Marcus Milwright
- Published in print:
- 2010
- Published Online:
- September 2012
- ISBN:
- 9780748623105
- eISBN:
- 9780748671298
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748623105.003.0007
- Subject:
- Archaeology, Archaeological Methodology and Techniques
This chapter is concerned with the different modes of manufacturing in the pre-modern Islamic world, and particularly focuses upon those crafts and industries that have left the clearest imprint in ...
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This chapter is concerned with the different modes of manufacturing in the pre-modern Islamic world, and particularly focuses upon those crafts and industries that have left the clearest imprint in the archaeological record (ceramic, glass, and metalwork). The chapter starts by looking at the evidence for the placement and organization of industrial activities in early Islamic towns, with an emphasis on the Syrian city of Raqqa. The second section is devoted to the study of ancient technology relating to glass, glazing, and the artificial ceramic body known as stonepaste. The third section considers the evidence for the revival of handmade pottery in rural settlements in the Middle East and North Africa. This case study considers the chronology of this development and the economic and social circumstances that might have led to this example of technological regression.Less
This chapter is concerned with the different modes of manufacturing in the pre-modern Islamic world, and particularly focuses upon those crafts and industries that have left the clearest imprint in the archaeological record (ceramic, glass, and metalwork). The chapter starts by looking at the evidence for the placement and organization of industrial activities in early Islamic towns, with an emphasis on the Syrian city of Raqqa. The second section is devoted to the study of ancient technology relating to glass, glazing, and the artificial ceramic body known as stonepaste. The third section considers the evidence for the revival of handmade pottery in rural settlements in the Middle East and North Africa. This case study considers the chronology of this development and the economic and social circumstances that might have led to this example of technological regression.
Faye Caronan
- Published in print:
- 2015
- Published Online:
- April 2017
- ISBN:
- 9780252039256
- eISBN:
- 9780252097300
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252039256.003.0005
- Subject:
- Society and Culture, Cultural Studies
This chapter considers how education is deployed in Filipino American and U.S. Puerto Rican performance poetry as a tool in decolonizing activist projects. It cites the work of Los Angeles-based ...
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This chapter considers how education is deployed in Filipino American and U.S. Puerto Rican performance poetry as a tool in decolonizing activist projects. It cites the work of Los Angeles-based Filipino American and New York-based U.S. Puerto Rican performance-poet activists such as Bonafide Rojas, Rebecca Baroma, and Napoleon Lustre to show how they teach their local communities to disidentify with narratives of U.S. exceptionalism and multiculturalism in order to recognize global power hierarchies that reproduce racial and class inequality. By connecting disparate subjugated knowledge, they construct a history of oppression and resistance that they make available to their local communities. Inside and outside the classroom, they promote disidentification as a repertory strategy to challenge institutionalized histories that privilege narratives of U.S. exceptionalism and marginalize alternative narratives.Less
This chapter considers how education is deployed in Filipino American and U.S. Puerto Rican performance poetry as a tool in decolonizing activist projects. It cites the work of Los Angeles-based Filipino American and New York-based U.S. Puerto Rican performance-poet activists such as Bonafide Rojas, Rebecca Baroma, and Napoleon Lustre to show how they teach their local communities to disidentify with narratives of U.S. exceptionalism and multiculturalism in order to recognize global power hierarchies that reproduce racial and class inequality. By connecting disparate subjugated knowledge, they construct a history of oppression and resistance that they make available to their local communities. Inside and outside the classroom, they promote disidentification as a repertory strategy to challenge institutionalized histories that privilege narratives of U.S. exceptionalism and marginalize alternative narratives.
