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Showcasing one of the nation's finest collections of American art, this remarkable two-volume set features 267 exceptional paintings reproduced in full color and illuminated with never-before-published research findings. Works span American history from the colonial period through the close of World War II and are by many of the nation's best-known artists, including Mary Cassatt, Thomas Cole, Childe Hassam, Winslow Homer, Edward Hopper, and Georgia O'Keeffe. Pre-1900 subject strengths reside in portraiture with canvases by John Singleton Copley, John Singer Sargent, and Henry Ossawa Tanner; still lifes by John Peto and Severin Roesin; and landscapes from the brushes of Frederic Edwin Church, Martin Johnson Heade, Fitz Henry Lane, Thomas Moran, and others. Scenes and portraits by artists including John Steuart Curry, Robert Henri, Peter Hurd, Maurice Prendergast, and John Sloan provide honest, enduring assessments of early 20th-century American life. A stunning sample of early Modernism is seen in important canvasses by Albert Bloch, Stuart Davis, Arthur Dove, and Marsen Hartley, to name a few. Volume 1 includes 140 extended essays on the most important canvases in the collection, which are represented in full-page color reproductions. Volume 2 reproduces in color all the works in the collection and is accompanied by thorough technical notes based on recent object examination, complete provenance, listings of directly related works, and exhaustive exhibition and publication histories. American Paintings is an outstanding resource and a beautifully illustrated record of our country's history and culture.
Over the past thirty years, oral history has found increasing favor among social scientists and humanists, with scholars “rediscovering” the oral interview as a valuable method for obtaining information about the daily realities and historical consciousness of people, their histories, and their culture. One primary issue is the question of how the communicative performances of the interviewer and narrator jointly influence the interview. Using methods of conversation/discourse analysis, the author describes the collaborative processes that enable interviewers and narrators to interact successfully in the interview context.
Although American Jews had already embraced the principle of fighting prejudice in all forms, western Jews often did not apply it to specific local issues involving Japanese Americans during World War II. In The First to Cry Down Injustice?, Eisenberg analyzes the range of Jewish responses--including silence, opposition to, and support for the policy--to the mass removal of Japanese Americans as the product of a distinctive western ethnic landscape.
Development Drowned and Reborn is a "Blues geography" of New Orleans, one that compels readers to return to the history of the Black freedom struggle there to reckon with its unfinished business. Reading contemporary policies of abandonment against the grain, Clyde Woods explores how Hurricane Katrina brought long-standing structures of domination into view. In so doing, Woods delineates the roots of neoliberalism in the region and a history of resistance. Written in dialogue with social movements, this book offers tools for comprehending the racist dynamics of U.S. culture and economy. Following his landmark study, Development Arrested, Woods turns to organic intellectuals, Blues musicians, and poor and working people to instruct readers in this future-oriented history of struggle. Through this unique optic, Woods delineates a history, methodology, and epistemology to grasp alternative visions of development. Woods contributes to debates about the history and geography of neoliberalism. The book suggests that the prevailing focus on neoliberalism at national and global scales has led to a neglect of the regional scale. Specifically, it observes that theories of neoliberalism have tended to overlook New Orleans as an epicenter where racial, class, gender, and regional hierarchies have persisted for centuries. Through this Blues geography, Woods excavates the struggle for a new society.
This is a biography of mayor Richard J. Daley. It is the story of his rise from the working-class Irish neighbourhood of his childhood to his role as one of the most important figures in 20th century American politics.
Arranged in five thematic parts, "The Oral History Reader" covers key debates in the post-war development of oral history.
Groundbreaking analyses of the vast archive of newly digitized and released outtakes from Lanzmann's masterwork.
In April 1969, one of America's premier universities was celebrating parents' weekend—and the student union was an armed camp, occupied by over eighty defiant members of the campus's Afro-American Society. Marching out Sunday night, the protesters brandished rifles, their maxim: "If we die, you are going to die." Cornell '69 is an electrifying account of that weekend which probes the origins of the drama and describes how it was played out not only at Cornell but on campuses across the nation during the heyday of American liberalism.Donald Alexander Downs tells the story of how Cornell University became the battleground for the clashing forces of racial justice, intellectual freedom, and the rule of law. Eyewitness accounts and retrospective interviews depict the explosive events of the day and bring the key participants into sharp focus: the Afro-American Society, outraged at a cross-burning incident on campus and demanding amnesty for its members implicated in other protests; University President James A. Perkins, long committed to addressing the legacies of racism, seeing his policies backfire and his career collapse; the faculty, indignant at the university's surrender, rejecting the administration's concessions, then reversing itself as the crisis wore on. The weekend's traumatic turn of events is shown by Downs to be a harbinger of the debates raging today over the meaning of the university in American society. He explores the fundamental questions it posed, questions Americans on and off campus are still struggling to answer: What is the relationship between racial justice and intellectual freedom? What are the limits in teaching identity politics? And what is the proper meaning of the university in a democratic polity?