The Wenner-Gren Foundation for Anthropological Research, in collaboration with the Denver Museum of Nature & Science (DMNS), is seeking a full-time Managing Editor for an exciting new venture to create an online anthropological news portal, aiming to popularize and publicize anthropological research to an international audience. The Managing Editor will be part of an editorial team, headed by Dr. Chip Colwell (DMNS), with the responsibility to organize, direct, and edit the website’s content to reach the maximal target audience. This position will help lead the website’s development, launch, and growth.
This employment opportunity is based at the Denver Museum of Nature & Science, in Denver, Colorado. The Managing Editor will be an annually-reviewed employee of the Museum funded by a five-year grant from Wenner-Gren.
The primary job duties are as follows:
1. Oversee the daily production of the online news portal.
This includes coordinating the editorial schedule and workflow with the editorial team; working with writers and editors; laying out the website; copyediting and proofreading; establishing best systems and other mechanisms to ensure steady streams of fresh, informative, creative content; developing systems for aggregating content from various media outlets and sharing content with other news sites; training new contributors in writing style and fundamentals; and identifying and recruiting freelance writers.
2. Lead the overall production of website content.
This includes assigning and editing pieces in different media; working with the website’s editorial team; responding to pitches and submissions; advancing publicity and social media tactics; tracking website impact and proposing appropriate strategies and editorial initiatives; creatively proposing and successfully implementing features, services, and products; and managing the website’s back-end in coordination with the Digital Editor.
3. Assist the team with the planning and execution of website events.
This includes writer trainings, panel discussions, and parties, and generally serving as an enthusiastic ambassador for the website.
The successful candidate should have the following qualifications:
Salary Range: Salary is commensurate with experience, with full benefits.
How to apply
Applications must include a cover letter outlining your qualifications for the position, a sample of your work relevant to the position, a resume or CV, and the names of three references. Please submit via: www.dmns.org/about-us/jobs/. For further information or any questions about this position, please contact Dr. Chip Colwell.
Application deadline: Friday, March 13, 2015.
Equal Opportunity Employer
The Denver Museum of Nature & Science and the Wenner-Gren Foundation are committed to a diverse workplace and is an equal-opportunity employer. We will not discriminate against any employee or applicant on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, or veteran status.
Sunday, March 01, 2015
Position Announcement: Managing Editor, Wenner-Gren Foundation for Anthropological Research, Denver, Colorado
Friday, February 27, 2015
In Musuem Anthropology 38.1, co-editors Maxine McBrinn and Tony Chavarria conducted interviews with museum anthropologists working within the university setting. This web-exclusive content adds to their collection of interviews published in the journal.
This interview is with Dr. Jill Minar, Instructor of Anthropology/Archaeology in the Anthropology, Economics, and Geography Department, Social Sciences Division at Fresno City College in Fresno, California. This Part 1 of 2.
1. Describe your job.
I am primarily a community college instructor of anthropology. At our college, the normal teaching load is five classes per semester. Because I am also responsible for our small museum and archaeological curation facility/archives, I am relieved of one class per semester.
2. How does being associated with a university assist your job and institution?
Mission – associated with education – having a built in community of learners every semester. Facility bills are paid by the college: we don’t have an electric, water, or trash bill for example. We can hook in to the campus outreach programs and advertising.
Museums associated with colleges can provide a unique setting in the academic world. Our museum, and I would assume most others associated with colleges and universities, provides a physical place where our community of learners can interact with each other and with faculty outside the classroom. This extracurricular contact provides a connection between students, their peers, and their teachers that stimulates engagement. Students find that their museum experiences are where the classroom meets the outside world. They see their studies actually applied and they see the results that happen with visitors to the museum. Students who participate as docents also have an opportunity to learn time management, collections management, educational tour development, as well as other job and life skills. In our department, we see that students who are engaged in this way have better success in the classroom and stick around to complete their degrees with actual plans for further education and career paths.
