most significant institutional collections had already been formed in earlier centuries. In both locations, however—that is, Great Britain and North America—rising prices increasingly pushed institutions to a marginal position in the market, and they
Emerging Conversations on Girls’ Literature and Girlhood
Dawn Sardella-Ayres and Ashley N. Reese
without any clear theoretical foundation or discernible methodological approach. 4 We discovered our most useful definition of girls’ literature and the North American girl's bildungsroman in Kimberley Reynolds's Children's Literature: A Very Short
Michael J. Lorr
Urban sociology and urban studies increasingly employ the idea of sustainability to explain, analyze, and critique city redevelopment. While the ambiguous and oxymoronic nature of sustainability goals has been extensively covered in the past, the current resurgence and popularity of the term “sustainability,“ especially under the aegis of “urban sustainability“ or “green“ cities, requires us to rethink the usefulness of sustainability as a concept for understanding and evaluating urban redevelopment. Confronting this challenge, this article reviews three of the most common theoretical approaches to sustainability, problematizes those approaches in the context of North American cities, and then provides a working definition of urban sustainability. Finally, the article recommends four plausible research hypotheses to guide future research on urban sustainability.
Claire Cororaton and Richard Handler
This article documents and analyses the uneasy, if not contradictory, relationship between service learning and liberal arts thinking in an undergraduate programme in Global Development Studies (GDS) at a North American University. As an undergraduate, Cororaton participated in a service-learning project to build a greenhouse in Mongolia; at the same time, the curriculum of her major (GDS, a programme directed by Handler) was developing a critique of such service projects, focusing on their lack of political self-consciousness. The authors contextualise the story within the university's ongoing attempts to enhance its global profile.
Anna J. Willow
This article approaches environmentalism as a way of positioning ourselves in relation to the world around us. It traces transformations in how two prominent North American environmental groups—the Nature Conservancy and the Sierra Club—conceptualize environmentalism's objects, objectives, and ideal human-environment relationship. Historical narratives highlighting how and why these organizations have redrawn their conceptual maps demonstrate that while mainstream environmentalism's prevailing topology once placed humans apart from and above the environment, the contemporary movement appears to be approaching a more inclusive vision that admits humans as an integral part of the environment. Yet because including human activities and concerns within environmental agendas is neither free from pragmatic problems nor invulnerable to ideological challenges, the article also considers how the same broad conceptual trends that have facilitated the reconceptualization of human-environment relationships may also concurrently complicate it.
Insights gained from a cross-border perspective
Alejandro Yáñez-Arancibia and John W. Day
to obtain sufficient water. Unlike the wet east of most of North America where rainfall and rivers are abundant, southern California was, and still is, arid and likely to grow more so, even as demand increases. In the early 20th century, Los Angeles
Sara Selwood and Lillia McEnaney
. Place, Nations, Generations, Beings: 200 Years of Indigenous North American Art , Yale University Art Gallery, New Haven, Connecticut, 1 November 2019–28 February 2021 “Indigenous North American art is an enduring presence at Yale University.” Opening
The Pre-university Anthropology Education Movement in the United States
Colleen Popson and Guven Witteveen
To anyone who has taught anthropology to middle and high-school students in the United States, the discipline's value to intellectual and social development is undeniable. These educators are the engine of a small, long-lived movement to make anthropology a core part of the curriculum that students are exposed to during middle and high school, before they enter college or university. Despite valiant efforts and because of some very difficult challenges - (public misperception of the field, lack of institutional support, and the nature of the U.S. public education system) - the movement has not caught the momentum it needs to induce major changes. Nonetheless, new opportunities and some limited pockets of success offer good reasons to be cautiously optimistic. Rather than trying to compel entire school districts or education departments to adopt anthropology courses and standards, advocates are now focused on leveraging such opportunities to introduce as many educators and students as possible to anthropology.
Multigenerational Perspectives on American Archaeology-Museum Relationships
April M. Beisaw and Penelope H. Duus
At the turn of the twentieth century, American museums helped to legitimize archaeology as a scientific discipline. By the next century, repatriation legislation had forced archaeologists to confront the dehumanization that can take place when bodies and sacred objects are treated as scientific specimens. Charting the future(s) of archaeology-museum relationships requires us to (1) recognize where, when, and how harm has been done, (2) confront those harmful precedents, and (3) restructure collections and exhibits in ways that heal wounds and advance research. Current research on the 1916 Susquehanna River Expedition, an archaeology-museum project funded by George Gustav Heye, provides insight into how our predecessors viewed their work. Using the expedition project as backdrop, an archaeology professor and an undergraduate student engage in a dialogue that explores the changing roles of American museums as the public faces of archaeology, training grounds for young professionals, and cultural centers for us all.
The United States in Mexican Textbook Controversies
By identifying two general issues in recent history textbook controversies worldwide (oblivion and inclusion), this article examines understandings of the United States in Mexico's history textbooks (especially those of 1992) as a means to test the limits of historical imagining between U. S. and Mexican historiographies. Drawing lessons from recent European and Indian historiographical debates, the article argues that many of the historical clashes between the nationalist historiographies of Mexico and the United States could be taught as series of unsolved enigmas, ironies, and contradictions in the midst of a central enigma: the persistence of two nationalist historiographies incapable of contemplating their common ground. The article maintains that lo mexicano has been a constant part of the past and present of the US, and lo gringo an intrinsic component of Mexico's history. The di erences in their historical tracks have been made into monumental ontological oppositions, which are in fact two tracks—often overlapping—of the same and shared con ictual and complex experience.