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Black Lives, White Witnesses: An Argument for a Presentist Approach to Teaching Aphra Behn\u27s \u3ci\u3eOroonoko\u3c/i\u3e
No full textThis essay outlines a presentist approach to teaching Aphra Behn’s Oroonoko (1688), in which a white woman witnesses a Black man’s brutal execution at the hands of enslavers. This approach explores the capacity of Behn’s novel—a colonialist narrative scholars frequently identify as troubling or frustrating—to generate discussions about “white witnessing,” particularly white people’s consumption of images of Black people in peril. This includes recent videos of Black people killed by police or white citizen vigilantes. Many Black individuals identify these videos as traumatizing, frequently noting how they have failed to spur structural reform. Of central concern in the classroom discussion described in the essay is the sympathy white witnesses experience in response to images of racist violence, a feeling that can bring reassurance—even pleasure—to the white witness but that in and of itself does little, if anything, to address the systemic causes of such violence and may actually serve to sustain them. In addition to considering how instructors can draw upon this novel from the past to generate discussions about critical issues of the present, the essay describes how they might place Oroonoko in conversation with texts from diverse periods, places, and genres in order to expose the limitations of and fill the gaps in Behn’s narrative
Along and Against the Grain: Close reading \u3ci\u3eThe History of Mary Prince\u3c/i\u3e
No full textDue to the highly mediated conditions of its production, The History of Mary Prince presents a challenge to New Critical methods of reading that are frequently taught in undergraduate literature classrooms. Without questioning the British abolitionists’ textual representation of Prince’s experiences, readers unfamiliar with the historical conditions for slave narratives may attribute the publication’s sentimentalism and representations of violence as direct expressions of Prince. This essay mobilizes close reading towards contrary ends: I throw the editor’s (Thomas Pringle’s) paratextual material, particularly the Preface, under scrutiny by close reading its insistence on transparency and symmetry between the first-person narrative and Prince as the narrative\u27s univocal source. Using the Preface as an apparatus for close reading The History, I emphasize the dissonance between, on the one hand, the British abolitionists’ textual representation of freedom and, on the other, Prince’s speech as a practice of freedom. Drawing on the methods developed by Marisa Fuentes and Ann Laura Stoler, I offer historical and geographical contexts that can be layered onto close readings exercises for The History – particularly around repeated tropes of salt and allusions to sugar – that destabilize Thomas Pringle’s, and by extension the London Antislavery Society’s, representation of Prince’s public image. I argue how the paratextual materials of The History can help instructors foreground the contradictions and asymmetries of power embedded in subaltern representations
Mary Prince’s Undisciplining Lessons: Counter-Narrative and Testimonio in \u3ci\u3eThe History\u3c/i\u3e
No full textThis essay discusses teaching The History of Mary Prince at a Hispanic Serving Institution via Ethnic Studies praxis. It develops Nicole Aljoe’s definition of Prince’s narrative as counter-story and testimonio and explores the undisciplining effects of reading Prince’s history as relevant to the lives of Borderlands students. To understand the multiple meanings of “undisciplining’ this essay draws on the theory of Sylvia Wynter and shows how Prince’s testimonio offers an alternative to Western epistemologies via communal resistance and resurgence. Several pedagogic tools are explored for teaching Prince in this way
Transit Priority
No full textTo establish an efficient way of improving the service quality of the public transportation system, this research seeks the optimal vehicle scheduling at a multi-conflict area considering heterogeneous vehicle headways and weighted by vehicle occupancies to minimize the total travel time delay cost while giving priority to transits with higher occupancy. A mixed-integer programming (MIP) model is proposed to solve the exact optimal solution to this problem and a customized branch-and-bound algorithm is designed to improve computational efficiency. A set of numerical experiments in various scenarios are tested to demonstrate the feasibility and effectiveness of the proposed model and algorithm. The comparison results show that coordination of vehicles with individual-vehicle-based control can significantly increase the capacity of the conflict area and reduce the delay of transits compared to existing well-known control strategies (e.g., stop signs and signals)
Book Review: \u3cem\u3eAnthropological Witness: Lessons from the Khmer Rouge Tribunal\u3c/em\u3e
No full textGNSI Newsletter - June 7, 2023 // Issue 3
No full texthttps://digitalcommons.usf.edu/gnsi_newsletters/1002/thumbnail.jp
Bibliometric analysis of academic publications on tourism and humor
No full textThe aim of this study is to examine academic publications related to tourism and humor by using bibliometric analysis method. Research data were collected using the Elsevier Scopus bibliometric database. In this context, 90 data, including articles, papers and book chapters at international level, were found in the search carried out on Scopus. Maxqda 2022 package program was used to analyze and visualize the obtained data. As a result, it was observed that publications on tourism and humor were relatively few between 1989 and 2007, and an increase in the number of publications between 2019-2022. The majority of publications are of article type. In the comparison made by considering the similarities of the documents, it is seen that three different groups emerged in the document map
Aotearoa New Zealand, the Forcible Transfer of Tamariki and Rangatahi Māori, and the Royal Commission on Abuse in Care
No full textThis article investigates to what extent the forcible transfer of tamariki and rangatahi Māori (Indigenous children and youth) in Aotearoa New Zealand can be considered genocide. First, I begin by exploring contemporary genocide theory as it relates to dolus eventualis in settler colonial contexts, before engaging with precedents for recognizing Indigenous genocides established by truth commissions in Canada (2015; 2019) and Australia (1997). I then explore the history around Indigenous child removal in Aotearoa from the onset of colonization to the present day, attentive to ways in which the UN Convention can apply to the forced removal of Māori children. Third, I explore the potential of the Royal Commission of Inquiry into Abuse in Care (2018-2023) to engage with the concept of genocide in its deliberations. Between 60 and 80 percent of those taken were Māori, removed from their families, communities, and nations (respectively whānau, hapū, and iwi). I conclude with some reflections as to why the issue of genocide is not widely discussed in Aotearoa, and has not played an important role in the NZ Commission’s work, in contradistinction to commissions in other settler states
Perceptions of leadership styles in international special and general education schools in the United Arab Emirates
No full textGiven that school leadership styles are linked to educational outcomes, this study attempted to identify perceived leadership styles of school leaders in two types of schools in the United Arab Emirates (UAE): (a) international special education schools, which serve exclusively students with disabilities and (b) international general education schools, which serve primarily typically developing students. By utilizing primarily quantitative methods with supplementary qualitative analysis, this study also explored the influence of teacher demographic variables on perceptions of leadership styles. Results indicated a difference in perceptions of transformational and transactional leadership by school type based on teacher education level, as well as a difference in perceptions of passive-avoidant leadership by school type based on total years of experience with the school leader. Results also indicated a difference in leadership perceptions based on teacher nationality (consistent with the notions of collectivist and individualist cultures), total years of experience, and total years of experience in the current position. This study contributes to the knowledge base regarding the influence of teacher demographic variables on leadership perceptions while providing practical recommendations for school leaders and researchers, including professional development, school policy development, and conceptualizing culture as an expanded demographic variable of interest