scholarly journals Seeing Red and Feeling Blue: Social Commentary and Protest in the Work of Michael Reed

Author(s):  
Dorothee Pauli

Accounts of politically inspired art occupy the margins of New Zealand art history. The career of Michael Reed (born 1950, Christchurch) offers an opportunity to discuss how a New Zealand artist has responded to shifts in 20th and early 21st century global debates regarding social justice, economic exploitation, cultural domination and war. He works across a range of mainly print-based techniques but has also found international recognition for his technically innovative ‘medals of dishonor.’ Through his frequent involvement in collaborative projects, Reed has become part of national and international networks of artists who attempt to speak for the many victims of geo-political power struggles.

2006 ◽  
Vol 2 (3) ◽  
Author(s):  
Bill Ryan

Something intriguing is going on within the political executive. In response to emerging conditions of governing in the late 20th and early 21st century in countries like New Zealand, some public servants are acting in new ways that are quite different from certain key prescriptions of the traditional, Westminster-derived constitutional framework on which our polity is based. This paper identifies some of these changes and considers their implications.


2009 ◽  
Vol 34 (4) ◽  
pp. 24-28
Author(s):  
Martien Versteeg

In 1987 Chris Smeenk wrote in this journal about the libraries of the Dutch art historical institutes. In the 22 years that have since passed many changes have occurred, perhaps most notably the merging of the many autonomous institute libraries into larger ones. Has this led to a more professional approach or was it caused by a search for more efficiency? Does this really matter? The fact is that Smeenk, or any other library user familiar with Dutch art history libraries, would hardly recognise the situation at the end of the first decade of the 21st century. Maybe he would complain about the disappearance of the traditional academic institute librarian, but on the other hand he might be cheered by many other developments, such as the more central role of services for the public. Let’s take a look....


2018 ◽  
Vol 44 (4) ◽  
pp. 478-490 ◽  
Author(s):  
Lisa Anderson

Although they produced vastly more turmoil, the uprisings in the Arab world shared many characteristics with other early 21st-century popular protests on both the left and the right, from Spain’s Indignados and Occupy Wall Street to the anti-elite votes for Brexit and Trump. The conviction that political elites and the states they rule, which were once responsible for welfare and development, now ignore and demean the interests and concerns of ordinary citizens takes many forms, but is virtually universal. The Arab world was only one site of this discontent, but the story of the Arab Spring insurrections provides a cautionary illustration of the perils in abdication of political authority and accountability and provokes questions about how we understand historical moments when passions outstrip interests.


Author(s):  
Tetyana Braichenko

The purpose of the article is to reveal innovative views on the importance of musical activity in the symbiosis of psychological and pedagogical approaches. The methodology consists of the study and analysis of pedagogical, musicological, art history source base, analysis, systematization, and generalization of scientific and methodological sources. The scientific novelty of the work is to study the features of the study of musical activity from a psycho-pedagogical perspective, taking into account the changing socio-cultural environment of the early 21st century. Conclusions. Musical activity in scientific works of the 21st century is studied in the traditional psycho-pedagogical approach but taking into account innovative pedagogical concepts (K. Orff, Z. Kodai, J. Ducklcroze, S. Suzuki) and the introduction of an updated methodology. Among the relevant in the 21st-century methods of teaching music are as follows: alternation of different types of creativity, use of various creative methods, development of unity of motor and musical abilities, improvisation, active musical perception, the combination of collective and individual types of musical activity, participation in artistic and cultural events, communication with artists, the involvement of parents in education.


