scholarly journals Os sentidos de uma vida: a construção de si e do grupo na materialidade de uma autobiografia

2018 ◽  
Vol 17 (3) ◽  
pp. 799
Author(s):  
Loyde Anne Carreiro Silva Veras ◽  
Evelyn De Almeida Orlando
Keyword(s):  
United States ◽  
Identity Construction ◽  
Old Age ◽  
The United States ◽  
Religious Group ◽  
European American ◽  
The Relationship

Este artigo parte de uma análise do livro 8:28, a autobiografia de Eva Yarwood Mills publicada em 1976, em Lancaster, Estados Unidos. Eva Mills veio da Inglaterra para o Brasil como uma missionária protestante no período de 1928 a 1959, aposentando-se nos Estados Unidos. A partir da materialidade do 8:28, procuramos identificar os sentidos acionados pela autora nas representações tanto de si quanto do grupo religioso ao qual ela pertencia. Conjuntamente exploramos os elementos do pacto autobiográfico e discutimos as estratégias acionadas a partir da relação entre editor, autora-narradora-personagem e público leitor. Identificamos uma narrativa rica em sentidos e caminhos de possíveis análises, capazes de suscitar questões relevantes, como as estratégias usadas na representação de uma vida, os usos da autobiografia na construção identitária de um sujeito e do grupo que faz parte e o lugar da educação na vida desta personagem. Apesar de Eva Mills ser uma professora e construir-se por meio da educação, é na relação com o grupo religioso da sua velhice que ela se reelabora enquanto missionária e legitima-se como educadora a serviço de uma missão protestante europeia-americana (auto)definida como civilizadora.Palavras-chave: Educação. Autobiografia. Protestantismo.AbstractThis article is an analysis of the book 8:28, the autobiography of Eva Yarwood Mills published in 1976, in Lancaster, United States. Eva Mills lived and worked in Brazil as a Protestant missionary from 1928 to 1959 and she retired to the United States. From the book's materiality, identifying the author's senses in the representations of both himself and the religious group to which he belongs. We explore the elements of the autobiographical pact and discuss the strategies with which they are triggered from the relationship between publisher, author-character and readership. We identified in this research a book rich in analyses paths, capable of raising important questions such as the strategies used in the representation of a life, the uses of autobiography in the identity construction of a subject and the group to which he belongs and the roles which education assumes in the life of this character from his place of belonging. Although Eva Mills is a teacher and building herself through education, it is in the relationship with the religious group of her old age that she reelaborates as a missionary and legitimizes herself as an educator who has been in the service of a mission European-American Protestant (self)defined as a civilizer.Keywords: Education. Autobiography. Protestantism. ResumenEste artículo es un análisis del libro 8:28, la autobiografía de Eva Yarwood Mills publicada en 1976, en Lancaster, Estados Unidos. Eva Mills vivió y trabajó en Brasil como misionera protestante desde 1928 hasta 1959 y se retiró a los Estados Unidos. De la materialidad del libro, identificar los sentidos del autor en las representaciones de él mismo y del grupo religioso al que pertenece. Exploramos los elementos del pacto autobiográfico y discutimos las estrategias con las cuales se desencadenan a partir de la relación entre editor, autor-personaje y lectores. Identificamos en esta investigación un libro rico en posibles direcciones y análisis, capaz de plantear preguntas importantes como las estrategias utilizadas en la representación de una vida, los usos de la autobiografía en la construcción de identidad de un sujeto y el grupo al que pertenece y los roles que la educación asume en la vida de este personaje desde su lugar de pertenencia. Aunque Eva Mills es maestra y se está forjando a través de la educación, es en la relación con el grupo religioso de su vejez que reelabora como misionera y se legitima como educadora que ha estado al servicio de una misión protestante europeo-estadounidense (auto)definida como civilizadora.Palabras-clave: Educación. Autobiografía. Protestantismo.

African American Racial Identity and Learning

Education ◽  
2013 ◽  
Author(s):  
Frank C. Worrell
Keyword(s):  
United States ◽  
Academic Achievement ◽  
African American ◽  
Ethnic Identity ◽  
Racial Identity ◽  
The United States ◽  
European American ◽  
Black Racial Identity ◽  
Relationship Of ◽  
The Relationship

