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Medium 9781442271340

The Care and Keeping of Cultural Facilities

Collections Rowman & Littlefield Publishers ePub
by Angela Person-Harm and Judie Cooper, Lanham, Maryland: Rowman & Littlefield. 2014. 307 pp. ISBN 978-0-7591-2360-1 Reviewed by Deborah Rose Van Horn, Registrar, Kentucky Historical Society, 100 W. Broadway, Frankfort, KY 40601; deborah.vanhorn@ky.gov The Care and Keeping of Cultural Facilities is an in-depth look at facilities management in several different types of cultural facilities. This book takes the reader through an overview of facilities management and the ways in which these tasks impact the daily workings of a cultural institution. The book offers compelling examples throughout the text from institutions ranging from museums and libraries to botanical gardens and zoos. It is a great resource for professionals that are new to facilities management, are new to cultural facilities, or have to work with the facilities management staff in a cultural institution.The authors are careful to point out the challenges of balancing the needs of the collection—whether an artifact, animal, or plant—with the needs of the infrastructure of the building. The text includes great examples from institutions across the country on how to balance these needs. It also encourages the facilities manager to work with the facility leadership to make sure that facility maintenance is a priority and that it is not deferred until the costs become too great. See All Chapters
Medium 9781475811612

The Tri-Level Model in Action: Site, District, and State Plans for School Accountability in Increasing Student Success

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

JANE B. HUFFMAN
ANITA PANKAKE
AVA MUÑOZ

ABSTRACT : This article offers information about a district’s school improvement efforts to reculture as a professional learning community, which we believe exemplifies the school and district levels of Fullan’s (2004b, 2005) tri-level model. We use Fullan’s eight elements of sustainability to organize the data gathered in interviews with school and district personnel over a 3-year period. Additionally, data from an interview with the state commissioner of education (also, the former superintendent of the district) hint at emerging state-level changes based on changes initiated within the district studied.

Nearly 15 years ago, Murphy (1991) noted that “one of the most peculiar things about the education reform movement of the 1980s was the relative absence of reference to the superintendency” (p. 32). This situation has recently changed. The conversations regarding educational reform have begun to include not only the superintendency and school district roles but also the system’s role at the state level. Barber and Fullan (2005) offered their work in this regard by identifying two interacting assumptions necessary for educational reforms to be sustainable. First, “we must focus on ‘tri-level development’, namely what has to happen at the school and community at the district level, and at the state level” (p. 2). Their second assumption focused on the need for intentional actions to cause improvement at all three levels and with their relationships to one another. This tri-level model can be used with any innovation or reform. In this study, the reform was the reculturing of a school as a professional learning community (PLC) to achieve accountability goals and expectations of the district and the state. Though not as sophisticated in its development, a similar concept was posed by Murphy (1991):

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Medium 9781475819229

Hablando Spanish, English, and Tejano: Bilingualism and Its Practices

Teacher Education and Practice R&L Education ePub

LILLIANA P. SALDAÑA AND JOSEPHINE MÉNDEZ-NEGRETE

ABSTRACT: Although advocates of critical education such as Darder (1991), hooks (1994), and Macedo (1994) have critically assessed ethnic and language minority education, few studies have empirically examined bilingual education practices from a critical perspective. In this project, we investigated the pedagogical practices of educators, with classroom observations and in-depth interviews with three bilingual teachers in San Antonio, Texas.

Linguistic and cultural experiences and consciousness were implicated as teachers learned about themselves and their students. We found that participants supported bilingualism depending on their ideologies about language and culture as they facilitated inclusion of non-dominant-language learning and student empowerment. Additional research on teaching ideologies and consciousness within bilingual education pedagogies is necessary.

The primary aim of this project was to investigate and analyze the pedagogical frameworks that inform bilingual teachers’ practices and to examine the extent to which teachers embrace a critical perspective. Although scholars such as Flores (2000) have shed light on the relationship between bilingual educators’ beliefs and practices and although critical pedagogues (Darder, 1991; hooks, 1994; Macedo, 1994) have exposed the way that students of color are systematically marginalized and oppressed through a curriculum that reproduces the values, beliefs, and language of dominant culture,1 no empirical studies have examined pedagogical practices in transitional or dual-language classrooms using a critical framework.

