Die International Federation of Library Associations and Institutions (IFLA) ist der führende internationale Dachverband, der die Interessen von Bibliotheken und Informationsdiensten und ihren Nutzern vertritt. Sie ist das weltweite Sprachrohr der Bibliotheks- und Informationsberufe. In der Reihe IFLA Publications wird eine Vielzahl der Möglichkeiten diskutiert, wie Bibliotheken, Informationszentren sowie Angestellte in Informations- und Dokumentationsberufen weltweit ihre Ziele formulieren und ihren Einfluss als Gruppe wahrnehmen, ihre Interessen vertreten sowie Lösungen für globale Probleme entwickeln können.
A project of the Utah Women's History Association and cosponsored by the Utah State Historical Society, Paradigm or Paradox provides the first thorough survey of the complicated history of all Utah women. Some of the finest historians studying Utah examine the spectrum of significant social and cultural topics in the state's history that particularly have involved or affected women. The contents are as follows: A Comparison of Utah Mormon Polygamous and Monogamous Women Jessie L. Embry and Lois Kelley Innovation and Accommodation: the Legal Status of Women in Territorial Utah, 1847-96 Lisa Madsen Pearson and Carol Cornwall Madsen Conflict and Contributions: Women in Utah Churches, 1847-1920 John Sillito Utah's Ethnic Women Helen Z. Papanikolas The Professionalization of Utah's Farm Women, 1890-1940 Cynthia Sturgis Gainfully Employed Women in Utah Miriam B. Murphy From Schoolmarm to State Superintendent: The Changing Role of Women in Utah Education, 1847-2004 Mary Clark and Patricia Lyn Scott Scholarship, Service, and Sisterhood: Utah Women's Clubs and Associations, 1847-1977 Jill Mulvay Derr Women of Letters in Utah Gary Topping Utah Women in the Arts Martha Sontag Bradley-Evans Women in Politics: Power in the Public Sphere Kathryn L. MacKay Utah Women's Life Stages: 1850-1940 Jessie L. Embry
Returning Home features and contextualizes the creative works of Diné (Navajo) boarding school students at the Intermountain Indian School, which was the largest federal Indian boarding school between 1950 and 1984. Diné student art and poetry reveal ways that boarding school students sustained and contributed to Indigenous cultures and communities despite assimilationist agendas and pressures. This book works to recover the lived experiences of Native American boarding school students through creative works, student interviews, and scholarly collaboration. It shows the complex agency and ability of Indigenous youth to maintain their Diné culture within the colonial spaces that were designed to alienate them from their communities and customs. Returning Home provides a view into the students’ experiences and their connections to Diné community and land. Despite the initial Intermountain Indian School agenda to send Diné students away and permanently relocate them elsewhere, Diné student artists and writers returned home through their creative works by evoking senses of Diné Bikéyah and the kinship that defined home for them. Returning Home uses archival materials housed at Utah State University, as well as material donated by surviving Intermountain Indian School students and teachers throughout Utah, Arizona, and New Mexico. Artwork, poems, and other creative materials show a longing for cultural connection and demonstrate cultural resilience. This work was shared with surviving Intermountain Indian School students and their communities in and around the Navajo Nation in the form of a traveling museum exhibit, and now it is available in this thoughtfully crafted volume. By bringing together the archived student arts and writings with the voices of living communities, Returning Home traces, recontextualizes, reconnects, and returns the embodiment and perpetuation of Intermountain Indian School students’ everyday acts of resurgence.
