scholarly journals #BlackLivesMatter and Feminist Pedagogy: Teaching a Movement Unfolding

2016 ◽  
Vol 106 ◽  
Author(s):  
Reena N. Goldthree ◽  
Aimee Bahng
Keyword(s):  
Experiential Learning ◽  
New Hampshire ◽  
Feminist Pedagogy ◽  
Dartmouth College ◽  
National Media

What are the stakes of teaching #BlackLivesMatter simultaneously in New Hampshire and in the national media? We draw upon our experiences leading two iterations of a #BlackLivesMatter course at Dartmouth College to consider the feminist pedagogical origins of “experiential learning,” the intersectional dynamics of enacting a teaching collective, and working in dialogue with the movement itself. 

Department of Psychology Dartmouth College Hanover, New Hampshire

1949 ◽  
Vol 41 (2) ◽  
pp. 273-296 ◽  
Author(s):  
Francis W. Gramlich ◽  
Francis W. Gramlich
Keyword(s):  
New Hampshire ◽  
Dartmouth College

scholarly journals Les Amérindiens domiciliés et le protestantisme au XVIIIe siècle : Eleazar Wheelock et le Dartmouth College

2011 ◽  
Author(s):  
Jean-Pierre Sawaya
Keyword(s):  
New Hampshire ◽  
Boarding School ◽  
Roman Catholic ◽  
Dartmouth College ◽  
Religious Instruction ◽  
Catholic Clergy ◽  
Xviiie Siècle ◽  
Roman Catholic Clergy ◽  
Aboriginal Languages ◽  
Xviiie Siecle

Cet article étudie les stratégies élaborées au XVIIIe siècle par Eleazar Wheelock, le président fondateur du Dartmouth College, pour diffuser le protestantisme dans la vallée du Saint-Laurent et la participation des Amérindiens au projet presbytérien dans la province de Québec. En 1772, Wheelock forge une singulière alliance avec des chefs amérindiens pour introduire des missionnaires et des séminaristes dans les communautés autochtones puis recruter des enfants pour les éduquer et les instruire à Hanover (New Hampshire). Malgré les tentatives du clergé catholique-romain pour contrôler ces échanges, les Iroquois, les Abénaquis et les Hurons collaborent. Les protestants s’installent à Kahnawake et Odanak pour apprendre les langues et les coutumes indiennes, instaurent une école pour y enseigner l’anglais et prêcher l’Évangile et recrutent des enfants pour le premier pensionnat fréquenté par les Amérindiens du Québec, l’école industrielle et résidentielle de la Moor’s Indian Charity School du Dartmouth College. This article examines the strategies developed by Eleazar Wheelock, the founding president of Dartmouth College, to spread Protestantism in the St. Laurence Valley and secure Aboriginal support for Presbyterianism in Quebec. In 1772, Wheelock forged a unique alliance with Aboriginal leaders that permitted the entry of missionaries and seminarians into their communities and the recruitment of children for education and religious instruction in Hanover, New Hampshire. Despite attempts by the Roman Catholic clergy to control these exchanges, the Iroquois, the Abenakis, and the Hurons all collaborated with Wheelock. Protestants settled in Kahnawake and Odanak to learn Aboriginal languages and customs and established a school to teach English, preach the Gospel, and recruit children for the first boarding school attended by Quebec Aboriginals, Moor’s Indian Charity School at Dartmouth College.

Can One Speak of Narrativity in Music?

1990 ◽  
Vol 115 (2) ◽  
pp. 240-257 ◽  
Author(s):  
Jean-Jacques Nattiez
Keyword(s):  
Eighteenth Century ◽  
New Hampshire ◽  
Round Table ◽  
Dartmouth College ◽  
Annual Conference ◽  
Narrative Strategies ◽  
Late Eighteenth Century ◽  
Late Eighteenth ◽  
French Speaking ◽  
The Subject

The question of musical narrativity, while by no means new, is making a comeback as the order of the day in the field of musicological thought. In May 1988 a conference on the theme ‘Music and the Verbal Arts: Interactions’ was held at Dartmouth College, Hanover, New Hampshire. A fortnight later, a group of musicologists and literary theorists was invited to the Universities of Berkeley and Stanford to assess, in the course of four intense round-table discussions, whether it is legitimate to recognize a narrative dimension in music. In November of the same year, the annual conference of the American Musicological Society in Baltimore presented a session entitled ‘Text and Narrative’, chaired by Carolyn Abbate, and, at the instigation of Joseph Kerman, a session devoted to Edward T. Cone's The Composer's Voice. A number of articles deal with the subject in our specialized periodicals: I am thinking in particular of the studies published in 19th-Century Music by Anthony Newcomb – ‘Once More “Between Absolute and Programme Music”: Schumann's Second Symphony’ and ‘Schumann and Late Eighteenth-Century Narrative Strategies’ – or, on the French-speaking side of musicology, of Marta Grabocz's article ‘La sonate en si mineur de Liszt: une stratégie narrative complexe’ and the essays of the Finnish semiologist Eero Tarasti. No doubt a good many articles will emerge from the above conferences. And we are awaiting the appearance of Carolyn Abbate's book Unsung Voices: Narrative in Nineteenth-Century Music.

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