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Formed in 2009, the Archive Team (not to be confused with the archive.org Archive-It Team) is a rogue archivist collective dedicated to saving copies of rapidly dying or deleted websites for the sake of history and digital heritage. The group is 100% composed of volunteers and interested parties, and has expanded into a large amount of related projects for saving online and digital history.

History is littered with hundreds of conflicts over the future of a community, group, location or business that were "resolved" when one of the parties stepped ahead and destroyed what was there. With the original point of contention destroyed, the debates would fall to the wayside. Archive Team believes that by duplicated condemned data, the conversation and debate can continue, as well as the richness and insight gained by keeping the materials. Our projects have ranged in size from a single volunteer downloading the data to a small-but-critical site, to over 100 volunteers stepping forward to acquire terabytes of user-created data to save for future generations.

The main site for Archive Team is at archiveteam.org and contains up to the date information on various projects, manifestos, plans and walkthroughs.

This collection contains the output of many Archive Team projects, both ongoing and completed. Thanks to the generous providing of disk space by the Internet Archive, multi-terabyte datasets can be made available, as well as in use by the Wayback Machine, providing a path back to lost websites and work.

Our collection has grown to the point of having sub-collections for the type of data we acquire. If you are seeking to browse the contents of these collections, the Wayback Machine is the best first stop. Otherwise, you are free to dig into the stacks to see what you may find.

The Archive Team Panic Downloads are full pulldowns of currently extant websites, meant to serve as emergency backups for needed sites that are in danger of closing, or which will be missed dearly if suddenly lost due to hard drive crashes or server failures.

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The Wayback Machine - https://web.archive.org/web/20240420184625/https://kennesaw.academia.edu/TheresaAlviarMartin

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Theresa Alviar-Martin

Kennesaw State University, Elementary and Early Childhood, Faculty Member

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Global Citizenship Education in Asia: Moving Towards Decolonization

International Handbook on Education Development in Asia-Pacific, 2022

Global citizenship education (GCE) is an educational paradigm that is both ubiquitous and contest... more Global citizenship education (GCE) is an educational paradigm that is both ubiquitous and contested. Education reform efforts have reflected curricular and cultural perspectives of dominant national identities and competitiveness in the global market. In various Asian societies, legacies of colonial rule, depoliticized approaches to civic education, and persistent social inequalities further complicate the nature of schooling, teaching, and how students build an understanding of their roles as members of the global community. This chapter provides key findings from literature and case studies to identify classroom practices that support more critical, democratic, and cosmopolitan forms of GCE in Asian societies. In particular, it points to the ways educators in some Asian contexts

Transforming Social Studies Teacher Education: Teaching Civics to Adult English Language Learners

Journal of Research in Curriculum Instruction, 2016

As social studies teacher educators we have a responsibility to prepare future teachers who are g... more As social studies teacher educators we have a responsibility to prepare future teachers who are globally aware, culturally and linguistically responsive, and pedagogically reflective. This study seeks to better understand how a collaborative practicum experience with a local immigrant English/Civics community program is preparing pre-service social studies teachers (PSSTs) for their future work with culturally and linguistically diverse (CLD) secondary school students by asking the following question: [How] does the practicum experience develop pre-service teachers’ knowledge, attitudes, and skills for becoming globally aware and culturally and linguistically responsive educators? Using a lens of global mindedness and culturally and linguistically relevant pedagogy, we analyzed and interpreted PSSTs reflections. Findings revealed that PSSTs experienced significant changes in their professional and personal growth.

Culture and Citizenship

Palgrave Macmillan UK eBooks, 2018

A comparative case study of international schools in Singapore and Hong Kong: Studying global issues as ethical/political practice

Between Self And State: Singapore Social Studies Teachers' Perspectives Of Diversity

Title Interrogating the transformative promise: Singaporean teachers' perspectives of diversity and multicultural education Paper Title Interrogating the Transformative Promise: Singaporean Teachers' Perspectives of Diversity and Multicultural Education I

This qualitative study attends to six Singaporean in-service teachers' experiences of divers... more This qualitative study attends to six Singaporean in-service teachers' experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers' perceptions and practice. Analysis of interview data and written responses indicated that participants echoed much of the state's rigid categorizations of racial diversity. Although three of the participants subscribed to transformative multicultural principles, all six teachers enacted pedagogies that rarely challenged statal narratives that emphasized racial harmony and utilitarian, pragmatic educational policies. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.

