“That Sure is Racist”: Classroom Race Talk as Resistance

2019 ◽  
Vol 52 (7) ◽  
pp. 1039-1065
Author(s):  
Teresa Sosa
Keyword(s):  
Language Arts ◽  
Thematic Analysis ◽  
English Language ◽  
Social Identities ◽  
Student Resistance ◽  
Classroom Discussions ◽  
Counter Narratives ◽  
Embodied Experiences ◽  
History Of ◽  
Insight Into

This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often silenced. Through transgressing evasion and silence, students’ counter stories and experiences shared in the classroom named social realities inscribed in their day-to-day experiences, as well as how schools are complicit in silencing the lives and history of Black and indigenous people. This work demonstrates the importance of situating resistance as counter narratives that work to reconfigure interpretations of personal and social identities situated more completely within embodied experiences.

scholarly journals Corona Angelica Pannoniae: ‘...ecce Angelus Domini’

Arts ◽  
2019 ◽  
Vol 8 (4) ◽  
pp. 141
Author(s):  
Eszenyi
Keyword(s):  
Early Modern ◽  
English Language ◽  
Current State ◽  
International Scholarship ◽  
History Of ◽  
Insight Into

The article examines the Hungarian corona angelica tradition, according to which the Holy Crown of Hungary was delivered to the country by an angel. In order to embed Hungarian results into international scholarship, it provides an English language summary of previous research and combines in one study how St. Stephen I (997–1038), St. Ladislaus I (1074–1095), and King Matthias Corvinus (1458–1490) came to be associated with the tradition, examining both written and visual sources. The article moves forward previous research by posing the question whether the angel delivering the Crown to Hungary could have been identified as the Angelus Domini at some point throughout history. This possibility is suggested by Hungary’s Chronici Hungarici compositio saeculi XIV and an unusually popular Early Modern modification of the Hartvik Legend, both of which use this expression to denote the angel delivering the Crown. While the article leaves the question open until further research sheds more light on the history of early Hungarian spirituality; it also points out how this identification of the angel would harmonize the Byzantine and the Hungarian iconography of the corona angelica, and provides insight into the current state of the Angelus Domini debate in angelology.

Expanding the Discourse of Identity in the English Language Arts Curriculum

2014 ◽  
pp. 382-418
Author(s):  
Philomena S. Marinaccio ◽  
Kevin Leichtman ◽  
Rohan Hanslip
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Diverse Learners ◽  
Literacy Curriculum ◽  
Language Identity ◽  
Arts Curriculum ◽  
Literacy Knowledge ◽  
History Of ◽  
Diverse Learner

The English Language Arts (ELA) curriculum in United States (US) schools is failing students from ethnically and economically diverse communities. Standards for ELA have been accused of perpetuating inequality and causing a spiral of marginalization to continue for diverse learners. The current conceptualization of ELA and literacy does not reflect the complex set of diverse social, cultural, and linguistic dynamics inside and outside the classroom that influence the curriculum. Changes in the literacy curriculum need to be made that mirror changes in the world. The present chapter proposes an ELA curriculum that is flexible enough to respond to the socio-cultural synergy between language, identity, and power to combat diverse learner school resistance, misevaluation, and barriers to higher levels of literacy knowledge. There is an urgent need for a curriculum based on a universal and dynamic curriculum that acknowledges the identity and needs of each student. Our theoretical framework is based on the classic works of Piaget and Vygotsky and traces the history of ELA research from the deficit-based theories regarding the oral-literate continuum to the inclusive research design and pedagogy of “new literacies.” Being cognizant of myriad reading and cognitive development theories is needed to guide ELA educators in teaching reading and literacy. We need to go beyond blaming students to transforming and expanding the ELA curriculum through critique and reflection. The ELA curriculum must itself be potentially transformative in that it will embrace diverse learner discourses and identities by integrating rather than assimilating diverse learners into the classroom.

An Invisible Nation? The BBC and English-language Arts Television in Wales

2019 ◽  
Vol 16 (4) ◽  
pp. 409-428
Author(s):  
Amy Genders
Keyword(s):  
Language Arts ◽  
Public Service ◽  
English Language Arts ◽  
English Language ◽  
Narrow Range ◽  
Qualitative Interviews ◽  
Cultural Representation ◽  
Public Service Broadcasting ◽  
True Diversity ◽  
History Of

