983 research outputs found
The social lives of lived and inscribed objects: a Lapita perspective
No full textAs James Cook and his men on the Resolution and Discovery sailed through Polynesia and the Pacific Northwest Coast of North America, they were treated to a number of welcome rituals and ceremonial performances. In this paper the author looks beyond the immediate face value of objects to a more rounded understanding of objects and their agency. The author suggests rethinking objects as social interventions and possible events rather than as portals to archaeological information. To do this I will develop a distinction drawn by feminist philosopher Elizabeth Grosz (1994) between lived and inscribed bodies and employ this distinction as a conceptual tool for thinking about the agency of objects, particularly Lapita pottery
Dr. Yvonne Howell – Faculty Author Interview
No full textDr. Yvonne Howell, Professor of Russian and International Studies, discusses her edited collection, Red Star Tales : A Century of Russian and Soviet Science Fiction, published recently by Russian Life Books. Red Star Tales brings together 18 Russian science fiction works, translated into English for the first time, spanning from path-breaking, pre-revolutionary works of the 1890s, through the difficult Stalinist era, to post-Soviet stories published in the 1980s and 1990s
Suns of the Mbira: A Critical Exploration of the Multiple Figurations of Femininity in Selected Fiction by Tsitsi Dangarembga and Yvonne Vera
No full textMy thesis is that multiple figurations of femininity challenging traditional
Zimbabwean values are articulated in the representations of womanhood,
motherhood and sexuality in the writing of Tsitsi Dangarembga (1959-)
and Yvonne Vera (1964-2005). Critically, I draw centrally upon Rosi
Braidotti (1994) and Donna Haraway’s (1992; 2004) work on figurations
as feminist metaphors theorizing how women challenge and transform
socially constructed roles that confine females to subservient social
positions. In addition, Gilles Deleuze and Felix Guattari’s (1987)
theorization of multiplicity is deployed as a useful conceptualization of
the erasure of the binary separating the collective and individual, asserting
instead, that subjectivities are pluralistic, connected identities in constant
creation.
Applying the critics’ ideas with due caution to the African context,
through a method of ‘carnivalizing,’ mixing and negotiating theory, my
thesis also makes use of selected forms of African feminist theory, to give
the necessary cultural context to Zimbabwean femininity. I critically
engage with scholarly work that theorizes African women’s
historiography and negotiations of power and knowledge. Combining
these diverse feminist and post-structuralist voices together with views
expressed in the writing, I aim to produce a nuanced reading of the
plurality of femininity so that a pattern of simultaneously complimentary
and contradictory relations with feminist paradigms of African
womanhood begins to emerge as key to interpreting the selected fiction.
My thesis develops in three chapters, beginning with an examination of
how rebellious women negotiate the domestic, private world culturally
assigned to females. I explore how Vera’s unconventional figurations of
motherhood undo the cultural and political mores placed on women by
essentialist patriarchal and racial ideologies. Further analyzing dissenting
femininities, I investigate subversive textual constructions of same-sex
relationships in Vera and Dangarembga’s fiction. My readings suggest
that some of the ideological contradictions between theory and text
provide fertile conditions in which to rethink radical femininities as
figurations within African feminism. I propose new, progressive strategies
for reading womanhood, and exploring the polyphonic and complex
nature of colonial and post-independence Zimbabwean femininity, as
expressed in the novels
Dear Yvonne
No full textCritical reflection on Yvonne Rainer's movement piece "Passing and Jostling whilst being confined to a Small Apartment" 2020, using correspondence as a form of research writing to enable the subjectively of the author to be articulated within the space of research writing, examining Rainer's new movement piece and her 'No' manifesto of 1965
First person – Yvonne Kschonsak
No full textFirst Person is a series of interviews with the first authors of a selection of papers published in Journal of Cell Science, helping early-career researchers promote themselves alongside their papers. Yvonne Kschonsak is the first author on ‘Activated ezrin controls MISP levels to ensure correct NuMA polarization and spindle orientation’, published in Journal of Cell Science. Yvonne is a PhD student in the lab of Ingrid Hoffmann at the German Cancer Research Center, Heidelberg, Germany, investigating regulation of mitotic spindle orientation and positioning in mammalian cells.</jats:p
Interview with Yvonne Johnson
No full textYvonne Johnson, great-great granddaughter of Plains Cree chief Big Bear, is the co-author, along with Canadian writer Rudy Wiebe, of Stolen Life: Journey of a Cree Woman (1998). Their book tells of how Johnson came to be the only First Nations woman in Canada serving a ‘life twenty-five’ sentence for first degree murder. It also narrates Johnson’s experiences of repeated sexual abuse, inflicted on her by family members and strangers, beginning when she was two years old. As Johnson had been born with a cleft palate, she was unable to communicate to others her suffering and so the abuse continued for years
Situating the Greenham archaeology: an autoethnography of a feminist project