3. Does being associated with a university add challenges to your job?
The college is my employer and my primary job is to teach introductory level anthropology courses. It was assumed, when I was hired, that I would also be responsible for managing the Museum of Anthropology and the associated curation facility and archives. I was given release time from one class for one year to bring the museum and curation facility and archives up to modern standards of exhibit design and curation practice while at the same time revamping the college’s archaeological technician program. After one year, my teaching load returned to five classes per semester. It took seven years for the college to realize that this was unrealistic and I was given release time from one class every semester to manage the museum, curation facility and archives. Given that the museum, curation facility, and archives were very much ‘behind the times,’ the process of completely stabilizing collections, organizing the archives, and improving the museum exhibits is still on going.
It would seem that having a museum associated with a college or university would be beneficial to the museum and to the college. However, in our situation, the college has not recognized the financial and staffing needs required to run a museum and we struggle to keep the doors open. The college took federal monies to create the museum as part of constructing a new building in the 1970s and so realizes that it cannot “get rid of” the museum (though they tried to turn the space into a computer lab one year without even talking to the anthropology faculty), but there is little actual support.
In addition, the college staff, including senior administrators, do not understand the security requirements for museum and archaeological curation spaces. We have an alarm system, but the campus police regularly turn it off for anyone who asks. Recently, technology support staff entered the curation space without supervision and removed the computer with our collections data base on it to upgrade the operating system. It was not thought necessary to discuss this with me first. I simply received an email telling me the computer had been removed. Fortunately, I was able to stop the upgrade until we could make sure that our data base program was compatible with the new operating system. This could have been a disaster but was a blessing in disguise as it made me much more aware of how vulnerable our data and our collections are in the college as opposed to museum environment. Meetings with administrators and some changes to access policies will hopefully help.
4. How do university students interact with the museum?
The Museum of Anthropology has a docent program in which any student who has successfully completed at least one anthropology course may participate. Docents go through some basic training about housekeeping and maintenance, exhibit content, interacting with the public, and providing tours to visitors. The docents provide tours to visiting college students, faculty, and staff as well as visitors to the campus including grade school field trip groups.
Our anthropology majors have begun to use the museum as a meeting point since many of them volunteer as docents. This has created a space for community to develop and as such has been extremely important in our efforts to improve student success and retention.
Some faculty (anthropology, history, American Indian studies, among others) utilize the museum, having students come to visit the museum to complete various assignments.
5. Do you think students take full advantage of having museums on campus?
No. On our campus most students are not aware of the museums on campus and so do not frequent them. In trying to resolve this issue, we had a mural painted on the outside of our building space, added two large signs, one on the campus mall side of our building and one on the museum wall. Since then we have had an increase in the visitors to the museum.
6. Does the university have a Museum Studies program? If so, how does that influence your answers to the above?
No, we do not have a Museum Studies program. Fresno City College has tried to have some museum courses (in anthropology and art) as we have several museums/galleries on campus. The need to have very small class sizes (low interest combined with hands-on instruction) made this impossible in these days of strict budgets.
7. Do you reach out to students outside the university?
Fresno City College has an active outreach program to the school districts in Fresno and the surrounding communities, working to bring young people from preschool through high school to the college campus. We are in a community that suffers from high dropout rates in high school, families who have no experience with college education, and high poverty levels. The goal of the outreach program is to give young people a chance to see what a college is like and to become acquainted with the campus with the hope that they will see a college education as part of their future. As part of this outreach, various departments on campus provide tours to the visiting students. The Museum of Anthropology participates in this outreach by providing tours of the museum to visiting school groups throughout the school year. Currently, given our lack of paid staff and low budget, these school group tours already stretch our ability to meet the need and so no further outreach is done by the museum to the community on a regular basis. The museum has held open house events, workshops, and tours for special occasions for which we do advertise to the greater Fresno area. We have been featured in the local paper and had a television program broadcast from the museum in the past few years.