2022 ◽  

Assam constitutes the region of northeast India bounded by the modern nations of Bangladesh and Bhutan, as well as by the Indian states of Arunachal Pradesh, Bangla, Manipur, Meghalaya, and Nagaland. Known in ancient sources as Prāgjyotiṣpūra (the “city of eastern lights”) and as Kāmarūpa (the “form” or “place of desire”), Assam remains one of the least studied and poorly understood areas of South Asian Hinduism. The home to more than forty recognized tribal communities, Assam has tremendous religious, ethnic, and linguistic diversity, which has helped shape the unique forms of Hinduism that have flourished in the region. Moreover, Assam also has a long reputation as a realm of magic, witchcraft, and the supernatural; for example, even in the early 21st century, the town of Mayong in Morigaon district is infamous as the quintessential “land of black magic.” The historical roots of Hinduism in Assam date back to at least the Varman dynasty of the 4th to 7th centuries, when Vedic sacrifices such as the aśvamedha and other Brahmanical rites were widespread. However, most of the kings of Assam from the Varmans onward came from non-Hindu tribal backgrounds, and the form of Hinduism that developed in the region has long been a complex negotiation between Sanskritic traditions and indigenous practices from the many local communities of the region. During the Assamese Pāla dynasty of the 8th to 12th centuries, Śākta traditions became dominant, and major texts such as the Kālikā Purāṇa were composed, praising the great mother goddess Kāmākhyā (goddess of desire) and her retinue of yoginīs. A unique form of Hindu tantra probably also began to flourish at this time, and Assam has a long reputation as one of the oldest heartlands or perhaps even the original homeland of tantra in South Asia. The Ahom kings of the 13th to 19th centuries continued the patronage of powerful goddesses while also building temples to Śiva, Viṣṇu, and others. During the 16th century, Assam like much of northern India witnessed a powerful revival of Vaiṣṇava bhakti, led by the devotional reformer Śaṅkaradeva (b. 1449–d. 1568). Through Śaṅkaradeva’s influence, Vaiṣṇavism remains a dominant cultural and religious force in Assam to this day. However, even in the 21st century, Assamese Hinduism remains incredibly diverse, and one can still see a wide range of indigenous, folk, and local practices that range from magic and menstruation festivals to spirit possession and ecstatic dance performances.


Author(s):  
Jeremy Rosen

Since around the turn of the millennium, Anglo-American literary scholarship has been marked by a remarkable shift in its attention to and its attitude toward institutions. Within this shift or “institutional turn,” two interrelated movements can be detected: 1) a departure from thinking about literature as a social institution, toward a sociological approach that examines the many and varied organizations and institutions in and through which literature and its value are produced, distributed, and consumed; and 2) a tendency to revise earlier critiques of institutions, which were often indebted to the work of Michel Foucault, and which emphasized their regulating and disciplinary power, in favor of a more balanced view of institutions as enabling as well as constraining, and in some cases, an outright advocacy for their value and the need to conserve them. Both of these movements stem from scholars’ recognition of the heterogeneity of actual institutions. Rather than understanding literature as something constituted by monolithic, homogenizing forces, early 21st-century literary scholars tend to emphasize the way it is generated and sustained by a wide range of practices occurring in an equally disparate set of institutional locations. Since the early 2000s, scholars have undertaken to analyze the workings of these institutions as the more immediate context in which literary production occurs and is disseminated—a middle range of actors and organizations situated between broader social and historical currents and literary texts. The more charitable attitude toward institutions also recognizes the crucial roles institutions play in the teaching and study of literature. Scholars have thus begun defending the work of institutions, in response to early 21st-century conditions of neoliberalism, under which governments have withdrawn state support for public institutions, including institutions of higher education. A neoliberal ideology that reduces all value to market value presents a threat to institutions that are not primarily dedicated to the generation of economic profit. Thus both of the movements toward institutional study are necessarily bound up with a tradition of scholars who have produced “institutional histories” of literature departments and of the discipline of literary studies. Under neoliberal conditions, such histories have gained urgency, giving rise to a renewed call to account for the value of literary study and of educational institutions in terms that do not reduce this value to service to the economy.


Author(s):  
Tom Lodge

Biographical portrayals of Mandela have been strongly influenced by his own self-representations, beginning with his trial testimonies in 1962 and 1964. Authorized narratives about his life that were consolidated during the 1990s reflected Mandela’s political priorities at that time. In the unitary subject that these stories project—in the “unchanging man” whose story they told—their protagonist is a patrician-born aristocrat whose values and codes of behavior are shaped by his upbringing in the culture of a royal court. In important respects, though, this understanding of Mandela is at odds with earlier treatments of his life for which he had been a willing collaborator. Several of the biographical interpretations written in the early 21st-century draw upon archival evidence and prompt serious revisions of established or conventional understandings of Mandela’s life, particularly in terms of the validity of biographical investigations that emphasize consistency and order. Questions persist in the early 21st century as to whether Mandela’s experiences as a political prisoner and his role in constitutional negotiations will be subjected to such archive-based research, and whether the final stages of his public life will undergo an assessment.