The history of the BBC's regional programming is one of perennial tension between representing and reflecting the diversity of the UK's nations and regions and what is often perceived as an unrelenting ‘metropolitan centricity’. Through charting the mixed fortunes of English-language arts television for and about Wales, this article examines how the narrow range of cultural representation available on BBC television is situated within a public service broadcasting strategy that continues to regard regional arts as inherently ‘provincial’ and as such, inferior to that of London. The data and analysis presented derives from a broader study based on 21 qualitative interviews conducted with key figures directly involved in the production and commissioning of arts content across the BBC's television, radio and online services. The accounts provided by these interviewees are also contextualised by analysis of broadcasting policy and internal BBC documents, including annual yearbooks and reports. The article concludes by arguing that if the BBC is to reflect more adequately the true diversity of the UK's nations and regions and the distinct arts and cultures constituted within them, it must start by devolving its commissioning powers more equally. Rather than merely shifting centralisation from London to allocated ‘centres of excellence’ such as Scotland in the case of arts broadcasting, an effective public service arts proposition should strive to give greater autonomy and agency to the nations and regions so that they might build their arts strategies in their own image as opposed to that of the capital.

ReFocus: The Films of Michel Gondry

2020 ◽  
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
Original Screenplay ◽  
Music Videos ◽  
Music Video ◽  
French And English ◽  
History Of ◽  
The Mind ◽  
Insight Into ◽  
Comprehensive Study

The acclaimed French auteur behind the mind-bending modern classic Eternal Sunshine of the Spotless Mind (2004), for which he won an Academy Award for Best Original Screenplay, Michel Gondry has directed innovative, ground-breaking films and documentaries, episodes of the acclaimed television show Kidding and some of the most influential music videos in the history of the medium. In this book, a range of international scholars offers a comprehensive study of this significant and influential figure, covering his French and English-language films and videos, and framing Gondry as a transnational and transcultural auteur whose work provides insight into both French/European and American cinematic and cultural identity. With detailed case studies of films such as Eternal Sunshine of the Spotless Mind (2004), Dave Chappelle’s Block Party (2005), The Science of Sleep (2006), Be Kind Rewind (2008), Mood Indigo (2013) and Microbe & Gasoline (2015), the book examines significant themes throughout Gondry’s filmography including surrealism, adaptation, memory, dreams, play and African-American identity. The book compares Gondry to other filmmakers including Wes Anderson and Jean Vigo, allowing for an understanding of how Gondry’s films might compare with both his global contemporaries and his predecessors in French and international cinema. Furthermore, the book demonstrates how Gondry’s work in narrative film, documentary and music video represents significant innovation in narrative, visual aesthetic, and genre.

The Canadian Alternative

2017 ◽  
Keyword(s):  
English Language ◽  
The United States ◽  
Cultural Variation ◽  
Melting Pot ◽  
Racial Categories ◽  
Cape Breton ◽  
Thunder Bay ◽  
History Of ◽  
Chester Brown ◽  
Insight Into

This overview of the history of Canadian comics explores not only the few Canadian cartoonists who have received study, but many who have not. Contributors look at the myriad ways that English-language, Francophone, indigenous, and queer Canadian comics and cartoonists pose alternatives to American comics, to dominant perceptions, even to gender and racial categories. Specific works covered range from the earliest Canadian comic books to the work of contemporary creators. In contrast to the United States’ melting pot, Canada has been understood to comprise a social, cultural, and ethnic mosaic, with distinct cultural variation as part of its identity. This volume reveals differences that often reflect in highly regional and localized comics such as Paul MacKinnon’s Cape Breton-specific Old Trout Funnies, Michel Rabagliati’s Montreal-based Paul comics, and Kurt Martell and Christopher Merkley’s Thunder Bay-specific zombie apocalypse. The collection also considers some of the conventionally “alternative” cartoonists, such as Seth, Dave Sim, and Chester Brown. It offers alternate views of the diverse and engaging work of two very different Canadian cartoonists who bring their own alternatives into play: Jeff Lemire in his bridging of Canadian/US and mainstream / alternative sensibilities and Nina Bunjevac in her own blending of realism and fantasy as well as of insider / outsider status. Despite an upsurge in research on Canadian comics, there is still remarkably little written about most major and all minor Canadian cartoonists.This volume provides insight into some of the lesser-known Canadian alternatives still awaiting full exploration.

