Wendy Kozol. Review of "Human Rights in Camera" by Sharon Sliwinski.

Kozol, Wendy

doi:10.3202/caa.reviews.2012.70

Cited by 5 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Critical race theory was borne out of the inadequate representation of race in critical legal theory during the 1980s at Harvard University by Derrick Bell and his students (Delgado & Stefanic, 2012), and its formal introduction into education by Ladson-Billings in the late 1990s gave educators the tools to more specifically address the aforementioned inequalities (Ladson-Billings, 1998). Employing critical race theory in any instructional session is vital in order to mitigate for and remediate the racial achievement gap caused by the systemic disparities inherently built into the educational system for students that identify as a racial or ethnic identity/identities other than white (Bandy et al, 2021;Kozol, 1991). Much work has been done to examine the efficacy of different instructional modalities and the inclusion of equitable and inclusive practices in the field (Lowe et al, 2015;Rutledge & LeMire, 2017;Sullivan & Porter, 2016), though few have investigated multiple IL sessions for specific student groups outside of a specific course.…”

Section: Introductionmentioning

confidence: 99%

Using Critical Race Theory to Inform a Multi‐Session Information Literacy Workshop Series for First‐Year Students of Color

Ball

2023

Proceedings of the Association for Information Science and Tech

View full text Add to dashboard Cite

This research investigates individualized information literacy instruction (ILI) for different student populations in higher education and its impact on engagement and student learning outcomes (SLOs), specifically first‐year students of color. The study is designed as a QUAL+quan convergent mixed‐methods study, and utilizes critical race theory as its theoretical framework, as well as a participatory action research approach. It is designed as a multi‐session IL workshop series delivered outside of the traditional classroom, and is comprised of six one‐hour sessions: an initial focus group, four IL sessions focusing on specific aspects of the research process, and semi‐structured interviews. Data collected through discussions, open‐ended worksheets with rubrics, and pre‐ and post‐surveys are analyzed to measure whether the instructional series impacted SLOs, and is significant as it's the first to specifically address the systemic racial achievement gap coupled with a multi‐session IL workshop series, and can serve as a model for other institutions.

show abstract

Section: Introductionmentioning

confidence: 99%

Using Critical Race Theory to Inform a Multi‐Session Information Literacy Workshop Series for First‐Year Students of Color

Ball

2023

Proceedings of the Association for Information Science and Tech

View full text Add to dashboard Cite

show abstract

“…34 Furthermore, as the looted items are seen as physical proofs and symbolize military triumph on both personal and collective level, they also reflect military violence: "inheriting these objects also means inheriting the histories of violence that haunt them." 35 Akinsha, shows, for example, that over time, the pillaged objects taken by Red Army soldiers became symbols of war violations and other crimes of the Stalin regime. 36 Researchers also argue that taking "souvenirs" from the dead bodies of enemy soldiers on battlefields during wars, for instance World War II, serves mainly as an act of dehumanizing the enemy.…”

mentioning

confidence: 99%

“Imprisoned Photographs”: The Looted Archive of Photo Rissas (Rassas)—Ibrahim and Chalil (Khalil) Rissas1

Sela

2019

View full text Add to dashboard Cite

This essay is the first dedicated solely to the work and archive of Ibrahim and Chalil (Khalil) Rissas (Rassas). Ibrahim was one of the pioneers of Palestinian photography in Jerusalem in the early twentieth century and Chalil, his son, was one of the first Palestinian photojournalists in the 1940s. Rissas’ images were looted and seized by Israeli officer from the photographers’ studio, from the body of a soldier or “slain Arab,” or “rescued” from a burning shop. Those photographs that had been looted from the studio, were the first collection I found in the Israeli military archives. In this essay I chart and analyze the way Rissas’ images were looted on several occasions and the moral, sociological, and political consequences of these acts—for instance how the looted object becomes a symbol of triumph or acts as a vehicle to dehumanize the enemy. The essay is also the first to focus on the phenomenon of pillage by individuals who transfer the looted cultural assets to colonial official archives where they are ruled by the colonial administration. It thus reflects not only the responsibility of states in the process of “knowledge production” and on their role in distorting the past and rewriting history by various bureaucratic, linguistic, and legal means, but also on the role of citizens in these destructive processes.

show abstract

Schools, Race, and Money

Ryan

1999

SSRN Journal

View full text Add to dashboard Cite

Wendy Kozol. Review of "Human Rights in Camera" by Sharon Sliwinski.

Cited by 5 publications

References 0 publications

Using Critical Race Theory to Inform a Multi‐Session Information Literacy Workshop Series for First‐Year Students of Color

Using Critical Race Theory to Inform a Multi‐Session Information Literacy Workshop Series for First‐Year Students of Color

“Imprisoned Photographs”: The Looted Archive of Photo Rissas (Rassas)—Ibrahim and Chalil (Khalil) Rissas1

Schools, Race, and Money

Contact Info

Product

Resources

About