Taken from a virtual presentation at the 2021 annual meeting of the American Folklore Society, th... more Taken from a virtual presentation at the 2021 annual meeting of the American Folklore Society, three folklorists come together to present their ongoing work under the auspices of “urgencies of the field.” Jon Kay concerns himself with the urgencies of our temporal, corporeal bodies, in addressing creativity in older adults and offering suggestions for cross-pollination between folklore studies and gerontology and creative aging. Maida Owens focuses on climate change and the radical displacement of communities, turning to the concern of what happens to cultural traditions when the people of a community must relocate. Grounded in Indigenous approaches, Tim Frandy considers a decolonizing of our minds with real-world applications that guide us toward better stewardship of the natural world and better physical and mental health practices. Three folklorists, working within the intersectionality of public and academic spheres, and expanding the reach and impact of folklore's work, are...
In recent decades, traditional Sámi salmon fishing has become increasingly restricted on the Deat... more In recent decades, traditional Sámi salmon fishing has become increasingly restricted on the Deatnu River, dividing Finland from Norway. Many Sámi have resisted this conservation effort, contending that it represents a type of “green colonialism.” This article explores the concept of sustainability as a cultural construction within Sámi and Nordic contexts, emphasizing the historical evolution of sustainability, its inextricable ties to culture and knowledge traditions, and its role in colonialism today.
Service learning, team-based projects, flipped classrooms, and high impact learning have come to ... more Service learning, team-based projects, flipped classrooms, and high impact learning have come to dominate the discourse of innovative pedagogies in higher education in recent years. Unfortunately, in an era of difficult budgets, increasing class sizes, and canonization of knowledge through standardized assessment, teachers face many difficulties implementing these new pedagogies in today's classrooms. With the ideal classroom far removed from today's political realities, online and mobile technologies offer recourse for educators to teach more effectively for increasing numbers of students. This was my own goal, in integrating Augmented Reality Interactive Storytelling (ARIS) into the course Introduction to Folklore between 2011 and 2013. I developed two separate uses of augmented reality technologies for the course. The first involved having students use augmented reality on a mobile device for the purpose of ethnographic data collection, research sharing, and subsequent an...
pompous and “laughable,” by reminding the reader of later generations of male hymn writers who de... more pompous and “laughable,” by reminding the reader of later generations of male hymn writers who demonstrated similar weaknesses, yet fared far better. “We should not forget, however, that [Boye’s] taking in of norse Mythology from Klopstock and others paved a way for Grundtvig, among others, and the Golden age in denmark, themselves true romantics, who were quite able to engage in bombast and a grand, if not laughable style” (p. 111). Grindal also notes, with evident disappointment, that the hymnals of several denominations that are heirs of these traditions in north america contain a disproportionately small number of these women’s hymns. this lack is partially a casualty of the difficult transition of north american Lutheran denominations to english, though Grindal suggests that this omission is also the result of twentiethcentury hymnal committees that were more enamored with “angloSaxon” hymns, and not warm to the peculiar ethnic traditions represented by the Scandinavians (Grind...
In his three 2011 interviews (2 in September; 1 in October) with Troy Reeves, Tim Frandy describe... more In his three 2011 interviews (2 in September; 1 in October) with Troy Reeves, Tim Frandy describes his participation with the UW-Madison Teaching Assistants Association in protests over the Budget Repair Bill proposed by Governor Scott Walker in early 2011. Frandy recounts his experiences as a member and leader in the TAA before 2011 and his memories of being at the Capitol on an almost daily basis in February and March 2011. Specifically, he discusses the occupation of the Capitol, the Joint Finance Committee testimonies, the role of the police and union marshals, and the evolution of the protests (in attitude, demographics, and numbers). He also talks about the national media?s coverage of the protests, and the TAA?s use of social media both to disseminate accurate information about the events and to mobilize and communicate with activists. This interview was conducted for inclusion into UW-Madison oral history collection, specifically within the Capitol Protests 2011 project.
