrated EZLN uprising of 1994. Moreover, 25 years have passed since publica- tion of the last English-language anthology to bring together research on a wide variety of Mexican social movements (Foweraker and Craig 1990). -
Change, Including Border and Boundary Crossing Experienced by Students from Non-Dominant Communities
*/(5., PUBLICATIONS AND RESOURCES FOR TRANSFORMING PUBLIC SCHOOLS Re-mediating Literacy: Culture, Difference, and Learning for Students from Non-dominant Communities (\[OVYZ!2YPZ.\[PtYYLa7AP[SHSP4VYHSLZHUK+HUU`*4HY[PULa +H[L! :LYPLZ5\TILY!77)7? ;OPZWHWLY^HZVYPNPUHSS`W\ISPZOLKPU9L]PL^VM9LZLHYJOPU,K\JH[PVU;OL THU\ZJYPW[]LYZPVUPZYLWYPU[LKOLYL^P[O[OLWLYTPZZPVUVM[OLH\[OVYZ;OLVYPNPUHSW\ISPJH [PVUPZH]HPSHISLH[O[[W!^^^HLYHUL[ .\[PtYYLa2+4VYHSLZ7A 4HY[PULa+* 9LTLKPH[PUNSP[LYHJ`!J\S[\YL KPMMLYLUJLHUKSLHYUPUNMVYZ[\KLU[ZMYVTUVUKVTPUHU[JVTT\UP[PLZ9L]PL^VM9LZLHYJOPU ,K\JH[PVU ;OL*,5;,9?*/(5.,PZHYLWVZP[VY`VMKVJ\TLU[ZWYVK\JLKI`HUKHIV\[<*3(Z[\KLU[ZHS\TUP HUKMHJ\S[`VU[OL^VYRVM[YHUZMVYTPUNW\ISPJZJOVVSZ;OL*,5;,9?*/(5.,PZTHUHNLKI`HU LKP[VYPHSIVHYK[OH[TLL[ZTVU[OS`[VYL]PL^Z\ITPZZPVUZHUKKL]LSVWUL^JVU[LU[(JJLZZ[V[OLZL YLZV\YJLZ]HY`^P[OJVW`YPNO[YLZ[YPJ[PVUZOV^L]LY*LU[LY?Z[YP]LZ[VWYV]PKLVWLUHUKMYLLHJJLZZ ^OLUL]LYWVZZPISL *VU[LU[VM[OL(Y[PJSLZHYLHJJLZZI`]HYPV\ZJVW`YPNO[Z" ;OL?*OHUNL(YJOP]LPZ<*9LNLU[Z *LU[LY?PZHWHY[VM[OL.YHK\H[L:JOVVS VM,K\JH[PVUHUK0UMVYTH[PVU:[\KPLZH[<*3( 4VVYL/HSS)V_ 3VZ(UNLSLZ*( ^^^JLU[LY_NZLPZ\JSHLK\ Abstract In this chapter, we examine notions of educational risk in the context of literacy theories and research. Deficit notions about the cognitive potential of individuals from nondominant1 communities have persisted in social science inquiry, particu- larly where literacy is concerned. The intellectual trails of current conflicting ideas about literacy can be traced in part to theories about the role of literacy in society. For example, the great divide theories of literacy, sustained by a view of culture as social evolution and progress (Cole, 2005), attributed significant differences to the cognitive and cultural development of literate and nonliterate people and their communities (Goody, 1977, 1986, 1987; Goody and Watt, 1963; Havelock, 1963; Ong, 1982).2 This literacy thesis held that there were “categorical differences in cognition and language as consequences of literacy” (Reder and Davila, 2005, p. -
Ralph Maradiaga Collection CEMA 35
http://oac.cdlib.org/findaid/ark:/13030/c8639rd9 No online items Guide to the Ralph Maradiaga collection CEMA 35 Finding aid prepared by Mari Khasmanyan, 2015. UC Santa Barbara Library, Department of Special Collections University of California, Santa Barbara Santa Barbara, California, 93106-9010 Phone: (805) 893-3062 Email: [email protected]; URL: http://www.library.ucsb.edu/special-collections 2015 October 26 Guide to the Ralph Maradiaga CEMA 35 1 collection CEMA 35 Title: Ralph Maradiaga collection Identifier/Call Number: CEMA 35 Contributing Institution: UC Santa Barbara Library, Department of Special Collections Language of Material: English Physical Description: 22.1 linear feet(4 document boxes, 3 binder boxes, 2 oversized boxes, 165 posters, 41 audio recordings, and 150 video recordings). Date (bulk): Bulk, 1973-1983 Date (inclusive): 1963-1993 Abstract: The Ralph Maradiaga Collection covers Maradiaga's educational, professional and creative accomplishments. They are recorded in exhibit materials, poetry, posters and other papers. Many slides and photos are part of this collection as well. The photos cover much of his personal and professional life as an artist. Included are also numerous audio and video recordings. These recordings cover his extensive involvement in filmmaking as a producer and director. Physical Location: Del Norte (Boxes 1-7), Del Norte Oversized (Boxes 8-9), Del Norte map case (posters). There are some videos from this collection that are available for streaming online, links are provided in the video section. Language of Materials: The collection is predominantly in English, with some Spanish materials. creator: Maradiaga, Ralph Access Restrictions Collection is open for research. -
Overcoming Linguistic and Cultural Genocide in South Texas: Some
