380 research outputs found
Josephine Wildcat Bigler, Pauline Harjo, Ramona Jenkins, Maxine Stephenson, taken in 1940
No full textFour women (left to right: Josephine Wildcat Bigler, Pauline Harjo, Ramona Jenkins, Maxine Stephenson) stand on the steps of a Chilocco building. Josephine Wildcat Bigler was a Euchee from Sapulpa, Oklahoma and a senior in 1940. Pauline Harjo was a Seminole from Colvis, New Mexico and a senior in 1941. Ramona Jenkins was a Cherokee from Del Norte, Colorado and a senior in 1940. Maxine Stephenson was a Cherokee from Vinita, Oklahoma and a senior in 1940.The Chilocco Indian Agricultural School Photo Collection is a series of images scanned from the Chilocco National Alumni Association members and archives and includes representation of campus facilities, students and staff, activities and events
Maxine Stephenson, Ramona Jenkins, Pauline Harjo, and Josephine Wildcat Bigler in front of Hawthorn Hall, 1940
No full textFour women (left to right: Maxine Stephenson, Ramona Jenkins, Pauline Harjo, Josephine Wildcat Bigler) stand in the archway of Haworth Hall. Maxine Stephenson was a Cherokee from Vinita, Oklahoma and a senior in 1940. Ramona Jenkins was a Cherokee from Del Norte, Colorado and a senior in 1940. Pauline Harjo was a Seminole from Colvis, New Mexico and a senior in 1941. Josephine Wildcat Bigler was a Euchee from Sapulpa, Oklahoma and a senior in 1940.The Chilocco Indian Agricultural School Photo Collection is a series of images scanned from the Chilocco National Alumni Association members and archives and includes representation of campus facilities, students and staff, activities and events
Introduction
No full texthttp://librarysearch.auckland.ac.nz/primo_library/libweb/action/display.do?fn=search&doc=uoa_voyager1774980&vid=UOA2_
Lowell Lecture Series: Maxine Hong Kingston (videorecording), 2004
No full textThe Lowell Lecture Series, in conjunction with the Suffolk University English department and the newly created Suffolk University Poetry Center, brought renowned author Maxine Hong Kingston to the C. Walsh Theatre on Tuesday, September 28, 2004 to speak about her experiences growing up as Chinese-American woman, writer and activist.
Kingston, author of “The Woman Warrior,” “China Men” and “The Fifth Book of Peace,” among others, took the stage before a full theatre after being introduced by English professor and Poetry Center director Fred Marchant. I feel honored to help inaugurate the poetry center, Kingston said. Poetry, I feel, is the highest endeavor of civilization. It might be civilization itself .https://dc.suffolk.edu/su-av/1030/thumbnail.jp
John Fowles Literary Forum: Maxine Hong Kingston
No full textMaxine Hong Kingston is a Chinese American author and Professor Emeritus at the University of California, Berkeley, where she graduated with a BA in English in 1962. Kingston has written three novels and several works of non-fiction about the experiences of Chinese immigrants living in the United States. Kingston’s writing is often cited for its melodiousness and poetry – its exploration of myth, legend, history and autobiography that combines to create a genre all to its own. She caught the world’s attention with her 1976 book “The Woman Warrior: Memoirs of a Girlhood Among the Ghosts,” an artful blend of memoir and myth about growing up in two worlds as a first-generation Chinese-American in Stockton, Calif. In this lecture, Kingston reads excerpts from her book and discusses her famous creative non-fiction, about Hua Mulan, the woman warrior. Kingston has received several awards for her contributions to Chinese American Literature including the National Book Award in 1981
Forbes-Robertson (Diana) Collection on Maxine Elliott, 1846-1940
No full textLetters, diaries, notes, articles, photos, clippings, and theater memorabilia surrounding the life of actress, Maxine Elliot by author, Diana Forbes-Robertson, Elliot\u27s niece and biographer.
