“There Was No Spartacus Here”: Norma Montoya and Art as Abeyance in the Estrada Courts Mural Program

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Jonathan D. Gomez
Keyword(s):  
Focal Point ◽  
Social Identities ◽  
Art Making ◽  
Community Based ◽  
Us Southwest ◽  
The Social ◽  
Community Based Art ◽  
The Us ◽  
Community Organizers ◽  
Material Conditions

The social processes that link collective art making to social movement activism enable community-based art making to serve as a key mechanism for art-based community making. Chicana/o mural art has been an important register of ordinary people’s self-active creativity, of their determination to create new democratic social spaces and new social identities capable of effecting social change based on egalitarian principles. When they are not painting on walls, mural artists hold various jobs and fulfill diverse roles as teachers, community organizers, and unofficial archivists. They do their work in solidarity with all aggrieved groups, especially young people who confront unfavorable material conditions in their neighborhoods. The collective mural-making practices of artists in the Chicana/o mural movement throughout the US Southwest during the 1970s offer an important focal point for understanding the practice and promise of intergenerational transfers of knowledge, collective art making, and self-active creativity not directly controlled by powerful institutions and social groups.

A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2021 ◽  
pp. 1170-1227
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

scholarly journals If You See Something, Say Something: Lateral Surveillance and the Uses of Responsibility

2012 ◽  
Vol 10 (3/4) ◽  
pp. 235-248 ◽  
Author(s):  
Joshua Reeves
Keyword(s):  
Community Based ◽  
Norman Conquest ◽  
Neighborhood Watch ◽  
The Public ◽  
Community Based Programs ◽  
The Social ◽  
The Us ◽  
The Relationship ◽  
Point Of Departure

The US Department of Homeland Security’s new “If You See Something, Say Something” campaign displays a renewed drive to redistribute surveillance responsibilities to the public. Using this campaign as its point of departure, this article examines the relationship between conditions of sovereign governance and public lateral surveillance campaigns. As the police and other sovereign institutions have receded from their traditional public responsibilities, many surveillance functions have been assumed by the lay population via neighborhood watch and other community-based programs. Comparing this development with the policing functions of lateral surveillance during the Norman Conquest, this article provides a historically grounded analysis of the potential for this responsibilization to fracture the social by transforming communal bonds into technologies of surveillance power.

scholarly journals Dolls4Peace Memorial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rochele Royster
Keyword(s):  
Urban Communities ◽  
Community Violence ◽  
Ecological Model ◽  
Gun Violence ◽  
Art Making ◽  
Community Based ◽  
Community Art ◽  
School Communities ◽  
Community Based Art ◽  
The City

This community/art based participatory research project encompassed communal art making practices (art as therapy) to build community, heal and resist systemic oppression and community violence, as well as promote self-care, empowerment, and a sense of purpose. Using an ecological model, participants engaged in community-based art therapy to build and heal communities impacted by gun violence. This "Doll Project" developed as a grassroots approach to arts-based social change—an ongoing cycle of creation, reflection and action with the hope to create a wave of healing and understanding through impacted Chicago communities. This process was intended to engage communities and embody the use of creativity to shift power and flatten hierarchies, largely by building up leadership of those most impacted by violence. The art of doll making was used to memorialize victims of gun violence in the city in record-high years of murders, while simultaneously creating a memorial of resistance, and initiating community-based adaptive change practices for social equity, connectedness, and liberation. Two questions are highlighted by this research: How does gun violence impact school communities within largely isolated, marginalized urban communities? How can we best support those who witness and survive gun violence?

scholarly journals Limits of the Human Rights Vocabulary in Addressing Inequalities

Intersections ◽  
2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Eszter Kováts
Keyword(s):  
Human Rights ◽  
Identity Politics ◽  
Gender Ideology ◽  
Right Wing ◽  
Anglo Saxon ◽  
European Continent ◽  
The Social ◽  
The Us ◽  
Material Conditions ◽  
The Right