Journal of Modern Education Review, ISSN 2155-7993, USA February 2016, Volume 6, No. 2, pp. 79–91 Doi: 10.15341/jmer(2155-7993)/02.06.2016/001 © Academic Star Publishing Company, 2016 http://www.academicstar.us Overcoming Linguistic and Cultural Genocide in South Texas: Some Advice for Parents Julien Ekiaka-Oblazamengo1, Mónica Rosalina Medina-Jiménez1, Valentin Ekiaka Nzai2 (1. Department of Teacher and Bilingual Education, Texas A&M University-Kingsville, USA; 2. Mexican American Catholic College, San Antonio, USA) Abstract: As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups in South Texas are not ready to give up their cultural and linguistic rights. In opposition to Anglo American leading institutions, many students drop out of schools (Beykont, 1997, 2002). Historically, schools and teachers — consciously or unconsciously — have been the medium to institutionalize a policing of one language (Skutnabb-Kangas, 2000) and to deculturalize and/or Americanize Mexican American students. Since Guadalupe Hidalgo’s bill, the most common methods which were incorporated into educational policies included segregation and isolation, forced change of language, curriculum and textbooks reflecting the dominant group, denial of cultural and religious expression of dominated groups, and the exclusive use of teachers from dominant groups (Spring, 2007). Using a critical pedagogical approach, the authors discuss Texas’ public school districts as an oppressive cultural system by Anglo Americans standards or policies, and some practical advice to Mexican-American/Latino Parents on how to stop the ongoing deculturation of future generations of their children, including the intensive use of technologies. Key words: linguistic genocide, cultural genocide, linguistic/cultural assimilation, bilingualism 1. -
Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1979 Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America. J. Jairo Gomez-angel Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Gomez-angel, J. Jairo, "Traditional and Emerging Patterns in the Social Organization of a Large Estate in the Cauca Valley, Colombia, South America." (1979). LSU Historical Dissertations and Theses. 3394. https://digitalcommons.lsu.edu/gradschool_disstheses/3394 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand marking? or notations which may appear on this reproduction. 1.The sign or “target** for pages apparently lacking from the document photographed is “Missing Page(s)’*. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. -
Greenlining's 25Th Annual Economic Summit
510.926.4001 tel The Greenlining Institute 510.926.4010 fax The Greenlining Institute Oakland, California @Greenlining GREENLINING’S 25TH ANNUAL ECONOMIC SUMMIT www.greenlining.org @Greenlining e come together for The Greenlining Institute’s 26th annual Economic Summit at a moment that feels special and pivotal. On the one hand, we face continuing attacks on communities of color and on others who are too often marginalized in this Wsociety. But in 2018, we saw that people of color will no longer just play defense against attacks on our rights; we will lead America toward a vision of equity and justice. That’s why this year’s Summit theme takes its inspiration from the words of Representative Maxine Waters – that famous “reclaiming my time” moment that so quickly went viral – in order to highlight the leaders, especially here in California, who refuse to stay silent in the face of injustice. We invite you to listen and be inspired by such stellar figures as Representative Barbara Lee, our Lifetime Achievement Award winner, California Public Utilities Commissioner Martha Guzman Aceves, She The People founder Aimee Alison, Dream Corps President Vien Truong, and acclaimed rapper, activist, producer, screenwriter and film director Boots Riley, among many others. But we also hope you’ll join our interactive Equity Lab in the afternoon and explore practical tools to move the struggle for justice and equity from thinking to doing. And today we will also be saying a very special farewell to Orson Aguilar as he transitions out of Greenlining after 11 years as our President. Orson first came to Greenlining through our Leadership Academy as a young leader more than 20 years ago. -
Blumenfeld.Pdf
Warren J. Blumenfeld Associate Professor Department of Curriculum & Instruction Iowa State University [email protected] Assumptions The notion of “race” is discursively or socially constructed. The concept of “race” arose concurrently with the advent of European exploration as a justification and rationale for conquest and domination of the globe beginning in the 15th century of the Common Era. “Race” is an historical, “scientific,” and biological myth. It is an idea. Geneticists tell us that there is often more variability within a given so-called “race” than between “races,” and that there are no essential genetic markers linked specifically to “race.” 2010, Arizona: SB 1070 Mandates police officers stop and question people about immigration status if they suspect they may be in this country illegally Criminalizes undocumented workers who do not possess an “alien registration document” Allows U.S. citizens to file suits against