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Maps always present an interpretation of reality and always carry distortions, some of which are consciously or unconsciously ideological. The geographicity of mapping, which involves an intertwining of both science and art, is a vehicle for spatialized/spatializing interpretations of an actual spatiality, and as such is a catalyst for enacting further spatial productions on the basis of the capacity of maps to project themselves “into the landscape.” The scientific pretensions of mapping serve to veil the character of their projective enactment. Maps always entail virtual embodiment, that is, maps realize one possibility out of many, even in the most mathematically “accurate” of spatial relations. Thus, if the imaginative involves both embodied schema and virtual embodiments, we cannot dismiss the role of the geography of imagination in a dialectical relation with the geography of perception, of the actual. The symbolic function of cartouches and frontispieces provides an imagineering context of constructing reality on the basis of the symbolization.
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The Pullman Strike of 1894 was a cataclysmic event for the nation. During its violent course, the print media provided an interpretive frame that portrayed the strike in large measure as an immigrant-inspired attack on American laws and democratic customs. Often characterizing the strikers as “foreigners” in the thrall of anarchist ideologies and a tyrannous labor chieftain, journalists painted a stark picture indeed. Employing framing theory, Gramsci's notion of hegemony, and recent insights on the ethnic quality of nationalism, this essay argues that newspapers and other major print periodicals significantly contributed to the formation of nationalist attitudes at a time when many Americans were deeply worried over the direction in which the country was headed. © 2009, Society for Historians of the Gilded Age and Progressive Era. All rights reserved.
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This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.
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