scholarly journals Tribesourcing Southwest Films

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Melissa Dollman ◽  
Rhiannon Sorrell ◽  
Jennifer L. Jenkins
Keyword(s):  
Cultural Practices ◽  
Historical Record ◽  
Male Voice ◽  
Native Community ◽  
Native Peoples ◽  
Cultural Attitudes ◽  
Visual Narratives ◽  
Recording Counter ◽  
Saturated Color ◽  
K 12

As a work in progress, the Tribesourcing Southwest Film Project seeks to decolonize midcentury US educational films about the Native peoples of the Southwestern United States by recording counter-narrations from cultural insiders. These films originate from the American Indian Film Gallery, a collection awarded to the University of Arizona (UA) in 2011. Made in the mid-twentieth century for the US K–12 educational and television markets, these 16 mm Kodachrome films reflect mainstream cultural attitudes of the day. The fully saturated-color visual narratives are for the most part quite remarkable, although the male "voice of God" narration often pronounces meaning that is inaccurate or disrespectful. At this historical distance, many of these films have come to be understood by both Native community insiders and outside scholars as documentation of cultural practices and lifeways—and, indeed, languages—that are receding as practitioners and speakers pass on. The Tribesourcingfilm.com project seeks to rebalance the historical record through collaborative digital intervention, intentionally shifting emphasis from external perceptions of Native peoples to the voices, knowledges, and languages of the peoples represented in the films by participatory recording of new narrations for the films. Native narrators record new narrations for the films, actively decolonizing this collection and performing information redress through the merger of vintage visuals and new audio.

Literacy in K-12 Teacher Education

2011 ◽  
pp. 469-492
Author(s):  
Kristina Love
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Cultural Practices ◽  
New Literacy ◽  
Cd Rom ◽  
Text Structures ◽  
Critical Areas ◽  
Complex Forms ◽  
K 12

Midway through the first decade of the new millennium, teachers are still facing considerable challenges in dealing with the complex forms of literacy that are increasingly required for success across the K-12 curriculum in Australia. Three critical areas in particular need to be addressed in teacher education in this regard: teachers’ knowledge about text structures and about how language functions as a resource in the construction of a range of spoken, written, and multi-modal genres; teachers’ understanding of language and text as critical socio-cultural practices and how these practices build disciplinary knowledge across the K-12 curriculum; and teachers’ capacity to choose models of pedagogy that allow learners to master new literacy practices, transform meanings across contexts, and reflect substantively on learning through language. In this chapter, I will outline how a video-based interactive CD-ROM entitled BUILT (Building Understandings in Literacy and Teaching) was developed for use in teacher education to address these concerns. I will conclude by signalling some of the challenges that remain for teacher educators training novice teachers to scaffold, through ICT, their K-12 students into an important range of literacies.

Introduction

2018 ◽  
Author(s):  
Jennifer Graber
Keyword(s):  
Cultural Practices ◽  
Cultural Transformation ◽  
Power Sources ◽  
Native Peoples ◽  
Sun Dance ◽  
Indian Country ◽  
Life Saving ◽  
Indian Lands

Opening with an extended description of Kiowas’ 1873 Sun Dance, the Introduction establishes two main arguments. First, expansion into Indian lands and encounters with Native peoples prompted Christian missionaries and reformers to cast themselves as “friends of the Indian” who could acquire land and achieve Indians’ cultural transformation through peaceful means. In bringing the Christian God to Indian Country, Protestants and Catholics obscured their role in violent and coercive expansion and constructed an image of themselves as benevolent believers imparting life-saving gifts. Second, Kiowas relied on their cultural practices, including rites for engaging sacred power, to respond to American efforts to reduce their lands, change their way of living, and break their tribal bonds. They continued and adapted older practices, as well as experimented with new ritual options and potential power sources. For Kiowas, “gods” both old and new were central to their struggle to survive and flourish as Americans invaded Indian Country.

