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Interview with Angela Martin
Full text linkInterview with Angela Martin as part of the Empowering Indigenous Futures Project. During the interview, the following topics are discussed. Indigenous food sovereignty; Native agriculture and sustainability; Generational trauma and anxiety relating to connecting to one’s culture; Disconnect and reconnection by indigenous youth; The importance of community.
Additional Files include full transcription.https://scholarworks.wmich.edu/indigenous-futures/1004/thumbnail.jp
Where Do I Go Next With This Writer? Preservice Teachers’ Responses at the Start and End of a Writing Methods Course
No full textThis mixed-methods study sought to extend what is known about preservice teachers’ (PSTs’) preparation for teaching writing by examining their responding to individual children’s narrative, informative, and persuasive writing at the start and end of a writing methods course. Participants were 115 elementary PSTs. Their selections of teaching foci and instructional strategies on a beginningand end-of-semester course task were examined. Overall, PSTs showcased differences in their selections at the two time points, displaying a lessened focus on local features (e.g., spelling, punctuation) and reliance on laypeople’s helping practices (e.g., telling, correcting writing) and a greater focus on global features (e.g., content, structure) and reliance on specialized practices (e.g., graphic organizers, mentor texts, textual analysis) at the end of the semester. Moreover, PSTs’ later selections displayed more sophisticated sequences of support. These trends were present in not only the narrative writing sample but also the informative and persuasive writing samples. The results offer particular insight into how PSTs’ addressing of children’s needs changes from the start to the end of a single semester and showcase the similarities and differences in PSTs’ selections across children’s writing samples and time
Teachers’ Perspectives on Text Selection in a Time of Book Bans and Censorship
No full textThe last 4 years of headlines describing the various book bans and curricular gag orders happening in the United States serve as an important context for P–12 teachers’ daily work. This article describes the findings from a qualitative survey that sought to understand what influences P–12 teachers’ text selection for teaching and for inclusion in their classroom library in the aforementioned context. Teachers reported stakeholders who held decision-making power as well as which stakeholders were influential in their text selection. Three overarching themes emerged from teachers’ most influential factors in their text selection: social and communal influences, literary content and value, and curriculum and planning. Critical sociocultural theory is used to interpret the findings, revealing P–12 teachers’ complex and sometimes conflicting perspectives between their text selection practices and national, state, and district politics. Additionally, the authors report how P–12 teachers’ beliefs and surveyed concerns can work as a form of censorship with or without accompanying book-banning legislation. The authors call for more political education about national, state, and district policies in teacher education as well as incorporating material for justifying and teaching BIPOC- and LGBTQ-authored texts in the discussion and implication section
Nascere. Il parto dalla tarda antichità all’età moderna edited by Alessandra Foscati, Costanza Gislon Dopfel, and Antonella Parmeggiani
No full textArranging for Space: Religious Performance, Piety, and the Tomb of Joan de Mohun
No full textA courtier during the reign of Richard II (r. 1377–1399), Joan de Mohun (d. 1404) received garter robes as a Lady of the Garter and received an invitation to the feast of Saint George for the first time in 1384. A benefit reserved for elite women or those belonging to the inner circle of Richard II, elevation to the Ladies of the Garter demonstrated a woman’s honored position at court. Yet Joan de Mohun gained favor during her lifetime with not only the king but also other important figures including John of Gaunt (1340–1399) and Anne of Bohemia (1366–1394). Although Joan’s father, Bartholomew Burghersh, the elder (d. 1355), and husband, John de Mohun V (1320–1376), served the crown during the reigns of Edward III (r. 1327–1377) and Richard II, they remained on the fringe of elite society. Joan, however, developed personal friendships with John of Gaunt, Richard II, and Anne of Bohemia. The tenor of such relationships is seen through the frequency and type of gifts that Joan received from these individuals. While her father and husband were alive, Joan received patronage and gifts in her name, benefits that continued into her widowhood. The continuity of these personal favors suggests that Joan received such patronage on her own merit, allowing Joan to create a comfortable position at court. This article examines the relationships that Joan de Mohun developed with the royal family, the patronage that she personally received, and the ways that she established herself as a valuable and respected member at court
Femina: A New History of the Middle Ages, through the Women Written Out of It, by Janina Ramirez
Full text linkGiving Oral Histories New Life through Community Archiving Collaborations
Full text linkOral Histories conducted by the Kalamazoo Valley Museum have found a new life through a collaborative partnership with WMU Libraries. Recorded on VHS in 1995, oral histories from Jewish resort owners in South Haven, Michigan, were digitized, described, and published openly in ScholarWorks, WMU’s institutional repository. This poster describes how the collaboration began, the workflow between institutions, and the resulting final product
Interview with Linda Rossetti
Full text linkThis oral history interview with Linda Rossetti was conducted on March 31, 2025, by Kaitlyn Konyndyk, Harriet Ogilvie, and Jacob Zhang. The interview was written by Kaitlyn, Hattiet, and Jacob. Linda Rossetti was born in Lansing, Michigan and is the oldest of three. Her parents immigrated to America from China in the 1990s, shortly before she was born. Both her parents lived in Beijing before immigrating. At that time, her mother had just finished getting her MD PHD and her father was having difficulties finding work. In hopes of more opportunities for themselves and their children, Linda’s parents immigrated to America. Her mother was highly educated, but was stuck working odd jobs like washing dishes. Her parents had no other family here in America. It was difficult for them to get adjusted with finding a community, making friends, etc. Her parents didn’t know much English prior to immigrating, and her father’s English speaking abilities were better than her mother\u27s. While Linda was growing up, her parents spoke Chinese to her and her siblings. She has a younger sister and a younger brother, who is biologically her cousin. Her aunt and uncle came to the US, and her brother was raised here. They couldn’t stay in the US but didn’t want to uproot him, so he grew up as her brother. While Linda was growing up, she struggled with her identity as a Chinese Immigrant. An especially difficult part was bringing snacks to school that were different from the other kids. Other kids were unfamiliar with the chinese food and snacks she’d bring, so she wanted to distance herself from her chinese culture, and blend in with the other kids. Her parents wanted their home life to be full of Chinese culture, believing that she’d get all the American culture she needed while at school. As an adult now, much of those chinese foods and snacks have become very mainstream. It wasn’t the food becoming popular that connected her back to her culture, but how when she moved out, she realized how comforting home was and how food was such a big part of that. As an adult she realized that her culture had “been cool all along.” Another challenge she faced was in the English language proficiency exams she was forced to take because English wasn\u27t the primary language spoken in her home. She had to leave her AP English class to take a test she didn’t need to be taking. After the outrage she felt at this, her parents stopped saying that English wasn’t the primary language spoken at home for her younger siblings. In Chinese culture, family is very important. The rest of Linda’s family lived in China, so she spent many summers in China, becoming very close with her mom’s mom, who would come to live with them for part of the year. She could only talk to her Grandmother in Chinese, which is why she attributes her language skills to her. Being Chinese American has given her a broader perspective, allowing her to see both sides, Western vs Eastern. It helped her to see the importance of community and embracing your culture, embracing multiculturalism. Now, Linda lives in Grand Rapids, Michigan with her husband and children. It’s been hard for her to integrate her Chinese culture into her children\u27s lives. She had hoped to speak Mandarin at home with them, but hasn’t yet. Her kids will be in Chinese immersion, which will help them to learn more. She elaborates on the struggles of incorporating Chinese culture and then more on her upbringing.https://scholarworks.wmich.edu/our-stories-aapi/1017/thumbnail.jp
