Bibliography

Chapters:

Altomonte, Jenna Ann. “Applied Art History: Theory and Praxis.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 93-106. Cham: Springer International Publishing, 2021.

Baltimore, Terri, and Julia A. Sienkewicz. “Building Community (Art) History in “Standing Together: The Selma Burke Project”.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 251-57. Cham: Springer International Publishing, 2021.

Black, Rebecka A., and Carissa DiCindio. “Student Docent Projects as Socially Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 259-65. Cham: Springer International Publishing, 2021.

Braysmith, Hilary A. “Public Sculpture Exhibitions in Neighborhoods: Arts-Driven, Heritage-Based, Urban Revitalization, and Social Practice (Part 1).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 143-58. Cham: Springer International Publishing, 2021.

———. “Turning Students into Social Practitioners and Neighborhood Youths and Young Adults into Project Assistants: Arts-Driven, Heritage-Based, Urban Revitalization, and Social Practice (Part 2).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 245-50. Cham: Springer International Publishing, 2021.

Fernández López, Olga, Azucena Klett, and Zoe López Mediero. “Curatorial Practice as (Place) Making: Social Imagination, Cultural Laboratories, and Public Space in Madrid (2008–2015).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 159-79. Cham: Springer International Publishing, 2021.

Gil-Glazer, Ya’ara. “Visual Critical Pedagogy in High School: Students Offer an Alternative to the Official Art Curriculum.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 65-85. Cham: Springer International Publishing, 2021.

Gold, Suzanne, Kelly Lloyd, and Michal Lynn Shumate. “Hair Club: A Case Study for Socially Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 225-33. Cham: Springer International Publishing, 2021.

Grundell Gachoud, Vendela. “Making Worlds: Normative and Other Art Histories of Visually Impaired Photographers.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 181-99. Cham: Springer International Publishing, 2021.

Holzman, Laura M.  “Cultivating an Engaged Art History from Interdisciplinary Roots.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 33-48. Cham: Springer International Publishing, 2021.

———. “Structuring Academic Jobs for Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 267-73. Cham: Springer International Publishing, 2021.

Persinger, Cindy. “What Is Socially Engaged Art History?”. In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 17-32. Cham: Springer International Publishing, 2021.

———. “Reflections on Socially Engaged History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 275-79. Cham: Springer International Publishing, 2021.

Santos, Luisa. “The Power of Silence: Ahmet Ögüt’s the Silent University (2012–Ongoing).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 207-13. Cham: Springer International Publishing, 2021.

Sienkewicz, Julia A. “Art History and Its Publics: Weighing the Pedagogical and Research Benefits of Community Engagement.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 49-63. Cham: Springer International Publishing, 2021.

Wacker, Kelly A. “Observing Light and Catching Reflections: Experiential Environmentally Centered Art Historical Practice inside and Outside the Classroom.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 127-41. Cham: Springer International Publishing, 2021.

Wallis, Jonathan. “The Course Has Left the Classroom: Community Engagement, Consensus Building, and Experiential Learning as Socially Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 107-25. Cham: Springer International Publishing, 2021.

Wang, Aileen June. “Curating to Remember Injustice: Exhibitions on Toyo Miyatake and Roger Shimomura.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 215-23. Cham: Springer International Publishing, 2021.

Warner, John-Michael H. “The Running Fence Corporation, Llc and Sociality.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 235-44. Cham: Springer International Publishing, 2021.

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Chapters:

Beetham, Sarah “Dismantling the Confederate Landscape: The Case for a New Context.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Champagne, Matthew, Katie Schinabeck, and Sarah A. M. Soleim. “Free History Lessons: Contextualizing Confederate Monuments in North Carolina.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 237-50. New York: Bloomsbury Publishing USA, 2021.

Cohen, Michele “The Preservation Dilemma: Confronting Two Controversial Monuments in the United States Capitol.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 131-42. New York: Bloomsbury Publishing USA, 2021.

Dell’Aria, Annie. “Mapping Art on Campus.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Dosch, Mya “Encouraging Intervention: Project-Based Learning with Problematic Public Monuments.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 39-50. New York: Bloomsbury Publishing USA, 2021.

Favorite, Jennifer K. “Up against the Wall: Commemorating and Framing the Vietnam War on the National Mall.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 143-56. New York: Bloomsbury Publishing USA, 2021.

Garfinkle, Charlene G. “Charging Bull and Fearless Girl: A Dialogue.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 195-208. New York: Bloomsbury Publishing USA, 2021.

Holzman, Laura M., Modupe Labode, and Elizabeth Kryder-Reid. “The Afterlife of E Pluribus Unum.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 209-22. New York: Bloomsbury Publishing USA, 2021.

Lee, Jung-Sil “Unforeseen Controversy: Reconciliation and Re-Contextualization of Wartime Atrocities through “Comfort Women” Memorials in the United States.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 223-36. New York: Bloomsbury Publishing USA, 2021.

Mobley, Sue “Paper Monuments as Public Pedagogy.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 181-94. New York: Bloomsbury Publishing USA, 2021.

Polzak, Kailani “Making Material Histories: Institutional Memory and Polyvocal Interpretation.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Polzak, Kailani. “Making Material Histories: Institutional Memory and Polyvocal Interpretation.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Reitz, Chris “Learning from Louisville: John Breckenridge Castleman, His Statue, and a Public Sphere Revisited.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Reynolds-Kaye, Jennifer “Moving Beyond “Pale and Male”: A Museum Educator Approach to the Campus Portrait Debate.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 51-62. New York: Bloomsbury Publishing USA, 2021.

Senie, Harriet F. “Addressing Monumental Controversies in New York City Post Charlottesville.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Sonner, Sarah ““From Commemoration to Education”: Re-Setting Context and Interpretation for a Confederate Memorial Statue on a University Campus.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Terrono, Evie ““I Feel Like I Have Hated Lincoln for 110 Years”: Debates over the Lincoln Statue in Richmond, Virginia.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 157-80. New York: Bloomsbury Publishing USA, 2021.

Wainwright, Adelaide “Developing Essential Questions for a Student-Driven 4th Grade Monument Study.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 21-28. New York: Bloomsbury Publishing USA, 2021.

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