Faces places: Countermapping art, subalternities and counterpublics

2021 ◽  
Vol 10 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Maria Simeona Martinez ◽  
Joseph Palis

This article is a critical reflection on our forays in the curatorial practice and exposition in March 2018 for a map art exhibit called Faces Places: Mapping Embodiments held at the University of the Philippines campus in Diliman. The exhibit was an exposition of different and alternative forms of mapping through the works of three Filipino artists: Mideo Cruz, Cian Dayrit and Mark Salvatus. We analysed their interventions in making visible the progressive geographies inherent in the everyday lifeworlds of Filipinos. Drawing from Nancy Fraser’s subaltern counterpublics, we argue that their artistic outputs are forms of counter-mapping vignettes that allow the possibility to illuminate the voices and habitus of the sifted and the excluded as new cartographical interventions intended for critical reflection and pedagogy. The art maps and countermaps of the artists evoked different responses that broadened and expanded understanding beyond what maps are, which allowed us to further interrogate the power structures that define world order through time. The production of new knowledges was derived not only from analysing the textual and symbolic aspects of the artistic countermaps but also with the processual aspect of art-making as emancipatory politics.

2016 ◽  
Vol 33 (1) ◽  
pp. 92-116 ◽  
Author(s):  
David K. Blake

By examining folk music activities connecting students and local musicians during the early 1960s at the University of Illinois at Urbana-Champaign, this article demonstrates how university geographies and musical landscapes influence musical activities in college towns. The geography of the University of Illinois, a rural Midwestern location with a mostly urban, middle-class student population, created an unusual combination of privileged students in a primarily working-class area. This combination of geography and landscape framed interactions between students and local musicians in Urbana-Champaign, stimulating and complicating the traversal of sociocultural differences through traditional music. Members of the University of Illinois Campus Folksong Club considered traditional music as a high cultural form distinct from mass-culture artists, aligning their interests with then-dominant scholarly approaches in folklore and film studies departments. Yet students also interrogated the impropriety of folksong presentation on campus, and community folksingers projected their own discomfort with students’ liberal politics. In hosting concerts by rural musicians such as Frank Proffitt and producing a record of local Urbana-Champaign folksingers called Green Fields of Illinois (1963), the folksong club attempted to suture these differences by highlighting the aesthetic, domestic, historical, and educational aspects of local folk music, while avoiding contemporary socioeconomic, commercial, and political concerns. This depoliticized conception of folk music bridged students and local folksingers, but also represented local music via a nineteenth-century rural landscape that converted contemporaneous lived practice into a temporally distant object of aesthetic study. Students’ study of folk music thus reinforced the power structures of university culture—but engaging local folksinging as an educational subject remained for them the most ethical solution for questioning, and potentially traversing, larger problems of inequality and difference.


2018 ◽  
Vol 5 (2) ◽  
pp. 163-174
Author(s):  
Amel Alić ◽  
Haris Cerić ◽  
Sedin Habibović

Abstract The aim of this research was to determine to what extent different variables describe the style and way of life present within the student population in Bosnia and Herzegovina. In this sense, in addition to general data on examinees, gender differences were identified, the assessment of parental dimensions of control and emotion, overall family circumstances, level of empathy, intercultural sensitivity, role models, preferences of lifestyles, everyday habits and resistance and (or) tendencies to depressive, anxiety states and stress. The survey included a sample of 457 examinees, students of undergraduate studies at the University of Zenica and the University of Sarajevo, with a total of 9 faculties and 10 departments covering technical, natural, social sciences and humanities. The obtained data give a broad picture of the everyday life of youth and confirm some previously theoretically and empirically justified theses about the connection of the family background of students, everyday habits, with the level of empathy, intercultural sensitivity and preferences of the role models and lifestyles of the examinees.


2020 ◽  
Vol 14 (2) ◽  
pp. 23-43
Author(s):  
Omi S. Salas-SantaCruz

In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (Crawford & Ostrom, 1995; Bonilla-Silva, 2012). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.


2019 ◽  
Vol 27 (2) ◽  
Author(s):  
Mariana Borukova ◽  
Vladimir Kotev

Education is an activity requiring lengthy efforts and perseverance, as well as skills for acquiring information and its creative usage. All this is based on prolonged motivation, directly related to the improvement of the educational development and the consecutive professional realization. Long-term objectives serve as coordinating terms leading to particular goals in the everyday life and thus, behaviour could be rationalized and directed in a longer prospective towards both the past and the future. The aim of the present study is to survey the opinion and personal assessment of the long-term motivation of students from NSA “Vassil Levski”, Sofia and students from Nish, Serbia. The research was conducted from November 2016 to May 2017. It was done among 96 students (45 fourth-year students at NSA and 51 students from the University in Nish). The students had to fill out a test consisting of 10 questions related to their personal assessment of their long-term motivation. The results of the study were processed mathematically and statistically by: variation analysis, relative share, comparative analysis of two independent samples and comparative analysis of the frequency distributions with χ² – the Pearson criterion.According to the generalized conclusions, a higher percentage of the Bulgarian students is directed towards long-term objectives and prospects than the percentage of the Serbian students. Women are more motivated in their long-term development than men but there are not statistically significant differences along all the questions. Athletes’ motivation is higher than the average one for the whole population. We believe, however, that the motivation changes in the course of the studies and we assume it is higher for the students who are about to graduate.


2015 ◽  
Vol 4 ◽  
pp. 158-163
Author(s):  
Alison Langmead ◽  
Dan Byers ◽  
Cynthia Morton

Three participants in the panel “Curatorial Practice as Production of Visual and Spatial Knowledge” reflect upon the ideas raised in their discussion about curating, both in their respective fields and as a general practice. The panel was a part of Debating Visual Knowledge, a symposium organized by graduate students in Information Science and History of Art and Architecture at the University of Pittsburgh, October 3–5, 2014. A transcription of the panel is available in this issue. 


2021 ◽  
Vol 879 (1) ◽  
pp. 012014
Author(s):  
F C Sanchez ◽  
Jr.M C Ilang-Ilang ◽  
M C E Balladares ◽  
B V Apacionado ◽  
R R P Tayobong ◽  
...  

Abstract The sustainability of the food supply seems to be a never-ending concern of many households in the Philippines. This concern is most especially felt in this time of pandemic wherein many Filipinos are struggling on where to get their food to feed their families. The adoption of edible landscaping has become more in demand because of the current situation caused by the pandemic. As such, having a sustainable edible garden is very much recommended because it can provide the household a “garden to table” food which can help in making the household food self-sufficient. There is a current need to promote edible landscaping technology primarily through trainings and seminars and it should be intensified to inform and educate the people on food self-sufficiency amidst the COVID-19 pandemic. Edible landscaping (EL) as an approach that merges the science of crop production and the art of landscaping, is continuously being promoted using different strategies and one of which is the conduct of trainings and seminars all over the Philippines. This study assessed the different ways by which the Edible Landscaping Team of the University of the Philippines Los Banos delivered promotional activities such as webinars and e-training amidst the context of the COVID-19 pandemic. This research was conducted using the qualitative approach, specific case studies, and the data gathered were analyzed using thematic analysis. More than 39,000 individuals in the Philippines have already been reached and educated on the technology through the conduct of e-trainings and webinars. The presentations and lectures on edible landscaping were modified based on the needs of the requesting institution and were discussed using a combination of English and Filipino languages. The duration of the eight webinars ranged from a minimum of 30 minutes to a maximum of almost 5 hours (in discussion is written ‘almost 4 hours). Based on the comments, most of the online viewers gave affirmative responses.


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