Community archives have compelled shifts in dominant archival management practices to reflect community agency and values. To analyse these shifts, we ask: In what ways do community archives and their staff challenge traditional archival modes of practice? Do community archives work within or against dominant frameworks for institutional sustainability? Do community archives challenge or replicate dominant custody practices? Based on semi-structured interviews with 17 founders, staff and volunteers at 12 Southern California community archives, this research examines the diverse models of practice utilised by community archives practitioners that diverge from and challenge standard practices in the field. By addressing these questions, our research uncovers a variety of models of practice employed by communities in Southern California to autonomously create and sustain their archives.
This article contributes to ongoing discourse that highlights oppressive institutional attitudes and approaches toward archiving materials that document the lived experiences of historically marginalized and minoritized people and communities. Through analyzing focus groups and interviews with members of minoritized communities about community archives, this article outlines four key tensions that exist around representation: holding conflicting desires of how to honor older generations; navigating methods of respecting privacy and cultural values; acknowledging the importance of preserving community history versus individual histories; and developing strategies for protecting the community. Together, these tensions illustrate the nuances of representation in archives: how members of minoritized communities navigate complex, often conflicting, affects within archival materials and how they protect themselves and future generations through visibility and invisibility. The authors introduce the concept of representational subversion, which they define as the ways in which historically minoritized communities balance and respect both their representation and erasure in society and archives, working through the tensions of honor, cultural nuance, individual value, and community protection. Representational subversion emerges among minoritized people/communities when they use their agency to protect themselves and the communities in which they find a sense of belonging. In explicating four tensions that mark representational subversion, the authors acknowledge a minoritized community's rights to be forgotten/forget (alongside their right to be remembered), to self-preservation, and to self-determination, and demonstrate the reach and perpetual threat of white supremacy in archives.
La universidad constituye el espacio de generación de conocimientos y el referente de desarrollo de la ciencia y la tecnología. En tales circunstancias, la responsabilidad de que la universidad cumpla con su misión se sustenta, en gran medida, en el desempeño de los docentes que ejercen la cátedra universitaria. Su formación es el soporte de la innovación, transformación y producción de los conocimientos. En este sentido, la investigación tuvo como objeto de estudio la formación continua del docente, precisando como campo la formación investigativa del docente universitario de los docentes de la Universidad Estatal del Sur de Manabí. Se planteó como objetivo profundizar en los sustentos que sirvieron de base en la fundamentación de las categorías analizadas. Para el desarrollo de este documento, se consideró el método de investigación documental. Se concluyó que el proceso de formación continua encuentra sustentos en Declaraciones Universales y legales, su estudio se ha realizado desde diferentes aristas, siendo caracterizada por la actualización, innovación, producción y transformación, así como el desarrollo personal, el desarrollo social y el desempeño profesional. Por otra parte, la investigación dejó evidenciado los pobres aportes en los estudios sobre la formación investigativa de los profesores en este nivel. Palabras claves: Desempeño docente, docente universitario, formación continua, formación docente, formación docente investigativa Continuous training of university teachers: research activity Abstract The university is a place for generating knowledge and the benchmark of the development of science and technology. In such circumstances, the responsibility that the university fulfills its Formación continua de los docentes universitarios www.itsup.edu.ec/myjournal mission lies largely on the performance of teachers engaged in the university staff. Their formation is a support for the innovation, transformation and production of knowledge. In this sense, the research object was to study the continuing formation of professors, stating as the field of research the researching formation of university professors in “ Universidad Estatal del Sur de Manabí, Ecuador. The objective was to deepen in the aspects that were the basis of the foundation of the categories analyzed. For the development of this work, the method of documentary research was considered. We concluded that the process of continuing education is found The Universal Statement Legal; their study was conducted from different angles, being characterized by the updating, innovation, production and processing, as well as personal development, social development and professional performance. Moreover, the research showed clearly, that there is a poor contribution in the professor formation at this level. Keywords: professor performance, university teaching, continuing education, professor formation, professor formation research
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