Racial identity is one of the most frequently studied cultural identities in the United States, and it is examined most frequently in relation to African Americans. Racial identity is also examined in European American samples to a lesser extent, and there is a growing literature on the racial identity of biracial and multiracial individuals. Racial identity and ethnic identity are similar constructs, and there are some researchers who do not distinguish between the constructs, using the terms and the measurement instruments interchangeably. However, as the instruments are developed in relation to theoretical models that speak to one or the other construct specifically (i.e., ethnic or racial identity), this perspective is not adopted in this article. Thus this article focuses solely on racial identity as a construct and does not include literature on ethnic identity or studies that used instruments developed to measure ethnic identity. The relationship between racial identity and learning, and more specifically academic achievement, is typically studied in the context of the achievement gap among racial and ethnic groups in the United States, and is most closely associated with the achievement gap between African American and European American students. Thus, studies of the relationship of racial identity to learning typically involve black racial identity but not white racial identity. In most of the scholarship in this area, researchers examine the relationship of black racial identity attitudes to academic achievement or other academic constructs (e.g., motivation). Additionally, two of the preeminent theories of underachievement in African Americans and other underachieving groups—that is, cultural ecological theory and stereotype threat—implicate racial identity as a contributing factor. Although there is a strong belief that racial identity is related to learning, there is still considerable debate about the contexts in which this relationship is manifested and the strength and explanatory power of the relationship, and the evidence in favor of a direct relationship between the racial identity and learning is mixed at best.

scholarly journals The origin of teaching as a profession in Japan: A transnational analysis of the relationship between professionalism and nationalism in the 19th century

2018 ◽  
Vol 5 (2) ◽  
pp. 35
Author(s):  
Aki Sakuma
Keyword(s):  
United States ◽  
19Th Century ◽  
Educational Leaders ◽  
Japanese Version ◽  
The United States ◽  
European American ◽  
The West ◽  
The 19Th Century ◽  
The Relationship ◽  
Historical Origins

How was the concept of «teaching as a profession» advocated in the 19th century? In this study, this question is analysed by focusing on how the Japanese version of the concept was imported from the West and subsequently transformed in this non-Christian setting. It was formulated not only by a national action to create a strong centralized nation-state in Asia, but also through the transnational interaction of European, American, and Japanese educational leaders. First, the author argues that, the early Japanese concept of «teaching as a profession» is explored by examining the ideas of Mori Arinori, the first Minister of Education. Mori claimed that, in order to safeguard children’s morality, teaching should be a holy-calling profession in Japan. For him, this meant educating the subsequent generations to be obedient to their holy nation. Second, Mori’s images of education are shown to be consistent with those in the United States, where he had studied as a diplomat. These images were shared not only by US leaders such as Horace Mann, but also with Prussian and French leaders of the era. In both countries, both the holy-calling theory and the profession theory included nationalism, whose ultimate aim was education for the nation. However, while the sacredness of the republican polity was based on the ideals of individualism and liberty in the United States, the sacredness of the imperial polity in Japan was promoted by the Emperor the apotheosis of the imperial line, unbroken for ages eternal. These historical origins of the concept of teaching suggest why the professionalisation of teaching in Japan has been advanced by forces that hoist the flag of national particularism, and by a government that supports this view. This implies that teaching professionalism does not always connote democracy or the human rights of children/teachers.

Abusive Men's Use of Children to Control Their Partners and Ex-Partners

2007 ◽  
Vol 12 (1) ◽  
pp. 54-61 ◽  
Author(s):  
Marisa L. Beeble ◽  
Deborah Bybee ◽  
Cris M. Sullivan
Keyword(s):  
United States ◽  
Intimate Partner Violence ◽  
Partner Violence ◽  
Emotional Abuse ◽  
The United States ◽  
Intimate Partner ◽  
Anecdotal Evidence ◽  
Multiple Variables ◽  
The Relationship

While research has found that millions of children in the United States are exposed to their mothers being battered, and that many are themselves abused as well, little is known about the ways in which children are used by abusers to manipulate or harm their mothers. Anecdotal evidence suggests that perpetrators use children in a variety of ways to control and harm women; however, no studies to date have empirically examined the extent of this occurring. Therefore, the current study examined the extent to which survivors of abuse experienced this, as well as the conditions under which it occurred. Interviews were conducted with 156 women who had experienced recent intimate partner violence. Each of these women had at least one child between the ages of 5 and 12. Most women (88%) reported that their assailants had used their children against them in varying ways. Multiple variables were found to be related to this occurring, including the relationship between the assailant and the children, the extent of physical and emotional abuse used by the abuser against the woman, and the assailant's court-ordered visitation status. Findings point toward the complex situational conditions by which assailants use the children of their partners or ex-partners to continue the abuse, and the need for a great deal more research in this area.

