Browsing by Subject "Oral history"
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Item A chronology of the branch community college movement in New Mexico(Texas Tech University, 1979-12) Townsend, David HedgesNot availableItem Borderlands curanderismo : folk healing in the Rio Grande Valley(2016-05) Azua, Anneleise Victoria; Guidotti-Hernández, Nicole Marie; Cordova, CaryThis study examines the ways the Rio Grande Valley of South Texas has been a unique haven for the Mexican and Mexican American folk healing system of curanderismo, as well as other informal approaches to healthcare. I argue that this trend in inherently connected to the emergence of Tejano identity in the Rio Grande Valley, which has deep connections to notions of sovereignty and self-sufficiency in the borderlands. My research provides a brief history of the South Texas region and the formation of Tejano identity. This identity formation is considered in relation to the multiple modes of traditional and informal healthcare practices continuously practiced in the region, despite the region’s recent surge in medical development. Further, it suggests contemporary models for community engagement and graduate medical education that, if implemented, could serve the Rio Grande Valley’s population (which is currently over 90% Latino) in innovative ways. Most importantly, this M.A. report exposes aspects of the region’s historically insufficient healthcare systems based upon one local woman’s oral history.Item Capturing the social memory of librarianship(2013-05) Smith, Alan Arro; Roy, LorieneThis research has identified elements of the social memory of librarianship from the last half of the twentieth century by collecting and examining thirty-four oral history interviews of librarians at the end of their careers. These professional life stories trace an important arc through the history of library and information science. Many of these librarians began their careers prior to the use of any form of computer technology in libraries. This cohort ushered in a wave of technological innovations that has revolutionized the access to information. These oral history interviews are part of the Capturing Our Stories Oral History Program of Retiring/Retired Librarians sponsored by the American Library Association and the School of Information at the University of Texas. The social memory includes regret and nostalgia for the librarianship practiced at the beginning of their careers, excitement and wonder about how technology has fundamentally changed the profession, and perspectives on the popular stereotype associated with their careers.Item Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel(2013-05) Remington, Matthew Spencer; Bolin, Paul Erik, 1954-Through the creation of a graphic novel based on a Romanian Holocaust survivor’s testimony, this study attempts to clarify the role of artistic creation in meaning-making during Holocaust and genocide education. In facilitating empathy and moral education, the creative process encourages a deeper exploration of these troubling topics than is possible within the confines of a traditional academic approach. In order to understand this process, I worked with the testimony of Zoly Zamir, who escaped Bucharest following the Iron Guard Rebellion of 1941. The creation of the graphic novel took me from Austin to Houston and Romania, where I sought to trace the echoes of history in architecture and environment. Translating Zamir’s story into word and image produced an empathetic bond to the narrative and the region, facilitating a deeper understanding of the hows and whys of the Holocaust. That engagement spurred a desire to continue to ask questions, to look beyond a regimented understanding and view the broader implications of the history.Item History of the inclusion of Orff and Kodaly methodologies in Oregon music educator preparation(Texas Tech University, 2005-12) Fuller, Lynnda M. N.; Killian, Janice N.; Fehr, Dennis; Stoune, Michael; Donahue, Linda L.; Brumfield, Susan; Mariani, AngelaThe history of the introduction and integration of Orff and Kodály methods of music education into the pre-service and continuing education of Oregon music educators was documented through interviews and correspondence with individuals who played active roles in this process. Pioneers of the American Orff and Kodály movements including Katinka Dániel and Grace Nash were among the interviewees. Additional subjects were university professors, teachers in Orff and Kodály certification programs, members of the Oregon Music Educators Association Board of Control, representatives of the music industry, members of the Portland Orff Schulwerk Association, Lane Orff Schulwerk Association, and the Southern Washington and Oregon Kodály Educators. Information gathered through the interview process was triangulated through consultation with issues of the Oregon Music Educator, the professional journal published by the Oregon Music Educators Association and by comparing data presented by multiple interviewees. Confirmation of data was also accomplished through consultation with national and international music educators’ journals and dissertations on related subjects. The Orff and Kodály methods were each considered separately. After presentation of biographical information on the founder and a short history of each method’s development, the Oregon specific data were presented. The history of each method in the state of Oregon was traced from its introduction (Orff in 1956 and Kodály in 1964) through 2005. The contributions of