Places Of Their Own

On Melbenan Drive just west of Atlanta, sunlight falls onto a long row of well-kept lawns. Two dozen homes line the street; behind them wooden decks and living-room windows open onto vast woodland properties. Residents returning from their jobs steer SUVs into long driveways and emerge from their automobiles. They walk to the front doors of their houses past sculptured bushes and flowers in bloom. For most people, this cozy image of suburbia does not immediately evoke images of African Americans. But as this pioneering work demonstrates, the suburbs have provided a home to black residents in increasing numbers for the past hundred years—in the last two decades alone, the numbers have nearly doubled to just under twelve million. Places of Their Own begins a hundred years ago, painting an austere portrait of the conditions that early black residents found in isolated, poor suburbs. Andrew Wiese insists, however, that they moved there by choice, withstanding racism and poverty through efforts to shape the landscape to their own needs. Turning then to the 1950s, Wiese illuminates key differences between black suburbanization in the North and South. He considers how African Americans in the South bargained for separate areas where they could develop their own neighborhoods, while many of their northern counterparts transgressed racial boundaries, settling in historically white communities. Ultimately, Wiese explores how the civil rights movement emboldened black families to purchase homes in the suburbs with increased vigor, and how the passage of civil rights legislation helped pave the way for today's black middle class. Tracing the precise contours of black migration to the suburbs over the course of the whole last century and across the entire United States, Places of Their Own will be a foundational book for anyone interested in the African American experience or the role of race and class in the making of America's suburbs. Winner of the 2005 John G. Cawelti Book Award from the American Culture Association. Winner of the 2005 Award for Best Book in North American Urban History from the Urban History Association.

Educators have a key pedagogical role in promoting early years outdoor play in natural environments. Active outdoor play involving risk-taking has been linked to positive effects on social health and behaviour, and encourages physical activity and motor skill development. At the same time, it has been recognised that opportunities for children to experience outdoor learning have been reduced in recent decades due to the impacts of technology, urbanisation and social change. This book brings together renowned authors, with research and professional experience in a range of disciplines, to provide a comprehensive guide to developing positive and engaging outdoor learning environments in the early years. Part 1 looks at pedagogy and outdoor environments, and considers the value of risk-taking and developing a young child's appreciation of the natural world. Part 2 examines the key principles involved in the design and planning of these spaces, such as applying the relevant equipment standards and regulations. Part 3 explores how educators can develop an understanding of children's own perspectives on outdoor spaces, including promoting agency and recognising the importance of private playspaces. Part 4 examines different cultural perspectives on outdoor play, including Indigenous approaches, while Part 5 considers the range of experiences possible beyond purposefully-designed spaces, from visiting nature reserves to exploring urban environments. 'A much needed and comprehensive resource for pre-service teachers and educators of young children that encompasses philosophies, theories, pedagogy and practice for purposeful engagement of children in all kinds of outdoor spaces in Australia.' - Dr Kumara Ward, Director of Academic Program: Early Childhood Education, Western Sydney University 'This seminal work will provide a shared language and framework for educators, policy developers, community builders and researchers in exploring the justifications for engaging children in well considered outdoor learning places and spaces.' - Leanne Grogan, School of Education, Outdoor and Environmental Studies, La Trobe University.

Carr, a Canadian, O'Keeffe, an American, and Kahlo, a Mexican, were not close during their lives, but Udall (an independent art historian in Santa Fe, New Mexico), in this carefully reasoned and illuminating study, effectively brings many aspects of the artists' works together to demonstrate a kind of zeitgeist they shared as women developing often surprisingly similar, non-traditional themes in the 1920s. Links between their works are developed in the areas of nationalism, identity, gender, nature, and self through discussion of their paintings, psychology, and artistic influences. Annotation copyrighted by Book News Inc., Portland, OR

This volume envisions social practices surrounding mosques, shrines and public spaces in urban contexts as a window on the diverse ways in which Muslims in different regional and historical settings imagine, experience, and inhabit places and spaces as »sacred«. Unlike most studies on Muslim communities, this volume focuses on cultural, material and sensuous practices and urban everyday experience. Drawing on a range of analytical perspectives, the contributions examine spatial practices in Muslim societies from an interdisciplinary perspective, an approach which has been widely neglected both in Islamic studies and social sciences.

Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

The relationship between nature and culture has become a popular focus in social science, but there have been few grounded accounts of trees. Providing shelter, fuel, food and tools, trees have played a vital role in human life from the earliest times, but their role in symbolic expression has been largely overlooked. For example, trees are often used to express nationalistic feelings. Germans drew heavily on tree and forest imagery in nation-building, and the idea of 'hearts of oak' has been central to concepts of English identity. Classic scenes of ghoulish trees coming to life and forests closing in on unsuspecting passers-by commonly feature in the media. In other instances, trees are used to represent paradisical landscapes and symbolize the ideologies of conservation and concern for nature. Offering new theoretical ideas, this book looks at trees as agents that co-constitute places and cultures in relationship with human agency. What happens when trees connect with human labour, technology, retail and consumption systems? What are the ethical dimensions of these connections? The authors discuss how trees can affect and even define notions of place, and the ways that particular places are recognized culturally. Working trees, companion trees, wild trees and collected or conserved trees are considered in relation to the dynamic politics of conservation and development that affect the values given to trees in the contemporary world. Building on the growing field of landscape study, this book offers rich insights into the symbolic and practical roles of trees. It will be vital reading for anyone interested in the anthropology of landscape, forestry, conservation and development, and for those concerned with the social science of nature.

“This book is for everybody who feels like a nobody. With a voice of truth totally devoid of condemnation, Sarah will help you to see yourself as the Daughter of the King you truly are.” —Stephanie Armbruster YWAM Bible Teacher, Master of Arts in Biblical Languages and Educational Ministries In the search for belonging and acceptance, those aspiring to live a life of righteousness often find themselves feeling separated from God, love-starved, and drowning in cultural lies and misconceptions of what Christianity is supposed to look and feel like. What if you already held everything you needed to live a life of freedom in your authentic identity? What if fullness of life wasn’t something you just heard about but a place you entered into? Blossom Like Eden takes readers on a journey alongside one woman in her quest to find the truth. What she discovers changes her from the inside out, breaking every long-held identity lie and the striving she was used to. This story is for every woman aching for the freedom to know who they are and to let others see them. To the wanderer, frail in power and craving rest: You weren’t created to live a life lacking in intimacy with your heavenly Father. You are His daughter. Walk with Him now out of the desert and into the garden again!