Stitching story and life together: Participatory textile making practices at a Harlem gallery

2020 ◽  
Vol 11 (1-2) ◽  
pp. 81-91
Author(s):  
Sarah Gerth van den Berg ◽  
Maria Liu Wong
Keyword(s):  
New York ◽  
Learning Community ◽  
Graduate Student ◽  
Relationship Building ◽  
Time And Space ◽  
The Past ◽  
The Arts ◽  
Challenges And Opportunities

What brings a tourist from Italy, a lifelong resident of Harlem and a graduate student from a local university together? Crochet hooks, knitting needles, an assortment of green acrylic yarn and time and space for community craftivism. This case study focuses on crossing boundaries through participatory textile making, making time and space for relationship building in the changing neighbourhood of Harlem and practicing institutional stewardship as a ‘good neighbour’. The Walls-Ortiz Gallery and Center – the arts and research space of City Seminary of New York, an intercultural urban theological learning community – affords an opportunity to explore what happens when lives and stories are stitched together through participatory textile practices. Through the lenses of the EcCoWell learning neighbourhood approach and craftivism, this documentation and reflection of data from collaborative yarn bombing and community quilt-making projects over the past two years provide insights on lessons, challenges and opportunities of these community-oriented practices.

Urban Achievement in Early Modern Europe: Golden Ages in Antwerp, Amsterdam and London. Edited by Patrick Karl O'Brien, Derek J. Keene, Herman Van der Wee, and Majolein't Hart. Cambridge: Cambridge University Press, 2001. Pp. xiv, 361. $64.95.

2003 ◽  
Vol 63 (1) ◽  
pp. 249-250
Author(s):  
Anne E. C. McCants
Keyword(s):  
New York ◽  
Material Culture ◽  
Early Modern ◽  
Early Modern Europe ◽  
Urban Centers ◽  
Science Culture ◽  
The Arts ◽  
Modern Development ◽  
Modern Europe

This edited volume is the result of a series of interdisciplinary conferences and seminars sponsored by the Renaissance Trust between 1990 and 1995 to examine “Achievement in Intellectual and Material Culture in Early Modern Europe” (p. 3). Historians of science, culture, the economy, and architecture and urban design were brought together to reflect on the intersections between past achievements in their respective fields within urban centers, as well as on the transfer of those achievements from one urban place to the next over time. These scholars were also called upon to consider the connections between the findings of more traditional “case-study” urban history and the grand narratives of modern development and geopolitical conflict. All of the contributors to this volume agreed to address the same meta question: “Why do recognized and celebrated achievements, across several fields of endeavor, tend to cluster within cities over relatively short periods of time?” (p. 5). In a schema entirely consistent with the Braudelian paradigm of early modern development (Fernand Braudel, The Perspective of the World. New York, 1981–84.), three cities in particular were chosen as representative of these episodic peaks of early modern achievement: Antwerp, Amsterdam, and London in roughly the sixteenth, seventeenth, and eighteenth centuries respectively. The chapters of the book are thus organized in groups of three, with one chapter devoted to each area of endeavor in each of the three cities, beginning with their material bases in economic growth and ending with high culture as exemplified by the arts, books, and scientific research and discovery.

scholarly journals My history, your history, our history: Developing meaningful community engagement within historic sites and museums

2018 ◽  
Vol 25 (2) ◽  
pp. 300-321
Author(s):  
Jessica Stroja
Keyword(s):  
Community Engagement ◽  
Community Participation ◽  
Participatory Process ◽  
Historic Sites ◽  
Community Needs ◽  
Sense Of Ownership ◽  
The Past ◽  
Challenges And Opportunities

AbstractVarying models of community engagement provide methods for museums to build valuable relationships with communities. These relationships hold the potential to become ongoing, dynamic opportunities for active community participation and engagement with museums. Nevertheless, the nuances of this engagement continue to remain a unique process that requires delicate balancing of museum obligations and community needs in order to ensure meaningful outcomes are achieved. This article discusses how community engagement can be an active, participatory process for visitors to museums. Research projects that utilise aspects of community-driven engagement models allow museums to encourage a sense of ownership and active participation with the museum. Indeed museums can balance obligations of education and representation of the past with long-term, meaningful community needs via projects that utilise aspects of community-driven engagement models. Using an oral history project at Historic Ormiston House as a case study,1 the article argues that museums and historic sites can encourage ongoing engagement through active community participation in museum projects. While this approach carries both challenges and opportunities for the museum, it opens doors to meaningful and long-term community engagement, allowing visitors to embrace the museum and its stories as active participants rather than as passive consumers.