Introduction

2019 ◽  
pp. 1-12
Author(s):  
Jean Allain
Keyword(s):  
French Revolution ◽  
English Language ◽  
Language Translation ◽  
Diplomatic Relations ◽  
Napoleon Bonaparte ◽  
Law Of Nations ◽  
Foreign Office ◽  
History Of ◽  
History Of International Law ◽  
Insight Into

This Introduction by Jean Allain to the English-language translation of the 1803 first edition of Joseph-Mathias Gérard de Rayneval’s Institutions de droit de la nature and des gens places the text in context. The Introduction provides the reader with an understanding of the author and his motivations and situates the text within the annals of the history of international law. The Introduction details the evolution of the man who is effectively the last legal advisor to the French foreign office of the Ancien Régime, and speaks to a book which is drafted in the shadow of both the French Revolution and the coming to power of Napoleon Bonaparte. While the Institutions is Rayneval’s contemporary legacy, the Introduction shows a man at the centre of European diplomatic relations who was fundamental to the shaping the peace of Paris of 1783. To provide further insight into Rayneval and his perspective on the Law of Nations, the 1832 ‘Biographical Note of Mr. Rayneval’ which appeared in the third edition of Institutions de droit de la nature and des gens has also been translated and follows on from this Introduction.

A Guide to the SIAC Arbitration Rules

2014 ◽  
Author(s):  
Mangan Mark ◽  
Reed Lucy ◽  
Choong John
Keyword(s):  
Thematic Analysis ◽  
Code Of Ethics ◽  
Privileged Access ◽  
History Of ◽  
Insight Into

This book provides a rule-by-rule examination of the inception, interpretation, and application of the 2010 SIAC Rules. Its approach is practical and strategic and considers how each rule features in the context of the realities that practitioners face, while a complementary thematic analysis brings out connections between the rules and those of other institutions. The work benefits from the privileged access to the travaux préparatoires of the 2010 Arbitration Rules Drafting Committee, giving them insight into the purposive thinking behind the amendments, as well as access to SIAC awards and the views of the SIAC Secretariat. The book begins with an analysis of Singapore arbitration law, the history of the SIAC, and a consideration of the rising prominence of Indian parties in SIAC arbitrations and its consequences. Every rule is then examined in detail. The book concludes with chapters dedicated to SIAC domestic arbitrations and cases administered by SIAC which are governed by the UNCITRAL Arbitration Rules. Relevant supporting documents are appended, including SIAC Practice Notes and the SIAC Code of Ethics for Arbitrators.

scholarly journals Heartmind Literacy: Compassionate Imagining & The Four Brahmavihāras

Paideusis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 17-28
Author(s):  
Claudia Eppert
Keyword(s):  
Language Arts ◽  
Learning Outcomes ◽  
Social Engagement ◽  
Peace Education ◽  
English Language ◽  
Loving Kindness ◽  
Educational Engagement ◽  
The Mind ◽  
Insight Into ◽  
Shed Light

This paper addresses the primacy of reason over emotion in much of Western philosophy and education. It brings Theravadan Buddhist wisdom to bear upon Western philosophical and educational conceptions of emotion, empathy, and compassion. More specifically, it discusses the four Brahmavihāras, or Divine Abodes. These abodes are considered boundless states of heartmind awareness that dismantle the bifurcation of mind/emotion and embody ideals of social engagement and peace. If cultivated, or dwelled in, they can overturn negative and destructive impulses, freeing the mind from greed, hatred, and delusion. They include Mettā, or loving-kindness, Karunā, or compassion, Muditā or sympathetic joy, and Uppekā or equanimity. In some respects, these abodes reflect aspects of contemporary Western understandings of empathy and compassion. However, they also elaborate upon and differ significantly from these understandings. North American learning outcomes, particularly in such areas as English language arts and peace education, seek to support the cultivation of emotional literacy in students with the hopes that such cultivation will initiate and enhance responsive and responsible relations with self, other, and environment. Insight into these abodes can consequently shed light on possibilities for deepening ethical, emotional, and educational engagement in North America.

Old English intensifiers

2021 ◽  
Author(s):  
James M. Stratton
Keyword(s):  
Old English ◽  
Language Contact ◽  
English Language ◽  
Driving Forces ◽  
English System ◽  
History Of ◽  
Internal And External Factors ◽  
Diachronic Development ◽  
Insight Into ◽  
Attributive Adjectives

Abstract While many studies have employed variationist methods to examine longitudinal changes in the English intensifier system, to date, no variationist studies have tackled the intensifier system of Old English. By providing a critical view of this system at an earlier stage in the history of the English language, the present study adds to the long tradition of scholarship on intensifiers while providing new insight into their diachronic development. Despite its antiquity, several parallels can be drawn with the intensifier system at later stages in the language. Both internal and external factors are found to constrain this system, with predicative adjectives favoring intensification over attributive adjectives, prose texts having higher intensification rates than verse texts, Latin-based texts having higher intensification rates than vernacular texts, and the rate of intensification increasing over time. The quantitative analysis of the Old English system also increases the time depth necessary for a more detailed reflection on the diachronic recycling, replacement, and renewal of intensifiers. Language contact and borrowing are also postulated as driving forces of innovation and replacement in earlier stages of the English language.

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