Forms Of Scholarship Research Articles

Chains of Currency: Manilla Money Bracelets, Early Modern Africa and the Ties That Bind

Manilla money bracelets emerged during the early modern period (ca. fifteenth century AD) as a form of currency between western Europe and West Africa, and continued to circulate until the early twentieth century. While there has been little formal scholarship on manillas, narratives abound: some histories cast the bracelets as the blood money of the transatlantic slave trade; others highlight them as the copper source used to make the Benin Bronzes; and still others uphold the manilla as a symbolically important West African cultural object in and of itself. This study begins with a history of the manilla, from its rapid proliferation to its eventual obsolescence. The term “metastasizing symbol” is proposed to describe objects like the manilla, whose propagation is underwritten by unsustainable systems of cultural difference, and thereby contains within itself the seeds for the object’s transition to disuse. The authors also describe a portable X-ray fluorescence (pXRF) analysis of nine manilla bracelets from the Yale University Art Gallery (YUAG). When compared to manilla composition data from previous studies and projected into PCA space, the nine YUAG manillas appear most similar to specimens produced in England during the mid-nineteenth century and traded extensively in British West Africa throughout the colonial period. KEYWORDS: Manilla Money Bracelets; pXRF; Transatlantic Slave Trade; Europe; West Africa; Early Modern Period; European Imperialism; Provenance

INCENTIVIZING IMPACT THROUGH INNOVATION AND KNOWLEDGE TRANSFER: AN INTERNATIONAL REVIEW OF UNIVERSITY POLICIES

Research universities incentivize and reward knowledge production and knowledge transfer (KT) through their policies, including policies for tenure and promotion (T&P) and intellectual property (IP). Digital technology, societal expectations, and practices of research have changed the range, form, and accessibility of knowledge products. This paper examines T&P and IP policies at highly ranked global research universities to assess how policies account for facultyactivities that broaden the impact of their scholarship, particularly through IP and open scholarship. We find that while many incorporate these factors in policy, the majority do not do so comprehensively. In some cases, recognition of new forms of scholarship is constrained by the brevity of T&P policy or the delegation of criteria setting to individual schools or departments. Example policy language is provided to illustrate the ways that universities can articulate the evolving forms of KT. We recommend that universities develop policies for T&P that are both aligned in purpose and offer sufficient depth to describe the many ways that faculty contribute to university mission, both through their disciplines and through broader public service.

Poetic Emancipation: Wissenschaft des Judentums and the Study of Folk-Narratives

Abstract The present article aims at explaining the unique role the study of folk-narrative played in the Wissenschaft des Judentums (the scholarly study of Judaism) as it emerged in the nineteenth century and first half of the twentieth century and as it was negotiated later. This article engages how the language of Wissenschaft constructed Jewish texts in the language of folk-narrative studies. And how the language of folk-narrative studies constructed Jewish culture in the language of Wissenschaft. Given the status of scholars within this movement – Jews who were citizens of European nations – they demonstrated the affinities between Jewish folk-narrative traditions and Islamic narrative traditions; on the other hand, they used a poetic language that implemented European (mainly German) genres and forms of scholarship that were viewed as objective and scientific in their studies of Jewish texts. The article examines three works by three scholars from three generations of the Wissenschaft movement: Moritz Steinschneider, Ignaz Goldziehr and Bernhard Heller – each corresponding respectively to one genre: legend, myth and folktale.

