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Description
Human experience exists within space; it is the studio for the stories of our lives. Bounded by time, location and personal experience we assign our own meanings and feelings to them, and they become personal, symbolic places: some are unique to us, imagined places where we act out stories or dreams; most are part of the natural world.
Most spaces, though, are built or controlled by others; these constructed environments can become places where we may, or may not, like to be.
This research examined spaces and places of children's lives through the material worlds of their neighborhoods and schools, focusing on the visible environment outside of the school building. The intersection of school and community, it is a material embodiment of, and evidence toward, how a community's resources are apportioned to
important aspects of children's developmental years. These visible representations speak of that society's values and goals for the children for whom they (we) are responsible.
This examination used multiple research tools, primarily using visual approaches such as current photographs, archival images and data, descriptive census materials and maps. Historical documents, (many of which are now digitized), as well as other academic literature, local journalistic efforts and school district publications added important materials for analysis.
Findings lead to deeper understanding of ways that visible, material worlds of schools and neighborhoods -- past and present - can reflect, and direct the experiences of childhood today, and often mirror those of children past. These visual and narrative approaches contributed to understanding the importance of material evidence in revealing
inequity and class differences in ways that children, then, must &ldquodo school &rdquo
Most spaces, though, are built or controlled by others; these constructed environments can become places where we may, or may not, like to be.
This research examined spaces and places of children's lives through the material worlds of their neighborhoods and schools, focusing on the visible environment outside of the school building. The intersection of school and community, it is a material embodiment of, and evidence toward, how a community's resources are apportioned to
important aspects of children's developmental years. These visible representations speak of that society's values and goals for the children for whom they (we) are responsible.
This examination used multiple research tools, primarily using visual approaches such as current photographs, archival images and data, descriptive census materials and maps. Historical documents, (many of which are now digitized), as well as other academic literature, local journalistic efforts and school district publications added important materials for analysis.
Findings lead to deeper understanding of ways that visible, material worlds of schools and neighborhoods -- past and present - can reflect, and direct the experiences of childhood today, and often mirror those of children past. These visual and narrative approaches contributed to understanding the importance of material evidence in revealing
inequity and class differences in ways that children, then, must &ldquodo school &rdquo
Contributorsvan Walsum, Joyce I. (Author) / Margolis, Eric M. (Thesis advisor) / Moore, Elsie (Thesis advisor) / Collins, Daniel (Committee member) / Arizona State University (Publisher)
Created2014
Description
In 1072 Jōjin (1011-1081) boarded a Chinese merchant ship docked in Kabeshima (modern Saga) headed for Mingzhou (modern Ningbo) on the eastern coast of Northern Song (960-1279) China. Following the convention of his predecessors, Jōjin kept a daily record of his travels from the time he first boarded the Chinese merchant ship in Kabeshima to the day he sent his diary back to Japan with his disciples in 1073.
Jōjin’s diary in eight fascicles, A Record of a Pilgrimage to Tiantai and Wutai Mountains (San Tendai Godaisan ki), is one of the longest extant travel accounts concerning medieval China. It includes a detailed compendium of anecdotes on material culture, flora and fauna, water travel, and bureaucratic procedures during the Northern Song, as well as the transcription of official documents, inscriptions, Chinese texts, and lists of personal purchases and official procurements. The encyclopedic nature of Jōjin’s diary is highly valued for the insight it provides into the daily life, court policies, and religious institutions of eleventh-century China. This dissertation addresses these aspects of the diary, but does so from the perspective of treating the written text as a material artifact of placemaking.
The introductory chapter first contextualizes Jōjin’s diary within the travel writing genre, and then presents the theoretical framework for approaching Jōjin’s engagement with space and place. Chapter two presents the bustling urban life in Hangzhou in terms of Jōjin’s visual and material consumption of the secular realm as reflected in his highly illustrative descriptions of the night markets and entertainers. Chapter three examines Jōjin’s descriptions of sacred Tendai sites in China, and how he approaches these spaces with a sense of familiarity from the textual milieu that informed his movements across this religious landscape. Chapter four discusses Jōjin’s impressions of Kaifeng and the Grand Interior as a metropolitan space with dynamic functions and meanings. Lastly, chapter five concludes by considering the means by which Jōjin’s performance of place in his diary further contributes to the collective memory of place and his own sense of self across the text.
