2176 Slices
Medium 9781442267701

A Nineteenth-century Shao Bridal Fabric Art as a Metaphor for Starting a Successful Marital Life Journey

AltaMira Press ePub

Tunde M. Akinwumi and Obododimma Oha

Dr. Tunde M. Akinwumi, Associate Professor, African Textile and Clothing History, Department Of Home Science, University Of Agriculture, Abeoku ta, NIGERIA phone: +234 803 308 5822; email: tundemakinwumi@yahoo.com

Dr. Obododimma Oha, Senior Lecturer in Stylistics & Cultural Semiotics, Department of English, Box 21620, University of Ibadan, Ibadan, NIGERIA phone: +234 803 333 1330; email: mmanwu@go.com; blog: http://udude.wordpress.com/

Abstract    The article explores the cultural and semiotic elements of aso alaro, a Yoruba bridal fabric that features interesting animal and domestic object motifs. Generally spectacular bridal aso alaro were stored away after the wedding event and they became treasures that many people beheld later in life particularly because of the design motifs. This paper demonstrates how the iconographic features of the focused bridal fabric could be defined and interpreted by means of verbal arts and in terms of Yoruba cultural values, and attempts to establish that, although this type of cloth design/tradition has eclipsed in the context of modernity, its meanings are significant enough to engage intellectual attention as through which a society tried to articulate its understandings of social and cultural experience.

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Medium 9781475824193

Micropolitics, Community Identity, and School Consolidation

Relations, Journal of School Public Rowman & Littlefield Publishers ePub


ABSTRACT: The practice of public school consolidation has a long history in the United States. School consolidation involves several stakeholders and is tied to a community’s identity. Educational leaders are faced with tough dilemmas among responding to student needs, meeting fiduciary responsibilities to constituencies, and addressing adult concerns about effects on communities. This article uses a micropolitical framework to illuminate the political and ethical dilemmas embedded in a case study that describes the consolidation of two rural middle schools.

The purpose of this article is to use a micropolitical framework to illuminate the political and ethical dilemmas surrounding the consolidation of two rural middle schools into one. In periods of economic decline, consolidation raises the dilemma of fiscal responsibility and student success in the midst of loss of community identity. Such a dilemma manifests during the political deliberation of school boards and constituents over school closures, school sites, and school building planning. The case depicts issues of micropolitics that arose in a two-community region of a larger school district. Each community adopted micropolitical tactics to counter each other, and each employed a host of political strategies when the district attempted to address declining enrollments and poor academic performance through school consolidation. To be certain, the literature is rich with descriptions of the turmoil over school closing and consolidation, and the practice of school closing and consolidation stretches over centuries in U.S. public schools. For this article, we draw from insights in the literature surrounding the politics of decline (Boyd, 1979, 1983; Boyd & Wheaton, 1983) and then use early works on the intrasystemic political negotiation tactics described by Ball (1987) and Hoyle (1982) to substantiate our analysis.

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Medium 9781475816495

Domain Theory Perspectives and Reforming Instructional Directions for Promoting Young Children’s Moral and Social Growth: A Qualitative Analysis of Six Chinese Teachers’ Responses to Preschool Children’s Transgressions

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Jenny Yau

Moral education is a major part of schooling in Chinese culture, traditionally as well as in recent years (Cheng, 2004; Wang, 2004), and it is allied to character education, moral principles, and citizenship education. Recent studies on moral education in contemporary China and other Chinese societies have extensively investigated the changes in curriculum and policies as well as the instructional activities in elementary and secondary schools (e.g., Cheng, 2004; Lu & Gao, 2004; Zhan & Ning, 2004). Little empirical research, however, has been conducted to examine the contextual influence from teachers’ behaviors and messages in their daily interactions with children, particularly in the early childhood educational settings. As such, how do teachers define right and wrong for young children? What roles do they play in the process of children’s acquisition of social rules? The present study was an attempt to analyze the nature and impact of Chinese teachers’ responses to young children’s violation of rules, from the social–cognitive perspective, with the goal to explore reforms in the practice of promoting young children’s moral and social growth.

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Medium 9781574414325

Chapter 10 – Mail

Jorge Antonio Renaud The University of North Texas Press ePub



Inmates in TDCJ are allowed to receive mail from anyone in the world, without any restrictions on amounts of First Class personal mail. The key word here is “personal.” As long as there are no enclosures in mail to an inmate—no stamps, cash, pressed flowers, gold chains, etc.—the inmate will be given that letter. The actual, written content of the letter may be cause for denial, but I’ll get to that in a minute.

The liberty allowed Texas inmates with their personal mail is not extended to packages. It is easier to say what inmates can receive than to list what they cannot.

Inmates can receive two types of packages:

1) Books or magazines, which must come from the publisher or bookstore. This means that you must order them from the publisher and have the publisher mail them directly to the inmate; or you must buy them at the bookstore yourself, give the bookstore the inmate’s name, number, and address, and have the bookstore mail the books and magazines directly to the inmate. Do not try to mail books directly to the inmates. TDCJ mailrooms have a list of approved bookstores—if a package of books has a made-up address and label, it will not appear on the approved list and will be rejected and returned.

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Medium 9781475823929

Trust and School Reform Implementation

Rowman & Littlefield Publishers ePub




ABSTRACT: This article presents an analysis of data collected during an evaluation of a Carnegie initiative, Schools for a New Society, implemented in a large urban district in the South. Findings suggest that the initiative’s four strategic assumptions have been addressed at least partially: First, school and community representatives have jointly redesigned high schools; second, factory model high schools are transforming into small learning communities; third, changes are being systemically addressed across the district; and, fourth, public–private partnerships are helping raise dollars for public schools. As such, this article analyzes the transformation of a school into a small learning community and the importance of trust in creating a school climate conducive to school change.

In the last 50 years, the percentage of schools enrolling more than 1,000 students has grown from 7% to 25%. Between 1988–1989 and 1998–1999, the number of high schools with more than 1,500 students doubled (Klonsky, 2002). In addition, the number of schools in America has decreased by 70%, and the average school size has increased by 5 times (Klonsky, 2000). Figures reported by the Texas Education Agency (1998, 1999, 2007) indicated a statewide increase in enrollment of 1,352,017 students between 1987 and 2007.

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