2020 ◽  
Author(s):  
Dissanayake Mudiyanselage Ruwan Sampath ◽  
Joana Gaspar de Freitas

<p>Coastal sand dunes are multifunctional landscapes with rich biodiversity and provide ecological goods and services. They play a dual role as a sediment sink or a source to maintain the long-term stability of a coastal system. These landscapes have been affected by human settlements, economic activities and recreational purposes. Sand dunes in the Manawatu-Wanganui region, in New Zealand, have been subjected to such forcings during Maori settlements and, in particular, since the establishment of Europeans since 1840. Consequently, dunes have evolved from a transgressive system to a parabolic one, while the rate of dune drifting is still observed to be one of the highest in the world.</p><p>Because this was a problem for populations living in the area, there were several attempts to arrest dune drifting. Using the Driver-Pressure-State-Impact-Response (DPSIR) cyclic framework, we analyzed these interventions during two-time frames: 1) from the 19th to 20th century and 2) during the early 21st century. We checked for data in historical records and literature including the Parliamentary debates of New Zealand. Historical evolutionary trends were inferred by analyzing a series of maps since 1773. The present-day impacts were derived from a series of georeferenced google images from 1983 using the ESRI ArcGIS tools. The coastal management responses were obtained through scientific literature and reports of the Horizon Regional Council.</p><p>According to the analysis, drivers of dune drift before the 21st century were 1) settlements resulting in burning shrubs, deforestation, grazing, agriculture, mining, and building, 2) introduction of non-native animals. The pressures were: 1) mobile dunes and 2) blowouts. The assessment of the state of the environment included: 1) soil fertility, 2) habitat quality, 3) river navigability and 4) air quality. The assessed impacts were 1) increase of wasteland and loss of fertility, 2) foredune erosion, 3) impact on transportation and 4) creation of swamps as river mouths were closed. The management responses included 1) introduction of 1903 and 1908 Sand Drift acts for reclamation of affected areas, 2) introduction of exotic vegetation (e.g. Marram grass) and 3) foredune building using sand trapping fences.</p><p>The main drivers of the 21st century are 1) intensive urbanization, 2) introduction of exotic vegetation and 3) global fossil fuel burning. The invasive character of marram resulted in the loss of biodiversity. The coastline erosion due to sea-level rise during the 21st century will be moderated due to its progradational nature. The study revealed a significant spatial variability of the rate of dune drift. The responses include 1) a consolidated “One Plan” as mandated by 1991 Resource Management Act; 2) removal of exotic vegetation to support native biodiversity by enhancing natural processes of dunes (a paradigm shift in dune management); 3) enhancing awareness while encouraging the public participation in mitigating measures.</p><p>In conclusion, historical data combined with DPSIR framework tools showed that management interventions should be implemented considering long-term and interdisciplinary analysis to better understand the systems’ evolution and the full consequences of human actions.</p>