It was February 11,2011, when Wisconsin Governor Scott Walker first revealed his intent to pass A... more It was February 11,2011, when Wisconsin Governor Scott Walker first revealed his intent to pass Act 10-the so-called Budget Repair Bill -a bill representing some of the most duplicitous union-busting legislation in the United States. Not explicitly eliminating Wisconsin public employee unions, the bill crippled union dues-collection procedures, demanded supermajority standards and steep costs for perpetual re-certification demands, and so severely restricted collective bargaining rights that public workers could receive raises above inflation only through statewide referendum (State of Wisconsin 2011). The bill was purposefully concealed from the public and Democratic legislators alike for months (Brogden 2012), and Republicans planned to quickly sign it into law a short six days later, ensuring little time for opposition to mount. The bill stripped fifty years of worker rights in Wisconsin (home of the first public employee unions in the United States), as it tried to turn private-...
This essay explores the relationship between sustainability and social power, as dramatised withi... more This essay explores the relationship between sustainability and social power, as dramatised within Anishinaabe (Ojibwe) efforts to retain cultural sovereignty and to preserve their intangible cultural heritage. The authors propose moving towards a discourse not of sustainability, but rather of sustainabilities, a term that is more inclusive of the diversity of cultural, environmental, economic, and political strategies that are employed to sustain various lifeways in a multicultural world.
In this article, we examine the collaborative efforts of university-employed folklorists with Waa... more In this article, we examine the collaborative efforts of university-employed folklorists with Waaswaaganing Anishinaabe (Lac du Flambeau Ojibwe) teachers and community leaders in what is currently known as northern Wisconsin. Focusing on the Ojibwe Winter Games-an annual weeklong event in February for middle school students that aims to revitalize traditional competitive games-we suggest that decolonizing sustainability education requires recognition that sustainability is pluralistic and culturally specific. Educators must facilitate a restorative systemic shift towards Indigenous sustainabilities through Indigenous-centered pedagogies and methods of knowledge production. In order to accomplish such a shift, our responsibility as academics and public folklorists must always be to the Indigenous communities with whom we work. We explore the role of non-Indigenous collaborators in Indigenous-led decolonization efforts, in developing educational systems that support and sustain Indigenous knowledge systems, and in the repatriation and rematriation of land, language, and culture.
Decolonization is a multifaceted and complex process, involving a wide range of concepts, includi... more Decolonization is a multifaceted and complex process, involving a wide range of concepts, including the restoration of Indigenous lands to Indigenous control, improved recognition of tribal sovereignty, strengthening of Indigenous worldviews and knowledge traditions, cultivating cultural responsiveness in education and health care, aligning research methods with Indigenous cultural priorities and values, and more. This special issue of the Journal of Sustainability Education on the topic of Decolonization and Sustainability Education reflects many of these diverse projects. The issue is inclusive of Indigenous and allied voices, of academic and Indigenous discourses, of large-scale political actions and-what Jeff Corntassel calls-"everyday acts of resurgence." The selections are arranged in ways that center Indigenous voices and the work on the ground that reinforces Indigenous sustainabilities and Indigenous-centered pedagogies.
Mark Wagler is a retired 4 thand 5 th -grade teacher, former professional storyteller, folklorist... more Mark Wagler is a retired 4 thand 5 th -grade teacher, former professional storyteller, folklorist, and now a consultant and writer. Raised Amish-Mennonite in Ohio, Wagler worked many jobs before settling into public school teaching at the age of 43 in Madison, Wisconsin, where he quickly became known as a profoundly engaging teacher. His classroom looked little like conventional classrooms. There were no desks, but rather couches, tables, and an enormous amount of equipment and materials; the classroom didn't face forward, but rather clustered in a number of circles; Wagler didn't primarily teach by instruction, but rather by embracing the power of unknowing and the innate curiosities of his students.