Education for All: Study Case World Bank-Cambodia Scholarship for Education

This qualitative research conducted with the study case method tries to point out the impact of scholarship led by the World Bank and the Government of Cambodia for secondary school in Cambodia. The cycle of poverty have used to understand the importance of program with financial support to provide education for all and elaborates the correlation between the essence of education to deal with poverty. Despite the positive impact of the scholarship program on pupils to access secondary education, the paper also analyzes the part which cannot be covered only by the scholarship program. Students with low financial support are most likely to drop out without finishing their education level and are at high risk to re-enter the cycle of poverty. It is because they have to actively participate in household economic continuity. Therefore, financial support, in form of scholarship, might be able to reduce the financial burden of education toward the household and prevent students from not finishing secondary school. Even though scholarships can increase student's chances to finish secondary school, yet they cannot deal with the issue of quality education which will be elaborated on in the paper

Q'ojom: Sonidos en el Popol Wuj

Abstract: This paper engages a Maya sonorous concept known as "q'ojom" as a means of understanding the role of sound in the K'iche' Maya Popol Wuj. While the notion that the Popol Wuj and similar texts are performative in nature has been widely recognized and well-studied, we argue that an analysis of the text grounded in q'ojom enables us to better grasp how such a performance may have been carried out, as well as how sound itself is integral at different moments in the text. As this article is also a collaboration among Maya and non-Maya scholars, we also hope that it plays a small role in furthering efforts to develop and hone new forms of scholarship and relations in the hemisphere.

Bura ura, kendu waiyo (rain falls, water rises): the tyranny of water insecurity and an agenda for abolition in Kodi (Sumba Island, Indonesia)

This article explores the dynamic links between transformations in freshwater ecosystems and social changes in the Kodi region of Sumba (Indonesia). Insights into the politics surrounding changing hydrosocial systems are generated by using a feminist anthropology approach together with critical development studies and intersectionality theory. In aligning with fellow feminists whose advocacy sometimes takes the form of scholarship, I lay out a five-prong strategy for collecting empirical evidence from persons who are vulnerable when hydrological systems change and offer eight principles for future development interventions. The argument related to the five-prong toolkit is that by conducting intensive, extensive, opportunistic, and longitudinal research and by allying with grassroots interlocutors, interventions into water systems can be based on better evidence and can be socially just. Three stories about Kodinese interactions with water and experiences with change are at the heart of this article and lead to the formulation of consequential conclusions. In the first story, birth, death, and relocation intersect with changes in the type of reservoir and the tools and vehicles used to manage water. In the second story—the origin for “tyranny” in the subtitle—vulnerability to food and water scarcity emerges and is politicized when a river's flow is altered. In the third story—the basis for “abolition” in the subtitle—hydrological interventions perpetrated by extrinsic governments correlate to surveillance and incarceration by the military and paramilitary. One research finding is that interventions by extrinsic agencies into the hydrology of four connected watersheds have altered hydrosocial relationships. Another finding is that as water's routes shift, people adjust to new conditions with mixed outcomes. A third conclusion is water utilities have differential benefits within the Kodi community. Fourth, benefits from water development have dispersed along already existing lines within the social structure. Finally, intracultural differences related to intersectional identities coincide with variations in access to natural and developed sources of water.

Introduction: Citational Politics in Medical Anthropology.

Introduction: Citational Politics in Medical Anthropology.

De-boning the fish: Indexing Routledge’s Teaching Creative Writing in Asia as abecedarian memoir

ABSTRACT This essay of creative nonfiction tells the story – one intellectual, professional, personal, and cultural – of the author having recently edited a ground-breaking anthology of Creative Writing pedagogy. While the Routledge anthology is formal scholarship, its editor and contributor here writes creative nonfiction to (a) more personally reflect on some of the massive cultural issues involved in the creation and direction of many of the first CW programmes in Asia (e.g. in a master’s degree conferred by Goldsmiths, University of London to students at Singapore’s LASALLE College of the Arts), through (b) a textual dialogue with some of the highlights from the Routledge anthology’s index. As a starting point, and one not shared in the 2021 anthology itself, this essay shares the ‘dirty little secret’ that while indices are, by definition, often one of the last components written for a book, a book’s internal cartography would be improved if an index could be written earlier. As both this essay and the anthology point out, creative nonfiction is a multiply apt genre for this inquiry, given its (i) popularity, (ii) easy transfer to social media sharing and (iii) greater licence, in anglophone publishing, to play with form.