conference workshops, Orff and Kodály certification programs, college methods courses, professional organizations, university summer courses, and workshops sponsored by the music industry were examined. Twenty-seven individuals were interviewed for this research. Transcripts of fourteen recorded interviews are included in the appendices. An additional thirty-six individuals contributed information via correspondence and informal interviews. The oral history record of past events has preserved eyewitness accounts of historically significant events in the history of music education in the state of Oregon.Item History of the inclusion of Orff and Kodály methodologies in Oregon music educator preparation(2005-12) Fuller, Lynnda M. N.; Killian, Janice; Fehr, Dennis; Stoune, Michael; Donahue, Linda L.; Brumfield, Susan; Mariani, AngelaThe history of the introduction and integration of Orff and Kodály methods of music education into the pre-service and continuing education of Oregon music educators was documented through interviews and correspondence with individuals who played active roles in this process. Pioneers of the American Orff and Kodály movements including Katinka Dániel and Grace Nash were among the interviewees. Additional subjects were university professors, teachers in Orff and Kodály certification programs, members of the Oregon Music Educators Association Board of Control, representatives of the music industry, members of the Portland Orff Schulwerk Association, Lane Orff Schulwerk Association, and the Southern Washington and Oregon Kodály Educators. Information gathered through the interview process was triangulated through consultation with issues of the Oregon Music Educator, the professional journal published by the Oregon Music Educators Association and by comparing data presented by multiple interviewees. Confirmation of data was also accomplished through consultation with national and international music educators’ journals and dissertations on related subjects. The Orff and Kodály methods were each considered separately. After presentation of biographical information on the founder and a short history of each method’s development, the Oregon specific data were presented. The history of each method in the state of Oregon was traced from its introduction (Orff in 1956 and Kodály in 1964) through 2005. The contributions of conference workshops, Orff and Kodály certification programs, college methods courses, professional organizations, university summer courses, and workshops sponsored by the music industry were examined. Twenty-seven individuals were interviewed for this research. Transcripts of fourteen recorded interviews are included in the appendices. An additional thirty-six individuals contributed information via correspondence and informal interviews. The oral history record of past events has preserved eyewitness accounts of historically significant events in the history of music education in the state of Oregon.Item I give you my word : the ethics of oral history and digital video interpretation at Texas historic sites(2012-05) Cherian, Antony, 1974-; Roy, Loriene; Norkunas, Martha K.; Galloway, Patricia; Doty, Philip; Seriff, SuzanneThis dissertation examines the process of using oral history and digital video to revise interpretation and represent more inclusive histories at three rural Texas historic sites—-Washington-on-the-Brazos State Historic Site, the Lyndon Baines Johnson State Park, and Varner-Hogg Plantation—-21st century sites that, to varying degrees, have persisted to interpret a Texas master narrative that is no longer socially tolerable in its silencing of marginalized Texas voices. In particular, the dissertation focuses on complicated and rarely discussed ethical issues that surfaced during my work from 2001 to 2006 shooting, editing, and situating interpretive documentary videos at the each of the three sites. Historic sites in Texas, like others across the United States and worldwide, have been receiving increasing pressure from scholars and community groups to represent women, racial minorities, and other marginalized groups more prominently in the narratives they interpret. Oral history and digital media have played key roles in this ongoing movement. Oral history has widely been touted as a tool to democratize history, and advocates of digital video interpretation cite its affordability, relative ease of use, and its ability to “say so much in so little time.” These factors are all the more compelling for local, regional, and state-wide historic sites that are chronically under-funded, under-staffed, and that must often interpret multiple, complicated narratives with very little time or space in which to present them. However, little has been done to explore the unique and complicated ethical issues that arise from using oral history and digital video at historic sites. This dissertation takes a case study approach and uses as its intellectual framework ideas of reflective practice, part of the contemporary discourse among public history practitioners. Each case study introduces the site through a critical analysis of the images and texts produced by the site; presents the central historical silence at each site; describes the solution that oral history and digital video interpretation was expected to provide; and then uses the project’s process-generated video footage and records to examine key situations that led me to raise ethical questions about the individual projects and the overall enterprise.Item Life on Hold: Central American women’s experiences