Taken from a virtual presentation at the 2021 annual meeting of the American Folklore Society, th... more Taken from a virtual presentation at the 2021 annual meeting of the American Folklore Society, three folklorists come together to present their ongoing work under the auspices of “urgencies of the field.” Jon Kay concerns himself with the urgencies of our temporal, corporeal bodies, in addressing creativity in older adults and offering suggestions for cross-pollination between folklore studies and gerontology and creative aging. Maida Owens focuses on climate change and the radical displacement of communities, turning to the concern of what happens to cultural traditions when the people of a community must relocate. Grounded in Indigenous approaches, Tim Frandy considers a decolonizing of our minds with real-world applications that guide us toward better stewardship of the natural world and better physical and mental health practices. Three folklorists, working within the intersectionality of public and academic spheres, and expanding the reach and impact of folklore's work, are...
In recent decades, traditional Sámi salmon fishing has become increasingly restricted on the Deat... more In recent decades, traditional Sámi salmon fishing has become increasingly restricted on the Deatnu River, dividing Finland from Norway. Many Sámi have resisted this conservation effort, contending that it represents a type of “green colonialism.” This article explores the concept of sustainability as a cultural construction within Sámi and Nordic contexts, emphasizing the historical evolution of sustainability, its inextricable ties to culture and knowledge traditions, and its role in colonialism today.
Service learning, team-based projects, flipped classrooms, and high impact learning have come to ... more Service learning, team-based projects, flipped classrooms, and high impact learning have come to dominate the discourse of innovative pedagogies in higher education in recent years. Unfortunately, in an era of difficult budgets, increasing class sizes, and canonization of knowledge through standardized assessment, teachers face many difficulties implementing these new pedagogies in today's classrooms. With the ideal classroom far removed from today's political realities, online and mobile technologies offer recourse for educators to teach more effectively for increasing numbers of students. This was my own goal, in integrating Augmented Reality Interactive Storytelling (ARIS) into the course Introduction to Folklore between 2011 and 2013. I developed two separate uses of augmented reality technologies for the course. The first involved having students use augmented reality on a mobile device for the purpose of ethnographic data collection, research sharing, and subsequent an...
pompous and “laughable,” by reminding the reader of later generations of male hymn writers who de... more pompous and “laughable,” by reminding the reader of later generations of male hymn writers who demonstrated similar weaknesses, yet fared far better. “We should not forget, however, that [Boye’s] taking in of norse Mythology from Klopstock and others paved a way for Grundtvig, among others, and the Golden age in denmark, themselves true romantics, who were quite able to engage in bombast and a grand, if not laughable style” (p. 111). Grindal also notes, with evident disappointment, that the hymnals of several denominations that are heirs of these traditions in north america contain a disproportionately small number of these women’s hymns. this lack is partially a casualty of the difficult transition of north american Lutheran denominations to english, though Grindal suggests that this omission is also the result of twentiethcentury hymnal committees that were more enamored with “angloSaxon” hymns, and not warm to the peculiar ethnic traditions represented by the Scandinavians (Grind...
In his three 2011 interviews (2 in September; 1 in October) with Troy Reeves, Tim Frandy describe... more In his three 2011 interviews (2 in September; 1 in October) with Troy Reeves, Tim Frandy describes his participation with the UW-Madison Teaching Assistants Association in protests over the Budget Repair Bill proposed by Governor Scott Walker in early 2011. Frandy recounts his experiences as a member and leader in the TAA before 2011 and his memories of being at the Capitol on an almost daily basis in February and March 2011. Specifically, he discusses the occupation of the Capitol, the Joint Finance Committee testimonies, the role of the police and union marshals, and the evolution of the protests (in attitude, demographics, and numbers). He also talks about the national media?s coverage of the protests, and the TAA?s use of social media both to disseminate accurate information about the events and to mobilize and communicate with activists. This interview was conducted for inclusion into UW-Madison oral history collection, specifically within the Capitol Protests 2011 project.