scholarly journals Subsistence, Environment and Mesolithic Landscape Archaeology

2018 ◽  
Vol 28 (3) ◽  
pp. 493-510 ◽  
Author(s):  
Barry Taylor
Keyword(s):  
Spatial Variability ◽  
Cultural Practices ◽  
Landscape Archaeology ◽  
Cultural Attitudes ◽  
Temporal And Spatial Variability ◽  
Temporal And Spatial ◽  
Complex Relationships ◽  
The Relationship ◽  
The Way

Since the 1970s, research into Mesolithic landscapes has been heavily influenced by economic models of human activity where patterns of settlement and mobility result from the relationship between subsistence practices and the environment. However, in reconstructing these patterns we have tended to generalize both the modes of subsistence and the temporal and spatial variability of the environment, and ignored the role that cultural practices played in the way subsistence tasks were organized. While more recent research has emphasized the importance that cultural practices played in the way landscapes were perceived and understood, these have tended to underplay the role of subsistence and have continued to consider the environment in a very generalized manner. This paper argues that we can only develop detailed accounts of Mesolithic landscapes by looking at the specific forms of subsistence practice and the complex relationships they created with the environment. It will also show that the inhabitation of Mesolithic landscapes was structured around cultural attitudes to particular places and to the environment, and that this can be seen archaeologically through practices of deposition and recursive patterns of occupation at certain sites.

scholarly journals Refugee artists and memories of displacement: a visual semiotics analysis

2019 ◽  
pp. 147035721985904
Author(s):  
Anna Catalani
Keyword(s):  
Cultural Practices ◽  
Human Condition ◽  
Refugee Crisis ◽  
Cultural Traditions ◽  
Visual Narratives ◽  
Individual Interviews ◽  
Visual Semiotics ◽  
Starting Point ◽  
Visual Discourses ◽  
Images Of Paintings

This article considers the ways in which displaced artists represent the experience of displacement, their cultural traditions and the longing for home through paintings and how, by doing so, they become the visual interpreters of the current refugee crisis. The starting point of this article is that little attention has been paid towards the visual narratives of artworks produced by refugee artists and shared on online open platforms like, for example, Facebook. Through the visual semiotics analysis of 150 images of paintings (exhibited on the Facebook page Syria.Art) and through a number of individual interviews with the artists who produced such artworks, the article identifies three emerging visual narratives. These are concerned primarily with reminiscences about people, places and cultural practices lost (or in danger of being lost) because of forced journeys and displacement. Within this context, these visual discourses become part of an open repository, which mediates, re-organizes and preserves memories, both personal and collective, as a form of emotional survival and resilience. It is argued that these visual narratives and representations nurture empathy for the human condition of the refugees and universalize the migrant experience.

‘I will give you nations as your heritage’ (Psalm 2:8)

2017 ◽  
Author(s):  
Gilbert Márkus
Keyword(s):  
Cultural Practices ◽  
Historical Record ◽  
Native Communities ◽  
International Trading ◽  
Psalm 2 ◽  
Ebb And Flow

Scotland’s first appearance in the historical record comes through its international trading links, and is seen initially through the eyes of those who write about it: traders, and then Roman writers in the context of Roman invasion and imperial administration. This chapter stresses the ambiguities of the experience of Empire among native societies of Scotland, negotiating ‘between fear and desire’. We therefore cannot present this period as a straightforward conflict between ‘Celt’ and ‘Roman’. The various processes of ‘Romanisation’ (or acquisition of romanitas) by native societies are discussed, not merely in terms of the ebb and flow of colonial reach, but in terms of the active agency of native communities in taking what they wanted from the repertoire of romanitas – which in itself was a soup of very varied cultural practices from all over the Empire (including, ultimately, Christianity). The motives and perceptions of all participants in this process are examined critically.