The United States and the Iranian Nuclear Programme

2018 ◽  
Author(s):  
Steven Hurst
Keyword(s):  
United States ◽  
Decision Making ◽  
Domestic Politics ◽  
The United States ◽  
Nixon Administration ◽  
Comprehensive Plan ◽  
The Us ◽  
Nuclear Issue ◽  
The Relationship

The United States, Iran and the Bomb provides the first comprehensive analysis of the US-Iranian nuclear relationship from its origins through to the signing of the Joint Comprehensive Plan of Action (JCPOA) in 2015. Starting with the Nixon administration in the 1970s, it analyses the policies of successive US administrations toward the Iranian nuclear programme. Emphasizing the centrality of domestic politics to decision-making on both sides, it offers both an explanation of the evolution of the relationship and a critique of successive US administrations' efforts to halt the Iranian nuclear programme, with neither coercive measures nor inducements effectively applied. The book further argues that factional politics inside Iran played a crucial role in Iranian nuclear decision-making and that American policy tended to reinforce the position of Iranian hardliners and undermine that of those who were prepared to compromise on the nuclear issue. In the final chapter it demonstrates how President Obama's alterations to American strategy, accompanied by shifts in Iranian domestic politics, finally brought about the signing of the JCPOA in 2015.

Violence, Social Movements, and Black Freedom Struggles

Contention ◽  
2021 ◽  
pp. 1-9
Author(s):  
AK Thompson
Keyword(s):  
United States ◽  
Social Movements ◽  
The United States ◽  
United States Today ◽  
Black Freedom ◽  
Current Events ◽  
Research Agendas ◽  
Ambivalent Relationship ◽  
The Relationship ◽  
Freedom Struggles

George Floyd’s murder by police on 26 May 2020 set off a cycle of struggle that was notable for its size, intensity, and rate of diffusion. Starting in Minneapolis, the uprising quickly spread to dozens of other major cities and brought with it a repertoire that included riots, arson, and looting. In many places, these tactics coexisted with more familiar actions like public assemblies and mass marches; however, the inflection these tactics gave to the cycle of contention is not easily reconciled with the protest repertoire most frequently mobilized during movement campaigns in the United States today. This discrepancy has led to extensive commentary by scholars and movement participants, who have often weighed in by considering the moral and strategic efficacy of the chosen tactics. Such considerations should not be discounted. Nevertheless, I argue that both the dynamics of contention witnessed during the uprising and their ambivalent relationship to the established protest repertoire must first be understood in historical terms. By considering the relationship between violence, social movements, and Black freedom struggles in this way, I argue that scholars can develop a better understanding of current events while anticipating how the dynamics of contention are likely to develop going forward. Being attentive to these dynamics should in turn inform our research agendas, and it is with this aim in mind that I offer the following ten theses.

Time’s Up! Shorter Hours, Public Policy, and Time Flexibility as an Antidote to Youth Unemployment

2018 ◽  
Author(s):  
Katherine Eva Maich ◽  
Jamie K. McCallum ◽  
Ari Grant-Sasson
Keyword(s):  
United States ◽  
Public Policy ◽  
Labor Market ◽  
Youth Unemployment ◽  
The United States ◽  
Employment Relationships ◽  
Gig Economy ◽  
Hours Of Work ◽  
The Relationship ◽  
Work Scheduling

This chapter explores the relationship between hours of work and unemployment. When it comes to time spent working in the United States at present, two problems immediately come to light. First, an asymmetrical distribution of working time persists, with some people overworked and others underemployed. Second, hours are increasingly unstable; precarious on-call work scheduling and gig economy–style employment relationships are the canaries in the coal mine of a labor market that produces fewer and fewer stable jobs. It is possible that some kind of shorter hours movement, especially one that places an emphasis on young workers, has the potential to address these problems. Some policies and processes are already in place to transition into a shorter hours economy right now even if those possibilities are mediated by an anti-worker political administration.

Conclusion

2017 ◽  
Author(s):  
Frédéric Grare
Keyword(s):  
United States ◽  
The United States ◽  
The Political ◽  
Slow Pace ◽  
Centre Of Gravity ◽  
The Us ◽  
The Future ◽  
Economic Interaction ◽  
The Asymmetry ◽  
The Relationship

India’s relationship with the United States remains crucial to its own objectives, but is also ambiguous. The asymmetry of power between the two countries is such that the relationship, if potentially useful, is not necessary for the United States while potentially risky for India. Moreover, the shift of the political centre of gravity of Asia — resulting from the growing rivalry between China and the US — is eroding the foundations of India’s policy in Asia, while prospects for greater economic interaction is limited by India’s slow pace of reforms. The future of India-US relations lies in their capacity to evolve a new quid pro quo in which the US will formulate its expectations in more realistic terms while India would assume a larger share of the burden of Asia’ security.

Sign in / Sign up

Export Citation Format

Share Document