Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- American Studies (1)
- Communication (1)
- Comparative Literature (1)
- Critical and Cultural Studies (1)
- English Language and Literature (1)
-
- European Languages and Societies (1)
- Feminist, Gender, and Sexuality Studies (1)
- Film and Media Studies (1)
- French and Francophone Language and Literature (1)
- Literature in English, North America, Ethnic and Cultural Minority (1)
- Other Arts and Humanities (1)
- Other Film and Media Studies (1)
- Other French and Francophone Language and Literature (1)
- Race, Ethnicity and Post-Colonial Studies (1)
- Reading and Language (1)
- Rhetoric and Composition (1)
- Television (1)
- Institution
Articles 1 - 2 of 2
Full-Text Articles in Education
Staging Famine Irish Memories Of Migration And National Performance In Ireland And Québec, Jason King
Staging Famine Irish Memories Of Migration And National Performance In Ireland And Québec, Jason King
CLCWeb: Comparative Literature and Culture
In "Staging Famine Irish Memories of Migration and National Performance in Ireland and Québec" Jason King examines recent community theater productions about the Irish Famine migration to Québec in 1847. King explores community-based and national ideas of performance and the role of remembrance in shaping and transmitting the diasporic identities of Québec's Irish cultural minority. While most of the plays re-enact French-Canadian adoptions of Famine orphans as spectacles of Irish integration in Québec, David Fennario's Joe Beef: (A History of Pointe Saint Charles) (1984, published 1991) rehearses the history of the Canadian/Québec nation in terms of recurrent labor exploitation epitomized …
Underrepresented: In The Margins Of Education, Jennifer L. Erdely
Underrepresented: In The Margins Of Education, Jennifer L. Erdely
Pedagogy and Theatre of the Oppressed Journal
This poem documents and serves as a call to action to confront our perceptions in spaces of learning. The format of the poem serves as a way to “give perspective” (Faulkner 2009, 92) to those who are marginalized while contemplating voice, ownership, and responsibility. This poem’s importance lies in its margins—in those blank spaces where we as teachers, scholars, and students can write how we decide to engage our own identities, pedagogies, and performances with what is on the page. Poems allow space for other voices to be expressed—the blank space on the page is the place of freedom for …