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Interview with Loretta Lapointe
Get PDFInterview with Loretta LaPointe as part of the Empowering Indigenous Futures Project. During the interview, the following topics are discussed. Generational trauma and cultural erasure due to residential schools; The reemergence of Native cultural activities; Bullying and abuse to Native children as a result of racism.
Additional Files include full transcription.https://scholarworks.wmich.edu/indigenous-futures/1003/thumbnail.jp
Marie de Clèves’s “Rien ne m’est plus”: Reshaping Widowhood in the Roman de Troyle
No full textMarie de Clèves, Duchess of Orléans, owned a striking manuscript (Paris, Bibliothèque nationale de France, Ms français 25528) of the Roman de Troyle — Louis de Beauvau’s fifteenth-century French translation of Boccaccio’s Il Filostrato — which focuses on the doomed love affair of Troyle and Criseida. The manuscript’s unique visual presentation and Marie’s own poetic production speak to her consistent tendency to aestheticize women\u27s lovesickness and mourning. Marie’s literary interests reveal a subtle investment in reconfiguring Criseida, who has often been read as an iconic example of the fickle widow; Marie both encourages a more sympathetic reading of Criseida and embodies something akin to Criseida’s performative affect in her own life and work
Let Calle Hym Trystrams: Women\u27s Reproductive Bodies and Resistance in Malory\u27s Le Morte Darthur
No full textAlongside the battle scenes and amidst the holy quests, the female characters of Thomas Malory\u27s Le Morte Darthur abide within the patriarchal norms of their chivalric world. The gendered expectations of this society include the assumption that queens and ladies will fall pregnant and give birth to the next generation of kings and destined knights. This article analyzes the portrayal of five Arthurian noblewomen--Elyzabeth, Igrayne, Margawse, Elayne of Corbenic, and Gwenyvere--in relation to this reproductive role expected of their childbearing bodies. It argues that a critical perspective is present throughout Malory\u27s fifteenth-century text. This perspective challenges the belief that women should be constrained to a reproductive purpose for the benefit of patrilineal succession, only to be then subsumed and forgotten by the narrative. This article seeks to highlight the persistent voice throughout Le Morte Darthur that calls for female characters to be defined not by their reproductive potential but their individual identities
Templates and the Production of Architectural Frames in Some French Manuscripts of the Thirteenth and Fourteenth Centuries
No full textThe manuscript now divided between British Library MS Add. 28162 (28162; Somme le Roi) and Yates Thompson MS 11 (YT11; Traité de la sainte abbaye), contained at least fourteen exquisite full-page miniatures illustrating the two texts; eleven for the Somme and three for the Traité de la sainte abbaye. Its opulence derives in part from its elaborate architectural borders that depict the most up-to-date building fashions. These borders are part of a widespread interest in complex architectural frames, most typically exemplified by the Saint Louis Psalter (BNF MS lat. 10525). However, unlike the Saint Louis Psalter and the closely related Queen Isabella Psalter (Fitzwilliam Museum MS 300), the architectural frames of the British Library Somme take a wide variety of forms over the course of the manuscript and often interact directly with the images they contain. I suggest that while the use of templates or patterns was likely in all cases, that the artists of the British Library Somme treated their templates as a series of interlocking parts that they altered in direct relationship to the central image. Consequently, I argue that frame and image were mutually informing, with the narrative using the architecture to amplify its meaning. The frame operates less like a stage than like a physical building, the spaces or decoration of which might be exploited as relevant to enhance a performance. Ultimately, this paper demonstrates how the use of technologies and tools can result in different artistic outcomes
“Just holding that space”: Using Culturally Relevant Pedagogy to Create Counterspaces for Black College Students in AANAPISI/HSI Classrooms