No full textThis paper discusses an ongoing investigation into the material cultural legacy and memory of the Greenham Common Women’s Peace Camp. Using an autoethnographic approach it explores how a project at Greenham became an exercise in feminist practice, which aimed to stay close to the spirit and ethics of its subject of study, the women-only, feminist space of Greenham. We draw on principles from feminist and post-positivist scholarship to argue for the importance of refl exively exploring personal investments and situatedness in relation to research. The paper offers three narratives, one by each author, of our involvement with, and relationship to, the archaeological and ethnographic work at Greenham. It thereby also presents an account of how the objectives and methodologies of the research developed and changed over time
Do presencial-atual ao presencial-virtual: transposições do Projeto Ler e Pensar
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2015.A modalidade de Educação a Distância tem caráter inovador e extensivo, pois, além de estender e ampliar a oferta, alcançando pessoas que não têm acesso facilitado aos processos formativos, promove uma abordagem atualizada e inovadora em relação aos meios de comunicação utilizados. A transposição da modalidade presencial para a modalidade a distância, nos processos de ensino-aprendizagem, altera as formas de comunicação, requerendo transformações nos processos de gestão e docência. A problemática deste estudo trata da diferenciação dos modos comunicacionais ? do presencial-atual para o presencial-virtual. A questão que norteia a pesquisa é: Quais as mudanças comunicacionais a serem consideradas na transposição da modalidade presencial para a modalidade virtual, nos processos educacionais? Os postulados teóricos básicos desse estudo são: comunicação, transposição didática, interação e mediação pedagógica. A abordagem escolhida para esta pesquisa é a netnografia, tendo como técnica o estudo de caso. O objeto de estudo é o Programa de Formação Continuada para Professores do Projeto Ler e Pensar. Para a coleta e análise dos dados, utiliza-se de análise documental, observação direta no AVEA, questionários com os estudantes e entrevistas semiestruturadas com a equipe multidisciplinar. Para analisar a questão da comunicação nos dois modos, estes estão organizados em três dimensões: a) dinâmica das aulas; b) instrumentos utilizados e c) mediação pedagógica e interação. Os resultados evidenciam mudanças significativas na maneira de organizar os processos de comunicação. As transposições do modelo presencial para o modelo virtual alteram as formas de comunicação no sentido de que a mediação no AVEA requer outros modos de comunicação com base na linguagem dialógica, hipertextual e imagética. Esse modo de linguagem promove a interação entre os atores do processo de ensino-aprendizagem em uma mediação pedagógica afetiva, amigável e efetiva. Esse estudo pode contribuir como referência para com a organização da comunicação nas instituições que se inserem nesse processo.Abstract : Distance Education has an innovative and extensive nature, as well, as extending and expanding the supply and reaching people who do not have an easy access to the training processes, it promotes an updated and innovative approach to the media used. The transposition from classroom mode to distance mode, in the teaching-learning processes, change forms of communication, requiring transformations in management and teaching processes. This study deals with the communication modes differentiation, from current regular education to virtual education. The question guiding this research is: What communication changes are considered in the transposition between regular education and virtual education, in the educational processes? The basic theoretical postulates of this paper are communication, didactic transposition, interaction and pedagogical mediation. The approach chosen is netnography, and case study is the technique used. The study object is the Continuing Training Program for Teachers of the Project Reading and Thinking. For data collection and analysis is used the document analysis, AVEA direct observation, questionnaires with students and semi-structured interviews with the multidisciplinary team. To analyze the communication issue in two modes, they are organized into three dimensions: a) classes dynamic; b) instruments used and c) pedagogical mediation and interaction. Results show significant changes to organize the communication processes. The transposition from regular education to virtual model alters communication forms because mediation in the AVEA requires other communication modes based on imagery, hypertext and dialogic language. That type of language not always promotes the interaction between actors in the teaching-learning process in an affective, friendly and pedagogical mediation. The paper may serve as a reference to the communication organization in institutions that operate in the process
Without a Name by Yvonne Vera
No full textA relative newcomer to the literary scene, Yvonne Vera joins the rising ranks of Zimbabwean writers and African women writers, earning her place with promising credentials, academic and literary. Vera is the author of two previous works, a volume of short stories, Why Don\u27t You Carve Other Animals (1992), and a poetic novel, Nehanda (1993; see WLT 69:i, p.212), which were shortlisted for the Regional Commonwealth Writers Award in 1993 and 1994 respectively
Manzanar after 40 years; 1985 Manzanar pilgrimage; Manzanar
No full textKarl G. and Yvonne Yoneda's poems collected from "Rafu shimpo" and "Hokubei mainichi."The Fred Bradford Manzanar Collection contains booklets, agendas, maps, travel guides, flyers, and other materials related to Fred Bradford and the Manzanar Committee. Fred Bradford has been attending the Manzanar pilgrimages since 1982 and now serves as a committee member. Subjects in the collection include the Manzanar incarceration camp and pilgrimages, as well as the Manzanar Committee
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