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Published on the sixtieth year of the Palestinian "Nakba," or "Catastrophe," with a preface by John Berger.
Heralding a new period of creativity, In the Wake of the Poetic explores the aesthetics and politics of Palestinian cultural expression in the last two decades. As it increasingly gains a significant presence on the international scene, much of Palestinian art owes a debt to Mahmoud Darwish, one of the finest contemporary poets, and to Palestinian writers of his generation. Rahman maps the immense influence of Darwish’s poetry on a new generation of performance artists, visual artists, spoken-word poets, and musicians. Through an examination of selected works by key artists—such as Suheir Hammad, Ghassan Zaqtan, Elia Suleiman, Mona Hatoum, Sharif Waked, and others—Rahman articulates an aesthetic founded on loss, dispersion, dispossession, and transformation. It interrupts dominant regimes, constituting acts of dissension and intervention. It reinscribes belonging and is oriented toward solidarity and future. This innovative wave of experimentation transforms our understanding of the national through the diasporic and the transnational, and offers a profound meditation on identity.
In this magisterial cultural history of the Palestinians, Nur Masalha illuminates the entire history of Palestinian learning with specific reference to writing, education, literary production and the intellectual revolutions in the country. The book introduces this long cultural heritage to demonstrate that Palestine was not just a 'holy land' for the four monotheistic religions – Islam, Christianity, Judaism and Samaritanism – rather, the country evolved to become a major international site of classical education and knowledge production in multiple languages including Sumerian, Proto-Canaanite, Greek, Syriac, Arabic, Hebrew and Latin. The cultural saturation of the country is found then, not solely in landmark mosques, churches and synagogues, but in scholarship, historic schools, colleges, famous international libraries and archival centres. This unique book unites these renowned institutions, movements and multiple historical periods for the first time, presenting them as part of a cumulative and incremental intellectual advancement rather than disconnected periods of educational excellence. In doing so, this multifaceted intellectual history transforms the orientations of scholarly research on Palestine and propels current historical knowledge on education and literacy in Palestine to new heights.
The Nakba not only resulted in the loss of the homeland, but also caused the dispersal and ruin of entire Palestinian communities. Even though the term Nakba refers to a singular historic event, the consequence of 1948 has symptomatically become part of Palestinian identity, and the element that demarcates who the Palestinian is. Palestinian exile and loss have evolved into cultural symbols that at once help define the person and allow the person to remember the loss. Although accounts of the Palestinians’ experience of the expulsion from the land are similar, the emblems that provoke these particular memories differ. Certain mementos, memories or objects help in commemorating the homeland. This book looks at the icons, narratives and symbols that have become synonymous with Palestinian identity and culture and which have, in the absence of a homeland, become a source of memory. It discusses how these icons have come into being and how they have evolved into sites of power which help to keep the story and identity of the Palestinians alive. The book looks at examples from Palestinian caricature, film, literature, poetry and painting, to see how these works ignite memories of the homeland and help to reinforce the diasporic identity. It also argues that the creators of these narratives or emblems have themselves become cultural icons within the collective Palestinian recollection. By introducing the Nakba as a lived experience, this book will appeal to students and scholars of Middle East Studies, Cultural Studies, Literature and Media Studies.
The Origins of Palestinian Art provides the most comprehensive survey of contemporary Palestinian art to date. The development of contemporary practice, theory and criticism is understood as integral to the concomitant construction of Palestinian national identities. In particular the book explores the intricate relationship between art and nationalism in which the idea of origin plays an important and problematic role. The book deconstructs the existing narratives of the history of Palestinian art, which search for its origins in the 19th century, and argues that Palestinian contemporary art demonstrates pluralistic, politically and philosophically complex attitudes towards identity and nation that confound familiar narratives of origin and belonging. The book builds upon theories of art, nationalism and post-colonialism particularly in relation to the themes of fragmentation and dispersal. It takes the Arabic word for Diaspora, Shatat (literally broken apart), as a central concern in contemporary understanding of Palestinian culture and develops it, along with Edward Said's paradoxical formula of a 'coherence of dispersal' as the organising concept of the book. This aspect of contemporary Palestinian art is peculiarly suited to the conditions produced by the globalisation of art and we show how Palestinian artists, despite not having a state, have developed an international profile.
The only practical guide to traveling in Palestine and Palestinian communities in Israel.
The 1948 War is remembered in this special volume, including aspects of Israeli-Jewish memory and historical narratives of 1948 and representations of Israeli-Palestinian memory of that cataclysmic event and its consequences. The contributors map and analyze a range of perspectives of the 1948 War as represented in literature, historical museums, art, visual media, and landscape, as well as in competing official and societal narratives. They are examined especially against the backdrop of the Oslo process, which brought into relief tensions within and between both sides of the national divide concerning identity and legitimacy, justice, and righteousness of "self" and "other."
Following the tradition and style of the acclaimed Index Islamicus, the editors have created this new Bibliography of Art and Architecture in the Islamic World. The editors have surveyed and annotated a wide range of books and articles from collected volumes and journals published in all European languages (except Turkish) between 1906 and 2011. This comprehensive bibliography is an indispensable tool for everyone involved in the study of material culture in Muslim societies.
Culture is constructed, negotiated, managed, and shared by various ideological, political, and moral reasonings which manifest themselves tangibly and intangibly in public monuments, architecture, memorial sites, theaters, museums, orchestras, and heritage associations. The contributions to this volume explore the intersection of cultural heritage and nationality in societies that are characterized by national, multi-national, and post-national concepts. They question the roles that cultural heritage plays in its various contexts, and the ways in which ideology functions to produce it.
Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the “geopolitics of knowledge”. Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.