Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 19,678 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 3936 - Next  Jump:
2016 - National Women's Studies Association Words: 98 words || 
Info
1. Detournay, Diane. "Colonizing Disciplines: Women’s Studies, American Indian Studies and Hmong Studies" Paper presented at the annual meeting of the National Women's Studies Association, Palais des congrès de Montréal, Montreal, Quebec, <Not Available>. 2019-09-22 <http://citation.allacademic.com/meta/p1141065_index.html>
Publication Type: Individual Paper
Abstract: This paper engages the student-led struggle for the institutionalization of Hmong Studies at UW-Eau Claire to reflect on how the university renders Women’s Studies, American Indian Studies and Hmong Studies into oppositional sites. In a moment marked by intensified discourses of budgetary ‘crisis’ and anxieties about nation-wide student protests, the institutional rhetoric of “equity, diversity, inclusivity” tied the viability of these programs to the compartmentalization of patriarchy, settler colonialism and US imperialism. Here I trace how these terms effectively produce colonialism as the analytic frame for understanding relationships between disciplines, and the strategic refusals to do so.

2013 - 37th Annual National Council for Black Studies Words: 296 words || 
Info
2. Okafor, Victor. "Black Studies, African American Studies, Africana Studies or Africology? The debate about how to name the discipline revisited" Paper presented at the annual meeting of the 37th Annual National Council for Black Studies, The Westin Hotel - Downtown, Indianapolis, ID, Mar 13, 2013 <Not Available>. 2019-09-22 <http://citation.allacademic.com/meta/p645174_index.html>
Publication Type: Panelist Abstract
Review Method: Peer Reviewed
Abstract: The debate about how to appropriately name what we do has been bubbling within the last 44 years of the establishment of the first Black Studies Department in 1968 at San Francisco State University as other universities in the United States planned, either by their own volition or through grassroots pressures or a combination of both factors and instituted their own programs. Such has been the unrelenting nature of this debate that the 2006 edition of the annual conference of the National Council of Black Studies (NCBS) was devoted to it.
In retrospect, it would appear that, given the nature of the times, the first generation of black studies was driven primarily by a desire for a niche in the academy. That is, what mattered most to their creators, it seems, was to first have a chance to put in place a set of courses about the black experience. Given an institutional tendency to resist the notion of having a distinct space for Black Studies which confronted the first generation of Black Studies, it does not appear that, and the literature on this subject does not demonstrate measurably, that nomenclatural questions took up significant attention during the early years of the institutionalization of the discipline. However, as more and more black studies departments and programs emerged and they sought to move beyond inter-departmental scheduling and offering of undergraduate courses, towards both relative autonomy and programming for graduate education, new and complex questions arose. One of those complex questions is this. Instead of creating autonomous departments, why not have the traditional disciplines develop courses on the black experience that fall within their subject areas? In addition to the preceding questions or issues, this paper also show-cases the experience of a department that adopted a new name recently.

2011 - National Women's Studies Association Words: 93 words || 
Info
3. Harper, Susan. "TransGendering Women’s Studies: Gender Studies, Naming, and the Political Project of Women’s Studies" Paper presented at the annual meeting of the National Women's Studies Association, SHERATON HOTEL (DOWNTOWN) ATLANTA, Atlanta, GA, <Not Available>. 2019-09-22 <http://citation.allacademic.com/meta/p511951_index.html>
Publication Type: Individual Paper
Abstract: This paper argues that the current move to transition or rename Women’s Studies to Gender Studies risks losing the central political project of the discipline. The author examines the various arguments for and against renaming Women’s Studies as Gender Studies, including an analysis of the fundamental differences and key commonalities between the two areas of inquiry. While asserting that Gender Studies is a valid and important area of study, this paper argues that conflating Gender Studies with Women’s Studies obscures both the political nature of Women’s Studies and the diversity of Gender Studies.

2012 - LRA 62nd Annual Conference Pages: unavailable || Words: 1780 words || 
Info
4. Bennett, Stephanie. "I Don’t Just Teach Social Studies, I Teach Literacy Too: Social Studies Education Pre-Service Teachers Beliefs About Disciplinary Literacy in a Social Studies Classroom" Paper presented at the annual meeting of the LRA 62nd Annual Conference, Sheraton San Diego Hotel & Marina, San Diego, CA, Nov 28, 2012 Online <PDF>. 2019-09-22 <http://citation.allacademic.com/meta/p574330_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed

2008 - ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES Pages: 25 pages || Words: 6481 words || 
Info
5. Sil, Rudra. "Enhancing the Status of Asian Studies in Comparative Politics: The Role of an Expanded Field of Postcommunist Studies" Paper presented at the annual meeting of the ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES, Hilton San Francisco, SAN FRANCISCO, CA, USA, Mar 26, 2008 Online <PDF>. 2019-09-22 <http://citation.allacademic.com/meta/p250642_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper is intended to set the framework for the entire panel by tracing in broad strokes the place of Asian studies in the field of (post)communist studies and in comparative politics writ large. During the first two decades after World War II studies of China and Japan were commonly carried out within the unifying theoretical framework of modernization theory. The decline of modernization theory in the 1970s, however, led to a more attenuated relationship between specialists of Asian countries and the broader field of comparative politics. In the post-Cold War era, in spite of the common challenges faced by reformers in (post)communist Asia and Europe, there have been even fewer lines of intellectual communication and integration across Asian studies, the study of postcommunist Europe, and the field of comparative politics writ large. A handful of noteworthy exceptions notwithstanding, students analyzing transitions in postcommunist Europe have not taken advantage of the rich empirical analysis coming out of scholarship on Asian countries embarking on reform. Similarly, Asian studies remains comparatively insular, ignoring potentially insightful analyses coming out of transitional settings that emerged out of the former Soviet bloc. This paper argues that a broader, more refined field of comparative (post)communism needs to do a better job of comparing the experiences of Asian and East European reforms, and that this will also help reinvigorate the lines of communication between both fields and comparative politics writ large.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 3936 - Next  Jump:

©2019 All Academic, Inc.   |   All Academic Privacy Policy