scholarly journals Building on Young Children's Cultural Histories through Placemaking in the Classroom

2011 ◽  
Vol 12 (4) ◽  
pp. 332-342 ◽  
Author(s):  
Lenny Sánchez
Keyword(s):  
Harlem Renaissance ◽  
Teaching And Learning ◽  
Land Development ◽  
Second Grade ◽  
Power Politics ◽  
Cultural Imagination ◽  
Development Literature ◽  
The Relationship ◽  
Grade Classroom ◽  
The Harlem Renaissance

This article suggests placemaking as a framework to more deeply understand how teaching and learning can take into account young children's cultural histories. Placemaking, a form of analysis commonly found in land development literature, critically interprets the relationship between power, politics and the production of place. In this article, parallels are drawn between several tenets of placemaking, such as surveillance, self-definition, and a consciousness of solidarity, and the curricular spaces of a second-grade classroom as the children and their teacher participate in a biography project centered on the Harlem Renaissance. Through analysis of the class-wide inquiry, this article sheds light on the possibility for cultivating children's cultural imagination through placemaking in spite of political practices attempting to define in more narrow terms how teachers and children are to participate in the schooling spaces they inhabit.

Sex under Necropolitics: Waldo Frank, Jean Toomer, and Black Enfleshment

2019 ◽  
Vol 54 (5) ◽  
pp. 926-950
Author(s):  
BENJAMIN KAHAN ◽  
MADOKA KISHI
Keyword(s):  
South Carolina ◽  
Queer Theory ◽  
Harlem Renaissance ◽  
Jean Toomer ◽  
Color Line ◽  
Queer Of Color Critique ◽  
Queer Of Color ◽  
The Relationship ◽  
The Harlem Renaissance

Though Jean Toomer's Cane (1923) is one of the best-known texts of the Harlem Renaissance, it has rarely been discussed with the text alongside which it was initially imagined: Waldo Frank's Holiday (1923). These works were inspired by a joint trip to Spartanburg, South Carolina and were conceptualized as a shared project, what the authors termed “Holiday + Cane.” This essay tracks their coproduction with particular attention to their parallax vision of lynching to theorize what we call, building on Achille Mbembe's work, “sex under necropolitics.” This dispensation does not take shape within a privatized notion of sexuality, but instead is “ungendered” and unindividuated in the ways that Hortense Spillers has described through the notion of the flesh. We take up her work to suggest that black bodily practices and corporeal intimacies are governed by a regime other than sexuality. In this essay, we map the contours of this regime and its effects on both sides of the color line. Our new cartography promises to reconfigure understandings of the sexuality of Toomer and Frank and of the Harlem Renaissance, and to clarify the relationship between (white) queer theory and queer-of-color critique.

Morality and Art

Dangerous Art ◽  
2020 ◽  
pp. 9-24
Author(s):  
James Harold
Keyword(s):  
Harlem Renaissance ◽  
Ancient Greece ◽  
Moral Knowledge ◽  
Du Bois ◽  
The Difference ◽  
The Relationship ◽  
The Harlem Renaissance

This chapter sets out the main questions to be explored more fully in the chapters to follow. It does this by studying three well-known debates about morality and art: from classical China, the debate between Mozi and Xunzi about the value of music; from ancient Greece, the difference between Plato and Aristotle over poetry; and from the Harlem Renaissance, the argument between W. E. B. Du Bois and Alain LeRoy Locke over the value of art as propaganda. The chapter concludes by showing that the problem of morality and art has three main parts: the morality of the artist; the effects of art on the audience; and the relationship between art and moral knowledge. The chapter also serves to set out some arguments and positions that are made use of later in the book.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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