LEADER 01296nam0 22003011i 450 001 UON00030977 005 20231205102101.28 100 $a20020107d1965 |0itac50 ba 101 $aeng 102 $aIL 105 $a|||| 1|||| 200 1 $aSphinxes and harpies in medieval Islamic art$ean iconographical study$fby Eva Baer 205 $aJerusalem : The Israel Oriental Society$b1965 210 $axvi$d109 p.$d55 p. di tav. ; 21 x 30 cm 215 $aEsempl. in fotocopia 410 1$1001UON00065667$12001 $aOriental notes and studies$fEditorial board S.D. Goitein, L.A. Mayer, H.J. Polotsky$v9 606 $aICONOGRAFIA ISLAMICA$3UONC002306$2FI 606 $aARTE ISLAMICA$xSFINGI$3UONC010064$2FI 620 $aIL$dY?r?sh?layim$3UONL004472 686 $aARA IX I$cPAESI ARABI - ARTI - ICONOGRAFIA$2A 700 1$aBAER$bEva$3UONV012659$0638959 712 $aIsrael Oriental Society$3UONV249119$4650 801 $aIT$bSOL$c20240220$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00030977 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI ARA IX I 009 $eSI SA 86294 7 009 996 $aSphinxes and harpies in medieval Islamic art$91190591 997 $aUNIOR LEADER 07156nam 22009013 450 001 9910838326803321 005 20230816223716.0 010 $a9781421445618$b(electronic bk.) 035 $a(MiAaPQ)EBC30189210 035 $a(Au-PeEL)EBL30189210 035 $a(CKB)26271052800041 035 $a(OCoLC)1373343013 035 $a(MdBmJHUP)musev2_110651 035 $a(EXLCZ)9926271052800041 100 $a20230318h20232023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReparative universities $ewhy diversity alone won't solve racism in higher ed /$fAriana Gonza?lez Stokas 210 1$aBaltimore :$cJohns Hopkins University Press,$d2023. 210 4$d©2023 215 $a1 online resource (288 pages) 225 1 $aCritical university studies 311 08$aPrint version: González Stokas, Ariana Reparative Universities Baltimore : Johns Hopkins University Press,c2023 9781421445601 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: Prelude -- Introduction -- Part I: A Cabinet of Diversity -- Object 1. Diversity Doesn't Work? -- 2. Object 2: Epistemic Dominance -- 3. Object 3: From Wunderkammern to the Majors -- 4. Object 4: Patrol/The Ordering of Difference -- 5. Object 5: Accumulation/Difference that Makes No Difference -- 6. Object 6: Colorblindness/Federalist Paper no.6 -- 7. Object 7: Partition/Grievances Not of Their Making -- 8. Object 8: The Morrill Acts: "The Land Grab University" -- 9. Afterthoughts -- Part II: The Constellation of Reparation -- 10. Star 1: Attempted Remedies -- 11. Star 2: Outlines of Epistemic Reparation -- 12. Star 3: How is a University like a Light Switch? -- 13. Afterthoughts -- Part III: Reparative Endeavors -- 14. Thread 1: Why Poetics? -- 15. Thread 2: Breath-Taking Landscapes: Place-based interventions -- 16. Thread 3: Counter-space as the Dramatization of a Poetics of Refusal -- 17. Thread 4: Gates/Gatekeeping -- 18. Thread 5: Unraveling Patrol -- 19. Thread 6: From Rank to Rhizome -- 20. Afterthoughts. 330 $a"A timely investigation of why diversity alone is insufficient in higher education and how universities can use reparative actions to become anti-racist institutions.As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana Gonza?lez Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. Gonza?lez Stokas argues that diversity is an insufficient concept for efforts concerned with anti-oppression, anti-racism, equity, and decolonization. Given its historical ties to colonialism, can higher education foster reconciliation and healing?Reparation is offered as a pathway toward untangling higher education from its colonial roots. Gonza?lez Stokas develops the term "epistemic reparation" to describe a mode of social-historical accountability that can already be seen at work in historical examples, as well as current events in the United States, South Africa, and Canada. Recent legal