Matching Items (15)
Description
This study examines history museums in Arizona and New Mexico to determine whether New Western History themes are prevalent, twenty years after the term was conceived. Patricia Limerick is credited with using the expression in the 1980s, but she had to promote the concept frequently and for many years. There was resistance to changing from the Frederick Jackson Turner thesis of looking at the frontier as an expansion from the East, even while others were already writing more current historiography.
Limerick’s four “Cs”—continuity, convergence, conquest, and complexity—took a view of the West from the West, worthy of a separate perspective. These themes also allowed historians to reflect on what was happening locally, how and why various people were interacting, how there was less of a benevolent imbuing of European culture on Native Americans than there was a conquest of indigenous people, and how resource extraction created complex situations for all living things. While scholarly works were changing to provide relevant material based on these themes, museums were receiving thousands of visitors every year and may have been providing the Anglo-centric view of events or creating more inclusive displays. Label texts could have been either clarifying or confusing to a history loving audience.
Three types of museums were visited to determine whether there was a difference in display based on governing body. National Park Service sites, state sponsored institutions, and local city-based museums served as the study material. The age of the existing long-term exhibits ranged from brand new to fifty-one years extant. As important to the use of New Western History themes as the term of the current exhibit was the type of governing body.
Monographs, essays, and museum exhibits are all important to the dissemination of history. How they relate and how current they are to each other creates an opportunity for both academic and museum professional historians to reflect on the delivery systems used to enlighten a history-loving public.
Limerick’s four “Cs”—continuity, convergence, conquest, and complexity—took a view of the West from the West, worthy of a separate perspective. These themes also allowed historians to reflect on what was happening locally, how and why various people were interacting, how there was less of a benevolent imbuing of European culture on Native Americans than there was a conquest of indigenous people, and how resource extraction created complex situations for all living things. While scholarly works were changing to provide relevant material based on these themes, museums were receiving thousands of visitors every year and may have been providing the Anglo-centric view of events or creating more inclusive displays. Label texts could have been either clarifying or confusing to a history loving audience.
Three types of museums were visited to determine whether there was a difference in display based on governing body. National Park Service sites, state sponsored institutions, and local city-based museums served as the study material. The age of the existing long-term exhibits ranged from brand new to fifty-one years extant. As important to the use of New Western History themes as the term of the current exhibit was the type of governing body.
Monographs, essays, and museum exhibits are all important to the dissemination of history. How they relate and how current they are to each other creates an opportunity for both academic and museum professional historians to reflect on the delivery systems used to enlighten a history-loving public.
ContributorsWalsh, Thomas Kevin (Author) / Pagan, Eduardo (Thesis advisor) / Toon, Richard (Thesis advisor) / Fixico, Donald (Committee member) / Arizona State University (Publisher)
Created2015
Description
In this thesis, I examine the inclusion of American Indians as museum subjects and participants in Charles Willson Peale's Philadelphia Museum. To determine the forces that informed Peale's curatorship, I analyze Peale's experiences, personal views on education and scientific influences, specifically Carl Linnaeus, George-Louis Leclerc, Comte de Buffon and Thomas Jefferson. Peale created a polarized natural history narrative divided between Anglo-Americans and races that existed in a “natural state.” Within the museum's historical narrative, Peale presented Native individuals as either hostile enemies of the state or enlightened peacekeepers who accepted the supremacy of Americans. Peale's embrace of Native visitors demonstrated a mixture of racial tolerance and belief in racial hierarchy that also characterized democratic pedagogy. I derive the results by examining Peale's correspondence, diaries and public addresses, as well as administrative documents from the museum such as accession records, guidebooks, lectures and museum labels. I conclude that although Peale believed his museum succeeded in promoting tolerance and harmony among all cultures, his message nevertheless promoted prejudice through the exaltation of “civilized men.” By studying the social and intellectual constraints under which Peale operated, it is possible to see the extent to which observation of and commentary on ethnic and racial groups existed in America's earliest public culture and shaped early American museum history. Contemporary museums strive for cultural preservation and tolerance, therefore analysis of Peale's intentions and effects may increase the self-awareness of today's museum professionals.
ContributorsKeller, Laura (Author) / O'Donnell, Catherine (Thesis advisor) / Toon, Richard (Thesis advisor) / Osburn, Katherine (Committee member) / Arizona State University (Publisher)
Created2015
Description
Museums have long been known as an exciting, educational field trip for teachers and students, however, they have the potential to be more. Aside from field trips, some museums offer a range of resources for teachers including professional development sessions. This study followed a sample of classroom teachers as they completed a three-part workshop on Project Based Learning in order to determine in what ways does museum-based professional development change (a) Teacher perceptions of museum resources and (b) Teacher utilization of museum resources within their classroom, as well as what aspects of the museum-designed professional development experience did teachers find most effective in impacting their own teaching. The Experiential Learning Theory and an Awareness, Interest, Desire, Action (AIDA) effect model were used to evaluate how perceptions changed before and after the museum-designed experience. Overall, the trustworthiness of the informal educators and their resources increased, as well as teacher utilization of the resources since participation. Some of the aspects that teachers reported as most effective included their willingness to engage because of their overall enjoyment of the experience. Teachers also emphasized that these workshop sessions enhanced their current teaching practices, and did not simply replace them.
