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5 books match the query 'Institutionalization'

cover of Bad Medicine: Settler Colonialism and the Institutionalization of American Indians

Bad Medicine

Settler Colonialism and the Institutionalization of American Indians

Sarah A. Whitt

Duke University Press, 2025

In Bad Medicine, Sarah A. Whitt exposes how Native American boarding schools and other settler institutions like asylums, factories, and hospitals during the late nineteenth and early twentieth centuries worked together as a part of an interconnected system of settler domination. In so doing, Whitt centers the experiences of Indigenous youth and adults alike at the Carlisle Indian School, Canton Asylum for Insane Indians, Ford Motor Company Factory, House of the Good Shepherd, and other Progressive Era facilities. She demonstrates that in the administration of these institutions, which involved moving Indigenous people from one location to another, everyday white Americans became deputized as agents of the settler order. Bringing together Native American history, settler colonial studies, and the history of medicine, Whitt breaks new ground by showing how the confinement of Indigenous people across interlocking institutional sites helped concretize networks of white racial power—a regime that Native nations and communities continue to negotiate and actively resist today.
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cover of Joint Enterprises: Collaborative Drama and the Institutionalization of the English Renaissance Theater

Joint Enterprises

Collaborative Drama and the Institutionalization of the English Renaissance Theater

Heather Anne Hirschfeld

University of Massachusetts Press, 2004

Over half of the plays of the English Renaissance were written collaboratively—by multiple dramatists working together. Joint Enterprises examines this kind of dramatic production, charting its social and professional significance as a historically embedded but personally inflected creative phenomenon. By situating individual joint works such as Eastward Hoe, The Two Noble Kinsmen, and The Changeling in specific institutional contexts, Heather Hirschfeld explores the diverse motivations driving dramatic collaborations, traces the distinct writerly relationships that developed from such energies, and analyzes their rhetorical effects in individual plays.

Drawing on a range of documentary and literary sources as well as recent methodological advances in theater history, the book presents a sequence of case studies designed to accommodate both the larger cultural setting of the early modern theater and the localized, idiosyncratic factors influencing discrete literary productions. Each chapter chronicles the professional setting of a particular joint work and then investigates its rhetorical or linguistic traces in the resultant text. This approach allows Hirschfeld to locate specific links between modes of collaborative production and forms of dramatic representation and then explicate the literary and political implications of these connections.

Hirschfeld's case studies provide a fresh account of the institutionalization—the steady growth, organization, and incorporation—of the professional drama in sixteenth- and seventeenth-century English cultural life. By attending to the changing shapes and stakes of joint enterprises, she shows that dramatists did not unconsciously absorb the practice of collaborative writing from general social discourses, but rather were aware of the material and symbolic significances of their work, meanings structured by the traditions of the developing professional theater and by the cultural pressures and anxieties attendant upon a new and often fragile institution.
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cover of The Chicago School of Sociology: Institutionalization, Diversity, and the Rise of Sociological Research

The Chicago School of Sociology

Institutionalization, Diversity, and the Rise of Sociological Research

Martin Bulmer

University of Chicago Press, 1984

From 1915 to 1935 the inventive community of social scientists at the University of Chicago pioneered empirical research and a variety of qualitative and quantitative methods, shaping the future of twentieth-century American sociology and related fields as well. Martin Bulmer's history of the Chicago school of sociology describes the university's role in creating research-based and publication-oriented graduate schools of social science.

"This is an important piece of work on the history of sociology, but it is more than merely historical: Martin Bulmer's undertaking is also to explain why historical events occurred as they did, using potentially general theoretical ideas. He has studied what he sees as the period, from 1915 to 1935, when the 'Chicago School' most flourished, and defines the nature of its achievements and what made them possible . . . It is likely to become the indispensible historical source for its topic."—Jennifer Platt, Sociology

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cover of The Institutionalization of Islam in Southern Senegal: Intermarriage, Qur'anic Education, and Jihad

The Institutionalization of Islam in Southern Senegal

Intermarriage, Qur'anic Education, and Jihad

Aly Dramé

University of Michigan Press, 2025

Weaving together oral and written sources, The Institutionalization of Islam in Southern Senegal investigates previously overlooked dimensions of Islamization in Senegambia through the processes of intermarriage, Qur’anic education, and jihãd. Due to its geographic location at the point where Senegal, The Gambia, and Guinea-Bissau meet, the Middle Casamance has historically been a melting pot where centralized and decentralized societies have coexisted for generations. In the past, historians have failed to consider the contributions of the Middle Casamance region and Mandinka Muslim settlements to the development of Islam, despite centers for Islamic education having existed in the region centuries before the emergence of the Sufi and jihãd movements of the eighteenth and nineteenth centuries. Aly Dramé seeks to close this gap by conceptualizing the leading role played by these Mandinka settlements and how religious spaces are negotiated, acquired, and transformed through intermarriage, Qur’anic education, and jihãd when peoples from distinct backgrounds encounter one another. 

Drawing on archival documents, oral history and traditions, travelers’ accounts, the Arabic text Pakao al-Qurano (Holy Book of Pakao), and original ethnography, The Institutionalization of Islam in Southern Senegal demonstrates how these communities reframe the debates about the institutionalization of Islam in Senegambia geographically, chronologically, and thematically.
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cover of What Is Fascism?: On the Institutionalization of Ideology

What Is Fascism?

On the Institutionalization of Ideology

George L. Mosse

University of Wisconsin Press, 2026

In 1963, nearly two decades after the end of the most destructive war in human history, George L. Mosse assembled a group of interdisciplinary scholars from diverse backgrounds to answer a seemingly simple question: What is fascism? The landmark seminar that followed, held at Stanford University, came to define the intellectual conversation about European fascism throughout the postwar era. Mosse strove to better understand the legacy of fascism by debating its origins—often contentiously—with the sharpest minds of his generation.

In this volume, which collects Mosse’s lectures as well as his peers’ responses, Mosse and his colleagues wrestle with fascism’s origins and impact. The straightforward question that launched the seminar quickly expands to deeper debates: What are the intellectual foundations of right-wing populist political movements? How had these particular movements risen to power so quickly and then left so much devastation in their wakes? Were charismatic leaders like Hitler and Mussolini driving forces or did the various incarnations of fascism throughout Europe and beyond constitute a broader “revolution”? What was the relationship of religious and cultural institutions to fascism’s rise and cataclysmic fall?

As the word “fascism” takes on new meaning in the twenty-first century, it is more urgent than ever to revisit the work of scholars who witnessed its birth—and its defeat. In the foreword, Stanley G. Payne situates the lively debate in its historical context, and in the critical introduction, James J. Sheehan shares his own memories of the seminar and reflects on how the experience drove Mosse’s later work.

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