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Anthony Di Fiore, Chair SAC 4.102, Mailcode C3200 78712 • 512-471-4206

April 25: Application Deadline for Fellowships in Interpreting the Texas Past

Three Fellowships for the Fall of 2007. Apply for one of three different projects!

Posted: April 10, 2007

Fellowships in Interpreting the Texas Past 2007

The Project in Interpreting the Texas Past, The University of Texas Intellectual Entrepreneurship Consortium and the Houston Endowment are pleased to announce a series of five $1000 -$1,500 Fellowships in Interpreting the Texas Past. The fellowships will be awarded in conjunction with three graduate credit hour independent study seminars. Each fellow will research, develop, and implement a specific program on diversity. The projects seek to bring people of diverse backgrounds into meaningful contact to increase understanding of our common humanity and to create ongoing public programs for museums, historic sites, schools, and the general public in Texas.

Applicants should submit a two page letter of interest, outlining areas of special interest and expertise, along with a c.v to: Dr. Martha Norkunas, Head of the Project in Interpreting the Texas Pas, m.norkunas@mail.utexas.edu. Email submissions should include in the subject line: “Application for ITP Fellowships.” Experience or interest in working with oral history a plus. Applications are due April 25, 2007. Announcements will be made within 5 business days.

Three Fellowships are being announced for the Fall of 2007

1. Fellowships in Interpreting the Texas Past: African Americans Talk about Objects of Meaning: A Video Oral History

Contact participants in the African American Texans Oral History Project. Engage in focused interviews on objects that have meaning the life of the narrator’s family. Videotape all interviews on high quality video (videocamera, tripod and microphones will be provided). Transcribe selected passages from interviews. Edit the video footage.

Create finding aid to videotaped interviews. Transfer all video materials to DVD. Write analysis of interviews conducted, and create voice introduction to possible film.

The graduate student will enroll in a conference course and will receive a Fellowship in Interpreting the Texas Past of $1,500. An allowance of $100 for local travel will be provided.

2. Fellowships in Interpreting the Texas Past: Constructing a Bibliography on Slavery in Austin/ Travis County

Engage in creating a detailed, annotated bibliography of primary and secondary sources relating to slavery in Austin/ Travis County. Create a series of simple, “how to research slavery in Austin” materials for school children. Create template for identifying enslaved persons in Austin, and process for identification.

The graduate student will enroll in a conference course and will receive a Fellowship in Interpreting the Texas Past of $1,000.

Primary source documents may be include, but not be limited to: Property Assessment Records, Bills of sale, Probate records, Freedman’s Bureau records, Advertisements for runaway slaves, Census records, Death records, Cemetery records, Church records, and Newspaper articles.

Fellowship recipient will travel to Austin area archives to assess and summarize holdings relating to Slavery in Austin/ Travis County.

3. Fellowships in Interpreting the Texas Past: Deepening Understanding Across Race: Oral History in the Schools

Engage in research, create local contacts, and envision a model oral history program for Austin High and/or Junior High school students that engages them in cross race dialogue. Identify role for UT students to act as mentors in the AISD oral history process.

The graduate student will enroll in a conference course and will receive a Fellowship in Interpreting the Texas Past of $1,000.

Research will include, but not be limited to: web research, discussions with the National Endowment for the Humanities, and other major foundations committed to diversity. The goals are to identify model programs on teen oral history projects, school diversity projects, or cross race dialogue. Describe the programs best aspects, and challenges. Call program directors to ask for input, advice, what worked and what did not work. Create an annotated web resource list, and a topics list. Review useful books, articles, and films. Create an annotated bibliography of the most useful sources.

Describe all logistics in creating the school based oral history project. These include, but are not limited to: naming the project, where it would take place, when, who will be involved, special permissions needed. Trouble shoot all possible problems and suggest solutions. Visit AISD teachers, principals, after school directors, counselors, etc. Make contacts in several schools, identify interested parties. Identify all procedural issues and work out “how-to” issues. Create list of names, contact information, and roles each would play. Describe how students would be recruited and retained. Describe the mechanics of how the project would work. Identify role for UT students, identify resources that could be used at UT (i.e. audio editing).

Create budget for the project for one semester and for one school year. Include personnel (in-kind salary), teacher advisors, students, supplies, equipment, food, travel, production costs, etc.

Describe possible final projects, such as radio shows, films, performances, web sites, etc. Suggest future directions for project. Write description of why the project matters and what is hoped will result from the project.

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