Browsing by Subject "cultural memory"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Crafting the Past: Mission Models and the Curation of California Heritage
    (Taylor & Francis, 2015) Kryder-Reid, Elizabeth; Department of Anthropology, School of Liberal Arts
    Small-scale representations of the California missions in the form of mission models and miniatures have circulated in public and private display contexts for close to a century. Produced by students, hobbyists, preservationists, and artists, this material culture constructs, in specific and codified ways, an ideal mission materiality. For almost a century the mission models have been consumed through the distinct discursive practices of crafting, collecting, displaying, and buying. The models allow me, therefore, to trace the production of cultural memory in daily life through the materialization of heritage constituted through formal and informal practices, across personal and public spheres, and over multiple generations. In their representation of landscape, labor, and Native Americans, these discursive cultural artifacts contribute to the construction of a highly politicized past that reinforces a romanticized and valorized presentation of colonialism. A postcolonial critique of the models also raises questions regarding the roles of heritage professionals in mediating community-curated history.
  • Thumbnail Image
    Item
    Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity
    (Oxford Research Encyclopedia, 2021-02-23) Kazembe, Lasana D.
    For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore and/or regard as inferior the collective histories, heritages, cultures, customs, and epistemologies of subject groups. Deculturalization projects are fueled and framed by two broad, far-reaching impulses. The first impulse is characterized by the denial, deemphasis, dismissal, and attempted destruction of indigenous knowledge and methods by dominant groups across space and time. The second impulse is the effort by marginalized groups to recover, reclaim, and recenter ways of knowing, perceiving, creating, and utilizing indigenous knowledge, methods, symbols, and epistemologies. Deculturalization projects in education persist across various global contexts, as do struggles by global actors to reclaim their histories, affirm their humanity, and reinscribe indigenous ways of being, seeing, and flourishing within diverse educational and cultural contexts. The epistemologies, worldview, and existential challenges of historically marginalized groups (e.g., First Nations, African/African American, Latinx, Asian, and Pacific) operate as sites and tools of struggle against imperialism and dominant modes of seeing, being, and making meaning in the world. Multicultural groups resist deculturalization in their ongoing efforts to apprehend, interrogate, and situate their unique cultural ways of being as pedagogies of protracted resistance and praxes of liberation.