Sunny beaches and sapphire seas, coconut palms and mango trees, tropical paradise and tony retreat: South Florida has for more than a century evoked seductive visions of relaxation and pleasure among prospective
visitors and settlers. The impact of this aggressively marketed mystique on the region is the focus of Tropical Urbanism: Modernity, Exoticism, and the Creation of South Florida, the latest book by Robin F. Bachin, Charlton W. Tebeau Associate Professor of History and director of the University’s American Studies Program.
“Since the end of the 19th century, South Florida has exemplified the process of commodifying nature into sellable goods,” Bachin says. “As thousands of acres of wilderness were developed, architectural styles ranging from Old World to Art Deco were used to give the tropical frontier the patina of tradition or a veneer of sophistication.”
Though exoticism initially went hand in hand with exclusivity, Bachin says, the region’s ultimate development owes much to its multiculturalism: “South Florida has symbolized for many the promise of escape and self-discovery—a promise that travelers and migrants from around the nation and throughout the hemisphere have come here to pursue.”
Watch young children as they sing, dance, and jump, and it’s clear they’re having a great time. A growing number of studies show that they’re also making powerful neural connections that pave the way for better learning.
Developing and disseminating the benefits of music education for young children is the purpose of UMove, an innovative program developed by Frost School of Music faculty member Joyce Jordan-DeCarbo and her colleague Joy Galliford. Through a lively curriculum called Experience the Music, the program integrates movement, music, and rhythm into preschool classroom activities throughout the day to help children develop auditory, language, and motor skills. The program also includes professional development for teachers and at-home components for children and parents to complete together.
Data from the program, which garnered three years of funding from The Children’s Trust, revealed strengthened abilities among its participants. “Children are like little sponges,” says Jordan-DeCarbo. “When they’re having fun, they’re willing to do a task over and over again. For brain development, that repeated stimulation works like magic.”
From Roman roads to intricate inscriptions, the ancient artifacts tucked into the lands of the Near East have a tantalizing story to tell. Deciphering that story is the life work of David Graf.
A professor in the Department of Religious Studies, Graf has devoted more than three decades to archaeological explorations of the pre-Islamic Greco-Roman Near East. He combines the time-honored tools of the trade—including prodigious patience and an understanding of several ancient languages—with the collaborative approach and sophisticated technologies that reflect the increasingly specialized nature of the field.
A recipient of the 2007-2008 Provost’s Award for Scholarly Activity, Graf is currently working on three projects: a search for the early Hellenistic settlement in Petra, located in present-day Jordan; the publication of hundreds of newly discovered Aramaic and Greek inscriptions from Arabia; and a joint Saudi Arabian-U.S. archaeological project in that nation’s Asir mountains. “History is
constantly being used to advance current political and social agendas,” Graf says. “So it’s very important that the voice of the past be heard
as clearly and precisely as possible.”
Eugene F. Provenzo Jr., a
professor in the
School of Education
and an expert on the
social and cultural foundations of education, has authored numerous books and articles on topics such as cultural literacy
and the impact of technology on learning.
How would you define the optimum balance between standardization and multiculturalism in education?
We are a multicultural society, so education needs to reflect that pluralism. Certainly we need standards and accountability, but that doesn’t mean that we should teach by rote. We need to reach out to students with learning that is relevant to their lives.
What can educators do to counteract today’s commercially oriented environment?
Schools should be safe zones where we can engage in meaningful debates free of advertising and media distractions—a protected space for discussion and free inquiry. We must focus on teaching students how to think and reflect about issues that can help us achieve a more just and sustainable society. There’s also an important role for learning experiences that build skills while nurturing values.
Can technology be harnessed to promote in-depth understanding?
While the Internet’s wealth of information makes today’s students extremely knowledgeable, they often remain unaware of deeper connections. The virtual environment can also detach and distract young people from real-world relationships. We need to develop new educational models that combine the best traditions of teaching with the power of today’s technologies. The vast potential of this moment can be likened to that of a medieval university at the beginning of the Renaissance—there’s a brave new world before us.
