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Building on the growing field of Afropean Studies, this interdisciplinary and intermedial collection of essays proposes a dialogue on Afro-Spanishness that is not exclusively tied to immigration and that understands Blackness as a non-essentialist, heterogeneous and diasporic concept. Studying a variety of twentieth- and twenty-first-century cultural products, some essays explore the resilience of the colonialist paradigms and the circulation of racial ideologies and colonial memories that promote national narratives of whitening. Others focus on Black self-representation and examine how Afro-Spanish authors, artists, and activists destabilize colonial gazes and constructions of national identity, propose decolonial views of Spain and Europe’s literature and history, articulate Afro-Diasporic knowledges, and envision Afro-descendance as an empowering tool.
Now in paperback, a bewitching collection of stories and novellas that are “suspenseful, thought-provoking, mystical, and haunting” (Publishers Weekly) Ranging from the seventeenth century to the present, and crossing multiple continents, Counternarratives draws upon memoirs, newspaper accounts, detective stories, and interrogation transcripts to create new and strange perspectives on our past and present. “An Outtake” chronicles an escaped slave’s take on liberty and the American Revolution; “The Strange History of Our Lady of the Sorrows” presents a bizarre series of events that unfold in Haiti and a nineteenth-century Kentucky convent; “The Aeronauts” soars between bustling Philadelphia, still-rustic Washington, and the theater of the U. S. Civil War; “Rivers” portrays a free Jim meeting up decades later with his former raftmate Huckleberry Finn; and in “Acrobatique,” the subject of a famous Edgar Degas painting talks back.
"Building on the growing field of Afropean Studies, this interdisciplinary and intermedial collection of essays proposes a dialogue on Afro-Spanishness that is not exclusively tied to immigration, and that understands Blackness as a non-essentialist and monolithic but heterogeneous and diasporic concept. Studying a variety of 20th and 21st centuries cultural products, some essays explore the resilience of the colonialist paradigms and the circulation of racial ideologies and colonial memories that promote national narratives of whitening. Others focus on Black self-representation and examine how Afro-Spanish authors, artists, and activists destabilize colonial gazes and constructions of national identity, propose decolonial views of Spain and Europe's literature and history, articulate Afro-Diasporic knowledges, and envision Afrodescendance as an empowering tool"--
Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice beyond the Western Paradigm collects and explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Few studies published since the substantial immigration of Asian art educators to the United States in the 1990s have addressed their professional identities in higher education, K-12, and museum contexts. By foregrounding narratives from Asian American arts educators within these settings, this edited volume enacts a critical shift from Western, Eurocentric perspectives to the unique contributions of Asian American practitioners. Enhanced by the application of the AsianCrit framework and theories of intersectionality, positionality, decolonization, and allyship, these original contributor counternarratives focus on professional and pedagogical discourses and practices that support Asian American identity development and practice. A significant contribution to the field of art education, this book highlights the voices and experiences of Asian art educators and serves as an ideal scholarly resource for exploring their identity formation, construction, and development of a historically underrepresented minoritized group in North America.
Every social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices. A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching. This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.
Against the long historical backdrop of 1492, Columbus, and the Conquest, Robert Stam's wide-ranging study traces a trajectory from the representation of indigenous peoples by others to self-representation by indigenous peoples, often as a form of resistance and rebellion to colonialist or neoliberal capitalism, across an eclectic range of forms of media, arts, and social philosophy. Spanning national and transnational media in countries including the US, Brazil, Canada, France, Germany, and Italy, Stam orchestrates a dialogue between the western mediated gaze on the 'Indian' and the indigenous gaze itself, especially as incarnated in the burgeoning movement of “indigenous media,” that is, the use of audio-visual-digital media for the social and cultural purposes of indigenous peoples themselves. Drawing on examples from cinema, literature, music, video, painting and stand-up comedy, Stam shows how indigenous artists, intellectuals and activists are responding to the multiple crises - climatological, economic, political, racial, and cultural - confronting the world. Significant attention is paid to the role of arts-based activism in supporting the struggle of indigenous artistic activism, of the Yanomami people specifically, to save the Amazon forest and the planet.
Many African diasporic novelists and poets allude to or cite archival documents in their writings, foregrounding the elements of archival research and data in their literary texts, and revising the material remnants of the archive. This book reads black historical novels and poetry in an interdisciplinary context, to examine the multiple archives that have produced our historical consciousness. In the history of African diaspora literature, black writers and intellectuals have led the way for an analysis of the archive, querying dominant archives and revising the ways black people have been represented in the legal and hegemonic discourses of the west. Their work in genres as diverse as autobiography, essay, bibliography, poetry, and the novel attests to the centrality of this critique in black intellectual culture. Through literary engagement with the archives of the slave trader, colonizer, and courtroom, creative writers teach us to read the archives of history anew, probing between the documents for stories left untold, questions left unanswered, and freedoms enacted against all odds. Opening new perspectives on Atlantic history and culture, Walters generates a dialogue between what was and what might have been. Ultimately, Walters argues that references to archival documents in black historical literature introduce a new methodology for studying both the archive and literature itself, engaging in a transnational and interdisciplinary reading that exposes the instability of the archive's truth claim and highlights rebellious possibility.
This volume clarifies the meanings and applications of the concept of the transnational and identifies areas in which the concept can be particularly useful. The division of the volume into three parts reflects areas which seem particularly amenable to analysis through a transnational lens. The chapters in Part 1 present case studies in which the concept replaces or complements traditionally dominant concepts in literary studies. These chapters demonstrate, for example, why some dramatic texts and performances can better be described as transnational than as postcolonial, and how the transnational underlies and complements concepts such as world literature. Part 2 assesses the advantages and limitations of writing literary history with a transnational focus. These chapters illustrate how such a perspective loosens the epistemic stranglehold of national historiographies, but they also argue that the transnational and national agendas of literary historiography are frequently entangled. The chapters in Part 3 identify transnational genres such as the transnational historical novel, transnational migrant fiction and translinguistic theatre, and analyse the specific poetics and politics of these genres.
Although multicultural education has made significant gains in recent years, with many courses specifically devoted to the topic in both undergraduate and graduate education programs, and more scholars of color teaching in these programs, these victories bring with them a number of pedagogic dilemmas. Most students in these programs are not themselves students of color, meaning the topics and the faculty teaching them are often faced with groups of students whose backgrounds and perspectives may be decidedly different – even hostile – to multicultural pedagogy and curriculum. This edited collection brings together an interdisciplinary group of scholars of color to critically examine what it is like to explore race in predominantly white classrooms. It delves into the challenges academics face while dealing with the wide range of responses from both White students and students of color, and provides a powerful overview of how teachers of color highlight the continued importance and existence of race and racism. Exploring Race in Predominately White Classrooms is an essential resource for any educator interested in exploring race within the context of today’s classrooms