|
Showing 1 - 9 of
9 matches in All Departments
A new, revolutionary history of photography from a stellar team of
writers and thinkers that challenges all existing narratives by
focusing on the complex collaborations between photographer and
subject. Led by five of the great thinkers and practitioners in
photography, and including texts by over 100 writers, critics and
academics, this groundbreaking publication presents a potential
history of photography explored through the lens of collaboration,
challenging the dominant narratives around photographic history and
authorship. With more than 1,000 photographs, it breaks apart
photography’s ‘single creator’ tradition by bringing to light
tangible traces of collaboration – the various relationships,
exchanges and interactions that occur between all participants in
the making of any photograph. This collaboration takes different
forms, including coercion and cooperation, friendship and
exploitation, and expresses shared interests as well as
competition, rivalry or antagonistic partnership. The conditions of
collaboration are explored through 100 photography ‘projects’,
divided into eight thematic chapters including ‘The Photographed
Subject’, ‘The Author’ and ‘Potentializing Violence’. The
result of years of research, Collaboration addresses key issues of
gender, race and societal hierarchies and divisions and their role
in forging identity and conformity. The photographs from each
project are presented non-hierarchically alongside quotes,
testimonies, and short texts by guest contributors. These networks
of texts and images offer perspectives on a vast array of
photographic themes, from Araki’s portraits of women to archival
files from the Spanish Civil War. Each chapter is introduced by the
editors, who provide the keys to understanding and decoding the
complex politics of seeing.
In 1990, a year before the Zapatistas' armed revolt, Wendy Ewald
was invited to conduct photography classes for Mayan, Ladino, and
Tzotzil children living in Chiapas, the southernmost province of
Mexico. The sponsoring organization was the Mayan writers'
cooperative, Sna Jtz-ibajom (The House of the Writers). While
cameras and camcorders were hardly novelties in Chiapas, they were
generally used by tourists whose picture-taking reinforced their
own cultural biases. Ewald did not take pictures; instead she
guided her students in taking their own pictures of their daily
lives, dreams, desires, and fantasies. These briefs resonated with
the importances held by dreams in Mayan culture, which considers
them as real as waking life. The resulting project, The Devil is
leaving his Cave, is a unique insight into the everyday realities
of life in Mayan communities just before the devastation of the
Zapatista uprising. This book brings together Ewald's original
project with new work made in collaboration with fifteen young
Mexican Americans living in Chicago, coordinated with the help of
Centro Romero, an immigrant service organisation. These images
respond to many of the same subjects as those by Ewald's 1990s
students, with an emphasis now on capturing inner lives and dreams
as a way of reckoning with the unvoiced experiences of immigration.
The themes of restriction and self-reflection that emerged from
this new work were intensified by being made in part under COVID
lockdown. Together, the Chiapas and Chicago projects trace the
differences between growing up in different Mexican geographies
with diverse histories, while holding on to the universal joys and
sorrows of childhood.
In a unique collaboration with photographer and educator Wendy
Ewald, eighteen immigrant teenagers create an alphabet defining
their experiences in pictures and words. Wendy helped the teenagers
pose for and design the photographs, interviewing them along the
way about their own journeys and perspectives. America Border
Culture Dreamer presents Wendy and the students' poignant and
powerful images and definitions along with their personal stories
of change, hardship, and hope. Created in a collaboration with
Al-Bustan Seeds of Culture, this book casts a new light on the
crucial, under-heard voices of teenage immigrants themselves,
making a vital contribution to the timely national conversation
about immigration in America.
Visual Encounters in the Study of Rural Childhoods brings together
visual studies and childhood studies to explore images of childhood
in the study of rurality and rural life. The volume highlights how
the voices of children themselves remain central to investigations
of rural childhoods. Contributions look at representations and
experiences of rural childhoods from both the Global North and
Global South (including U.S., Canada, Haiti, India, Sweden,
Slovenia, South Africa, Russia, Timor-Leste, and Colombia) and
consider visuals ranging from picture books to cell phone video to
television.
"Ewald"s project is wonderful because it lets kids speak for themselves; instead of being passive subjects for the lens, they eagerly harness it to the engines of their imaginations." --Andy Grundberg, The New York Times Written for parents and teachers, I Wanna Take Me a Picture is filled with anecdotes about Ewald"s work that makes it an accessible and practical guide to getting children involved in photography. Striking photographs of children"s work show the benefits of her program. "Young people know joy, sorrow, and loss. By looking at their photographs and talking about making them, they begin to realize their lives have importance. This book is needed!" --Deborah Willis, author of Reflections in Black "A treasure of photos taken by the author and her pupils, plus stirring testimonies from children around the globe who faced tragedy through the lens of a camera." --City Limits Wendy Ewald, who lives with her husband and son in Red Hook, New York, is currently a fellow at the Center for Documentary Studies in Durham, North Carolina. Alexandra Lightfoot received her Ed.D. from Harvard University in 1998.
This practical guide will help teachers to use the acclaimed
''Literacy Through Photography'' method developed by Wendy Ewald to
promote critical thinking, self-expression, and respect in the
classroom. The authors share their perspectives as an artist, a
sociologist, and a teacher to show educators how to integrate four
new ''Literacy Through Photography'' projects into the
curriculum--The Best Part of Me, Black Self/White Self, American
Alphabets, and Memories from Past Centuries. These field-tested
projects invite students to create images representing their
understanding of themselves and the world around them. The text
includes classroom vignettes, project descriptions and lesson
plans, and reflections and resources to help teachers explore
important social and political topics with their students while
also addressing standards across various disciplines and grade
levels.
This practical guide will help teachers to use the acclaimed
''Literacy Through Photography'' method developed by Wendy Ewald to
promote critical thinking, self-expression, and respect in the
classroom. The authors share their perspectives as an artist, a
sociologist, and a teacher to show educators how to integrate four
new ''Literacy Through Photography'' projects into the
curriculum--The Best Part of Me, Black Self/White Self, American
Alphabets, and Memories from Past Centuries. These field-tested
projects invite students to create images representing their
understanding of themselves and the world around them. The text
includes classroom vignettes, project descriptions and lesson
plans, and reflections and resources to help teachers explore
important social and political topics with their students while
also addressing standards across various disciplines and grade
levels.
This unique book of photographs and text takes place in the
2000-year-old village of Vichya in the desert of Gujarati, India.
There, photographer and teacher Wendy Ewald lived and taught twenty
of the village's children, ages ten to fourteen years, the art and
craft of photography. Whether they attend school or work the
fields, whether they are untouchables or of another caste, the
children speak chillingly of their concern over their impending
marriages and stories of bride-burning, of their hopes and dreams,
and of their almost unanimous desire to photograph the gods. The
children's pictures and oral histories are joined with Ewald's
evocative observations and images of the town and its people.
|
|