It was February 11,2011, when Wisconsin Governor Scott Walker first revealed his intent to pass A... more It was February 11,2011, when Wisconsin Governor Scott Walker first revealed his intent to pass Act 10-the so-called Budget Repair Bill -a bill representing some of the most duplicitous union-busting legislation in the United States. Not explicitly eliminating Wisconsin public employee unions, the bill crippled union dues-collection procedures, demanded supermajority standards and steep costs for perpetual re-certification demands, and so severely restricted collective bargaining rights that public workers could receive raises above inflation only through statewide referendum (State of Wisconsin 2011). The bill was purposefully concealed from the public and Democratic legislators alike for months (Brogden 2012), and Republicans planned to quickly sign it into law a short six days later, ensuring little time for opposition to mount. The bill stripped fifty years of worker rights in Wisconsin (home of the first public employee unions in the United States), as it tried to turn private-...
This essay explores the relationship between sustainability and social power, as dramatised withi... more This essay explores the relationship between sustainability and social power, as dramatised within Anishinaabe (Ojibwe) efforts to retain cultural sovereignty and to preserve their intangible cultural heritage. The authors propose moving towards a discourse not of sustainability, but rather of sustainabilities, a term that is more inclusive of the diversity of cultural, environmental, economic, and political strategies that are employed to sustain various lifeways in a multicultural world.
In this article, we examine the collaborative efforts of university-employed folklorists with Waa... more In this article, we examine the collaborative efforts of university-employed folklorists with Waaswaaganing Anishinaabe (Lac du Flambeau Ojibwe) teachers and community leaders in what is currently known as northern Wisconsin. Focusing on the Ojibwe Winter Games-an annual weeklong event in February for middle school students that aims to revitalize traditional competitive games-we suggest that decolonizing sustainability education requires recognition that sustainability is pluralistic and culturally specific. Educators must facilitate a restorative systemic shift towards Indigenous sustainabilities through Indigenous-centered pedagogies and methods of knowledge production. In order to accomplish such a shift, our responsibility as academics and public folklorists must always be to the Indigenous communities with whom we work. We explore the role of non-Indigenous collaborators in Indigenous-led decolonization efforts, in developing educational systems that support and sustain Indigenous knowledge systems, and in the repatriation and rematriation of land, language, and culture.
Decolonization is a multifaceted and complex process, involving a wide range of concepts, includi... more Decolonization is a multifaceted and complex process, involving a wide range of concepts, including the restoration of Indigenous lands to Indigenous control, improved recognition of tribal sovereignty, strengthening of Indigenous worldviews and knowledge traditions, cultivating cultural responsiveness in education and health care, aligning research methods with Indigenous cultural priorities and values, and more. This special issue of the Journal of Sustainability Education on the topic of Decolonization and Sustainability Education reflects many of these diverse projects. The issue is inclusive of Indigenous and allied voices, of academic and Indigenous discourses, of large-scale political actions and-what Jeff Corntassel calls-"everyday acts of resurgence." The selections are arranged in ways that center Indigenous voices and the work on the ground that reinforces Indigenous sustainabilities and Indigenous-centered pedagogies.
Mark Wagler is a retired 4 thand 5 th -grade teacher, former professional storyteller, folklorist... more Mark Wagler is a retired 4 thand 5 th -grade teacher, former professional storyteller, folklorist, and now a consultant and writer. Raised Amish-Mennonite in Ohio, Wagler worked many jobs before settling into public school teaching at the age of 43 in Madison, Wisconsin, where he quickly became known as a profoundly engaging teacher. His classroom looked little like conventional classrooms. There were no desks, but rather couches, tables, and an enormous amount of equipment and materials; the classroom didn't face forward, but rather clustered in a number of circles; Wagler didn't primarily teach by instruction, but rather by embracing the power of unknowing and the innate curiosities of his students.
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