Life Writing and the Victorians

2014 ◽  
pp. 44-62
Author(s):  
Trev Broughton
Keyword(s):  
Nineteenth Century ◽  
Life Writing ◽  
National Identities ◽  
Victorian Culture ◽  
Church Of Scotland ◽  
The Past ◽  
Challenges And Opportunities

This chapter uses Margaret Oliphant’s work on a biography of the deposed Church of Scotland preacher Edward Irving (1792–1834) as a case study in the professionalization of Life writing in the nineteenth century. It points to some of the literary developments and fashions that made biography popular despite its tendency to over-respectful, hyper-respectable treatment of its subjects. It charts some of the challenges and opportunities biographical evidence and research afforded, including the chance to probe the conventions of gender. It argues that biography offered a space in which authors—including authors outside the academy—could participate in the writing of the past and in the representation of local and national identities, as well as in the ongoing discussion about heroes and their role in Victorian culture.

Commemorating alternative organizations and marginalized spaces: The case of forgotten Finntowns

Organization ◽  
2015 ◽  
Vol 23 (1) ◽  
pp. 90-113 ◽  
Author(s):  
Diane M. Rodgers ◽  
Jessica Petersen ◽  
Jill Sanderson
Keyword(s):  
Organizational Theory ◽  
Organization Theory ◽  
Power Relations ◽  
Time And Space ◽  
Organization Studies ◽  
The Past ◽  
Dominant Narratives ◽  
Alternative Organizations

Alternative organizations have become increasingly of interest in organizational theory. Previously understudied, these organizations have also been ignored or forgotten in the dominant narratives and spaces of commemoration. This further limits what we know about the past and the potential of alternative organizations. To illustrate this problem, we offer a specific case study of the forgotten alternative organizations and marginalized space of a former Finntown alongside the commemorative narratives and practices of capitalist entrepreneur heritage spaces. Extending organization theory on memory and forgetting, we detail how commemoration not only tends to legitimate capitalist forms of organizing, but also excludes alternatives. Finntowns, with their emphasis on cooperative organizations and community, provide a unique opportunity for organization studies to explore commemoration and forgetting in terms of power relations, time, and space. These marginalized spaces contained alternative organizations coexisting and contrasting with dominant capitalist organizations. Remembering their contributions means taking alternative organizations seriously, acknowledging their historic importance as well as their ability to be models for contemporary organizations.

A Classic Renewed

2004 ◽  
Vol 10 (6) ◽  
pp. 923-924
Author(s):  
Jenni A. Ogden
Keyword(s):  
New York ◽  
Graduate Student ◽  
World Wide ◽  
Fourth Edition ◽  
Clinical Neuropsychology ◽  
Graduate Course ◽  
Modern Times ◽  
Oxford University ◽  
The Past ◽  
Exciting Area

Clinical Neuropsychology. Fourth Edition. Kenneth M. Heilman and Edward Valenstein (Eds.). 2003. New York: Oxford University Press. 744 pp., $78.00 (HB).As a 1st-year graduate student and new convert to clinical neuropsychology, the second book I purchased in this exciting area was the first edition of Heilman and Valenstein's “Clinical Neuropsychology” published in 1979. It will come as no surprise to most readers that the first book I purchased was Lezak's first edition of “Neuropsychological Assessment,” published 3 years earlier, and of course a required text for our graduate course. As a teacher of that very same course over the past 18 years, I have recommended the various editions of both these texts to my students as the “standard” texts, a practice I imagine is shared world-wide. Thus, at one level it seems almost unnecessary to write a review of such a classic text, and at the same time to do it justice is a humbling task which I have no hope of fulfilling. All I can do is give a small taste of this latest offering edited by two of the great neurologists (and neuropsychologists) of modern times.

scholarly journals The Contemporary Sustainable Neighbourhood: Cracow’s Wola Justowska district

2021 ◽  
Vol 1203 (3) ◽  
pp. 032086
Author(s):  
Kazimierz Butelski ◽  
Stanisław Butelski ◽  
Wojciech Firek
Keyword(s):  
19Th Century ◽  
Design Process ◽  
Past Century ◽  
Time And Space ◽  
Cultural Process ◽  
The Past ◽  
Building Form ◽  
The 19Th Century ◽  
The City

Abstract The environment is the little "Homeland”, which is defined by a neighborhood consisting of people and structures. The neighborhood is extended in time and space. The city of Cracow was chosen as a case study here. The contemporary environment in the Wola Justowska district is presented in the last examples of buildings designed by the author. Those contemporary structures are compared with historical houses in Cracow, which belong to the author’s family since the 19th century. The author analyses the influences of the period of the 19th century Austrian occupation, of a construction boom between the two World Wars, and of the Communist ban on design and construction in Cracow. In the paper's final remarks, the author notes that the design process and processes of shaping the environment look similar in the past century and today and that a contemporary neighborhood is shaped more by a cultural process than by design. Designing, building and endurance of a building form is a process that is shaped by culture and at the same time shapes the culture itself.