government agencies that do not enforce the law Criminalizes employers who transport or hire undocumented workers Janet Murguia President CEO of civil rights organization, National Council of La Raza, “By signing it, this bill, Governor Brewer has thrown the door wide open for racial profiling.” “Racial Profiling” “Racial profiling occurs when race is used by law enforcement or private security officials, to any degree, as a basis for criminal suspicion in non-suspect specific investigations.” Racial profiling constitutes a form of discrimination, based on race, ethnicity, religion, nationality, and other identities “undermines the basic human rights and freedoms to which every person is entitled.” Amnesty International SB 1070 “law enforcement official or agency…may not consider race, color or national origin in implementing the requirements of this subsection except to the extent permitted by the United States or Arizona constitution.” But…how can this NOT be a major consideration? Federal Government & Racial Profiling 1975, U.S. -
Multiculturalism Or Transculturalism: Towards a Cosmopolitan Citizenship. Donald Cuccioletta Ph.D
LONDON JOURNAL OF CANADIAN STUDIES 2001/2002 VOLUME 17 Multiculturalism or Transculturalism: Towards a Cosmopolitan Citizenship. Donald Cuccioletta Ph.D. Plattsburgh State University of New York Coordinator of the Interdisciplinary Research Group on the Americas Abstract The public policy of multiculturalism, passed by the Trudeau Government in 1972, was according to the theory behind it, to establish an eventual cosmopolitan identity of Canadian citizenship. More political than social, this policy, has led to many discussions vis -a-vis the Ghetto nature that has evolved from it. The Mosaic has remained divided. The pluralistic idea of transculturalism (seeing oneself in the other), basically relying on the forces of society (not politicians), has a more interactive (for citizens) and egalitarian approach. With the break down of numerous borders (both physical and psychological), which position is the more harmonious with a true citizenship for the world? Introduction The difficulty of being in contact and understanding the culture of otherness “alterité” is not new. Human history and recent events in Bosnia, Rwanda, Oldham, to name just a few, are outstanding examples that human understanding and respect of the other, based on a religious, racial and cultural perspective, despite numerous legislation, still remains to this day very elusive. The persistent barriers of racism, fear, ignorance and imaginative stereotypes remain constant obstacles to fruitful human relations and need to be addressed and destroyed in order for the human experience to progress. We have all had the experience of reading historical travel accounts that on the surface present exciting detail descriptions of exotic civilizations and cultures which inhabited our world. -
SI Calendar June20updated
2017 MALCS Summer Institute – Final Draft 06.27.2017 *Tuesday, July 18. Board Meeting. 9:00am-5:00pm Wednesday July 19, 2017 [EC/CC Meeting (if needed): 9:00am-12:00pm] Pre-Institute Professional, Emotional Well-Being, and Academic Workshops *Pre-Registration Required for Workshops A1-2, and B1-2. (Email At-Large Representative Dr. Sandra M. Pacheco [email protected] to register) 9am-12pm A1. Demystifying Academic Writing with Dr. Wanda Alarcon Writing is hard. The reasons are not always mechanical yet it helps to have an understanding of some of the forms in which undergraduate and graduate students are expected to write. The goals of this workshop include: introduction to academic genres; a discussion on revision; handy tips to strengthen writing. This writing workshop is geared toward undergrads and graduate students. Workshop is limited to 16 participants. A2. Healing Workshop: Remedios y Rituales Curanderas sin Fronteras will provide an interactive workshop where participants will learn how to make different remedios they can take home. The focus will be on hierbas and remedios for stress and protection. There is a small sliding scale fee of $10-$15 for materials. Limited to 20 participants. 1pm-4pm B1. Creating a Rhythm and Schedule for your Writing with Dr. Cindy Cruz Advanced grad students, post docs, and early career faculty are invited to participate in a pre-institute workshop on writing time management. Participants will: • Build skills on writing time management in academia • Learn about embodied decolonial practice, and negotiating time, research, teaching, and service • Centralize the epistemology of the "Brown" body, Person of Color, and Queer Person of Color, to help us see the body as a site of knowledge to frame agency in academia.