Rational Origins of Revisionist War

Abstract The rise of China has returned attention to the links between power transitions and war. In this literature, three different causal mechanisms can be confused. This essay disentangles them. Power transitions can lead to three kinds of war: preventive, accidental, and revisionist. Formal models tend to study the first, in which a declining state tries to delay or prevent a rival’s ascent. However, major wars during great power transitions are usually initiated by the rising state, not the declining one. To describe these historical cases, less formal theories, especially neorealism and neoclassical realism, focus on accidental and revisionist wars, but these theories tend to fall back on nonrational mechanisms to connect changing power to the risk of conflict. This leaves a theoretical gap: Why would a rising, rational actor deliberately choose conflict, i.e., start a revisionist war? To suggest an answer, this essay demonstrates how a simple change in standard bargaining models—incorporating a nonzero probability of indecisive war—can ground realist intuitions on rationalist foundations. It further shows how this change leads immediately to an intuitive, formal definition of stability that aligns naturally with existing informal work. Then, contrary to existing realist theory, it shows why the rigorous analysis of realist assumptions leads to a nonmonotonic relationship between the offense/defense balance and war. It thus uses realism to inform and potentially redirect formal scholarship; it also uses formal scholarship to sharpen the logical foundations of realism and, in so doing, derive novel empirical predictions. The essay concludes by applying this synthesis to the rise of China today and indicating directions for deepening the formal/realist synthesis.

Faculty Support for Advocacy Is Key to Training the Next Generation of Pediatrician-Advocates.

We are pleased to see a focus on advocacy in the hospital setting described by Winthrop et al in the October 2021 Hospital Pediatrics perspectives article, “Training the Next Generation of Pediatrician-Advocates: A New Focus on the Inpatient Setting.” We agree that pediatric residency training would benefit from advocacy teaching in this setting. Such training can be modeled after the advocacy curricular resources developed for pediatric hospital medicine. These resources include: (1) competency-based goals and objectives for the advocacy rotation that map to pediatric subspecialty entrustable professional activities, developed by the curriculum committee of the Pediatric Hospital Medicine Fellowship Program Directors Council; and (2) specific knowledge, skills, and attitudes in advocacy as defined by the 2020 Pediatric Hospital Medicine Core Competencies.1However, faculty development in advocacy is necessary but not sufficient to allow for advocacy training and curricular development in the inpatient setting. Inpatient faculty must also be given the time, resources, and support to perform and teach advocacy. This can only happen if advocacy scholarship is congruent to traditional scholarship, including both research and medical education. We propose the following additional faculty needs to establish integration of advocacy in the hospital practice setting: Adoption of advocacy portfolios: Clinician-researchers generate scholarship to benefit patients and populations in the form of peer-reviewed grants and publications. Clinician-educators have gained support for scholarly activities and faculty promotion in medical education through the development and application of educator portfolios. Recognition of advocacy as a scholarly pursuit can only be achieved through the dissemination and widespread adoption of advocacy portfolios (APs).2 APs supplement the curriculum vitae to highlight how advocacy can be held to the same rigorous scholarly standards as traditional scholarship. Recognition of advocacy and APs in the academic promotion process will allow those interested in pursuing an advocacy scholarship to be successful in obtaining the time and resources necessary for practice. A national group of pediatrician-advocates has developed the first standardized AP template along with the American Academy of Pediatrics Community Pediatrics Training Initiative.3Advocacy recognition within the Pediatric Hospital Medicine Board certification process: The American Board of Pediatrics (ABP) has proposed a pediatric subspecialty entrustable professional activity focused on population health. Additionally, “advocacy and leadership” is a content domain for Pediatric Hospital Medicine Board certification. Despite this, the ABP has not recognized advocacy as a form of scholarship and “work product” allowable for pediatric subspecialty fellowship completion and subsequent board certification, even it if meets the Glassick criteria for scholarship.4 Lastly, allowing physicians to submit advocacy projects for maintenance of certification credit would greatly assist in recognizing the role of physician advocacy in improving population health.Advocacy will gain congruence in academics through a simultaneous bottom-up and top-down approach: faculty use of APs as developmental and promotional tools, along with recognition and support from medical school leadership and the ABP. Only if these criteria are met will faculty be recognized for scholarly advocacy activities, thereby supporting the time, resources, and funding necessary for teaching such practice to the next generation.