of U.S. immigrant detention(2016-08) Ford, Aileen Marie; González-López, Gloria, 1960-; Angel, Jacqueline LThis thesis examines daily life in U.S. immigrant detention in the state of Texas based on the perspective of formerly detained, asylum-seeking women from El Salvador, Honduras, and Guatemala. It seeks to answer the following primary questions: what are the policies and structures of current U.S. immigrant family detention centers in Texas, and how do they impact asylum-seeking Central American women and their children living in detention for weeks or months as a time? What internal or external resources do these women draw upon to survive the challenges of detention, and what happens to them once they leave? This thesis draws on theoretical texts, statistical data, news sources, and reports from international organizations and NGOs to build a conceptual framework to understand U.S. immigrant family detention; however, it places the memories and opinions of formerly-detained women at the heart of its conclusions by engaging in the methodology of oral history and the Latin American tradition of testimonio. This work is therefore divided into four principal chapters exploring: (1) country conditions in El Salvador, Guatemala, and Honduras, as well as women’s reasons for leaving home; (2) asylum-seeking women’s encounters with U.S. Customs and Border Protection agents in the holding cells known as hieleras, or “iceboxes”; (3) experiences of daily life in two new, privately-operated immigrant family detention centers in Texas; and (4) women’s individual and collective efforts to resist the challenges of detention and find freedom. Generally speaking, asylum-seeking women from Central America experienced substantial discrimination, physical distress, and psychological hardship during their time in U.S. immigrant detention which left long-term negative impacts on their families’ overall health. Despite this, Central American women who participated in this thesis drew upon multiple internal resources to overcome barriers and organized to defend their human rights inside detention.Item Narratives of belonging : Aligarh Muslim University and the partitioning of South Asia(2012-05) Abbas, Amber Heather; Minault, Gail, 1939-The partition of India that accompanied that nation's independence in 1947 created the additional state of Pakistan; by 1971, this Pakistan had fractured into the two independent states of Pakistan and Bangladesh. This dissertation seeks to expand our temporal and spatial understanding of the sub-continent's partitioning by examining the experiences of a group of South Asian Muslims across time and space. As this dissertation will show, South Asia's partitioning includes more than the official history of boundary creation and division of assets, and more than the people's history of unbridled violence. I have oriented my investigation around a single institution, the Aligarh Muslim University, and spoken to former students of the 1940s and 1950s, whose young lives were shaped by the independence and partition of India. The memories of these former students of Aligarh University offer a lens for examining the "multiple realities" of partition and the decolonized experiences of South Asian Muslims. The educational institution at Aligarh, founded in 1875, had long been concerned with cultivating a sporting, activist, masculine identity among its students; Muslim League leaders further empowered that identity as they recruited students for election work in support of Pakistan. The students embraced the values of the demand for Pakistan that appeared to be consistent with the values engendered at Aligarh. This dissertation uncovers the history of these students throughout the 1947 partition and beyond. It explores unexpected histories of trauma among communities who "chose to stay" but later experienced a powerful discontinuity in independent India. It exposes contradictions evident in remembered histories from Pakistanis who express triumph and grief at the prospect of Pakistani independence. Finally, this dissertation assesses the position of Muslims after partition and how the "disturbances" that began in the late 1940s continue to affect them today in both lived and remembered experience. As a site for examining the "disturbances" of partition, Aligarh University proves to be a hub of a community that was and remains deeply disturbed by the changes partition wrought.Item Plato's Menexenus and Athenian ideology ca. 479-380 B.C.(2015-05) Cogbill, Aaron Parker; Hubbard, Thomas K.; Perlman, PaulaAthenian funeral oratory of the fourth century preserves what were in the fifth century competing oral traditions about the city's past that would have been promoted by different politicians, including Cimon and Pericles. Herodotus and Thucydides give evidence as to the content of the distinct traditions. Sometime between 430 and 392, all the claims were unified. In the Menexenus, Plato exhorts Athens' literate aristocracy to transform the unified tradition into a considered ideology.Item Provisional President Emilio Portes Gil discusses Mexican revolutionary politics, 1928-1930 : an oral history study.