What is the role of cultural archives in creating and sustaining connections between diasporic communities? Through an analysis of an audiovisual archive that has sought to bring together representations of and by African, Caribbean and Asian people, this article discusses the relationship between diasporic film, knowledge production and feminist solidarity. Focusing on a self-curated, UK-based archive, the June Givanni Pan-African Cinema Archive, we explore the potentiality of archives for carving out spaces of diasporic connectivity and resistance. This archive assembles (...) the holdings of pan-African films and film-related materials, built over several decades by June Givanni, a Guyanese-born London-based film curator. Givanni’s archive embodies her long relationship with the intersecting worlds of African and Asian diasporic cinema, which hold deep connections to Black British heritage through global networks spanning across empire. In the making of this cultural analysis, we employ a co-produced, decolonial methodological approach by designing and producing the article in collaboration with Givanni over a two-year period. We aim to foreground the role of feminist labour (academic and practitioner) as agents of change who are reclaiming stories, voices and memory-making. The wider backdrop to this co-produced analysis is the ongoing resilience of a cultural amnesia that has pervaded the Black British experience and the current fragility of Black arts and cultural spaces in the UK. Our question is how might archives help us map the connections between racialised ideas of belonging, memory politics and the reconfiguration of colonial power whilst also operating as a site of feminist connectivity? (shrink)

This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed—through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming—as one way to think about high school music programs as potential sites for contributing to optimal adolescent wellbeing. Writing at the nexus of practice and theory the authors analyze two rites of (...) passage examples from their high school music classrooms. Musicking experiences that offer students openings for embarking upon rites of passage hold potential for addressing students' needs for autonomy, relatedness, and competence—needs Richard Ryan and Edward Deci document as predictive of psychological wellbeing in all cultures and that Dissanayake argues are evolved psychobiological needs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 102-125 [Access article in PDF] Towards an Ecology of Music Education June Boyce-Tillman King Alfred's College, England Western culture has developed a concept of knowledge as divided into discrete categories, which are reflected in the disconnected subjects of our school curricula and the titles of our university faculties. However, music should be intimately bound up with the wider curriculum, particularly in (...) the areas of personal, social, cultural, moral, and spiritual education. From an examination of the values that are implicit in the musical traditions that dominate music education in Western culture, in this paper I will set out some pointers towards a more ecological understanding of music education, drawing on experiences I have had with music and music education in a variety of settings. I will examine how musicology has concentrated only on certain aspects of the musical experience, ignoring areas such as expressive character, value systems, and spirituality, which are the areas that link the musical experience to the fabric of life as lived beyond the confines of the classroom and academe. This paper seeks to re-establish a notion of connectedness both within the musical experience and also beyond it and through it to other areas of knowledge and understanding. For this I have adopted the term "ecology." To explicate this notion of ecology, I have developed a model which incorporates the values that are both usually associated with Western culture and are subjugated by it, drawing on the experience of music itself. [End Page 102] Ways of Knowing The first of these models deals with the social construction of knowledge. Stan Gooch defines two systems of thought embodied in various cultures in the world. He identifies the favored characteristics of one system (Type A) as activity leading to products; objectivity; impersonal logic; thinking and thought; detachment; and discrete categories of knowledge that are based on proof and scientific evidence. The other system (Type B) favors being; subjectivity; personal feeling; emotion; magic; involvement; associative ways of knowing; and belief and non-causal knowledge.1Gooch suggests that the Western world has chosen to value the first of these systems and neglect the other. This is done by a process of devaluation that can be carried out in various ways. In the Western media this devaluation can be manifested as public ridicule or by simply ignoring those events that reflect Type B values. Community-building activities based on associative ways of knowing and acknowledgement of people's feelings and sensibilities are not reported, while a considerable amount of space is given to the essentially dehumanizing practices of warfare and the dissociative practices of violence and crime. For example, reports and articles on holistic, associative approaches to health based on belief systems that defy rational explanation often end with throw-away comments like "If you believe that, then you will believe anything!" Public figures sometimes indulge in similar practices in their pronouncements by initiating policies to outlaw health practices that cannot be supported by scientific methodologies and appealing to the grounds of public safety. People who wish to embrace the values of Type B can easily be pathologized or criminalized as the dominant culture seeks to reinforce the validity of its Type A values. Academic, medical, psychological, and even sociological research concentrates on so-called objective methodologies associated with scientific ways of knowing and the use of numbers in some shape or form. Qualitative methodologies that collect people's stories are often regarded with suspicion because of the alleged subjectivity of the approach.So the values of Type B have become hidden or repressed by Western culture. I have therefore called the ways of knowing that characterize Type B "subjugated ways of knowing,"2 following the work of Michel Foucault and his notion of subjugated knowledges.3 This paper will concentrate on how the ideas of the subjugated ways of knowing can be used to understand where we are in music education, drawing on my experience in the UK. I shall look at ways of bringing the two ways of knowing-Type A and... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Homeric Allusions at the Close of Thucydides' Sicilian NarrativeJune W. Allison.(Marcellinus Vita Thucydidis 37)When Thucydides composed his history, the inclusion of elements from epic was natural. Both the subjects and compositional techniques of epic were at home in this evolving genre.1 Herodotus' mighty prose epic, with its own debts to Homer, was the culmination of the process, successfully combining the mythic and epic with historical narrative.2 Thucydides' method, however, (...) was going to be different: the mythic was to be done away with and the epic made to serve the account of the most destructive war in historical memory.Thucydides in some places mentions Homer directly and in others makes artful allusions to Homeric epic.3 In his Archaeology he repeatedly [End Page 499] holds up the Trojan War as the first great naval expedition and records its failings. In his programmatic passages, moreover, Thucydides draws comparisons between Homer's methods and his own.4 Marcellinus, his biographer, reflects a tradition that attributed even individual features of Thucydides' style and language to Homer. Epic conventions abound: there are angry speeches between antagonists; there are catalogues of warriors, in particular, the fine example before the final battle at Syracuse (7.57–59); and there are splendid battle scenes, where individuals, such as Brasidas, are singled out.5 When Thucydides turns to compose the events of the Sicilian Expedition, he allows the reader to dwell on parallels between it and its ancestral expedition to Troy.6 The parallels with the Homeric poems on a thematic level are large and obvious: a monumental Greek naval expeditionary force travels far in order to besiege a city. The insistence in book 6 on heavy preparations for Sicily recalls Thucydides' criticism in book 1.9 of Agamemnon's effort. Unlike their poetic ancestors, who prolonged the siege because they had to spend valuable time gathering supplies by means of raids on nearby cities, the Athenians would take their necessities with them. Like the Iliad, the History has war as its pervading theme, but also like the Iliad, it is not simply about war; rather it is about the human motivations and reactions which that most dehumanizing phenomenon elicits. In depicting what is poignant Thucydides competes with Homer. He [End Page 500] does not fail to draw on the values of the Iliad to highlight his own narrative and to imbue his account with the powerful sensitivity to suffering found in both Homeric poems.My focus in these pages is Thucydides' use of Homeric words in his description of the final battle in the great harbor and the retreat of the Athenians from Sicily. In 1900 Smith collected some of these terms but made no claims for completeness: "A few terms and idioms borrowed from poetry and traceable directly or indirectly to Homer may give some idea of what might be found if one knew classical Greek usage thoroughly well and were perfectly familiar with Homer" (70).7 So it is not easy to pinpoint specific verbal allusions to Homer in the History. The historian may have used other works in the epic cycle or tragedies now lost that made use of epic.8 Moreover, the atmosphere of high poetry we encounter may result from the effect of a few words or even one word or a setting which will recall Homer without, however, alluding to a specific passage in the poems.9 The poetic influence upon prose was long and profound. Indeed, prose of the fifth century had not yet totally divorced itself from poetry. What I suggest here is that Thucydides created an atmosphere in the final chapters on the Sicilian disaster which derives its Homeric aura from a number of attributes, among these, words of epic coloring.In two places Thucydides seems to make conspicuous use of Homer: in the Funeral Oration, and at the end of book 7. The Funeral Oration deserves analysis, but because it is a formal, epideictic, state address over fallen warriors and is traditional (as Pericles says repeatedly), [End Page 501] it attracts epic forms, as it were, by nature. I shall concentrate on book 7, where Thucydides has employed Homeric echoes to enhance in... (shrink)

