For more than 150 years, individuals have traveled the countryside with pen, paper, tape recorders, and even video cameras to document versions of songs, music, and stories shared by communities. As technologies and methodologies have advanced, the task of gathering music has been taken up by a much broader group than scholars. The resulting collections created by these various people can be impacted by the individual collectors’ political and social concerns, cultural inclinations, and even simple happenstance, demonstrating a crucial yet underexplored relationship between the music and those preserving it.
Collecting Music in the Aran Islands, a critical historiographical study of the practice of documenting traditional music, is the first to focus on the archipelago off the west coast of Ireland. Deirdre Ní Chonghaile argues for a culturally equitable framework that considers negotiation, collaboration, canonization, and marginalization to fully understand the immensely important process of musical curation. In presenting four substantial, historically valuable collections from the nineteenth and twentieth centuries, she illustrates how understanding the motivations and training (or lack thereof) of individual music collectors significantly informs how we should approach their work and contextualize their place in the folk music canon.
Teachers’ unions are the organizations responsible for safeguarding the conditions of teachers’ employment. Union supporters claim strong synergies between teachers’ interests and students’ interests, but critics of unions insist that the stance of teachers in collective bargaining may disadvantage students as unions reduce the power of administrators to manage, remove, reward or retain excellent teachers.
In A Collective Pursuit, Lesley Laveryunpacks how teachers’ unions today are fighting for contracts that allow them to earn a decent living and build “schools all students deserve.” She explains the form and function of the nation’s largest teachers’ unions. Lavery then explores unionization campaigns in the Twin Cities charter schools. A Collective Pursuit also examines teacher strikes and contract negotiations, school finance and finance reform, and district and union attempts to address racial achievement gaps, to provide a context for understanding the economic, political, and demographic forces that inspire teachers to improve conditions for students.
A Collective Pursuit emphasizes that while teachers’ unions serve a traditional, economic role, they also provide a vast array of valuable services to students, educators, parents, and community members.
In the Anglo-Atlantic world of the late nineteenth century, groups of urban residents struggled to reconstruct their cities in the wake of industrialization and to create the modern city. New professional men wanted an orderly city that functioned for economic development. Women’s vision challenged the men’s right to reconstruct the city and resisted the prevailing male idea that women in public caused the city’s disorder.
Constructing the Patriarchal City compares the ideas and activities of men and women in four English-speaking cities that shared similar ideological, professional, and political contexts. Historian Maureen Flanagan investigates how ideas about gender shaped the patriarchal city as men used their expertise in architecture, engineering, and planning to fashion a built environment for male economic enterprise and to confine women in the private home. Women consistently challenged men to produce a more equitable social infrastructure that included housing that would keep people inside the city, public toilets for women as well as men, housing for single, working women, and public spaces that were open and safe for all residents.
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