Maxine Elliott was born Jessie Dermot, in 1868 in Rockland, Maine. She was an actress who appeared in her first play in 1890 and her last in 1920. She owned and played in the Maxine Elliott Theater, in New York which opened in 1908. She died in 1940.https://digitalcommons.library.umaine.edu/findingaids/1300/thumbnail.jp
[[alternative]]The exploration of Maxine Greene's philosophy of freedom and its implications for education
No full text[[abstract]] The primary purpose of this study is to explore Maxine Greene’s philosophy of freedom. Maxine Greene, the past president of the American Educational Research Association, is an educational philosopher in modern America. By using theoretical methodology, the first chapter gives an introduction of motivations and objectives in this study. The second chapter examines the theoretical background of Maxine Greene, including thoughts of John Dewey, Jean-Paul Sartre, and Hannah Arendt on freedom.
The third chapter draws upon the fundamental notions of Maxine Greene’s philosophy, including self-consciousness, lived world, and “doing” philosophy. The fourth chapter focuses particularly on describing Maxine Greene’s thinking of freedom, in which we see how freedom plays a decisive role throughout her life. For Greene, freedom is an ideal, a hope, and an actual challenge. In addition, Greene criticizes the view that regards freedom as an endowment and, on the contrary, claiming that freedom is the capacity to surpass the given and look at things as if they could be otherwise. That is, freedom is to achieve, not to receive. After all, Greene wants to create a space for freedom. The chapter fifth, then, synthesizes the implications of Maxine Greene’s philosophy of freedom in education.
In the ultimate, the last chapter of this dissertation concludes at least three directions for an adequate education for freedom. First, with attempt to improve the education in Taiwan, the government must create dialogical public spaces for educational institutions to make adequate educational policy into practice. Second, Maxine Greene’s thoughts can help educators pay attention to students’ lived world, help them wide-awake their learning obstacles, and motivate them to care for themselves and communities. Third, in order to improve students’ imagination, Greene’s thoughts can help educators create public spaces for art education.
Maxine Kingston\u27s Tripmaster Monkey
No full textThe article looks at the intertextuality elements in the novel Tripmaster Monkey by Maxine Hong Kingston, most notably a reference the book Through the Looking Glass by Lewis Carroll. The author compares the relationship between the characters Wittman and Taña in Kingston\u27s work to that of Humpty Dumpty and Alice in Carroll\u27s novel. Particular attention is given to Taña and Humpty Dumpty\u27s abilities with words and their roles as facilitators of understanding for the other characters
Maxine Crawley and Linda Patton
No full textThis 1963 photograph shows Maxine Crawley and Linda Patton winning the Delta Airlines Award trophy at the Mountain Youth Jamboree. Founder and director of the Mountain Youth Jamboree, Hubert H. Hayes (1901-1964) auditioned and directed youth to perform in folk dance, music, and folk and ballad singing. The jamboree was held in the Asheville City Auditorium (now known as Thomas Wolfe Auditorium) from 1948 to 1973, and Hayes’ wife, Leona Trantham Hayes (1913-1989) continued to direct the program after his death in 1964. Hubert Hayes was an author, playwright, and alumni of Duke University
Preparing students for a bicultural relationship: Pākehā primary teachers and histories of Aotearoa
No full textIt is the professional obligation of all teachers in Aotearoa to ensure that students are educated to live in an informed manner that allows them to be active citizens in the bicultural society of their nation. This obligation is also expressed in educational policy. However, for the most part, students are not prepared for this bicultural relationship because they are inadequately informed of its histories. This thesis examines the role of teachers in the transmission of the bicultural histories of Aotearoa. Through survey, focus group and interview data it examines the experiential, societal and school-based constraints that shape the practices of Pākehā teachers in their selection and delivery of curriculum content in this area.
The thesis demonstrates that Pākehā primary school teachers in this country convey a limited and uncritical view of the country’s bicultural histories. Data suggest that this is in part a legacy of colonial educational experiences through which hegemonic ideological discourses of a 'standard story' about the country's history have been generated, and personal and collective attachments to that story have been perpetuated. They suggest also that discourses of resistance about teaching this content continue. As a result, dominant representations of the country's histories have been reproduced across generations and continue to be so. This has wide implications for justice for Maori, for Pākehā identity in this land, for our ongoing relationship and our national identities. The teachers' responses in the research process suggest that they are potentially key agents for change. This has important implications for the Pākehā education system and Pākehā culture generally in this country
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