Analysis of ART and abortion must include the experiences of women at the emerging center of American life, as well as those at the top and bottom of the socioeconomic scale. Our contribution explores the triple system of fertility regulation, analyzing the intersections between fertility and class and using the experiences of women in the middle to add depth to our understanding of women's exercises of autonomy.

Using Africana critical theory as a critical framework to analyze W. E. B. Du Bois’s Black Flame trilogy, this study establishes a transdisciplinary theory of the dehumanization of Black students in the United States. As lenses of analysis, critical race theory and Post Traumatic Slave Syndrome reveal how the processes of racialization, colonization, and globalization contribute to the multigenerational traumas many Blacks have experienced in education since Reconstruction.

This article argues that a gender perspective enables us to better understand the emerging basis for collective organization in the world capitalist crisis. Since women and their children are most threatened by inroads on the subsistence economy, and since welfare provisions are the first budgetary cuts made by governments faced with increasing debt burdens, women are forced to engage in collective action to ensure survival. In Latin American countries, this new political arena is even more dynamic than the workplace as (...) a site for engaging in struggle. This situation contrasts with core industrial countries, where the encounter with bureaucratic agencies in redressing human welfare issues tends to fragment individual actions rather than weld together collective consciousness. (shrink)

Aaron Cotnoir does all sorts of interesting things in his contribution to this volume. He makes a helpful distinction between syntactic and semantic objections to the thesis that composition is identity, and outlines some empirical points relevant to the syntactic issue. But the centrepiece is his development of a formal framework for addressing the semantic objections.

Specific emotions and colors are associated. The current study tested whether the interference of colors with affective processing occurs solely in the semantic stage or extends to a more complex stage like the lexical processing of emotional words. We performed two experiments to determine the effect of colors on affective processing. In Experiment 1, participants completed a color-emotion priming task. The priming stimulus included a color-tinted image of a neutral face, followed by a target stimulus of gray-scaled emotional and neutral (...) faces after 50 ms. Experiment 2 used a modified emostroop paradigm and superimposed emotion words on the center of the color-tinted emotional and neutral faces. Results showed the priming effect of red for the angry face compared to the control, but not in blue for the sad face compared to the control. However, responses to the blue-sad pair were significantly faster than the red-sad pair. In the color-emostroop task, we observed a significant interaction between color and emotion target words in the modified emostroop task. Participants detected sad targets more accurately and faster in blue than red, but only in the incongruent condition. The results indicate that the influence of color in the processing of emotional information exists at the semantic level but found no evidence supporting the lexical level effect. (shrink)