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Traje, the brightly colored traditional dress of the highland Maya, is the principal visual expression of indigenous identity in Guatemala today. Whether worn in beauty pageants, made for religious celebrations, or sold in tourist markets, traje is more than "mere cloth"—it plays an active role in the construction and expression of ethnicity, gender, education, politics, wealth, and nationality for Maya and non-Maya alike. Carol Hendrickson presents an ethnography of clothing focused on the traje—particularly women's traje—of Tecpán, Guatemala, a bi-ethnic community in the central highlands. She covers the period from 1980, when the recent round of violence began, to the early 1990s, when Maya revitalization efforts emerged. Using a symbolic analysis informed by political concerns, Hendrickson seeks to increase the value accorded to a subject like weaving, which is sometimes disparaged as "craft" or "women's work." She examines traje in three dimensions—as part of the enduring images of the "Indian," as an indicator of change in the human life cycle and cloth production, and as a medium for innovation and creative expression. From this study emerges a picture of highland life in which traje and the people who wear it are bound to tradition and place, yet are also actively changing and reflecting the wider world. The book will be important reading for all those interested in the contemporary Maya, the cultural analysis of material culture, and the role of women in culture preservation and change.
A unique collection of recipes from the Yucatán region of Mexico, from home kitchens and rural market towns.
This project investigates the implications of technology on identity in embodied performance, opening up a forum of debate exploring the interrelationship of and between identities in performance practices and considering how identity is formed, de-formed, blurred and celebrated within diverse approaches to technological performance practice.
How can scholars reconnect themselves—and their students—to higher education’s historic but much diluted mission to work for the public good?Through the lenses of personal reflection and auto-ethnography—and drawing on such rich philosophical foundations as the Spanish tradition of higher learning, the holistic Aztec concept of education, the Hispanic notion of bien educado, and the activist principles of the Chicano movement–these writers explore the intersections of private and public good, and how the tension between them has played out in their own lives and the commitments they have made to their intellectual community, and to their cultural and family communities.Through often lyrical memoirs, reflections, and poetry, these authors recount their personal journeys and struggles—often informed by a spiritual connectedness and always driven by a concern for social justice—and show how they have found individual paths to promoting the public good in their classrooms, and in the world beyond.Contributors include: Jennifer Ayala; Dolores Delgado Bernal; Flora V Rodriguez-Brown; Kenneth P. Gonzales; Miguel Guajardo; Francisco Guajardo; Aida Hurtado; Maria A. Hurtado; Arcelia L. Hurtado, Raymond V. Padilla; Caroline Sotello Viernes Turner; and Luis Urrieta Jr.
Negotiating Identities is a study of the development of writing by Asian American women in the 20th century, with particular emphasis on the successful late 20th century writers such as Maxine Hong Kingston, Amy Tan, Joy Kogawa, Bharati Mukherjee, and Gish Jen. It relates the development of Asian writing by women in America – with a comparative element incorporating Britain – to a series of theoretical preoccupations: the mother/daughter dyad, biracialism, ethnic histories, citizenship, genre, and the idea of 'home'.
This work offers a close reading of literary works in French and in English by women writers whose ancestors originally came to the Caribbean or across the Indian Ocean as indentured labourers.
Create an inspiring, humanizing, and student-driven learning experience for your classroom In Woven Together: How Unpacking Your Teacher Identity Creates a Stronger Learning Community, expert educator Dr. Courtney E. Rose delivers a student-driven approach to teaching that demonstrates how to bring your full self to the classroom. You’ll learn to create space for your students to do the same thing, de-standardizing the current norms of the classroom while embracing their unique experiences, perspectives and understandings to create more meaningful learning experiences. Focusing specifically on teachers and teacher educators, this book explains the core issues associated with curriculum design and instructional implementation. It also includes: Personal narratives from current educators and activities for deep reflection on how your identity impacts and informs your instruction Methods for co-creating a classroom community and culture that works for your diverse student body Action-oriented solutions and strategies for creating transformative learning experiences by putting your students at the forefront of your classroom’s learning environment An indispensable resource for teachers already in the classroom, as well as pre-service teachers preparing to enter the classroom, Woven Together is the student-focused guide that education professionals have been waiting for.
Over the last decades, considerable effort has been directed towards the study of early complex societies of northern Peru, and in recent years archaeologists have expressed a strong interest in the art and archaeology of the Moche, Lambayeque and Chimu societies. Yet, comparatively little attention has been paid to the earlier cultural foundations of north coast civilization: the Gallinazo. In the recent years, however, the work of a number of north coast specialists brought about a large quantity of data on the Gallinazo occupation of the coast, but a coherent framework for studying this culture had yet to be defined. The present volume is the result of a round table, which gathered some thirty scholars from Europe and North and South America to discuss the Gallinazo phenomenon. In fourteen chapters, authors with different perspectives and backgrounds reconsider the nature of the Gallinazo culture and its position within north coast cultural history, while addressing wider issues about the development of complex societies in this area and within the Andean region in general. The contributions reveal a diversity of perspectives on north coast archaeology, something that is likely to stimulate methodological and theoretical debates among Andeanists, pre-Columbian specialists and New World archaeologists in general.
Refuting the argument to choose between "the politics of recognition" and the "politics of redistribution," Justice Interruptus integrates the best aspects of both. ********************************************************* ** What does it mean to think critically about politics at a time when inequality is increasing worldwide, when struggles for the recognition of difference are eclipsing struggles for social equality, and when we lack any credible vision of an alternative to the present order? Philosopher Nancy Fraser claims that the key is to overcome the false oppositions of "postsocialist" commonsense. Refuting the view that we must choose between "the politics of recognition" and the "politics of redistribution," Fraser argues for an integrative approach that encompasses the best aspects of both.
This Open Access book analyses the past, present and future of the technical university as a single faculty independent institution. The point of departure is a view of changing academic realities, through which the identity as a technical university is challenged and reconstituted. More specifically, the book connects the development of technical universities to changes in the structure and dimensioning of national higher education systems, to changes in the disciplinary basis of academic research and to changes in the governance of higher education institutions. Introduced in the age of industrialization, polytechnical schools rose to prominence in many national settings during the second half of the 19th century. Over time, new technologies have been developed and incorporated into the repertoire, and waves of academisation have swept over the former polytechnics, transforming them into technical universities. Their traditions and brands, however, prevail. Several technical universities are included among the most prestigious academic institutions of their nations and the training of engineers and engineering research still enjoys a high level of prestige and national priority, e.g. in the context of innovation and industrial policy. But the world keeps changing, and the higher education sector with it. Will technical universities have an equally attractive position within university systems in the decades to come? .--