German Language and Literature Commons^™

Entry Nr. 453 Canuto Houssin, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 454 Pedro Real Congo, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 458 Ikubaje, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 457 Carolina Conga, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 460 Manuela De La Guardia, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 463 Manuel Valero, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 461 Manuel Congo, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 465 Román Lucumí, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 466 Telésforo Lucumí, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 464 Emilio Piñeiro, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 467 Cristobal Gangá, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 462 José Mina, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 468 Francisco Mina, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 469 Dolores Roca, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 470 Antonio Quesada, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 472 Poli, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 153 Ibrahim, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 132 Antson Zizer, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Entry Nr. 172 Richard Pierpoint, Aaron Spencer Fogleman, Robert Hanserd

500 African Voices

No abstract provided.

Songs For High Voice: An Annotated Guide To African Romances, Op. 17 By Samuel Coleridge-Taylor, Makeda Danielle Hampton

Theses and Dissertations--Music

African Romances, Op. 17, composed in 1897 by African-British composer Samuel Coleridge-Taylor (1875-1912), is a collection of seven songs for high voice that is uniquely both African and American. The lyrics of this song cycle were first published in the book Majors and Minors, a collection of poems published in 1895 by Paul Laurence Dunbar (1872-1906).

An analysis of resources supports that academic discourse in Black vocal music has been underrepresented due to the absence of centralized information, such as published scores, recorded materials, catalogs, and guides for study and performance. While in depth research focusing on the art …

Music, Politics, And Sociality: Ethnic Tensions And The Performance Of Gikuyu Nationalism, Peter Njagi Mwangi

Foreign Languages & Literatures ETDs

This thesis examines how some selected Gikuyu popular music propagates ethnic tensions in Kenya by promoting Gikuyu nationalism at the expense of Kenyan nationalism. This music derives its themes from the historical period of the Mau Mau armed struggle against British colonists and connects this struggle with everyday experiences of the Gikuyu people. Memory and the performance of everyday life in this music solidifies the Gikuyu community as tied to a common destiny and distances other Kenyan communities from this destiny. The music consolidates Gikuyu ethnic nationalism and authenticates the position of the community as superior and a dominant force …

“The Languages Of Other People”: The Experiences Of Tutors, Administrators, And Students In A South African Multilingual Writing Center, Nicole Bailey

All-Inclusive List of Electronic Theses and Dissertations

This ethnography, conducted at Stellenbosch University in South Africa, conveys the experiences of tutors, students, and administrators in a multilingual writing lab. As the number of both multilingual and international students in American universities increases, more writing centers in the United States have begun to explore the idea of multilingual tutoring. This study offers implications for establishing American multilingual writing centers based on data that emerged from observations and interviews conducted at Stellenbosch. Several themes emerged from the data that have important implications for American centers. First, there must be a clear understanding of what defines a multilingual writing center. …

Alternative Ways To Enumerate Data On Race In Puerto Rico: Are Racial Segregation And Spatial Clustering More Evident When Using A Culturally Grounded Methodology?, Reuben Allen

All-Inclusive List of Electronic Theses and Dissertations

Nationalist discourse concerning race in Puerto Rico generally states that residents are of the same racially mixed heritage—a combination of Spanish, West African, and indigenous ancestry of various degrees. However, literature and casual observations suggest that the population is characterized by greater variation in physical appearances than what is posited by “admixture” discourse. Moreover, and further complicating the understanding of race, 2010 U.S. Census data show that over 75 percent of Puerto Ricans self-identified as “White, alone”, and that only 3.3 percent of respondents indicated “Two or More Races.” Researchers, employers, and governmental agencies attempting to address or further analyze …

Understanding Non-Native English-Speaking Teachers' Identity Construction And Transformation In The English-Speaking Community: A Closer Look At Past, Present, And Future, Shu-Chun Tseng

All-Inclusive List of Electronic Theses and Dissertations

Building on Kachru‟s (2005) diagram of World Englishes and Norton‟s (2000) theoretical conception of identity, the researcher acknowledges that each Non-Native English Speaking Teacher (NNEST) comes to the English-speaking community with a different variety of Englishes. Each believes in various cultural values and norms, and his or her identity is an ongoing process that can be impacted when he or she is immersed in different contexts. Using a qualitative approach, this study examined the way NNESTs construct their self-perceptions of English Language Teaching (ELT) professionalism based on social and educational experiences in their countries. In addition, the study examined how …