Crossing the divide: Luther, feminism, and the cross

Title: Crossing the divide: Luther, feminism, and the cross. Author: Thompson, Deanna A Crossing the divide xv, 184 p. Publisher: Minneapolis : Fortress, 2004

Crossing the Divide between Art and Craft

Throughout history, various qualities of art have gone in and out of fashion, works declared high art being considered most important. However, there has always been a hierarchy of not only subjects of art but also of media used to create art. Some media, such as fibers, stained glass, mosaics, and even ceramics, are considered on the lower end of this scale, due to their associations with certain processes and function. I argue that it is illegitimate to maintain a hierarchy based on processes and function, for all works of art require some knowledge and skill of one\u27s craft, whether it is painting, sculpting, printmaking, photography, mosaics, ceramics, fibers or any other medium. The many debates over art and so-called craft date back as far as philosophers of Ancient Greece and show the apparent need to clearly define the two, to make everything distinctly fit either art or craft. There have been many artistic movements that have questioned this distinction. By exploring the debate around art and craft through the examination of the works of relevant philosophers, artists, and artistic periods I argue that this distinction needs to be refined, thus eliminating the negative connotation of craft

Crossing The Divide: Art as Mediation and Pilgrimage

Founded on my personal experiences of growing up in an interfaith household and my high school semester abroad in Israel, my artistic practice seeks to build bridges between people, connecting diverse communities across divides (cultural, religious, economic, racial, ethnic etc.). Through two process, mediation and pilgrimage to self, specifically in using myself as an active participant, I argue that the process of making can become the neutral ground in which to build relationships and begin to imagine coexistence. Mediation is expressed by Homi Bhabha’s definition of negotiation: “The ability to articulate differences in space and time…to intervene in the forest of signs and mediate what may seem to be incommensurable values or contradictory realities,” and specifically involves collaboration with Washington University in St. Louis alumna, my friend, Ayesha Mohyuddin. Pilgrimage to self is defined as self-implication, a journey back into personal and historical memory to move forward, gaining an awareness of my own participation in systems of oppression

Students as Co-partners for Information Literacy and Instruction: A Modest Proposal

Paper published in Thompson, Hugh A. Editor, Crossing the Divide, Proceedings of the ACRL 10th National Conference, March 15-18, 2001, Denver, CO

Crossing the divide: tradition, rupture, and modernity in Revolutionary Russia

This agenda-setting chapter sets the pathway for future research into the Russian Revolution. Nineteen-seventeen has often been presented as a complete break with the past, with everything which had gone before swept away, and all aspects of politics, economy, and society reformed and made new. This is a Bolshevik narrative that scholars have all too easily accepted. However, by applying the theory of “multiple modernities” and “entangled modernities” to the Russian Revolution, this chapter shows how the new and the old came together to create the Soviet experience—it reveals how a complicated mixture of new Soviet thinking and ideas developed before 1917 converged to established a specific cultural context. The chapter also shows how current historiographical factions might speak to one another through a “multiple modernities approach” that presents change and continuity as part of a historical relationship. More specifically, it unites the “modernity school” (which has focused on modern ideology and statecraft as an explanation for the Soviet Union) and the “neo-traditional school” (which has focused on unchanging patron-client relations as a means of explaining all Russian history). By accepting a plurality of modernities—not just a Eurocentric version—we can better understand the development of the Soviet Union. We also get away from the idea that Russia “got modernity wrong” or that the Bolsheviks imposed modernity on an unchanging state

Atlantic Europe in the First Millennium BC. Crossing the Divide

Tom Moore and Xosê-Lois Armada (eds).-- Moore, Tom et al.European first millennium BC studies have witnessed an increasing theoretical divide between the approaches adopted in different countries. Whilst topics such as ethnicity, identity, and agency have dominated many British studies, such themes have had less resonance in continental approaches. At the same time, British and Iberian first millennium BC studies have become increasingly divorced from research elsewhere in Europe. While such divergence reflects deep historical divisions in theory and methodology between European perspectives, it is an issue that has been largely ignored by scholars of the period. This book addresses these issues. Initial chapters introduce major themes (landscape studies, social organisation, historiography, dynamics of change, and identity), providing overviews on the history of approaches to these areas, personal perspectives on current problems, and possible future research directions. Subsequent chapters develop these topics, presenting case studies and in-depth discussions of particular issues relating to the first millennium BC in the Atlantic realm of Western Europe.Peer Reviewe

Leadership for equity and excellence : crossing the divide in Cyprus's diverse schools

Leaders in Cyprus face a daunting challenge in their quest to create positive\ud change in schools: how to lead across difference. As schools face the challenges\ud of demographic shifts thereby contributing to new patterns of diverse schools this\ud thesis fills a growing need for empirical research of this recent history and its\ud effects on leadership. Leadership for equity and excellence examines how\ud principals pursue equity and excellence in the schools of Cyprus. It is argued that\ud illuminating the relationship between diversity and leadership can advance\ud understanding of how leadership for equity and excellence happens in practice.\ud Given the importance of investigating further this relationship, preparing leaders\ud for a changing world is needed. Without such preparation, these leaders stand to\ud enter schools ill equipped for participation in diverse environments. Using a case\ud study research design, the study draws upon interview, observation and survey\ud data from four schools to develop four richly detailed case studies. From withincase\ud and cross-case analysis of the four cases, elements integral to leading these\ud schools are highlighted. The study found a number of practices that constitute\ud core leadership principles: using values and principles as a guidance system for\ud self and others, fighting complacency, mobilising and inspiring followers in\ud collective action, and engaging in social identity issues to eliminate conflict.\ud They are concerned with bringing all groups together without eliminating their\ud differences. The study highlights the main limitations of Cyprus's current\ud leadership programme and proposes new ways of creating and implementing\ud effective programmes for developing expert school leaders. Finally, the study\ud calls for studies that employ different research methods and factors influencing\ud leadership experience in diverse schools thereby equipping researchers with the\ud tools to better explain how diversity influences leadership practices.\u

Crossing the divide : research methods to facilitate representative data collection within conflicted communities

Abstract: In order that development strategies alleviate poverty and empower communities, strategies must be initiated and supported by a broad spectrum of the intended beneficiary community. Communities are rarely homogenous, however, meaning that development researchers/practitioners often have to negotiate and interact with opposing community factions with differing development interests. By associating with one faction, the researcher/practitioner may become alienated from the other, who then fails to participate in the process. Despite this, literature to guide the researcher/practitioner on how to negotiate access in such situations is lacking. In this paper I draw on my experiences of working with the divided ‡Khomani Bushman community in South Africa, some of whom desire development along more Traditional lines while others have Western style aspirations. I examine my research practices that enabled me to ethically cross the divide to collect the necessary data from individuals within both community factions, making my data representative of the broader community