Suchergebnisse

Source at https://orb.binghamton.edu/neha/vol44/iss1/6 . ; This article presents a case study on the application of geographical information systems (GIS) in the context of military archaeology at the Fort York National Historic Site (AjGu-26) in Toronto, Ontario. By employing GIS to amalgamate data from historic mapping, ground penetrating radar, LiDAR, and 30 years of archaeological investigation, the authors reconstruct the historic landscape at the central parade ground of this national historic site. In doing so, they identify the remains of an early 19th-century vice-regal building that served as the official residence of the lieutenant governors of Upper Canada before the American forces burned it down in 1813—an important event that later provided the justification for the British destruction of the White House. With the successful application of GIS to amalgamate multiple lines of evidence, the article serves as another case for the broader acceptance of digital data technologies into the standard methodological toolkits of archaeologists.

AbstractGender sexuality alliances (GSAs) represent consciousness‐raisings that hold potential for critical consciousness development in youth. In this study, we focus on critical reflection—the understanding that oppression is structured and maintained by human action. We engage intersectionality as our analytical framework and analyze both student interview data (n = 38) and advisor closed‐ended and open‐ended survey data (n = 58) to examine: (1) the nature/content of critically reflective discussions in GSAs and (2) how advisors support critically reflective discussions in GSAs and their role in these discussions. Our findings suggest that (1) conversations centering race and its intersections with other socio‐structural axes occur, albeit infrequently; (2) youth recognize and understand the concept of intersectionality in nuanced ways, desire to have critical intersectional conversations, and experience fragmentation from conversations around race, sexuality, and gender if they are situated at privileged locations on those axes; and (3) students want advisors to engage in critically reflective discussions in GSAs. The findings suggest that interventions and programming are needed that could cultivate advisors' and youth leaders' skills in facilitating intersectional dialogues for critical reflection among members.