Preserving Innovation: Ensuring the Future of Today’s Scholarship

Scholars are experimenting with increasingly diverse digital technologies to express their research in new ways. Publishers, in turn, are working to support complex, dynamic, born-digital publications that can no longer be represented in print. New forms of scholarship contain enhancements such as embedded media and viewers, data visualizations, different approaches to version management, complex interdependent networks of supporting materials such as software and data, reader-contributed content (annotations, comments), interactive features, and nonlinear forms of navigation. These features can create challenges for the long-term sustainability of the publication – without planning for longevity the most innovative scholarship today may lose the characteristics that make them unique or become expensive to maintain. These challenges are magnified for preservation services that aim to ensure the publications will be available for future scholars. It is in this context that NYU Libraries initiated a project to bring together preservation services that focus on scholarly content with publishers concerned about the long-term survival of their most innovative publications. By analyzing examples of dynamic and enhanced open access monographs, the preservation services determined what could be preserved at scale using current tools. From this the team produced a set of guidelines that those involved in creating and publishing content could use to make these new forms of publications more preservable. The project was also an opportunity to start a conversation between preservation services and publishers about ways to collaborate around the shared goal of perpetuating access to unique and often costly publications.

Reflections on the Current and Potential K-12 Impact of the Journal of Statistics and Data Science Education

The Journal of Statistics and Data Science Education (JSDSE) has a history of initiatives to expand its readership and impact. In this article, we reflect on JSDSE’s relevance to K-12 education and how it might increase its influence in this area. We characterize JSDSE’s K-12 impact partially in terms of its ability to foster statistical knowledge for teaching (SKT). We also introduce a new construct, statistical knowledge for the transformation of teaching (SKT , to more fully capture the K-12 contributions JSDSE can make. Our analysis draws upon the perspectives of an experienced high school teacher (the first author) and a statistics education researcher (the second author). The first author of the article surveyed recent JSDSE issues to identify and reflect upon articles with implications for his teaching practice. The second author framed the first author’s article reflections in terms of their connections to SKT and SKT2. Drawing upon our collaborative analysis, we propose strategies to help JSDSE more fully realize its potential to contribute to SKT and SKT2. We explain how acting on the proposed strategies may help JSDSE readers, authors, and editors bridge the persistent historical gap between formal scholarship and practice in K-12 education.

Defiant scholarship: Dismantling coloniality in contemporary African geographies

Colonial epistemes persist in studies of African geographies. We argue that colonial continuities are revealed in (a) the status of human geography within African higher education; (b) the marginalization of Africa (particularly beyond Southern Africa) within the discipline of human geography; and (c) erasures of the functions of racialization in African societies. These are compounded by the relative marginalization of African knowledge within decolonial thought, including decolonial geographies and the disunities between the subfields of black geographies and African geographies. To challenge some of these dynamics, we introduce the concept of defiant scholarship in Africa, a form of scholarship that seeks to work against and outside of dominant grammars and prevailing registers and which draws from a powerful and extensive intellectual tradition across the African continent. Working from Walter Rodney's ‘guerrilla intellectuals’ and drawing on Walter Mignolo's ‘epistemic disobedience’, defiant scholarship cultivates those ways of thinking and those practices that are external to, in opposition to, and/or unconventional to the coloniality of knowledge. We ask what it means for our scholarship to be disobedient to colonial and capitalist epistemes, and, in so doing, we sketch the contours of an African geographies subdiscipline that is anti‐racist, decolonial, and in active conversation with black geographies. The result of our engagement is a call for a reinvigoration of African geographies as we currently know and practice them.