8. What do you see in the future for university associated museums?
In my opinion, there is a very strong and vibrant future for university/college associated museums especially if museums focus on engaging students in the functioning of the museum. Important connections can be made when students are able see their academic studies in action and where they can actually participate in making that happen. Even given all the administrative headaches, I see that our museum provides something that is lacking in other areas of our campus: it provide a place where students connect with each other and with faculty. They are engaged in, are connected to and are part of, a community. According to our campus basic skills faculty, these are important to student success. On the museum side, having a steady stream of engaged students who want to work or volunteer keeps things lively. In recent years when budgets were slashed, our student docents pitched in and helped to keep the museum open many more hours than would have been possible otherwise. They had learned the value of their contribution to our campus community and gave of their time and talents to keep it going. I expect that these students will carry their passion for museums on into the places where they end up living and working after college – they represent the next generation of museum advocates in our communities.
Wednesday, February 25, 2015
In the latest issue of Museum Anthropology (38.1), journal co-editors Tony Chavarria and Maxine McBrinn co-authored an article of interviews with anthropologists that work in university museums.
Over the next few weeks, we will be posting previously unpublished interviews as web-exclusive content.
Keep an eye out for this exciting addition to the blog!
Over the next few weeks, we will be posting previously unpublished interviews as web-exclusive content.
Keep an eye out for this exciting addition to the blog!
Monday, February 23, 2015
The next annual American Alliance of Museums conference is coming up April 26 to 29. Here are the events in which the Indigenous Peoples and Museums Network (IPMN) will be hosting or involved with:
1) IPMN Annual Meeting will be a breakfast this year:
Marriott Marquis Hotel Tuesday 7:15-8:15 a.m.
Join us for this breakfast and networking forum for those interested in strengthening the Native American voice and leadership within the museum field and AAM. Attendees will have an opportunity to share with colleagues information about their current projects and talk with others about their work.
Registration Required Price :$35.00
2) Business meeting for anyone who is interested in being involved in leadership IPMN: Sunday April 26 9am to 11am: Marriott Marquis Hotel
3) Marketplace of Ideas: Indigenous Peoples and Museums: How to be Heard!
MuseumExpo Monday 3:15-5:15 p.m.
Stop by the Marketplace of ideas to learn about the role IPMN has within AAM; help us develop ideas for session proposals for next year’s annual meeting; learn about leadership opportunities; tell us about the work you’re doing!
4) Evening Event:
William Breman Jewish Heritage Museum Sunday April 26 6-8 p.m.
Creativity and innovation grow out of collaborations among diverse perspectives. Meet with a broad group of museum professionals about inclusion, diversity and sustainability. Members of the Latino Network, Indigenous Peoples Museum Network, Asian Pacific American Network, AAAM, DIVCOM, LGBTQ and PIC Green invite you to enjoy Maurice Sendak’s exhibition, mingle, eat and drink.
Registration Required, Transportation Provided Price :$40.00
Tuesday, February 17, 2015
If you have a syllabus or course resources you'd like to share with our community, please email firstname.lastname@example.org and we will post it at a later date.
MST 360: Topics Course in Museum Studies (co-convened with MST 599): Native American Representation in Museums
MST 360: Topics Course in Museum Studies (co-convened with MST 599): Native American Representation in Museums
Northern Arizona University
Liberal Arts Rm 209F
Instructor: Gwen Saul, PhD
Office Phone: 928-523-6821
This course critically examines the museum/exhibit space as a crossroads for complex interpretations of Native American cultures, material culture, histories and peoples; as such, we will consider the relationships between museums and Native communities with special attention to the southwest region of the U.S. How do museums and exhibits influence our knowledge and opinions about Native American cultures, material culture, histories and art? This course will introduce students to theoretical concepts within museum studies, anthropology, and critical Indigenous theory as well as best museum practices. The dominant themes of this course include representation, the role(s) of museums in Native communities, collaboration, and museum practices. Students will analyze the roles of museums and collections within Native American communities and become familiar with relevant contemporary issues affecting Native American communities and museums in the southwest.
Student learning outcomes/expectations for this course
1. Students will be familiar with contemporary case studies of collaboration between museums and Indigenous communities in the southwest United States.