Jōjin’s diary in eight fascicles, A Record of a Pilgrimage to Tiantai and Wutai Mountains (San Tendai Godaisan ki), is one of the longest extant travel accounts concerning medieval China. It includes a detailed compendium of anecdotes on material culture, flora and fauna, water travel, and bureaucratic procedures during the Northern Song, as well as the transcription of official documents, inscriptions, Chinese texts, and lists of personal purchases and official procurements. The encyclopedic nature of Jōjin’s diary is highly valued for the insight it provides into the daily life, court policies, and religious institutions of eleventh-century China. This dissertation addresses these aspects of the diary, but does so from the perspective of treating the written text as a material artifact of placemaking.
The introductory chapter first contextualizes Jōjin’s diary within the travel writing genre, and then presents the theoretical framework for approaching Jōjin’s engagement with space and place. Chapter two presents the bustling urban life in Hangzhou in terms of Jōjin’s visual and material consumption of the secular realm as reflected in his highly illustrative descriptions of the night markets and entertainers. Chapter three examines Jōjin’s descriptions of sacred Tendai sites in China, and how he approaches these spaces with a sense of familiarity from the textual milieu that informed his movements across this religious landscape. Chapter four discusses Jōjin’s impressions of Kaifeng and the Grand Interior as a metropolitan space with dynamic functions and meanings. Lastly, chapter five concludes by considering the means by which Jōjin’s performance of place in his diary further contributes to the collective memory of place and his own sense of self across the text.
ContributorsHarui, Kimberly Ann (Author) / West, Stephen H. (Thesis advisor) / Bokenkamp, Stephen R (Committee member) / Chen, Huaiyu (Committee member) / Hedberg, William (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation examines the conception, planning, creation, and management of Fort Union National Monument (FOUN) in northeastern New Mexico. Over approximately the last eighty-five years, writers, bureaucrats, boosters, and the National Park Service (NPS) have all been engaged in several different kinds of place-making at FOUN: the development of a written historical narrative about what kind of place Fort Union was (and is); the construction of a physical site; and the accompanying interpretive guidance for experiencing it.
All of these place-making efforts make claims about why Fort Union is a place worthy of commemoration, its historical significance, and its relationship to local, regional, national and international contexts. The creation and evolution of Fort Union National Monument as a memorial landscape and a place for communion with an imagined past—in short, a site of memory and public history—is only the latest chapter in a long history of migration, conflict, shifting ownership, and land use at that site. I examine the evolution of a sense of place at Fort Union in two broad time periods: the twenty-five years leading up to the monument’s establishment, and the seven decades of NPS management after it was created.
Taken as a case study, the story of FOUN raises a number of questions about the basic mission and meaning of NPS as a cultural institution and educational organization; how the agency conceptualizes and “talks about” Native Americans and the Indian Wars; the history and practice of public history; and how best to address sites like Fort Union that seek to historicize America’s imperial past.
All of these place-making efforts make claims about why Fort Union is a place worthy of commemoration, its historical significance, and its relationship to local, regional, national and international contexts. The creation and evolution of Fort Union National Monument as a memorial landscape and a place for communion with an imagined past—in short, a site of memory and public history—is only the latest chapter in a long history of migration, conflict, shifting ownership, and land use at that site. I examine the evolution of a sense of place at Fort Union in two broad time periods: the twenty-five years leading up to the monument’s establishment, and the seven decades of NPS management after it was created.
Taken as a case study, the story of FOUN raises a number of questions about the basic mission and meaning of NPS as a cultural institution and educational organization; how the agency conceptualizes and “talks about” Native Americans and the Indian Wars; the history and practice of public history; and how best to address sites like Fort Union that seek to historicize America’s imperial past.
ContributorsMedley, Evan (Author) / Fixico, Donald (Thesis advisor) / Pitcaithley, Dwight T. (Committee member) / Thompson, Victoria (Committee member) / Dallett, Nancy (Committee member) / Arizona State University (Publisher)
Created2016