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Medium 9781442229150

THE SONG OF SONGS: INTERPRETED BY EARLY CHRISTIAN AND MEDIEVAL COMMENTATORS, TRANSLATED AND EDITED BY RICHARD A. NORRIS JR.

Pro Ecclesia Rowman & Littlefield Publishers ePub

Paul J. Griffiths

Richard Norris’s Song of Songs was the first volume to appear (in 2003) in The Church’s Bible, a series of commentaries “designed to present the Holy Scriptures as understood and interpreted during the first millennium of Christian history,” as Robert Wilken, the editor of the series, then put it (vii). This purpose applies to all the volumes in the series (two more, on 1 Corinthians and Isaiah, had appeared by the summer of 2008), and Norris applies it to the Song in the following way: “This volume is intended to illustrate Christian exegesis of the Song of Songs in the Church of the first six centuries and of the Latin Middle Ages” (xvii). To this end the volume contains the following elements.

First, there is a brief introduction (xvii–xxi) to the tradition and range of Christian interpretation of the Song. Second, two complete English versions of the Song are presented in parallel columns, one made from the Greek of the Septuagint (LXX), dating from perhaps the second century B.C., and the other from the Latin version (Vulgate) made by Jerome at the end of the fourth century A.D., which became the standard text for the West for a millennium. The two English versions are necessary because the mentioned Greek and Latin versions (there were others) frequently, and sometimes significantly, differ one from another; and since some of the commentaries Norris renders are responding to the Greek and some to the Latin, it is essential for readers to have before them renderings of both so that the detailed discussions of verbal particulars often provided by the commentators might make sense. Norris divides his double translation of the Song into sections according to breaks in sense (deciding when these occur is itself a difficult matter), and he follows each section with brief (usually less than a page) summary comments of his own on its themes and difficulties. This is the volume’s third element.

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Medium 9781442267527

Collecting Theories: Mexican-American Archives at the University of Texas, Benson Latin American Collection (1974–2003)

Collections Altamira Press ePub

Maria E. Gonzalez

Doctoral candidate in Preservation and Conservation Studies at the University of Texas at Austin, Sánchez Building (SZB) 564, 1 University Station D7000, Austin, Texas 78712-0390 (gonzalez@ischool.utexas.edu).

AbstractThe Mexican American Library Program (MALP) of the Benson Latin American Collection at the University of Texas (UT) will celebrate its 30th anniversary during the fall of 2004. The staff is anticipating significant changes and evaluating the program’s stated objectives and options for future directions. New and broader perspectives about ethnic identity are pressuring shifts in collection patterns for the Mexican American Library Program archives as well as in the documentation strategies for ethnic archives. The story of the Mexican American archives reflects student protests during the 1970s, the expanding historiography of Chicano and Latino Studies, and informs archival appraisal theory.

The Mexican American Library Program (MALP) at the University of Texas (UT) was founded to support the study and research of Chicanos and Chicanas. Shortly after MALP was established, the library staff began to enhance the program by collecting the personal papers and archives of Mexican American individuals and organizations related to the Chicano movement. Like most other ethnic archives, the archival collection was “begun in order to fill a vacuum that existed in the collection and preservation policies and practices of traditional archival institutions” (Biddle and Jenkins 1983, 274). From its beginning, however, MALP collection development also capitalized on the university’s existing manuscript holdings, which by 1974 included substantial testimony of the indigenous, Spanish colonial and Mexican histories of the Southwest. By the 1980s the mission of MALP and of its archives consciously expanded “to serve as a cultural depository for the greater Mexican American community of Texas.”1 Thirty years later—having acquired a comprehensive list of published materials on Chicanos, Mexican Americans, and Hispanics in the United States—MALP is now poised to fill an even broader mission in support of the study of Latino cultures as that study takes on intercontinental dimensions. How the MALP archives—until now focused on the contemporary Mexican American experience—can support the broader scope of Latino studies is not clear at the moment. This decision point is challenging in practice and exciting for what it may suggest to archival theory.

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