2. Students will be able to articulate and critique, verbally and in written form, anthropological approaches to the concept of ‘representation’
3. Students will engage with critical Indigenous scholarship on museums/museum exhibits/collections in verbal and written form
4. Students will be able to outline intellectual/theoretical considerations and practical processes involved in museum display
The reading material for this course consists of articles and book chapters available on bb learn and listed accordingly in the syllabus.
American Alliance of Museums (AAM): http://www.aam-us.org/
Museum Anthropology: http://museumanthropology.blogspot.com/
The Uncatalogued Museum: http://uncatalogedmuseum.blogspot.com/2011/11/do-you-need-every-single-thing.html
Course Requirements & Assessments
Participation/discussion leaders (100 points total): For each class, two students will co-lead class discussion on the assigned readings. Each student will have the opportunity to co-lead discussion twice during the semester. Class discussion leaders will prepare 4-5 discussion questions for the class (and turn in their questions to the instructor for full credit). Students will sign up to lead class discussion the first day of class.
“Just One Thought” 4 Short Writing Exercises (25 points each, 100 points total): These will involve in-class writing exercises: reflections/critique on reading assignments/case studies.
Humanities in Action Team project (25 points) Students will gain experience working as a team to create a class visual project as part of the Humanities in Action showcase on April, 7th at NAU.
Final Presentation: (100 points): Your final assignment will be a presentation of 10-15 minutes with 5 minutes of questions and discussion afterwards. Your presentation will reflect a project/theme of interest to you, explored through class readings and independent research.
Total Points: 325
*subject to verbal and/or written changes*
1/13: Introductions, course overview
Reading Assignment: “Introduction,” from Imagining Indians in the Southwest Leah Dilworth (1996)
1/15: A history of colonizing
Reading Assignment: Chapter 1 “Representing the Hopi Snake Dance” from Imagining Indians in the Southwest Leah Dilworth (1996)
Graduate students: Chapter 2 “Discovering Indians in Fred Harvey’s Southwest” Imagining Indians in the Southwest Leah Dilworth (1996)
1/20: Native/non-Native histories and relations in the Southwest
Reading Assignment: from Museum Anthropology (Fall 2013): “L’etendart Sanglant est Leve: The Bloody Banner is Raised” Tony Chavarria, “Buyer Beware” Jim Enote,
Graduate students: “Notes from a Museum Lawyer” Linda Knowles
1/22: Contemporary Issues: Hopi/Museums/Repatriation
Reading Assignment: Chapter 2 from Mediating Knowledges (Gwyneira Isaacs)
1/27: Negotiating/Community engagement/Zuni
Reading Assignment: “Repatriation of Ahayu:da 20 years later” T.J. Ferguson Museum Anthropology (2013)
Graduate students: “Who’s Idea Was This?” Gwyneira Isaacs
1/29: Guest speaker: Jim Enote, Executive Director of A:shiwi A:wan Zuni Cultural Heritage Center
Reading Assignment: “Objects of Ethnography” Barbara Kirshenblatt-Gimblett (Karp & Levine 1991)
Graduate students: “Resonance and Wonder” Stephen Greenblatt (Karp & Levine 1991)
2/3: Material culture and display
Reading Assignment: “Incorporating Quliaqtuavut (Our Stories): Bering Strait Voices in Recent Exhibitions” Amy Chan Museum Anthropology (Spring 2013)
Graduate students: “The Ziibiwing Center of Anishinabe Culture and Lifeways” from Decolonizing Museums (Amy Lonetree)
2/5: Incorporating narrative and oral histories
Reading Assignment: “Collaboration and exhibit development at the National Museum of the American Indian” (Cynthia Chavez Lamar) from NMAI: Critical Conversations; “Planning the National Museum of the American Indian” (Judith Ostrowitz) from NMAI: Critical Conversations
Graduate students: “Inside Out and Outside In” (Ruth Phillips) from NMAI: Critical Conversations
Reading Assignment: “Introduction” and “Naal Tsoos Sani: The Navajo Treaty of 1868, Nation Building, and Self Determination” (Denetdale) from exhibit catalog Nation to Nation: Treaties Between the United States and American Indian Nations NMAI exhibit, curated by Suzan Shown Harjo
2/12: Current Exhibitions at NMAI/collecting culture
