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1. |
Record Nr. |
UNINA9910482294703321 |
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Autore |
Anon |
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Titolo |
Hollandtsche Mercurius, behelzende het ghedenckweerdighste in Christenrijck voor-ghevallen, binnen 't gantsche jaer .. [volume 2] [[electronic resource]] |
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Pubbl/distr/stampa |
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Haarlem, : Casteleyn, 1651 |
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Descrizione fisica |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Reproduction of original in Koninklijke Bibliotheek, Nationale bibliotheek van Nederland. |
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2. |
Record Nr. |
UNINA9910954028903321 |
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Titolo |
Memory matters : proceedings from the 2010 conference hosted by the Humanities Center, Miami University of Ohio / / edited by Daniel M. Cobb and Helen Sheumaker |
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Pubbl/distr/stampa |
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Albany, : State University of New York Press, c2011 |
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ISBN |
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Descrizione fisica |
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1 online resource (66 p.) |
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Altri autori (Persone) |
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CobbDaniel M |
SheumakerHelen |
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Disciplina |
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Soggetti |
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Memory - Social aspects - United States |
Collective memory - United States |
Memorials - Social aspects - United States |
Public history - United States |
Indians of North America - History |
Museums - Social aspects - United States |
United States History Philosophy Congresses |
United States Historiography Congresses |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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""Memory Matters""; ""Memory Matters""; ""Contents""; ""Introduction""; ""Welcoming Remarks""; ""From Lexington and Concord to Oklahoma City: The Perils and Promise of Public History""; ""The “Remembered/Forgotten� on Native Ground""; ""Museums Matter""; ""Afternoon Discussion""; ""Notes"" |
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Sommario/riassunto |
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Explores how the process of memorialization keeps the past alive in the present and shapes the way we imagine our possible futures. "The past is never dead. It's not even past." - William Faulkner The three thought-provoking essays in Memory Matters explore how the process of memorialization keeps the past alive in the present and shape the way we imagine our possible futures. The product of a one-day symposium hosted by the Humanities Center at Miami University of Ohio, it focuses on issues of commemoration in the contexts of U.S. history, Native America, and museums. In "From Lexington and Concord to Oklahoma City: The Perils and Promise of Public History, " Edward T. Linenthal offers a fresh perspective on creating national memorials. In "The Remembered/Forgotten on Native Ground, " Daniel M. Cobb draws upon Benedict Anderson's notion of the "remembered/forgotten" to explore the work of memory at the sites of the Battle of the Little Bighorn, the Wounded Knee Massacre, and the Miami Removal. And in "Museums Matter, " Helen Sheumaker explores how museums function as repositories and creators of cultural memory. The volume also includes a transcript based on the question-and-answer session following the original presentations. Stemming from a two-year scholarly project, "Memory and Culture: Engaged Scholarship, Multidisciplinary Connections, and the Public Humanities, " Memory Matters provides scholars and those interested in such fields as museum studies, memorial studies, and cultural history with provocative discussions of the ways in which representation, power, and memory intersect. |
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3. |
Record Nr. |
UNINA9910961797403321 |
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Titolo |
Learning, teaching, and community : contributions of situated and participatory approaches to educational innovation / / edited by Lucinda Pease-Alvarez, Sandra R. Schecter |
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Pubbl/distr/stampa |
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Mahwah, N.J., : L. Erlbaum, 2005 |
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ISBN |
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1-135-61531-4 |
1-135-61532-2 |
1-283-88257-4 |
1-282-37518-0 |
9786612375187 |
1-4106-1319-4 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (321 p.) |
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Altri autori (Persone) |
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Pease-AlvarezLucinda |
SchecterSandra R |
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Disciplina |
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Soggetti |
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Multicultural education - United States |
Multicultural education - Canada |
Community and school - United States |
Community and school - Canada |
Educational innovations - United States |
Educational innovations - Canada |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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Cover; LEARNING, TEACHING, AND COMMUNITY; Title Page; Copyright Page; Table of Contents; List of Contributors; Foreword; Preface; Acknowledgments; PART I: LINKING PEDAGOGY TO COMMUNITIES; 1 ""It's Our Kuleana"": A Critical Participatory Approach to Language-Minority Education; 2 ""I Would Sing Every Day"": Skepticism and the Imagination; 3 It's All About Relationships: Growing a Community of College-Oriented Migrant Youth; 4 Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals |
5 Toward a Pedagogy of the Land: The Indigenous Knowledge Instructors' ProgramPART II: PROFESSIONAL LEARNING FOR DIVERSITY; |
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6 Teacher Research, Professional Growth, and School Reform; 7 Working Through Dilemmas About Homework in an After-School Program: Integrating Theory, Research, and Practice; 8 Teachers, Mentors, Friends?: Undergraduates' Engagements With Latino Children in an After-School Program; 9 From an Ethic of Altruism to Possibilities of Transformation in Teacher Candidates' Community Involvement; 10 Critical Dialogue: Transforming the Discourses of Educational Reform |
PART III: LEARNING IN COMMUNITY (AND COMMUNITY IN LEARNING)11 Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants; 12 Lengua Latina: Latina Canadians (Re)constructing Identity Through a Community of Practice; 13 Veronica's Story: Reflections on the Limitations of ""Support Systems""; 14 Who's Got the Norm?: Community and the New Work Order; Author Index; Subject Index |
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Sommario/riassunto |
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This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation. The contributors' critical examinations of educational programming and engagements provide insights into how educators, youth, families, and community members understand and enact their commitments to diversity and equitable access. Collectively, these essays complicate notions of community, alerting readers to ways in which community can be constructed other than in geographical and ethnoracial terms--as alliances and colla |
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