As early as 1995, Nancy Fraser problematized the shift of justice claims from redistribution towards recognition (Fraser, 1995). Since then, this shift has proven even more pronounced, displacing redistribution claims and reiterating identities (Fraser, 2000). At the same time, we can see how recognition claims in the form of identity politics became overall present in the social justice activism of the Anglo-Saxon countries, stirring heated controversies there, not only from the Right, but from Marxist, liberal and feminist points of view, too. On the European continent, these debates take the form of mostly right-wing movements mobilizing against ‘gender ideology’ and ‘political correctness’, portrayed as imminent danger coming from the US and/or the West. In my paper I critically engage with the widespread matrix of visualizing political positions and fault lines as being on two axes: economic (left and right) and cultural (liberal and authoritarian), and discuss why placing the attitudes towards ‘oppressed minorities’ on the cultural axis cuts the related issues from their embeddedness in material conditions. I point out that the cultural axes, the recognition shift, and the human rights paradigm type of articulation of injustices are going into the same direction, namely a culturalist interpretation of oppressions. Empirically based on the controversies around the Istanbul Convention (2017) and the Gender Studies MA programs (2017-2018) in Hungary and theoretically on Fraser’s concept of ‘perspectivic dualism’ as outlined in her debate with Axel Honneth (Fraser and Honneth, 2003), I argue that this culturalist interpretation both of prevailing injustices and of the right-wing contestations actually reinforces the cultural war framework of the Right rather than overcoming it.

scholarly journals The Ideological Asymmetry of the American Party System

2014 ◽  
Vol 46 (4) ◽  
pp. 825-844 ◽  
Author(s):  
Yphtach Lelkes ◽  
Paul M. Sniderman
Keyword(s):  
Social Welfare ◽  
Republican Party ◽  
Democratic Party ◽  
Party System ◽  
Focal Point ◽  
Cross Sectional ◽  
The Social ◽  
The Us ◽  
The Status ◽  
American Party

Most Americans support liberal policies on the social welfare agenda, the dominant policy cleavage in American politics. Yet a striking feature of the US party system is its tendency to equilibrium. How, then, does the Republican Party minimize defection on the social welfare agenda? The results of this study illustrate a deep ideological asymmetry between the parties. Republican identifiers are ideologically aware and oriented to a degree that far exceeds their Democratic counterparts. Our investigation, which utilizes cross-sectional, longitudinal and experimental data, demonstrates the role of ideological awareness and involvement in the Republicans’ ability to maintain the backing of their supporters even on issues on which the position of the Democratic Party is widely popular. It also exposes two mechanisms, party branding and the use of the status quo as a focal point, that Democrats use to retain or rally support for issues on the social welfare agenda on which the Republican Party’s position is widely popular.

scholarly journals Documenting State Violence: (Symbolic) Annihilation & Archives of Survival

2018 ◽  
Vol 2 ◽  
pp. 7
Author(s):  
Gabriel Daniel Solis
Keyword(s):  
Law Enforcement ◽  
State Violence ◽  
Community Based ◽  
Transformative Justice ◽  
Symbolic Annihilation ◽  
Memory Work ◽  
Counter Narratives ◽  
The Social ◽  
The Us ◽  
Auto Ethnography

This essay explores symbolic annihilation in the context of state violence, including policing, incarceration, and the death penalty in the US. Using auto-ethnography to reflect on the work of the Texas After Violence Project (TAVP) and other community-based documentation and archival projects, I argue that the personal stories and experiences of victims and survivors of state violence are critical counter-narratives to dominant discourses on violence, criminality, and the purported efficacy of retributive law enforcement and criminal justice policies and practices. They also compel us to engage with complex questions about victimhood, disposability, and accountability. Building on the work of activists and archivists engaged in liberatory memory work, I also argue that counter-narratives of state violence confront and challenge the social, cultural, and ideological power of symbolic annihilation. Because these counter-narratives are under constant threat of being suppressed, co-opted, or silenced, they are forms of endangered knowledge that must be protected and preserved. Finally, I reflect on ‘archives of survival,’ repositories of stories and other ephemera of tragedy that contribute to envisioning and achieving transformative justice.

Ancestral Pueblo Villages and the Panoptic Gaze of the Commune

2011 ◽  
Vol 21 (2) ◽  
pp. 263-282 ◽  
Author(s):  
William M. Graves ◽  
Scott Van Keuren
Keyword(s):  
Fourteenth Century ◽  
Social Relations ◽  
Adaptive Response ◽  
Power Relations ◽  
Ancestral Pueblo ◽  
Us Southwest ◽  
Or Groups ◽  
The Social ◽  
The Us ◽  
Relations Of Power

Aggregated villages with large, central plazas appeared across the Western Pueblo region of the US Southwest by the fourteenth century AD. We view the adoption of this settlement form not strictly as an adaptive response to economic and social circumstances, but rather as a reflection of changes in the social relations of power and conceptualizations of community in the Pueblo world. Enclosed plazas became a form of panoptic architecture, structuring what were intrinsically unequal social relations between individuals or groups and the entire communities of which they were a part. This process has implications for the emergence of new power relations in pre-state societies.

A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2019 ◽  
pp. 139-196
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

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