Reading Assignment: “Gym Shoes, Maps, and Passports, Oh My! Creating community or creating chaos at NMAI?” Elizabeth Archuleta NMAI: Critical Conversations;
Graduate students:“Franz Boas and Exhibits: On the limitations of the museum method of anthropology” Ira Jacknis
Reading Assignment: Chapter 3 from Mediating Knowledges (Gwyneira Isaacs)
Graduate students: “The Museum as a Vehicle for Community Empowerment” (Nancy Fuller)
2/19: Community engagement
Reading Assignment: “White People will believe anything! Worrying about authenticity, museum audiences and working in Native American focused museums” Larry Zimmerman Museum Anthropology (2010)
Graduate students: “From Third Person to First: A Call for Reciprocity among non-Native and Native Museums” Karl Hoerig Museum Anthropology (2010)
Reading Assignment: “Collaboration Matters” from Decolonizing Museums (Amy Lonetree)
Graduate students: “Setter historical consciousness in the local history museum” Andrea Smith Museum Anthropology (2011)
2/26: Historical representation/museums
Reading assignment: Chapter 1 Decolonizing Methodologies Linda T. Smith
Graduate students: “California’s Sites of Conscience: An Analysis of the State’s Historic Mission Museums” Deanna Artt Newton Museum Anthropology (2011)
3/3: Method, sovereignty, decolonization
Reading Assignment: Chapter 3 Decolonizing Methodologies Linda T. Smith
Graduate students: “Introduction” from The Transit of Empire Jodi Byrd
3/5: Method, sovereignty, decolonization
Reading Assignment: Chapter 10 “The Erotics of Sovereignty” Mark Rifkin from Queer Indigenous Studies,
Graduate students: Chapter 1 from When Did Indians Become Straight? Mark Rifkin
3/10: Indigenous feminisms/Queering the museum space/Indigenous Queer Theory
Reading Assignment: “The museum’s silent sexual performance” James Sanders; also please read information on this website http://queeringthemuseum.org/previous-projects/exhibition/
3/12: Indigenous Queer Theory/Museums
Week 10-SPRING BREAK 3/16-3/20
Reading Assignment: Chapters 1-3, Our Indian Princess Nancy Mithlo; Chapter 2 “Saving Native Arts from the Tourist” and Chapter 3 “Museum display of Indian Art” from A New Deal for Native American Art: Indian Arts and federal policy 1933-1943 Jennifer McLerran
3/24: Museums/appropriation/Native Art
Reading Assignment: “Assessing the consequences of Sustained Appropriations of Navajo weavers’ Patterns” Kathy M’Closkey Chapter 7 from No Deal! Indigenous Arts and the Politics of Possession
Graduate students: TBA
3/26: Field trip: MNA (?)/Humanities in Action project preparation
Reading Assignment: “Neocolonial Collaboration” Museum Anthropology (2011) Robin Boast
3/31: Humanities in Action project preparation
Reading Assignment: ATALM Sustaining Indigenous Culture; “Cultural Identity in Modern Native American Architecture” Atkin and Krinsky
4/2: Humanities in Action project preparation
Reading Assignment: “Museums as Relational Entities” Joshua Bell
4/7: Humanities in Action Symposium
4/9: Debriefing on Humanities in Action Symposium
Reading Assignment: Read and review the following online Tribal museums:
Hibulb Cultural Center and Natural History Preserve, Tulalip Tribes (Washington state), http://www.hibulbculturalcenter.org/; Makah Museum, Makah Cultural and Research Center
Makah Tribe (Washington state), http://makahmuseum.com/; Yakama Nation Museum, http://yakamamuseum.com/; Squaxin Island Tribe (Washington state) http://squaxinislandmuseum.org/
4/14: Online exhibits/Tribal Museums and cultural heritage centers review
Reading Assignment: “Portraits of a Storied Land” Chip Colwell Chanthaphonh,
Graduate students: ‘Oral narratives and emotion’ Michael Harkin
*Bibliography for final papers DUE
4/17: troubled histories/cultural sensitivity
Reading Assignment: “Welcome to this house” Patricia Erickson
4/21: Class Presentations
4/23: Class Presentations
4/26: Class Presentations
4/30: Last day of class
Week 17: FINAL EXAM Week
Final papers DUE May 6th 12 noon
Saturday, February 14, 2015
Each year, Recovering Voices funds a Community Research Grant Program to make the collections and archives of the Smithsonian Institution available to community researchers working on language and knowledge revitalization. Thus far, researchers from eight communities have been funded including Bella Bella and Bella Coola, Barbareño Chumash, Hopi, Zuni and Kiowa among others.