StoryVisualizer by LEGO Education

2021 ◽  
pp. 148-168
Author(s):  
Monica T. Billen ◽  
Natalia A. Ward ◽  
Jason D. DeHart ◽  
Renee R. Moran ◽  
Shuling Yang
Keyword(s):  
Digital Storytelling ◽  
Cultural Practices ◽  
Graphic Novels ◽  
Academic Learning ◽  
Digital Literacies ◽  
Visual Medium ◽  
Visual Narratives ◽  
Mentor Texts ◽  
Digital Stories

The purpose of this chapter is to provide teachers with an example of how the modern students' life (Legos and graphic novels) can be used creatively to engage children in digital storytelling around STEM topics. Specifically, the authors explore the use of graphic novels, or longer visual narratives, to serve as mentor texts for students in creating shorter comics-based digital stories. They begin with a section on integration of STEM and literacy, followed by a description of how digital literacies and digital storytelling can be used in service of such integration, with particular attention on the visual medium of graphic novels as a medium for connecting these practices in the classroom. Finally, they demonstrate how Lego Story Visualizer can be employed to meet our goals of integration and digital storytelling and to connect academic learning to children's world and daily cultural practices.

1882 to 1892

2018 ◽  
Author(s):  
Jennifer Graber
Keyword(s):  
Federal Government ◽  
Cultural Practices ◽  
Native People ◽  
The West ◽  
Power Sources ◽  
Native Peoples ◽  
Ghost Dance

As Americans became increasingly dissatisfied with reservations, they called for the allotment of Native lands. The process ended communal landholding and designated 160-acre plots for individuals. “Surplus” lands became eligible for sale to American settlers. Kiowas and other Native people responded with alarm. Allotment not only violated treaties, it also undermined their way of living in relation to the land and each other. As Americans clamored for allotment, the federal government also cracked down on Native cultural practices, including rites for seeking sacred power. Kiowas faced pressures to end communal dances, peyote rites, and healing practices. In this climate, Kiowas sought out new possible power sources, including the Christian God preached by missionaries. They also joined Native peoples across the West in a movement that came to be known as the Ghost Dance, envisioning a future in which their lands were restored and lost relatives and buffalo herds resurrected.

Literacy in K-12 Teacher Education

2011 ◽  
pp. 2458-2480
Author(s):  
Kristina Love
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Cultural Practices ◽  
New Literacy ◽  
Cd Rom ◽  
Text Structures ◽  
Critical Areas ◽  
Complex Forms ◽  
K 12

Midway through the first decade of the new millennium, teachers are still facing considerable challenges in dealing with the complex forms of literacy that are increasingly required for success across the K-12 curriculum in Australia. Three critical areas in particular need to be addressed in teacher education in this regard: teachers’ knowledge about text structures and about how language functions as a resource in the construction of a range of spoken, written, and multi-modal genres; teachers’ understanding of language and text as critical socio-cultural practices and how these practices build disciplinary knowledge across the K-12 curriculum; and teachers’ capacity to choose models of pedagogy that allow learners to master new literacy practices, transform meanings across contexts, and reflect substantively on learning through language. In this chapter, I will outline how a video-based interactive CD-ROM entitled BUILT (Building Understandings in Literacy and Teaching) was developed for use in teacher education to address these concerns. I will conclude by signalling some of the challenges that remain for teacher educators training novice teachers to scaffold, through ICT, their K-12 students into an important range of literacies.

scholarly journals Collections Care Informed by Native American Perspectives: Teaching the Next Generation

Collections ◽  
2017 ◽  
Vol 13 (3-4) ◽  
pp. 205-223 ◽  
Author(s):  
Jennifer Shannon
Keyword(s):  
Native American ◽  
Best Practice ◽  
Well Being ◽  
Field Studies ◽  
Next Generation ◽  
Native Community ◽  
Native Peoples ◽  
University Of Colorado ◽  
Collections Care ◽  
Student Projects

Through repatriation consultations, collaborative exhibitions, and research projects with Native peoples, anthropology curators and collections managers are learning different interpretations of best practice in the care of Native American collections. In this case study of the Museum and Field Studies (MFS) program at the University of Colorado, Boulder, we review the practice and potential of bringing those perspectives to bear on the next generation of anthropology collections managers. Through examples of traditional care, exhibits, course work, and student projects, we show how Native peoples are influencing how we think about and care for museum collections. We illustrate future collections managers’ increasing sense of purpose and excitement toward working with Native peoples and reimagining the museum to be a resource for increasing Native community well-being and a welcoming place for alternative ways of seeing and relating to the collections in their care.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

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