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Culture Centers in Higher Education

Author: Lori D. Patton

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 148

ISBN-13: 1000977218

Are cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention?Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students. This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions.In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution. For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education.

Institution in Cultures: Theory and Practice

Author:

Publisher: BRILL

Published: 2022-07-04

Total Pages: 400

ISBN-13: 900445506X

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The book represents a selection of papers presented at an international symposium in Singapore on the role of theory and practice in the mutually interactive and mutating relations between institutions and cultures. In effect, the papers turn about a single theme: the ways in which power is expressed through those institutions by means of which cultures mediate their requirements. The symposium brought together scholars and academics from a variety of disciplines, including literature, philosophy, cultural studies, sociology, comparative literature and comparative religions. In terms of the geography of cultures and the history of institutions, the range of reference to this book of the symposium is global: from Hong Kong awaiting 1997, through the travails of political democracy in Singapore, and Cultural Studies à la Greenblatt or under the aegis of Shakespeare as cultural idol, through German Romantic theory and its relevance to current theorizing about theory in America, to Zen Buddhism and Nagarjuna and how these two sources refract the concerns of Jung, Lacan and Derrida; through Colonialism and postcoloniality and how they have shaped identity and mediated power to the current crises in education created by these mediations, specifically, in literary studies. The aim of the symposium was twofold: to theorize about the impulse to theorize in relation to the plurality of cultures and institutions which comprises our contemporary world; and to ground this impulse in those specificities and contingencies which provide resistance to such theorizing.

Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice

Author: Stafford Hood

Publisher: IAP

Published: 2014-12-01

Total Pages: 405

ISBN-13: 1623969379

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Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches. The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign. CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

Institutional Ethnography

Author: Michelle LaFrance

Publisher: University Press of Colorado

Published: 2019-06-15

Total Pages: 168

ISBN-13: 1607328674

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A form of critical ethnography introduced to the social sciences in the late 1990s, institutional ethnography uncovers how things happen within institutional sites, providing a new and flexible tool for the study of how “work” is co-constituted within sites of writing and writing instruction. The study of work and work processes reveals how institutional discourse, social relations, and norms of professional practice coordinate what people do across time and sites of writing. Adoption of IE offers finely grained understandings of how our participation in the work of writing, writing instruction, and sites of writing gives material face to the institutions that govern the social world. In this book, Michelle LaFrance introduces the theories, rhetorical frames, and methods that ground and animate institutional ethnography. Three case studies illustrate key aspects of the methodology in action, tracing the work of writing assignment design in a linked gateway course, the ways annual reviews coordinate the work of faculty and writing center administrators and staff, and how the key term “information literacy” socially organizes teaching in a first-year English program. Through these explorations of the practice of ethnography within sites of writing and writing instruction, LaFrance shows that IE is a methodology keenly attuned to the material relations and conditions of work in twenty-first-century writing studies contexts, ideal for both practiced and novice ethnographers who seek to understand the actualities of social organization and lived experience in the sites they study. Institutional Ethnography expands the field’s repertoire of research methodologies and offers the grounding necessary for work with the IE framework. It will be invaluable to writing researchers and students and scholars of writing studies across the spectrum—composition and rhetoric, literacy studies, and education—as well as those working in fields such as sociology and cultural studies.

The Theory and Practice of Institutional Transplantation

Author: M. de Jong

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 310

ISBN-13: 9401100012

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Inevitably, at a panel discussion not too long ago comparing planning cultures the discussion turned on the issue of globalisation. As a member of the panel, this author asked those in the audience who lived and/or worked in a country different from their country of origin to raise their hands. About half of the audience of well over one hundred academic teachers and researchers from all comers of the world, the present author included did so. Next he asked who had a spouse or partner from a country different from their country of origin to also raise their hands. About half of the audience, the present author included, raised their hands. This is the soft side of globalisation. The soft side of globalisation is important. Exchanges, personal mobility, international romances, multi-culturalism and multi-lingualism (inevitably meaning non-native speakers struggling to keep up with native English speakers) are part of the academic scene, so much so that we can hardly imagine it to be otherwise. These are not entirely new phenomena, but they have become ever more prominent, relying on an ever more elaborate institutional infrastructure of exchange programmes, international journals, associations and the global conference industry. It was at the AESOP (Association of European Schools of Planning) congress at Bmo in the Czech Republic in July 2000 that the plan for this book was hatched.

Literacy in Theory and Practice

Author: Brian V. Street

Publisher: Cambridge University Press

Published: 1984

Total Pages: 260

ISBN-13: 9780521289610

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Offers a detailed examination of theories about literacy developed by different academic disciplines and proposes an "ideological" model of literacy. Looks at contemporary literacy practices in the third world and Britain and, in particular, the literacy campaigns conducted by UNESCO.

Cultural Heritage Ethics

Author: Constantine Sandis

Publisher: Open Book Publishers

Published: 2014-10-13

Total Pages: 230

ISBN-13: 1783740671

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Theory without practice is empty, practice without theory is blind, to adapt a phrase from Immanuel Kant. The sentiment could not be truer of cultural heritage ethics. This intra-disciplinary book bridges the gap between theory and practice by bringing together a stellar cast of academics, activists, consultants, journalists, lawyers, and museum practitioners, each contributing their own expertise to the wider debate of what cultural heritage means in the twenty-first century. Cultural Heritage Ethics provides cutting-edge arguments built on case studies of cultural heritage and its management in a range of geographical and cultural contexts. Moreover, the volume feels the pulse of the debate on heritage ethics by discussing timely issues such as access, acquisition, archaeological practice, curatorship, education, ethnology, historiography, integrity, legislation, memory, museum management, ownership, preservation, protection, public trust, restitution, human rights, stewardship, and tourism. This volume is neither a textbook nor a manifesto for any particular approach to heritage ethics, but a snapshot of different positions and approaches that will inspire both thought and action. Cultural Heritage Ethics provides invaluable reading for students and teachers of philosophy of archaeology, history and moral philosophy – and for anyone interested in the theory and practice of cultural preservation.

Culture and Identity

Author: Charles Lindholm

Publisher: Oneworld

Published: 2007-07

Total Pages: 488

ISBN-13:

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In this newly revised and updated edition, Lindholm provides a comprehensive introduction to psychological anthropology, deftly tracing the growth of the field, introducing the key theorists, and covering a broad range of contemporary topics such as identity, emotions, symbolic systems, and the psychology of groups.