decisions by Georgetown University and the Princeton Theological seminary to enact economic recompense for buying and selling human beings are evidence of attempts to redress higher education's violent histories and the colonial structures they reproduce every day on college campuses. Engaging with a broad range of theorists from decolonial philosophy to organizational psychology, Gonza?lez Stokas offers a pathway-guided by reparative activities-for institutional workers frustrated by what often feels, as Sara Ahmed describes, "banging one's head against a brick wall." Reparative Universities offers insight into why DEI efforts have been disconnected from past injustices and why unsettling diversity and engaging meaningful repair are critical for the future of higher education"--$cProvided by publisher. 330 $a"Can higher education foster reconciliation and healing given its historical ties to colonialism and enslavement? Rather than viewing the diversity administrator in dehumanized terms, as has become popularized in writings about student protest movements and critical university studies, Stokas interrogates the potential of administrators committed to forms of insurgent and outsider intellectual work"--$cProvided by publisher. 410 0$aCritical university studies. 606 $aUniversities and colleges$2fast$3(OCoLC)fst01161597 606 $aSlavery$2fast$3(OCoLC)fst01120426 606 $aReparations for historical injustices$2fast$3(OCoLC)fst01732564 606 $aRacism in higher education$2fast$3(OCoLC)fst01744191 606 $aMinorities$xEducation (Higher)$2fast$3(OCoLC)fst01023138 606 $aEducational equalization$2fast$3(OCoLC)fst00903418 606 $aDiscrimination in higher education$2fast$3(OCoLC)fst00895076 606 $aAfrican Americans$xEducation (Higher)$2fast$3(OCoLC)fst00799607 606 $aEDUCATION / Philosophy, Theory & Social Aspects$2bisacsh 606 $aEDUCATION / Schools / Levels / Higher$2bisacsh 606 $aEducational equalization$zUnited States$xHistory 606 $aMinorities$xEducation (Higher)$zUnited States$xHistory 606 $aAfrican Americans$xHistory$xEducation (Higher) 606 $aUniversities and colleges$zUnited States$xHistory 606 $aReparations for historical injustices$zUnited States 606 $aSlavery$zUnited States 606 $aRacism in higher education$zUnited States 606 $aDiscrimination in higher education$zUnited States 607 $aUnited States$2fast 608 $aHistory. 615 7$aUniversities and colleges. 615 7$aSlavery. 615 7$aReparations for historical injustices. 615 7$aRacism in higher education. 615 7$aMinorities$xEducation (Higher) 615 7$aEducational equalization. 615 7$aDiscrimination in higher education. 615 7$aAfrican Americans$xEducation (Higher) 615 7$aEDUCATION / Philosophy, Theory & Social Aspects. 615 7$aEDUCATION / Schools / Levels / Higher. 615 0$aEducational equalization$xHistory. 615 0$aMinorities$xEducation (Higher)$xHistory. 615 0$aAfrican Americans$xHistory$xEducation (Higher) 615 0$aUniversities and colleges$xHistory. 615 0$aReparations for historical injustices 615 0$aSlavery 615 0$aRacism in higher education 615 0$aDiscrimination in higher education 676 $a378.008 686 $aEDU015000$aEDU040000$2bisacsh 700 $aGonza?lez Stokas$b Ariana$f1978-$01731326 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910838326803321 996 $aReparative universities$94143756 997 $aUNINA LEADER 01158nam0 22003013i 450 001 TO00564119 005 20251003044406.0 010 $a8834860713 100 $a20120308d1996 ||||0itac50 ba 101 | $aita 102 $ait 181 1$6z01$ai $bxxxe 182 1$6z01$an 200 1 $aMateriali per la storia del diritto comune in Europa, 1.-2.$elo Jus Commune nel pensiero giuridico: una struttura di lunga durata$fGiovanni Santini 205 $a2. ed 210 $aTorino$cG. 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