Results for: “Reference”
|Collections||Rowman & Littlefield Publishers||ePub|
Indigenous Curation and Display Practices
Kimberly Christen Withey
Associate Professor and Director Digital Technology and Culture Program; Director of Digital Projects, Plateau Center, Native American Programs, Washington State University, Pullman, WA; firstname.lastname@example.org
Abstract Sovereignty is an often invoked, yet notoriously misunderstood and misused term in relation to the political, territorial, cultural and economic needs, aspirations, and goals of Indigenous peoples living in post-colonial settler states. Archives were established as places where official records became anchors for nations in the making as they documented the accepted demise of their first peoples. As a result, the archival imagination is both a process of political work and ideological maneuvering. In the post-colonial imagination, archives have become hotbeds for revising the historical fictions and fantasies that allowed for the erasure and presumed demise of Indigenous peoples. As archives shift to include Indigenous voices, and as Indigenous archives assert their own prominence in the landscape, the archival imagination expands. This article analyzes the emergent archival imagination through the lens of sovereignty, repatriation movements, and digital technologies to expose the place of Indigenous rights, histories, and imaginations in the practical work of archives in post-colonial settler states. Using examples from my own collaborations in the United States and Canada with Indigenous communities and my work as the director of Mukurtu CMS, I examine how multiple stakeholders grapple with and infuse archival practices, tools, and work with the many nuances of sovereignty.See All Chapters
|Journal of School Public Relations||Rowman & Littlefield Publishers||ePub|
THEODORE J. KOWALSKI
The relations that school personnel maintain with parents are arguably one of the most important facets of public relations. This issue provides several research articles that examine this topic. The first one, written by Thomas R. Guskey, Carolyn S. Ellender, and Sunwoo Kang, all at the University of Kentucky, reports the results of a 1st-year evaluation of a parent/family involvement program. Their findings raise insightful questions about participant attitudes and the nexus between attitudes and actual involvement with schools.
The second article, authored by Curt M. Adams with the San Miguel School of Tulsa and Patrick B. Forsyth from Oklahoma State University, examines the effects of formal and centralized school structures. More precisely, the researchers explore ways in which such structures can be modified to erect a culture in which parents trust school officials and are encouraged to collaborate with school personnel.See All Chapters
|Teacher Education and Practice||Rowman & Littlefield Publishers||ePub|
FRED L. HAMEL AND AMY E. RYKEN
ABSTRACT: In this article, we describe a school–university relationship that aims to sustain dialogue between educators who are positioned differently in relation to preservice teacher growth. We distinguish an intentional partnership model from other approaches to school–university collaboration, providing a rationale for our focus on dialogue and identity development. Using our experience, we examine discourse patterns at meetings and participant feedback to explore ways in which teacher identities are rehearsed and how identity positions are taken in relation to such issues as district-mandated curricula and state testing systems.
In this article, we document a school–university partnership effort derived within the current American context for teacher education, in which federal and state education policies have given school districts strong incentives for focusing teachers on prepackaged curricula designed to raise scores on standardized tests. In addition, these policies position university teacher education programs under increasing pressure to prepare teaching candidates who can successfully implement such mandated curricula. The purpose of our work is to define an emerging model of partnership that responds to the current policy context, to describe particular partnership practices, and to provide evidence of partnership outcomes.See All Chapters
Graduate Student, John F. Kennedy University, Berkeley, CA 94702. E-mail: email@example.com.
Abstract This article is an adaptation of the master’s project submitted in partial fulfillment of the requirements for the degree of Master of Arts in Museum Studies. The purpose of this project is to outline the elements of a successful and realistic volunteer program for museum collections departments, including how to effectively screen, train, supervise and retain unpaid volunteers in small to midsized museums.1 It also includes ways to establish and maintain a professional working relationship between museum staff and the volunteers. In addition to program recommendations, I also provide examples of projects that volunteers enjoy doing and can partake in easily with training and adequate supervision. With these program suggestions, collections managers will be able to better utilize their volunteers appropriately for collections care.See All Chapters
|JOURNAL OF SCHOOL LEADERSHIP||Rowman & Littlefield Publishers||ePub|
MARY JOHN O’HAIR1, *
ULRICH C. REITZUG2
ABSTRACT: Currently there is renewed emphasis among theorists and practitioners on democratic schooling. Although frequently equated with school governance, democratic schooling extends beyond governance structures into all aspects of school and classroom practice. What democratic schooling means for the practices of principals, however, is unclear. In democratic schools principals not only no longer sit at the apex of the governance hierarchy but they must also discover what it means to be a democratic school in the various arenas of school policy and practice. What are appropriate practices for principals in democratic schools? This study addressed this question via a qualitative study of principals in schools striving to become more democratic. Three themes were identified that characterized the practices of principals in these schools: expanding involvement in school decision making and discourse, focusing attention on connections, and promoting inquiry around core beliefs.See All Chapters