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Historical inquiry forms the foundation for much research undertaken in art education. While traversing paths of historical investigation in this field we may discover undocumented moments and overlooked or hidden individuals, as well as encounter challenging ideas in need of exploration and critique. In doing so, history is approached from multiple and, at times, vitally diverse perspectives. Our hope is that the conversations generated through this text will continue to strengthen and encourage more interest in histories of art education, but also more sophisticated and innovative approaches to historical research in this field. The overarching objective of the text is to recognize the historical role that many overlooked individuals—particularly African Americans and women—have played in the field of art education, and acknowledge the importance of history and historical research in this digital age. This text opens up possibilities of faculty collaborations across programs interested in history and historical research on a local, national, and international level. By assembling the work of various scholars from across the United States, this text is intended to elicit rich conversations about history that would be otherwise beyond what is provided in general art education textbooks.
A compelling history, a manifesto, and a manual for change.
Since the days of the Ancient Greeks, history has been perceived as the academic study of the past. Unfortunately, it has generally been taught as a litany of rigid, boring facts intended to be accepted rather than questioned. This has been reinforced for decades by weighty textbooks that overwhelm the reader with mind-numbing details presented in a chronological sequence. The end result is that students see little relevance of what they learn in history class to the real world, and many simply struggle to stay awake. Compared to other subjects taught at the secondary level, history is frequently judged to be the most boring. This is largely because it is viewed as an intellectually lifeless subject that presents few opportunities for active engagement. Questioning History is a book built around 16 essential questions designed to challenge this common assumption. Each question is broad, open-ended and subject to vigorous debate. By examining the historical background behind each question and by analyzing the ways in which the question can be answered, the reader will come away with a deeper understanding of the past and a new appreciation for history as a cognitively dynamic subject. In addition, by using each chapter as a platform for engaging discussions and Socratic seminars, the reader will be able to refine the decision-making skills necessary for effective citizenship in a democratic society. Depending on the classroom or the setting in which it is being used, Questioning History can either take the place of the more traditional textbook or at least be used as a supplement to make it come more alive. The best way to learn and to appreciate a subject is through active engagement. Questioning History provides a shot of adrenalin to the study of history.
A framework for stabilizing and strengthening inner-city neighborhoods through the public interpretation of historic landscapes.
For many students, the traditional approach to the study of history does not work. The litany of facts arranged in a chronological sequence often turns out to be mind numbing and forgettable. In addition, they see little relevance between the past and the world they live in today. Relearning History was written for those students. Instead of reviewing the traditional time line of the past, the focus is directed at questions relevant to the present. Why does the two-party system dominate American politics? Why is wealth so unevenly distributed? Why does race and gender still play such a large role in modern society? Why has there never been a World War Three? These “why” questions, along with 11 others, serve as the foundation for a discussion of history so that the study of the past is inexorably linked to a enhanced understanding of the present. Students who are currently enrolled in history classes can use Relearning History to supplement and enrich the traditional curriculum. Some may even want to use it in place of the traditional curriculum. As for those adults who have completed their formal education and never learned much in their earlier history classes, this book will give them the chance to finally study history in a meaningful manner.
A powerful movement is happening in farming today—farmers are reconnecting with their roots to fight climate change. For one woman, that’s meant learning her tribe’s history to help bring back the buffalo. For another, it’s meant preserving forest purchased by her great-great-uncle, among the first wave of African Americans to buy land. Others are rejecting monoculture to grow corn, beans, and squash the way farmers in Mexico have done for centuries. Still others are rotating crops for the native cuisines of those who fled the “American wars” in Southeast Asia. In Healing Grounds, Liz Carlisle tells the stories of Indigenous, Black, Latinx, and Asian American farmers who are reviving their ancestors’ methods of growing food—techniques long suppressed by the industrial food system. These farmers are restoring native prairies, nurturing beneficial fungi, and enriching soil health. While feeding their communities and revitalizing cultural ties to land, they are steadily stitching ecosystems back together and repairing the natural carbon cycle. This, Carlisle shows, is the true regenerative agriculture – not merely a set of technical tricks for storing CO2 in the ground, but a holistic approach that values diversity in both plants and people. Cultivating this kind of regenerative farming will require reckoning with our nation’s agricultural history—a history marked by discrimination and displacement. And it will ultimately require dismantling power structures that have blocked many farmers of color from owning land or building wealth. The task is great, but so is its promise. By coming together to restore these farmlands, we can not only heal our planet, we can heal our communities and ourselves.
Following the removal of the gray whale from the Endangered Species list in 1994, the Makah tribe of northwest Washington State announced that they would revive their whale hunts; their relatives, the Nuu-chah-nulth Nation of British Columbia, shortly followed suit. Neither tribe had exercised their right to whale - in the case of the Makah, a right affirmed in their 1855 treaty with the federal government - since the gray whale had been hunted nearly to extinction by commercial whalers in the 1920s. The Makah whale hunt of 1999 was an event of international significance, connected to the worldwide struggle for aboriginal sovereignty and to the broader discourses of environmental sustainability, treaty rights, human rights, and animal rights. It was met with enthusiastic support and vehement opposition. As a member of the Nuu-chah-nulth Nation, Charlotte Cote offers a valuable perspective on the issues surrounding indigenous whaling, past and present. Whaling served important social, economic, and ritual functions that have been at the core of Makah and Nuu-chahnulth societies throughout their histories. Even as Native societies faced disease epidemics and federal policies that undermined their cultures, they remained connected to their traditions. The revival of whaling has implications for the physical, mental, and spiritual health of these Native communities today, Cote asserts. Whaling, she says, “defines who we are as a people.” Her analysis includes major Native studies and contemporary Native rights issues, and addresses environmentalism, animal rights activism, anti-treaty conservatism, and the public’s expectations about what it means to be “Indian.” These thoughtful critiques are intertwined with the author’s personal reflections, family stories, and information from indigenous, anthropological, and historical sources to provide a bridge between cultures. A Capell Family Book
The revitalizing and restoration of rivers, creeks and streams is a major focus of urban conservation activity throughout North America and Europe. This book presents models and examples for organizing multiple stakeholders for purposes of waterway revitalization—if not restoration—within a context of fairness and environmental justice. After decades of neglect and misuse the challenge of cleaning up urban rivers and streams is shown to be complex and truly daunting. Urban river cleanup typically involves multiple agendas and stakeholders, as well as complicated technical issues. It is also often the situation that the most affected have the least voice in what happens. The authors present social process models for maximum inclusion of various stakeholders in decision-making for urban waterway regeneration. A range of examples is presented, drawn principally from North America and Europe.
New arts created in the context of new social realities are impacting our traditional ideas about aesthetics. Art, art markets and aesthetics now interact in ways that demand new forms of thought and revision of old. Cosmopolitan Aesthetics presents the first thorough account of the challenges facing aesthetics today in the light of globalization, introducing the history that underpins them. This is an ideal starting point for anyone looking to better understand 21st century art and aesthetics. Beginning with globalization and the nature of global art markets today, Daniel Herwitz offers new insight into postcolonial aesthetics, colonial legacies, cultural property, the problems of global communication and aesthetic diversity, and the uneasy connection between aesthetics and politics, before providing a crucial grounding in 18th and 19th century aesthetics, with discussion of the three great modern aestheticians David Hume, Immanuel Kant and G.W.F. Hegel.