(2016-09-06) Morrison, Barbara Dianne; Baylor University.Emilio Portes Gil entered the service of the Mexican Revolution at an early age and served in a variety of governmental posts from 1914 until 19 28 when he was elected as Provisional President of Mexico. His administration covered a period of fourteen months. During this time he was confronted with important internal problems concerning agrarian reform, labor, Church-state relations, military insurrection, and university autonomy. The study includes a survey of the revolutionary background of the Portes Gil administration as well as a description of the measures employed in dealing with internal problems. It also includes a chapter composed of selected oral history text based on tape-recorded interviews with Portes Gil by James W. Wilkie and Edna Monzon de Wilkie. This oral history material has been translated from Spanish to English and annotation has been supplied for the purpose of making the text more easily understood by non-specialists with an interest in twentieth century political history. An introductory chapter describes the nature of oral history and discusses the methodology employed by the in their interviews with elites. The study represents a combination of political history, biography, and autobiography; also, it constitutes a case study of presidential politics in a developing country. Emphasis is placed on description rather than analysis, with the primary objective to make available for English-language readers or researchers a document that relates how a former Mexican President viewed his presidential service when questioned by an oral historian approximately thirty-five years after leaving office.Item Session 1H | Breathing New Life into Maverick Veterans’ Voices Using Oral History Metadata Synthesizer(2022-05-23) Ohira, Yumi"University of Texas at Arlington (UTA) is the nation’s No. 1 four-year institution for veterans and their families to earn a college degree. The University serves and supports UTA veterans and their families enabling them to continue their education. The UTA Libraries has created and published a variety of digital collections while offering worldwide access to these collections. One of these collections is Maverick Veterans’ Voices (https://library.uta.edu/mavvets/), providing access to the oral histories of veterans belonging to the UTA community. The Maverick Veterans’ Voices is a collaborative project with the UTA Libraries and the Department of History. The Department of History has long supported UTA’s rich tradition with, and connection to, the armed forces and America’s military history. The Maverick Veterans’ Voices project was launched in 2012 to collect, share and preserve the stories of the UTA veterans. There were a total of 14 video interviews conducted between 2012 and 2015. Those video interviews were presented online, but that video content was not accessible. In 2015, the Maverick Veterans’ Voices project became an inactive project. In 2019, the UTA Libraries launched and applied the Oral History Metadata Synthesizer (OHMS) system to the Maverick Veterans’ Voices project and gave the Maverick Veterans’ Voices a new life. This presentation will discuss the project background, reactivating processes, and project challenges.Item The struggle for authenticity : blues, race, and rhetoric(2011-05) Gatchet, Roger Davis; Gunn, Joshua, 1973-; Brummett, Barry; Cloud, Dana; Fuller, Jennifer; Maxwell, MadelineThe concept of authenticity has been central to the human capacity to communicate for over two millennia, and it continues to enjoy wide usage throughout popular culture today. “Authenticity” typically conveys a sense that one has reached solid bedrock, the unchanging foundation of an object or inner-self that transcends the context of the moment. In this sense, the search or struggle for authenticity is a quest for VIP access to the ineffable “real” that language can only inadequately gesture toward. This study investigates the contemporary struggle for authenticity, or what can be described as the “rhetoric of authenticity,” by exploring the way authenticity is negotiated, constructed, and contested through various symbolic resources. More specifically, it focuses on how authenticity is negotiated in the U.S. blues community, a complex cultural site where the struggle over authenticity is especially salient and materializes in a variety of complex ways. Drawing on a number of philosophical perspectives and critical theories, the study employs the methods of rhetorical criticism and oral history as it seeks to answer three central questions: First, what are the major rhetorical dimensions of authenticity? Second, what does rhetorical analysis reveal about the relationship between authenticity and its various signifiers? And third, what does our desire for authenticity teach us about ourselves as symbol-using creatures? The study employs a case study approach that moves inductively in order to discover the larger rhetorical dimensions of authenticity. The case studies examine the relationship between authenticity and the blues’ larger historical trajectory; between aesthetics and authenticity in the oral history narratives of professional blues musicians in Austin, Texas, especially as they converge along a style/substance binary; between identity and authenticity in the editorial policy of Living Blues magazine; and finally, between imitation and authenticity in the 1980 film The Blues Brothers. The study concludes by exploring how authenticity is contextual, aesthetic, ideological, and political, and frames a rhetorical theory of authenticity that can be applied widely throughout popular culture.Item What is Digital Librarianship? An Interview with Adrienne Cain(Texas Digital Library, 2021-11-29) Coleman, Misha; Gunnells, Ali; Santiago, ChloeItem What is Digital Librarianship? An Interview with Rachel Winston(Texas Digital Library, 2021-11-29) Coleman, Misha; Gunnells, Ali; Santiago, Chloe