Description : Decolonizing the Academy asserts that the academy is perhaps the most colonized space. At the same time the academy is a place of knowledge and transformation. As we move into the 21st century it is becoming clear that the academy is one of the primary sites for the production and reproduction of ideas that serve the interests of colonising powers. This collection of essays argues the possibility of re-engaging the decolonizing process at the level of knowledge and asserts that this is an ongoing project worthy of being undertaken in a variety of fields.
Description : Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.
Description : Long overlooked in standard reference works, pioneering women medievalists finally receive their due in Women Medievalists and the Academy. This comprehensive edited volume brings to life a diverse collection of inspiring figures through memoirs, biographical essays, and interviews. Covering many different nationalities and academic disciplines—including literature, philology, history, archaeology, art history, theology (or religious studies), and philosophy—each essay delves into one woman’s life, intellectual contributions, and efforts to succeed in a male-dominated field. Together, these extraordinary personal histories constitute a new standard reference that speaks to a growing interest in women’s roles in the development of scholarship and the academy. The collection begins in the seventeenth century with Elizabeth Elstob and continues through the twentieth century, and includes—among more than seventy profiles—such important figures as Anna Jameson, Lina Eckenstein, Georgiana Goddard King, Eileen [Edna Le Poer] Power, Dorothy L. Sayers, Dorothy Whitelock, Susan Mosher Stuard, Marcia Colish, and Caroline Walker Bynum, among others.
Description : There are disturbing trends in the continued under-representation of African American women in higher education, especially their attainment of post-baccalaureate and graduate degrees. This is an issue of major concern nationally, for the Black community, and for leaders in higher education. The fifteen scholars who contribute to this volume trace the trajectory of Black women in education, with a particular focus on higher education. These scholars combine research and personal narratives to explore educational issues ranging from historical accounts of Black female teachers in the nineteenth century, to the challenges and triumphs of being an activist researcher at the turn of the twenty-first century. The essays in this volume address specific historical, social, cultural, political, and academic issues that affect Black women in the academy, and provide readers with tangible examples of how these scholars have transcended some of the challenges in their pursuit of academic excellence. While these essays do not claim to provide the "magic solution" or a "how-to-guide" to success in higher education, they do raise thought-provoking issues that are critical to the success of Black women in higher education. This book uncovers issues, and proposes remedies, which will be of vital interest for anyone concerned with diversity and equity in higher education. It celebrates emergent scholars of African descent, who have used the challenges they have encountered in their journeys through the academy to create opportunities for success.
Description : "My mother still wants me to get a 'real' job. My father, who is retired after forty-four years in the merchant marine, has never read my work. When I visited recently, the only book in his house was the telephone book." "I do not know that my mother's mother ever acknowledged my college education except to ask me once, 'How can you live so far away from your people?'. Thus write two of the twenty women from working-class backgrounds whose voices are heard in this unique collection of essays. Each of the women has lived through the process of academic socialization - as both student and teacher - and each has thought long and deeply about her experience from an explicitly feminist perspective. Among the questions the contributors explore, What are the issues - pedagogical, theoretical, and personal - that affect the professional and private lives of these women? How do they resolve tensions between their roles as middle-class professionals and their roots in working-class families? How do class and gender intersect in the academy?
Description : Brings together essays by leading scholars to explore the profound impact of feminist scholarship on the major academic disciplines.
Description : Academies functioned as the main venues for the promotion, display and teaching of art throughout the 19th century. 20th-century opinion has tended to maintain a consipicuous silence on their account, except for the strategic employment of academicism as a term of abuse. The authors uncover the institutional structures and artistic practices of academies from London and Paris to Dusseldorf and Rio de Janeiro. By situating the efforts of individual artists and academies within the context of a network of global proportions, new insights are gained into the ways in which institutions of art helped shape the 19th century's view of itself as an age of equipoise and civilization amidst the turmoil of rapid social and cultural change.
Description : The second part of Medievalism and the Academy identifies the four specific questions that have come to focus recent scholarship in medievalism: What is difference? what is theory? woman? God?
Description : Reeves (philosophy, U. of North Carolina, Chapel Hill) wrote and presented these dialogues as part of a humanities course at Reed College in Portland, Oregon. The dialogues, which touch on many of the philosophical themes of Plato's Republic, take place between the two women students reputed to be members of Plato's Academy and Plato, their fellow students, and Aristotle.
Description : Advocates of "new musicology" claim that technical methods of music analysis are conservative, elitist, positivist, and emotionally arid. Pieter C. van den Toorn challenges those claims, asking why cultural, sociopolitical, or gender-studies approaches to music should be deemed more democratic or expressive of music's content or impact. Why should music analysis be thought incapable of serving larger aesthetic ends? Van den Toorn confronts Susan McClary, Leo Treitler, and Joseph Kerman in particular, arguing that hands-on music analysis can penetrate the complexity of music and speak to our experience of it. He criticizes new musicologists for retreating from issues of musical immediacy by focusing on cultural issues. In later chapters van den Toorn defends Schenkerian methods and demonstrates the usefulness of technical analysis in the appreciation of Beethoven, Debussy, Schoenberg, and Stravinsky.