The University and the Community — Keynote Address

Wang Gungwu ◽  
2012 ◽  
pp. 3-26
Author(s):  
John Mckiernan-González

This article discusses the impact of George J. Sánchez’s keynote address “Working at the Crossroads” in making collaborative cross-border projects more academically legitimate in American studies and associated disciplines. The keynote and his ongoing administrative labor model the power of public collaborative work to shift research narratives. “Working at the Crossroads” demonstrated how historians can be involved—as historians—in a variety of social movements, and pointed to the ways these interactions can, and maybe should, shape research trajectories. It provided a key blueprint and key examples for doing historically informed Latina/o studies scholarship with people working outside the university. Judging by the success of Sánchez’s work with Boyle Heights and East LA, projects need to establish multiple entry points, reward participants at all levels, and connect people across generations.I then discuss how I sought to emulate George Sánchez’s proposals in my own work through partnering with labor organizations, developing biographical public art projects with students, and archiving social and cultural histories. His keynote address made a back-and-forth movement between home communities and academic labor seem easy and professionally rewarding as well as politically necessary, especially in public universities. 


2019 ◽  
Vol 44 (4) ◽  
Author(s):  
John Durham Peters

Background This article1 presents a reworked keynote address given at the “Many McLuhans” conference held at the University of Toronto in September 2018 on the occasion of UNESCO recognizing Marshall McLuhan’s library as part of its Memory of the World program.Analysis  The article explores McLuhan as a reader and suggests that his greatest work might have been what he read rather than what he wrote. Conclusion and implications  The library, as a genre, is one of the great media forms of modernity and antiquity and a marker of the fragility and majesty of the things that humans do with their large brains. Contexte  Cet article consiste en la révision d’un discours principal donné au colloque « Many McLuhans » tenu en septembre 2018 à l’Université de Toronto, à l’occasion de la reconnaissance de la bibliothèque de Marshall McLuhan par l’UNESCO dans le contexte de son programme Mémoire du monde.Analyse  L’article explore McLuhan en tant que lecteur et suggère que sa plus grande œuvre consiste en ce qu’il a lu plutôt qu’en ce qu’il a écrit.Conclusions et implications La bibliothèque, en tant que genre, est une des grandes formes médiatiques de l’Antiquité et de la modernité et une instance de la fragilité et de la majesté de ce que font les humains avec leurs grands cerveaux.


2014 ◽  
Vol 30 (3) ◽  
pp. 243-248
Author(s):  
Richard Hornby

In this article Richard Hornby argues that Ibsen's plays are badly performed today, or not performed at all, because of directors' refusal to take them with appropriate seriousness. The tendency is to stage the plays' reputation as simplistic social problem plays rather than as the complex, challenging, bizarre dramas that Ibsen actually wrote. In particular, directors avoid the grotesque elements that are the true ‘quintessence of Ibsenism’, and that are often remarkably similar in style to that of avant-garde playwrights today. Richard Hornby is Emeritus Professor of Theatre at the University of California, Riverside. For the past twenty-eight years he has been theatre critic for The Hudson Review, and is author of six books and over two hundred published articles on various aspects of theatre. This essay was delivered as the keynote address at the fourteenth annual Ibsen Festival of the Commonweal Theatre Company, Lanesboro, Minnesota, in April 2011.


Author(s):  
Anna Newell ◽  
Paul Kleiman

Between 2008–2010 the School of Medicine at Queen's University Belfast funded and supported two unique and intensive three week interdisciplinary performance projects in which medical and drama students worked together to create an experimental dance theatre piece. One of the unique aspects of this collaboration was that the medical students who participated in the project received the same credit as their peers taking a three-week clinical elective. This paper, which is not a conventional academic paper, is a reflection on that project, and is based on a keynote address given by Anna Newell, the director of project, at the 8th Annual Galway Symposium on Higher Education in June 2010. The Symposium title was 'Creative Thinking: Re-imagining the University'. The sections in boxes are direct quotes from Anna Newell's address.


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