Poykayil Appachan’s interventions for Dalit Liberation in Kerala

Poykayil Yohannan, better known as Poykayil Appachan and Sreekumar Gurudevan (1879-1939) was one of the unparalleled renaissance heroes in the history of Kerala. He made various and intellectual contributions for the liberation of the Dalit people of Kerala through songs, Bible commentaries and social activities. This paper explores his physical and spiritual work for the upliftment of Dalit people and his role in the construction of Kerala Renaissance. Without the backing of formal education or scholarship, he gained knowledge from life experiences, learn to read and write on his own, overcame adversity and became a social reformer. Liberating Dalit people with his eloquence and rational analysis skill.

Coreading Middlemarch in Pandemic Times: Using Digital Humanities to Build Community at a Distance

Abstract The COVID-19 pandemic has revealed a need for new practices of asynchronous reading that generate community. For the University of Washington's Eighteenth- and Nineteenth-Century Research Cluster's 150th Anniversary Middlemarch Symposium, we created a digital edition of Middlemarch through Manifold, a digital humanities tool for e-editions, designed to encourage a practice we call “coreading.” By using digital annotation tools to build open communities of inquiry and crowd-sourced forms of knowledge, this practice decenters traditional forms of scholarship. Coreading allows us to explore the attachments that we form with literature—the affective, the personal and interpersonal, and the intellectual. In our explication of the Manifold Middlemarch project, we discuss the successes and setbacks of this collaborative community engagement, considering the question of what community and collaboration look like under pandemic circumstances, how digital humanities 2.0 projects can help us respond, and how coreading works as a solution for connection in unconnected times.

Tips and tricks: teaching scholars how to publish articles in English language social work journals

ABSTRACT In this article, I discuss how Chinese social work scholars can enhance their ability to publish their research in English language journals successfully. I describe the processes of developing sophisticated skills in writing research as one of gradual shaping, initially beginning with smaller-scale contributions to journals and only attempting to undertake and write up more sophisticated research projects by building upon past successes. A variety of forms of scholarship are described, with examples of each type being cited. Approaches to successfully navigating the journal publication system are presented, and various resources are cited to learn more about English language social work and other disciplinary journals in the social and behavioural sciences. Given China’s growing position in the worldwide profession of social work, it is crucial that advances in practice and research in that country be widely disseminated.

Tracking Changes and Changing Tracks

Tracking Changes and Changing Tracks

Stranger Things: boys and feminism

ABSTRACT Contemporary media discourse suggests that feminists exclusively understand boys and the experience of boyhood through such frameworks as ‘toxic masculinity’, positioning boys as the default inheritors of a ‘patriarchal dividend’. Media narratives might be expected to favour such agonistic oppositions, but the dominant forms of scholarship on boys also often take this line, or position boys as subjects at risk of harm done by either the contemporary expectations of masculinity or the historical impact of feminism that has helped produce them. This paper considers some cultural and intellectual problems arising from these dominant ideas about the relations between feminism and boyhood. Through close analysis of Netflix series Stranger Things in the context of the narratives about boys that surround it, we consider representations of boyhood heroism and the pressures on boyhood. We also outline a case for the necessity of feminist research that engages with ideas and images of boys and experiences of boyhood in affirmative terms, which avoids a presumed opposition between the interests of boys and feminism.

Review: Belonging: An Autoethnography of a Life in Sign Language, by O’Connell, Noel

Review: <i>Belonging: An Autoethnography of a Life in Sign Language</i>, by O’Connell, Noel

8 Essaying the Essay in Response to the Question “What Is Studying?”

Abstract This article is an essay. It takes itself seriously as a studious form of scholarship and writing. As such, it will fail to answer the question “What is studying?”. Instead, it evokes what is studious in essaying through its own paradoxical prose and its negative definition of studious essaying. Rather than posit a concept of study, the essay enacts a study of a story about study in Borges’ short study “Pierre Menard, the Author of the Quixote.” By essaying, this article testifies that there is something other than learning at stake in the educational practices, of thinking, reading, and writing. This is to study, which defies the logic of learning.