Get PDFBlack college students continue to face the specter of anti-Blackness which creates additional barriers to success and flourishing in higher education. This study investigates how instructors in higher education can provide racial equity to Black students in AANAPISI/HSI classrooms through counterspaces. We use culturally relevant pedagogy to investigate the experiences of 21 Black college students at an AANAPISI/HSI to understand better how higher education instructors can utilize counterspaces, places where Black college students can challenge dominant discourses and create a collegial learning environment. We identified three counterspace themes: (1) Mitigate Eurocentric Pedagogy, (2) Employ Black and Critical Scholarship, and (3) Foster Black Excellence Zones. Implications provide educators with ways to enact meaningful support both academically and socially to Black-identifying students in college classrooms
“Without Boundaries, Something Great Might Just Be Created”: Examining Preservice Teachers’ Radical Imagination Through Becoming Writers and Teachers of Writing
Get PDFThis study investigates how preservice teachers (PTs) created and enacted innovative views of writing instruction through course experiences in a field-based writing methods course as writers and teachers working with early elementary authors. Theoretically, we drew on radical imagination (Sailors, 2018) to interpret PT’s narratives and experiences in the course. We used constant comparative data analysis across sources, which included field notes, observations, and course artifacts. The findings explore interrelationships between being a writer, establishing a writing identity, and teaching and envisioning writing instruction through liberating perspectives through writing for social change. The implications of this work argue for integrated, authentic writing experiences that have a purpose set in the writers’ and teachers’ lives and worlds
Interview with Julia Yu
No full textInterview with Julia Yu recorded on March 25, 2024. Ms. Yu is interviewed by Forest Hills Northern High School students Kaleb Kemp, Alex Wong, and Tristan Gerville-Reache as a part of WMU’s Telling Our Stories: A Video Collection Celebrating AAPI Heritage. During the interview Ms. Yu discusses the following topics: Growing up in Hong Kong; The intensity of schooling in China; Living in Australia for university and early adulthood; Moving to the U.S. at age 30; A typical day in her life currently; Adjusting to living in the U.S.; Her opinions on the U.S. social welfare system, eating habits, and sustainability; Things that she misses about Hong Kong and Australia; Opinions on Asian cuisine in Grand Rapids; Differences between cultures in U.S. and Hong Kong; Difficulties moving to the U.S.; Her interest in news and politics; Achieving her goals in the U.S.; Family, community, and relationships as her biggest accomplishments; Advice for immigrants coming to the U.S., and; Her plans for the future.https://scholarworks.wmich.edu/our-stories-aapi/1011/thumbnail.jp
Wikidata Projects at WMU
Get PDFAt Western Michigan University, Wikidata has been used to create value-added connections to boost discoverability of archival collections, oral histories, and digitization projects. Smaller, bite-sized projects focus on increasing regional and institutional information on Wikimedia projects. The presenter will also share her experience in developing and running Wikidata edit-a-thons
A Path Wayward: Resisting “Evidence-Based” Discourse in Favor of Critical Access, Engaged Relational Pedagogy and a Politicized Somatics
No full textIn contemporary MSW programs in the United States, clinical and mental health coursework frequently centers evidence-based practices (EBPs), communicates and explains problems of living (“psychopathology”) through the narrow lens of the APA Diagnostic and Statistical Manual (DSM), and rarely provides students with a deeper critique of the recalcitrantly medicalized mainstream of psychiatric services and interventions. In spite of a rich history of ecological thinking in social work, these increasingly dominant approaches foreground diagnosis and biopsychological treatments, stripping experiences of distress and/or mental diversity of their sociocultural contexts and promoting practices that implicitly locate primary problems at the level of the individual. EBP discourse in particular invites students to understand “effective” intervention in ways that all too often subjugate and subordinate affect/intuition, embodied knowing, community and justice in the context of practice. This paper seeks to contribute to a growing body of discourse aimed at unsettling both the intellectual commitments EBP-driven frameworks entail and the implicit messages they send students about values and the nature of social justice. Specifically focusing on clinical and mental health social work pedagogy, we turn to critical disability studies (DisCrit) and mad studies to offer a critique of current practices and articulate an alternative teaching framework that emphasizes radical access, engaged relational pedagogy, and a politicized somatics