The visits funded through the Recovering Voices’ Community Research Grant Program allow communities access to the resources and collections of the Smithsonian Institution that would otherwise be inaccessible due to distance and cost. Visiting groups in past years have researched collections held by the Department of Anthropology, the National Anthropological Archives and the National Museum of the American Indian. Each community brings a different focus, but all are united in their work towards revitalizing their language and cultural knowledge.
Community visits are conducted following the Recovering Voices model of collections-based research. Recovering Voices understands that knowledge and information are embodied in material culture; interaction with an object can bring back a memory or a story of how it was used or made. As such, visits are video recorded to assist both the group and Recovering Voices in remembering what we learn in a medium that can be returned to the community. These audiovisual materials are high definition and can be used to create educational materials for use in community-based revitalization activities.
This year’s call for proposals opens Friday, February 13th and closes Friday, April 10th. All research projects are required to use the collections or archives of the Smithsonian and we encourage visiting groups to be intergenerational, fostering the transmission of knowledge between generations. Selected projects can be carried out in Fall 2015. Guidelines for proposals and application materials can be found on the Resources & Grants tab on our website.
Email email@example.com with any questions.
Sunday, February 08, 2015
Call for Submissions: Dressing Global Bodies: Clothing Cultures, Politics and Economies in Globalizing Eras
Dressing Global Bodies:
Clothing Cultures, Politics and Economies in Globalizing Eras, c. 1600s-1900s
7-9 July 2016, University of Alberta, Edmonton, Canada
Co-Organized with the Pasold Research Fund, UK
The clothes on our backs are intimately connected with bodily experiences, cultural, social and gender portrayals, as well as the economies of fashioning and re-fashioning across place and time. Garments reflect the priorities of local and international economies, collective and personal inclinations, religious norms and conversions. These materialities are shaped by global flows of cloth and beads, furs, ready-made and second-hand apparel, in dynamic processes of fashion exchange. Dress is a charged cultural instrument, as evident in colonial and decolonization processes, social and political agendas, animated by cross-cultural and commercial flows, industrial and institutional innovations.
This international conference will showcase new historical research on the centrality of dress in global, colonial and post-colonial engagements, emphasizing entangled histories, comparative and cross-cultural analyses. This scholarship redefines national and collective communities, in the practice of fashion and the dynamics of re-fashioning and re-use, from the seventeenth through the twentieth century.
Themes could include, but are not limited to:
Cross-cultural practices and patterns of dress and / or body adornment
Production and distribution of clothing (across cultures, entangled, comparative)
Gendered and ethnic shaping of dress and dress practice
Fashion politics of dress in globalizing contexts
Circulation and re-use of dress and dress idioms
Design in globalized contexts
Representations of clothing cultures
Appropriation / acculturation of designs, materials, motifs
Dress in colonial / post-colonial contexts
We especially welcome themed panels, maximum three speakers.
We welcome individual papers as well.
For individual speakers: a 200-word proposal and a 1 page CV
For full panels: a 200-word panel rationale, plus 200 word proposals for each panel participant along with their individual 1 page CVs.
Send all submissions to: firstname.lastname@example.org
Deadline for submissions: 1 October 2015.
Acceptances of papers to be announced: 1 December 2015.
Antonia Finnane, Professor, School of Historical & Philosophical Studies, University of Melbourne. Author of Changing Clothes in China: Fashion, History, Nation. She will address fashion in Qing/Early Republican China
Karen Tranberg Hansen, Professor Emerita. Department of Anthropology, Weinberg College of Arts & Sciences, Northwestern University. Author of Salaua: The World of Secondhand Clothing and Zambia. She will address cultures of dress within Global Africa.
