An My Le On Contested Terrain
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On Contested Terrain
An-My L On Contested Terrain Copublished by Aperture and Carnegie Museum of Art
An-My Lê on Contested Terrain (Signed Edition)
An-My Lê On Contested Terrain is the first comprehensive survey of the Vietnamese American artist, published on the occasion of a major exhibition organized by Carnegie Museum of Art, Pittsburgh. Drawing, in part, from her own experiences of the Vietnam War, Lê has created a body of work committed to expanding and complicating our understanding of the activities and motivations behind conflict and war. Throughout her thirty-year career, Lê has photographed noncombatant roles of active-duty service members, often on the sites of former battlefields, including those reserved for training or the reenactment of war, and those created as film sets. This publication includes selections from her well-known series Viêt Nam, Small Wars, 29 Palms, and Events Ashore, in addition to never-before-seen images, including recent photographs from the US-Mexico border, formative early work, and lesser-known projects. Essays by the organizing curator Dan Leers and curator Lisa J. Sutcliffe, as well as a dialogue between Lê and Pulitzer Prize-winning author Viet Thanh Nguyen, address the ways in which Lê's quiet, nuanced work complicates the landscapes of conflict that have long informed American identity. Copublished by Aperture and Carnegie Museum of Art
A Contested Terrain
Author: AnneMarie Brosnan
language: en
Publisher: Fordham Univ Press
Release Date: 2025-03-04
A testament to the resilience and determination of Black North Carolinians to achieve educational equality This book examines the educational experiences of Black North Carolinians during the American Civil War and Reconstruction period, 1861–1877. By highlighting the collaborative efforts that led to the growing network of schools for the formerly enslaved people, it argues that schooling the Freedpeople was a contested terrain, fraught with conflicting visions of Black freedom and the role education should play. Although Black men and women emerged as the driving force behind the educational endeavors of this period, their work was facilitated by Northern aid and missionary societies, the federally-mandated Freedmen’s Bureau, and over 1,400 teachers from various regional and racial backgrounds. Yet the educational landscape was far from uniform, and the individuals and organizations involved had their distinct visions regarding the nature and purpose of Freedpeople’s education. Through the use of qualitative and quantitative research methods, this book offers new insights into the reasons why Black and white Northerners and Southerners elected to become teachers. By examining their diverse motivations and experiences, it argues that attitudes toward Freedpeople’s education were complex and fluid, defying neat characterization. Despite mounting obstacles and opposition to their work, Black North Carolinians’ unrelenting quest for education ultimately gave rise to free public schooling for both races, the professionalization of Black teachers, and an extensive network of Historically Black Colleges and Universities.