04866nam 22011294a 450 991078025120332120221221224008.00-520-92856-397866123568031-282-35680-11-59734-824-410.1525/9780520928565(CKB)111087027178660(EBL)223547(OCoLC)475928328(SSID)ssj0000224779(PQKBManifestationID)11202314(PQKBTitleCode)TC0000224779(PQKBWorkID)10210523(PQKB)11018491(StDuBDS)EDZ0000056034(MiAaPQ)EBC223547(OCoLC)52998857(MdBmJHUP)muse30755(DE-B1597)520678(DE-B1597)9780520928565(Au-PeEL)EBL223547(CaPaEBR)ebr10051186(CaONFJC)MIL235680(EXLCZ)9911108702717866020020827h2003 uy 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierPossessors and possessed museums, archaeology, and the visualization of history in the late Ottoman Empire /Wendy M.K. ShawBerkeley :University of California Press,2003.©20031 online resource (xi, 269 pages) illustrations, mapsDescription based upon print version of record.0-520-23335-2 Includes bibliographical references (p. 247-260) and index.Moving toward the museum : the collection of antique spolia -- Parallel collections of weapons and antiquities -- The rise of the imperial museum -- The dialectic of law and infringement -- Technologies of collection : railroads and cameras -- Antiquities collections in the imperial museum -- Islamic arts in imperial collections -- Military collections in the late empire -- Islamic and archaeological antiquities after the Young Turk Revolution.Possessors and Possessed analyzes how and why museums-characteristically Western institutions-emerged in the late-nineteenth-century Ottoman Empire. Shaw argues that, rather than directly emulating post-Enlightenment museums of Western Europe, Ottoman elites produced categories of collection and modes of display appropriate to framing a new identity for the empire in the modern era. In contrast to late-nineteenth-century Euro-American museums, which utilized organizational schema based on positivist notions of progress to organize exhibits of fine arts, Ottoman museums featured military spoils and antiquities long before they turned to the "Islamic" collections with which they might have been more readily associated. The development of these various modes of collection reflected shifting moments in Ottoman identity production. Shaw shows how Ottoman museums were able to use collection and exhibition as devices with which to weave counter-colonial narratives of identity for the Ottoman Empire. Impressive for both the scope and the depth of its research, Possessors and Possessed lays the groundwork for future inquiries into the development of museums outside of the Euro-American milieu.MuseumsTurkeyHistoryMuseumsCollection managementTurkeyHistory1874 antiquities law.abdlaziz.abdlhamid ii.abdlhamid.antique weapons.antiquities.archaeology.artifacts.cameras.church of the hagia irene.collection management.collection.colonial narratives.conquest.display.empire.history.identity.imperial armory.imperial museum.imperialism.islam.middle east.military storehouse.military.museum administration.museum exhibits.museums.national identity.ottoman empire.ottoman museums.railroads.relics.spoils of war.spolia.technology.turkey.turks.war.MuseumsHistory.MuseumsCollection managementHistory.069/.09561Shaw Wendy M. K.1970-1473839MiAaPQMiAaPQMiAaPQBOOK9910780251203321Possessors and possessed3687168UNINA04631nam 2200865 a 450 991078077080332120230721024151.00-8147-8526-30-8147-2075-710.18574/9780814785263(CKB)2440000000014031(EBL)865981(OCoLC)779828343(SSID)ssj0000477111(PQKBManifestationID)11324982(PQKBTitleCode)TC0000477111(PQKBWorkID)10502290(PQKB)11757212(MiAaPQ)EBC865981(OCoLC)647699959(MdBmJHUP)muse10333(DE-B1597)548310(DE-B1597)9780814785263(Au-PeEL)EBL865981(CaPaEBR)ebr10289873(EXLCZ)99244000000001403120080423d2008 uy 0engur|n|---|||||txtccrCorridor cultures[electronic resource] mapping student resistance at an urban high school /Maryann DickarNew York New York University Pressc20081 online resource (222 p.)Qualitative studies in psychologyDescription based upon print version of record.0-8147-2009-9 0-8147-2008-0 Includes bibliographical references (p. [199]-206) and index.Frontmatter -- Contents -- Acknowledgments -- Introduction -- 1. “The Covenant Made Visible” -- 2. “In a way it protects us and in a way . . . it keeps us back” -- 3. “It’s just all about being popular” -- 4. “If I can’t be myself, what’s the point of being here?” -- 5. “You have to change your whole attitude toward everything” -- 6. “You know the real deal, but this is just saying you got their deal” -- 7. A Eulogy for Renaissance -- Notes -- Bibliography -- Index -- About the Author For many students, the classroom is not the central focus of school. The school's corridors and doorways are areas largely given over to student control, and it is here that they negotiate their cultural identities and status among their peer groups. The flavor of this “corridor culture” tends to reflect the values and culture of the surrounding community.Based on participant observation in a racially segregated high school in New York City, Corridor Cultures examines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schooling. Focusing on the tension between the student-dominated halls and the teacher-dominated classrooms and drawing on insights from critical geographers and anthropology, it provides new perspectives on the complex relationships between Black students and schools to better explain the persistence of urban school failure and to imagine ways of resolving the contradictions that undermine the educational prospects of too many of the nations' children.Dickar explores competing discourses about who students are, what the purpose of schooling should be, and what knowledge is valuable as they become spatialized in daily school life. This spatial analysis calls attention to the contradictions inherent in official school discourses and those generated by students and teachers more locally.By examining the form and substance of student/school engagement, Corridor Cultures argues for a more nuanced and broader framework that reads multiple forms of resistance and recognizes the ways students themselves are conflicted about schooling.Qualitative studies in psychology.High school studentsUnited StatesUrban schoolsUnited StatesClassroom managementUnited StatesEducational psychologyculturally.engage.examination.insight.into.offering.produced.school.schooling.spaces.students.their.urban.ways.which.High school studentsUrban schoolsClassroom managementEducational psychology.373.18Dickar Maryann1466849MiAaPQMiAaPQMiAaPQBOOK9910780770803321Corridor cultures3677496UNINA00955oas 22002892 450 991089142480332120231024113811.01990-098810.1787/19900988(CKB)2590000000002912(FR-PaOEC)19900988(DE-599)ZDB2703324-7(EXLCZ)99259000000000291220171201b1992||| |y gengur||#|||||n||DAC Guidelines and Reference Series[electronic resource] /Organisation for Economic Co-operation and DevelopmentParis OECD Publishing1990-0996 This series present internationally-agreed policy guidelines and suggestions from the OECD Development Assistance Committee.DevelopmentDevelopmentFR-PaOECJOURNAL9910891424803321DAC Guidelines and Reference Series4244780UNINA