Suchergebnisse

In my article, I speculate on intimacy that embraces uncertainty, difference, and/in more-than-human relations. An intimacy that embraces uncertainty is what Massumi characterizes as "indiscernable expression"—that which may not be clearly perceived—through play and walking encounters with humans and dogs. That which differs from itself has preoccupied my relationship with my dog and provides an occasion to think with intimacy toward humans and animals. Writing performatively, I depict encounters with my dog and present them as unfolding experiences that enter into powerful refrains—Deleuze's and Guattari's concept of a vector in which certainty and uncertainty occupy the same space, in which the nameable and certainty coexist with the improvised and defamiliarized, and in which kin and intimacy are made through uncertain relations.

In this article, I describe my narrative walking project, StoryWalks, as a methodology that underscores the concept of movement in relation to place-based narratives. I describe several community member's walking narratives, theorizing movement through Deleuze and Guattari's concept of the refrain and through Donna Haraway's concept of storytelling as open signification and materialization in order to think about the various ways in which walking with stories is an entanglement of memories, place-based inquiry, history, future goals, and imaginings that matter for an ethnic and racial politics of place, identity, and belonging. I highlight storytelling through walking as an affective production of political, social, and cultural formations within communities.

This article explores the history of Taiko drumming as a practice of sound knowledge. It also discusses the history and cultural significance of Taiko in the United States.

This article explores the history of Taiko drumming as a practice of sound knowledge. It also discusses the history and cultural significance of Taiko in the United States.

The impact of Part B, Section 326, of the Title III program was assessed using data from three historically Black universities. Part B, Section 326, of the Title III program aims at strengthening the resource capacity of historically Black colleges and universities with eligible doctoral and professional programs. The lack of documented impact contributes to ongoing skepticism regarding program efficacy. A web-based survey instrument, with one version for administrators and faculty and another version for students, was used for data collection. The participants were asked to rank the impact of the program using a five-ordered Likert-type scale. The questions were grouped into multiple domains. Findings from this study suggest that increased stakeholder input needs to be utilized when communicating the success of the Title III program for wider support and advocacy.

This article chronicles the development of walking workshops through a technique of defamiliarization in order to dislodge the taken-for-granted and open up walking to experimentation and novelty. We work with these concerns to consider walking as a research-creation methodology that composes inventive connections of a relational ethics that enacts a shared ecology of living and lived practices. Walking is not just about directional movement, traveling to or from a place. Walking's movement is also affective: emergent; sometimes imperceptible; and a performative practice of knowledge in the making that is coproduced by more than human matter. Walking is thus open to novelty. Two of the authors in this article share their participation in these workshops, experimenting with ethico-aesthetic architectures of borders, spaces, and transitions that choreograph movements in places.

Historically Black colleges and universities (HBCUs) in the United States are facing turbulent environments that include increased accountability and assessment measures, competition, state mandates, declining budgets, changes in the classroom and pedagogical landscape, and diminutive endowments. These factors are further heightened by an ongoing debate regarding the relevance of HBCUs and a paradigm shift that calls for more entrepreneurial-based leadership in the decision-making process and business-based strategies aimed at institutional survival. However, HBCU leadership, which often ascends from the faculty ranks, does not possess the business degrees or marketing experience that would equip them for the evolving and complex demands of the higher education marketplace. To assist HBCU leadership in navigating the market-driven environment in higher education, this descriptive study explores the factors and issues critical to the survival and sustainability of HBCUs from the perspective of HBCU business deans. Business-based recommendations and strategies conclude this article.