Suchergebnisse

My research explores the complex nature of identities, through the lens of indigeneity and its representation in museums. Simpson (2007) states, "To speak of Indigeneity is to speak of colonialism and anthropology" (p. 67). This perhaps sums up the common associations with "indigeneity", as the term defines itself and characterizes it. While indigeneity persists to have certain identities, diversity tends to dissect any given identities. Fascinated by this complex relation of epistemology and ontology, I examine how "indigeneity" is presented in exhibitions at two community history museums and a culturally specific museum. The three museums share similar economic circumstances, while the culturally specific museum (North Suburban Chicago) is situated within a community with a more diverse racial demographic than the two community history museums (West Suburban Chicago) with over 90% white residents. Three questions guided this research: How are narratives of indigeneity constructed in exhibitions at three museums? How do museum staff members conceptualize indigeneity and understand the complexity and politics of representation and museum display? What can be done to embrace more meaningful and critically considered representations of indigeneity in museum exhibitions? To answer these questions, I critically analyzed how exhibitions at each museum conceptualize and represent indigeneity, focusing on signs, labels, objects, and how these were arranged to create meanings. Using a comparative case study methodology, data were collected through observations, using photographs and field notes. Additional data were collected through interviews and secondary resources such as each museums' website, brochures, guides and newsletters. Problematic patterns were found involving the representation of American Indians in all three museums. All of the museums deemphasize the power relations of the white settlers and indigenous people, whether through omitting or mystifying the turmoil of historical events. This absence and aestheticization undermined the historical contexts of the exhibitions. In the case of the culturally specific museum, the emphasis was placed on factual knowledge of various tribes, objects and activities, which lacked critical knowledge of indigenous cultures and the historical contexts. It is questionable how these museums educate the public without tackling real issues or practicing the role of the museum as a civic agent. Therefore, the historical-sociopolitical/economic-contexts of objects and events are necessary for these exhibitions to better represent issues of indigeneity and critically consider diversity.

Background  Overweight and obesity in children with intellectual disabilities may be a major health threat. The purpose of this study was to examine the prevalence of overweight and obesity in Korean children with intellectual disabilities aged 7–18 years who did not have specific genetic syndromes or physical disabilities.Materials and methods  Participants were 2,404 children with intellectual disabilities aged 7–18 years attending thirteen special schools in Korea. Data from school health records were analysed using SAS (version 9.2). The differences between boys and girls were assessed for children's height and weight using t‐tests and for children's age and weight status, such as using Chi‐Square (χ2) test. The relationships between children's weight status, age and gender were reassessed using Chi‐Square (χ2) test, and strengths of the relationships were measured using Gamma coefficient.Results  Approximately one‐quarter of children with intellectual disabilities were either overweight or obese. Children's gender was significantly associated with their weight status, such that overweight and obesity were more prevalent in girls than in boys, specifically girls aged 15–18 years. There was a positive relationship between age and the prevalence of overweight and obesity in children for both boys and girls.Conclusions  The high rates of overweight and obesity in children with intellectual disabilities highlight the need for interventions to help children achieve healthy weight. Before conducting weight management interventions, identifying risk factors that influence weight status in children with intellectual disabilities is an important step.