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1	An Historical Ethnography of a Rural School Music Program: A Case Study Lacey, Robert C 01 December 2015 (has links) (PDF) Every school music program has a history and a culture. This thesis was a study synthesizing those two elements, seeking to explore the past culture of a rural school music program primarily through interviews with former members of this culture. Throughout are examples of how music teachers, music students, administrators, and community members interacted over the course of approximately 30 years. From these interactions, the researcher drew insights about patterns of teacher behavior that could improve or hinder progress in a music program, including the quality of interpersonal relationships, the value of a teacher trying to integrate in a community (especially when it is a small rural community), and the importance of cooperating with other faculty members to share limited resources in a small school. music education rural school historical ethnography Music
2	"People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School Mariner, Nicholas Scott 01 December 2010 (has links) This Cultural Studies dissertation comes from extended research on three East Tennessee school districts as they attempted to integrate after the Supreme Court mandated an end to segregation in the United States. The study focuses on the experiences of former students of Austin High School, the segregated black school on the eastern edge of Knoxville, Tennessee. From looking at their schooling experiences in the context of the area's failed attempts to integrate, I address the myriad ways these participants and white citizens took up the term community to advance or block integration efforts. Community, I argue from this research, is a socially constructed discourse situated in a specific context of power that can simultaneously empower and oppress targeted groups in its creation. This study that centers on the stories of alumni of Austin High shows the negotiation of local power as defined through the efforts to maintain geographically separate spaces for each race in their schools and neighborhoods. In my research, I developed a methodology called historical ethnography to address these questions. By employing a historical ethnographic approach, I attempted to show that the history of education must take into account that schooling is not an experience lived and remembered, but one that is continually relived in every act of remembering. Therefore, it is not a standard historical account of a segregated school. It is an interdisciplinary exploration of how power can be recreated in schools through claims to community and how my participants engaged that power still in recounting their own school experiences. segregation desegregation education history historical ethnography oral history community
3	Dancing in the Seminary: Reconstructing Dances for a 1749 Viceregal Peruvian Opera Murray, Peggy L. January 2015 (has links) No description available. Cultural Anthropology Dance Fine Arts Folklore History Latin American History Music Performing Arts Theater History dance Peru history Baroque colonial Peru performance dance reconstruction historically informed performance eighteenth-century performance historical ethnography cultural ethnography historical anthropology folklore
4	川西山區歷史民族誌之研究：以川隴交界地區的白馬人為考察重心郭維雄 Unknown Date (has links) 本論文之研究動機原在對川西山區人群變遷的歷程作一通盤的考察；繼而欲以川隴交界地區的白馬人為重心，以歷史、地域與文化三面向為觀察途徑。在第一章緒論裡，曾介紹相關學科的演進以建構歷史民族誌撰述的框架，同時就川西山區歷史民族誌的研究歷程、白馬人系屬問題之提出與相關研究概況作回顧。第二章與第三章所記述的是歷史記憶與文獻解讀的層面，前一章著眼於川西山區全景在魏晉時期以前曾經出現的人群活動、神話傳說及其歷史記載，並試圖在不同的地理分區歸納出個別人群之間的文化類型；其後一章則集中考究活動於川隴之間的古代氐人及其遺裔的歷史，間或以當時華夏人群西部邊緣的消長為時空背景，對照出其人群歷史興衰的過程。第四章以川隴山區的地理環境為主軸，分別討論今日白馬聚落與古代氐人部落的向外活動軌跡，由對外通道的變遷亦可了解其歷史重心的轉移過程；第五章則以白馬聚落的文化內涵與社會變遷為研究對象，得知古代的氐人與今日的白馬人之間不僅文化風貌極為接近而有前後相承的類緣關係，在地緣上可比對出古代氐羌系人群的文化分布範圍。第六章則以「在變與常之間的山區人群歷史與文化」為全文結論，希冀作為進一步研究其他山區人群歷史民族誌的開端。白馬川西歷史民族誌歷史人類學氐羌系人群氐人 Bai-ma (Pey) Historical Ethnography Historical Anthropology the ethnic groups of Di and Chiang the Di ethnic group

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