Dana Leibsohn, Priscilla Paine Van der Poel Professor of Art, Department of Art, Smith College. She will address colonial practice, cross-cultural influences in the dress of colonial Spanish America.
Beverly Lemire, Professor & Henry Marshall Tory Chair, Department of History & Classics, University of Alberta
Giorgio Riello, Professor, Department of History and Director, Institute of Advanced Studies, University of Warwick
International & Local Organizing Committee Members:
Anne Bissonnette, Associate Professor & Curator, Department of Human Ecology, University of Alberta
Lisa Claypool, Associate Professor, Department of Art & Design, University of Alberta
Lianne McTavish, Professor, Department of Art & Design, University of Alberta
Ann Salmonson, Masters Candidate, Department of Art & Design, University of Alberta
Ashley Sims, Doctoral Candidate, Department of History & Classics, University of Alberta
Meaghan Walker, Doctoral Candidate, Department of History & Classics, University of Alberta
Sophie White, Associate Professor, Department of American Studies, University of Notre Dame
The University of Alberta is one of the top five research universities in Canada, a public research institution located in Edmonton, Alberta, Canada. It serves approximately 40,000 undergraduate and graduate students and holds a variety of major collections, such as the Clothing & Textile Collection and The Mactaggart Art Collection. The former holds more than 23,000 textile and clothing artifacts spanning 350 years, from a variety of cultures. The latter holds more than 1000 pieces of textiles, clothing, hand scrolls and engravings from ancient and modern East Asia.
The City of Edmonton is rich in cultural venues and is the gateway city to the western north. It has a rich indigenous heritage, plus diverse multi-cultural populations, reflected in the food and cultures resident here. The River Valley winds through the city, with parks, trails and extensive public access, including from the University itself. The Art Gallery of Alberta is located in the city centre, linked by public transit. The AGA was designed by architect Randall Stout to reflect the distinctive environment of this northern city.
Edmonton is three hours from the mountains, either Banff National Park or Jasper National Park. To the east is the UNESCO World Heritage Site, Drumheller Dinosaur Provincial Park and the Royal Tyrrell Museum. These are just three of the distinctive natural sites to be found in this region.
Thursday, February 05, 2015
ISSI’s Joseph A. Myers Center for Research on Native American Issues announces:
Native American Museum Studies Institute: A Professional Development Opportunity for Tribal Museum Professionals
Tuesday, June 9 - Friday, June12, 2015
to be held at University of California, Berkeley
-Joseph A. Myers Center for Research on Native American Issues, UC Berkeley
-California Indian Museum and Cultural Center
-Phoebe A. Hearst Museum of Anthropology, UC Berkeley
Supported with generous funding from the San Manuel Band of Mission Indians.
Goal: to develop the capacity of tribal community members to
· Conserve and revitalize tribal cultural heritage
· Foster tribal representations and partnerships
· Educate tribal and non-tribal communities through museum development and exhibits
Workshop topics will include:
· Collections Management and Cataloging
· Conservation/Collections Care
· Curation and Exhibit Design
· Educational Programming
· Museum Management
· Native American Graves Protection and Repatriation Act
· Museum Fundraising
· Tribal Partnerships and Collaborations with Counties, States, and Agencies
· Priority will be given to those already working or volunteering with a tribe’s collection in a museum or in another tribal cultural preservation project
· Those planning a museum or other cultural preservation project may also apply and may be accepted depending upon availability
· The training is tuition free to the participants.
· A $50 non-refundable fee will be used to provide lunch and materials.
· Participants will be responsible for their other meals, lodging, and travel expenses (see website for more details). Partial travel stipends are available in case of financial need.
· Review of applications will begin on March 2, 2015.
· Space is limited
· Application form and complete application instructions can be downloaded from our website at crnai.berkeley.edu or obtained via fax or mail by calling 510-643-7237.
For more information, call Christine Trost at 510-643-7237 or email email@example.com