Collaborating to Create a Fashionable Event

2016 ◽  
pp. 317-334
Author(s):  
Nicole Elizabeth LaMoreaux
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
The Past ◽  
Incremental Growth ◽  
New Ideas

The Adrian G. Marcuse Library at LIM College in New York City has successfully organized a three-day conference dedicated to the past, present, and future of fashion information since 2011. This chapter serves as a case study on how to successfully organize, collaborate, and promote a library-sponsored conference into a successful and institution-supported event. Incremental growth is crucial to the event's success and the author includes information on how to increase the number and diversity of collaborators each year. The chapter will discuss the opportunities and challenges of organizing similar events with collaborative partners. It will discuss the importance of maintaining the original vision of the conference, while also acknowledging the value of including other participants' new ideas. Recognizing the skills needed for organization of the event and then recruiting professionals with those skills are additional keys to success.

scholarly journals Future Teachers and Historical Habits of Mind: A Pedagogical Case Study

2016 ◽  
Vol 56 (1) ◽  
pp. 133-140
Author(s):  
Heather Lewis
Keyword(s):  
Urban Education ◽  
New York ◽  
New York City ◽  
Teacher Education Program ◽  
Art Teachers ◽  
Habits Of Mind ◽  
Special Focus ◽  
Future Teachers ◽  
The Past

For the past ten years, I have taught the Roots of Urban Education, a graduate-level course for preservice art teachers and librarians, and have used the course as a pedagogical case study to help improve my teaching. Given that this is the only history course students in the teacher education program are required to take, the course emphasizes depth over breadth through a place-based study of schooling during key reform eras in twentieth-century New York City. I documented, analyzed, and revised my teaching, with special focus on my expectation that students would develop historical habits of mind and that such competencies would be relevant for future teachers.

scholarly journals Microteaching: An Introspective Case Study with Middle School Teachers in New York City Public Schools

2017 ◽  
Vol 6 (2) ◽  
pp. 1
Author(s):  
Lauren B. Birney ◽  
Joyce Kong ◽  
Brian R. Evans ◽  
Macey Danker ◽  
Kathleen Grieser
Keyword(s):  
New York ◽  
Public Schools ◽  
Learning Community ◽  
Hudson River ◽  
Field Studies ◽  
Science Content ◽  
Literacy Strategies ◽  
History Of ◽  
Set Up

The purpose of this study was to investigate the potential impacts of microteaching on experienced teachersparticipating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace Universityas part of a National Science Foundation-funded research project on the education model known as the Curriculum andCommunity Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in thefellowship program as they participated in monthly workshops in cohorts and continuously interact with each otherduring the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brieflesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows’micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERSinitiative, which focused on harbor restoration learning within a STEM context. By conducting field studies atrestoration stations that students set up near their schools, students across all schools learned about the biology,chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporatedlessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed forteachers to gain insight as to how the curriculum was being implemented into other teachers’ classrooms. It permittedfor teachers’ exposure to the various teaching methods and resources being used to assist underrepresented studentsand students where English is a second language.

Blast from the past: U.S. foreign policy and Indexing India in U.S. press during Cold War

Journalism ◽  
2020 ◽  
pp. 146488492095499
Author(s):  
Abhijit Mazumdar
Keyword(s):  
New York ◽  
Cold War ◽  
New York Times ◽  
International Reporting ◽  
The Past ◽  
The Press ◽  
The Cold War ◽  
State Relations ◽  
The U.S

This qualitative research studied press-state relations using India as a case study. It studied India’s depiction in The New York Times during the Cold War using Indexing theory. Indexing theory states that the press reflects policies of its own country’s government during international reporting. This research uncovered common themes in the newspaper between 1967 and 1991 that lent support to Indexing theory. The research has implications for the U.S. media that recently started criticizing India following the U.S. government’s criticism of India on account of various political moves taken by the Narendra Modi-led government.

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