Re Framing Identities

From 1970–1990, architecture experienced a revision as part of the post-modern movement. The critical attitude to the functionalistic Moderne style and the influence of semiotics and philosophical trends, such as phenomenology, on architectural theory led to an increased interest in its history, expression, perception, and context. In addition, architectural heritage and the care of architectural monuments gained importance. This development also increasingly challenged the ideologically based division between East and West. Instead of emphasizing the differences, the search was for a joint cultural heritage. The contributions in this volume question terms such as "Moderne" and "post-modern", and show how architecture could again represent local, regional, and national identity.

This book contributes to the theoretical and methodological discussion about how the diverging experiences of generations and their historical memories play a role in the process of national identity formation. Drawing from narratives gathered within the Ukrainian minority in northern Poland and centered on the collective trauma of Action Vistula, where in 1947 about 140,000 Ukrainians were resettled from south-eastern Poland and relocated to the north-western areas, this study shows that three generations vary considerably with regard to their understandings of home, integration, history and religion. Thus, generational differences are an essential element in the analysis and understanding of social and political change. The findings of this study provide a contribution to debates about the process based nature of national identity, the role of trauma in creating generational consciousness and how generations should be conceptualized.

Reconsidering the Mediterranean, appreciating and demarginalizing the peoples and cultures of this vast region, while considering the affinities and differences, is a valuable part of the process of unframing and reframing the concept of the Mediterranean. The authors of this volume follow Franco Cassano’s refusal of a sort of prêt-à-porter reality of cohabitation of cultures, introducing instead un’alternativa mediterranea, a world of multiple cultures that entails an ongoing learning and experiencing. The volume’s contributors use an interdisciplinary approach that mirrors the hybridity of the area and of the discipline, that is much more introspective and humanistic, more contemporary and inclusive.

From 1970–1990, architecture experienced a revision as part of the post-modern movement. The critical attitude to the functionalistic Moderne style and the influence of semiotics and philosophical trends, such as phenomenology, on architectural theory led to an increased interest in its history, expression, perception, and context. In addition, architectural heritage and the care of architectural monuments gained importance. This development also increasingly challenged the ideologically based division between East and West. Instead of emphasizing the differences, the search was for a joint cultural heritage. The contributions in this volume question terms such as "Moderne" and "post-modern", and show how architecture could again represent local, regional, and national identity.

As one of college football s most fabled programs, Ohio State University has consistently produced some of the greatest players and coaches in NCAA history. Archie Griffin, Vic Janowicz, Les Horvath, Woody Hayes, Sid Gillman, John Cooper, Hopalong Cassady the list goes on and on. Few football programs can boast over thirty-five first-team All-Americans, seven national championship teams, and fourteen Rose Bowl appearances. Now, after much anticipation, comes The Ohio State Football Encyclopedia the most comprehensive review of Buckeye football ever produced. Newly revised, it includes the schedule and score for each season, beginning with 1890. This is a definitive source on Ohio State football told by an expert on the history of the game. Park neatly examines the makings of this legacy from the ground up. Whether it s the creation of the glorious stadium or historical moments that occurred during each era; this book offers a clear and concise depiction of one of America s beloved college teams. Included within are forewords by former players and now loyal enthusiasts. It is a must-have for any and all devoted Ohio State football fan. This book analyzes the rich history and tradition of Ohio State football, and the coaches and players who made it happen. Updated through the 2012 season.

This book grounds particular struggles at the curious interface of skin, body, psyche, hegemonies and politics. Specifically, it adds to current [re]theorizations of Blackness, anti-Blackness and Black solidarities, through anti-colonial and decolonial prisms. The discussion challenges the reductionism of contemporary polity of Blackness in regards to capitalism/globalization, particularly when relegated to the colonial power and privileged experiences of settler. The book does so by arguing that this practice perpetuates procedures of violence and social injustice upon Black and African peoples. The book brings critical readings to Black racial identity, representation and politics informed by pertinent questions: What are the tools/frameworks Black peoples in Euro-American/Canadian contexts can deploy to forge community and solidarity, and to resist anti-Black racism and other social oppressions? What critical analytical tools can be developed to account for Black lived experiences, agency and resistance? What are the limits of the tools or frameworks for anti-racist, anti-colonial work? How do such critical tools or frameworks of Blackness and anti-Blackness assist in anti-racist and anti-colonial practice? The book provides new coordinates for collective and global mobilization by troubling the politics of “decolonizing solidarity” as pointing to new ways for forging critical friends and political workers. The book concludes by offering some important lessons for teaching and learning about Blackness and anti-Blackness confronting some contemporary issues of schooling and education in Euro-American contexts, and suggesting ways to foster dialogic and generative forums for such critical discussions.

Re-Framing the International insists that, if we are to properly face the challenges of the coming century, we need to re-examine international politics and development through the prism of ethics and morality. International relations must now contend with a widening circle of participants reflecting the diversity and uneveness of status, memory, gender, race, culture and class.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.