ContributorsGallagher Schromm, Lisa (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Toon, Richard (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation explores complex representations of spiritual, social and cultural ways of knowing embedded within engraved ivory drill bows from the Bering Strait. During the nineteenth century, multi-faceted ivory drill bows formed an ideal surface on which to recount life events and indigenous epistemologies reflective of distinct environmental and socio-cultural relationships. Carvers added motifs over time and the presence of multiple hands suggests a passing down of these objects as a form of familial history and cultural patrimony. Explorers, traders and field collectors to the Bering Strait eagerly acquired engraved drill bows as aesthetic manifestations of Arctic mores but recorded few details about the carvings resulting in a disconnect between the objects and their multi-layered stories. However, continued practices of ivory carving and storytelling within Bering Strait communities holds potential for engraved drill bows to animate oral histories and foster discourse between researchers and communities. Thus, this collaborative project integrates stylistic analyses and ethno-historical accounts on drill bows with knowledge shared by Alaska Native community members and is based on the understanding that oral narratives can bring life and meaning to objects within museum collections.
ContributorsChan, Amy (Author) / Duncan, Kate (Thesis advisor) / Toon, Richard (Committee member) / Parezo, Nancy (Committee member) / Serwint, Nancy (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation addresses empirical, applied, and theoretical issues in the place literature through an ethnographic study of the volunteer stewards in the nonprofit McDowell Sonoran Conservancy (Scottsdale, Arizona).
The first phase of study explores Conservancy stewards’ phenomenological place meanings through participant observation, a photovoice protocol (N=18), and life-history interviews (N=53). Findings indicate that being a steward fosters deep, identity-based place meanings within the conservation land (the McDowell Sonoran Preserve) and City of Scottsdale.
The second phase of study measures stewards’ psychometric place attachments to the Preserve and broader community using the Place Attachment Inventory (PAI) survey. New stewards’ (N=29) PAI scores—collected before attending orientation and one year after—demonstrate a rise in Preserve place attachment and place identity in the first year of service. Established stewards’ (N=275) PAI data suggests no correlation between place attachment and volunteer intensity. These findings are complemented by phase I results and suggest that stewards experience a rise in place identity after earning the identity of an environmental steward, regardless of engagement.
The third phase of study experimentally combines the data from established stewards who participated in phase I and II (N=48) to test the hypothesis that those with identity-based place meanings would possess higher place identity scores. Data analysis found no significant differences in place identity scores between those with and without a Predicted High Place Identity. The outcomes of this experiment suggest construct validity issues with the widely used place attachment and place identity constructs.
While it is established that volunteers arrive at an organization with a strong sense of place, this study demonstrates empirically how place attachments increase and place meanings deepen further after joining a volunteer organization. Communities and organizations can learn from the Conservancy’s practices that help stewards easily establish and perform a place-based steward identity. Finally, the experimental mixed methods findings suggest a sense of place research program that measures attachment to a place’s meanings rather than attachment to a place. This shift will allow place meaning and place attachment to be studied concurrently, advancing the sense of place construct and broader place theory.
The first phase of study explores Conservancy stewards’ phenomenological place meanings through participant observation, a photovoice protocol (N=18), and life-history interviews (N=53). Findings indicate that being a steward fosters deep, identity-based place meanings within the conservation land (the McDowell Sonoran Preserve) and City of Scottsdale.
The second phase of study measures stewards’ psychometric place attachments to the Preserve and broader community using the Place Attachment Inventory (PAI) survey. New stewards’ (N=29) PAI scores—collected before attending orientation and one year after—demonstrate a rise in Preserve place attachment and place identity in the first year of service. Established stewards’ (N=275) PAI data suggests no correlation between place attachment and volunteer intensity. These findings are complemented by phase I results and suggest that stewards experience a rise in place identity after earning the identity of an environmental steward, regardless of engagement.
The third phase of study experimentally combines the data from established stewards who participated in phase I and II (N=48) to test the hypothesis that those with identity-based place meanings would possess higher place identity scores. Data analysis found no significant differences in place identity scores between those with and without a Predicted High Place Identity. The outcomes of this experiment suggest construct validity issues with the widely used place attachment and place identity constructs.
While it is established that volunteers arrive at an organization with a strong sense of place, this study demonstrates empirically how place attachments increase and place meanings deepen further after joining a volunteer organization. Communities and organizations can learn from the Conservancy’s practices that help stewards easily establish and perform a place-based steward identity. Finally, the experimental mixed methods findings suggest a sense of place research program that measures attachment to a place’s meanings rather than attachment to a place. This shift will allow place meaning and place attachment to be studied concurrently, advancing the sense of place construct and broader place theory.
ContributorsBleam, Ryan M (Author) / BurnSilver, Shauna (Thesis advisor) / Tsuda, Takeyuki (Committee member) / Brandt, Elizabeth, (Committee member) / Toon, Richard (Committee member) / Arizona State University (Publisher)
Created2020