Author(s):  
Sarah Harding

Chöd (gcod), “severance” or “cutting,” is a Tibetan term referring to a cycle of Tibetan Buddhist practice and to the lineage initiated by the Tibetan woman Machik Lapdrön sometime in the 11th or 12th century. It is primarily based on the teachings of the perfection of wisdom (prajñāpāramitā) that represent the second phase of Buddhist texts that developed in India. In Tibet itself, Chöd was one of the many new sects that flourished in the second dissemination of Buddhism from India from 950 to 1350ce. Chöd has been classified as a branch of Zhijé (zhi byed) or “Pacification,” one of the eight great practice lineages that trace back to India, though no actual text on Chöd has been discovered in the early texts of Zhijé. Despite this quandary, its classification has afforded a kind of validation in being connected with the sources of Buddhism through the Indian master Dampa Sangyé. Nevertheless, there is no doubt that Machik Lapdrön herself is the sole progenitor for the teachings and the lineage. This woman from the area of Lap in central Tibet was known as Lapkyi Drönma, “the Light of Lap.” The respectful title of Machik, “One Mother,” was added later and is shared with several other important women of the time, often leading to confusion. Lapdrön showed remarkable abilities from an early age, and later gained mastery of speed reading. This led to a job as a chaplain in a patron’s house, where she met her future partner, providing her biographers with a fascinating narrative revealing the problematic status of female masters in Tibet. The recitation of prajñāpāramitā sūtras also led to her epiphany around the parts on māra, “devil,” “demon,” or (spiritual) “death.” This, along with her visions of the bodhisattva Tārā and the important connection with the Indian master Dampa Sangyé, were the inspiration for what became one of the most widespread practices in Tibet. The early Chöd teachings represent aspects derived from both sūtra and tantra sources. The focus is on the understanding of emptiness that severs fixation on the reification of the self and the resultant conduct based on compassion for others. The impediments that prevent such realization, called māras in Sanskrit, were a point of departure. As time went on, specific techniques and methods of practice (sādhana) accrued to this philosophy. While the main practice has remained the cultivation of insight and the enactment of separating the consciousness from the body, the post-meditation practice known as lü jin (lus byin) “giving the body” developed elaborate visualizations and ritual accouterments that came to dominate popular practice. Renowned as a charnel ground practice due to the visualized offering of one’s corpse as food for demons and other beings in situations that are intended to provoke fear, it is this that has become known far and wide as Chöd. The sources for this aspect are obscure and may well come from the surrounding culture of the Tibetan plateau, harking back to Bön and other pre-Buddhist practices. Some elements associated with shamanic practices are enacted in the Chöd rituals, despite its Buddhist soteriological assertions. With its beautiful melodies and lurid visualizations, Chöd quickly became popular in Tibet for exorcism, healing, and other practical usages. Its followers did not establish monasteries, as the lifestyle of roaming mendicants was emphasized, but Chöd was incorporated into most other schools in Tibet. Their liturgies are drawn from the works of Lapdrön’s descendants, or from visionary experiences, or found as treasure texts (terma). As of the early 21st century, Chöd has gained popularity worldwide, with many iterations in 21st-century practice.


Author(s):  
Fiona MacDonald

The purpose of education and school reform is a topic of constant debate, which take on a different perspective depending on the motivation of those calling for change. In the Australian context, two of the loudest school reform agendas in the early 21st century center on school autonomy and social justice. The school autonomy agenda focuses on freeing up schools from the centralized and bureaucratic authorities, enabling them to respond to the local needs of their students and school community. Social justice reform focuses on equity, including lack of opportunity, long-term health conditions, low educational attainment, and other intersecting inequalities, and practices of care and nurture that focus on emotional, behavioral, and social difficulties in order to address the disadvantages and inequalities experienced by many students and families. In the early 21st century, school autonomy and social justice reform have been engulfed by neoliberal ideology and practices. Schools are encouraged to engage in a culture of competitive performativity dictated by market-driven agendas, whereas equity has been transformed by measurements and comparisons. Neoliberalism has been heavily critiqued by scholars who argue that it has mobilized the school autonomy agenda in ways that generate injustice and that it fails to address the social issues facing students, families, schools, and the system. Schools are committed to care and social justice, and, when given autonomy without systems-level constraints, they are adept at implementing socially just practices. While the neoliberal agenda focuses on the market and competitive performativity, the premise of school autonomy is to empower school leadership to innovate and pursue opportunities to respond more effectively to the needs and demands of their school at the local level. Schools are implementing social justice practices and programs that introduce responsive caregiving and learning environments into their school culture in order to address the holistic wellbeing and learning needs of their students and school community. With an increasing commitment to addressing disadvantage through the provision of breakfast food, schools are creating wraparound environments of nurture and care that have become enablers of students’ learning and of their connectedness to school and their local community. Adopting a whole-school approach, principals have demonstrated how social justice and school autonomy reform has aligned to address the overall educational commitment to excellence and equity in Australian education.


Sign in / Sign up

Export Citation Format

Share Document