“There is Space, and There are Limits”: The Challenge of Teaching Controversial Topics in an Illiberal Democracy

Teachers College Record: The Voice of Scholarship in Education, 2014

Background/Context Research indicates that across democratic societies, teachers face numerous in... more Background/Context Research indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attention, however, has been paid to how teachers’ willingness to teach controversial topics intersects with political and other societal factors in different sociopolitical milieu and, in particular, in an authoritarian–democratic and culturally diverse state like Singapore. Focus of Study This study focused on constraints to the teaching of controversial topics relating to diversity and the manner in which teachers navigated their personal beliefs amidst the evolving contours of public and official discourses in Singapore. By attending to the intersections of teachers’ beliefs, state policies, and other sociopolitical factors, we aimed to inform scholarship on the teaching of controversial topics and illuminate states’ powers to demarcate the discursive spaces of teachers. Research Design The ...

6 International political socialization research

Handbook of research in social …, 2008

6 International political socialization research Carole L. Hahn Theresa Alviar-Martin Emory Unive... more

Enacting Democratic Pedagogy in Two International Schools

CHAPTER 12 ENACTING DEMOCRATIC PEDAGOGY IN TWO INTERNATIONAL SCHOOLS Theresa Alviar-Martin Nanyan... more

Teaching Civic Topics in Four Societies: Examining National Context and Teacher Confidence

The Journal of Educational Research, 2008

The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United St... more The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United States (N = 1,375) to address civic topics with their students. The authors also used differential item functioning models to examine responses to items from the Teacher Confidence Scale of the International Association for the Evaluation of Educational Achievement's Civic Education Study (J. Torney-Purta, R. Lehmann, H. Oswald, & W. Schulz, 2001; J. Torney-Purta, J. Schwille, & J. Amadeo, 1999). National case-study data explained findings within each context. Results revealed that the confidence of teachers varied when they addressed civic topics. Furthermore, teacher confidence varied as a function of country of residence. Case studies supported quantitative findings. Society-based factors, school-based factors, and public discourse illuminated effects of national context on teacher confidence.

How can we teach the old foe’s wounds?: analysis of descriptions of the Japanese occupation and the atomic bombs in Vietnamese and Singaporean textbooks

Between self and state: Singapore teachers' perspectives of diversity

This qualitative study investigates three Singapore teachers’ conceptions of diversity and discri... more This qualitative study investigates three Singapore teachers’ conceptions of diversity and discrimination, as well as their perceptions of inequality and social structures. The results suggest that Singaporean teachers’ perceptions are not only reflective of multicultural principles culled from personal dispositions or experiences, but are also mediated by state policies and societal narratives. This finding indicates that for multicultural teacher education to be more effective, it is important for teacher educators to take into account systemic and policy issues, in addition to other dispositional and experiential factors that influence teacher beliefs.

Global citizenship education in Asia

Seeking cosmopolitan citizenship: A comparative case study of two international schools

The process of globalization has presented scholars and educators with dilemmas regarding the pre... more

Interrogating the transformative promise: Singaporean teachers’ perspectives of diversity and multicultural education

This paper was presented at the 2011 Annual Meeting of the American Educational Research Associat... more

Taming cosmopolitanism: the limits of national and neoliberal civic education in two global cities

This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. ... more This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases.

Differentiating citizens in a democracy: Examining citizenship education in Singapore

This paper was presented at the Annual Meeting of the American Educational Research Association, ... more

Culture and Citizenship

This chapter examines culture and citizenship: their conceptual links as shared identity brought ... more This chapter examines culture and citizenship: their conceptual links as shared identity brought about through meaning-making within groups, and as political and social frameworks meant to strengthen the legitimacy of the nation-state. It discusses theoretical approaches to cultural diversity while attending to issues of power, equality, inclusion, and exclusion. In light of increasing globalization, the chapter highlights emerging forms of global cultures and hegemonies and explores implications in the education of young citizens.

“There is space, and there are limits”: The challenge of teaching controversial topics in an illiberal democracy

Teachers College Record, 2014

Issues-centred global citizenship education in Asia: Curricular challenges and possibilities in nation-centric and neoliberal times

Global Citizenship Education in Asia: Moving Towards Decolonization

International Handbook on Education Development in Asia-Pacific, 2022

Global citizenship education (GCE) is an educational paradigm that is both ubiquitous and contest... more Global citizenship education (GCE) is an educational paradigm that is both ubiquitous and contested. Education reform efforts have reflected curricular and cultural perspectives of dominant national identities and competitiveness in the global market. In various Asian societies, legacies of colonial rule, depoliticized approaches to civic education, and persistent social inequalities further complicate the nature of schooling, teaching, and how students build an understanding of their roles as members of the global community. This chapter provides key findings from literature and case studies to identify classroom practices that support more critical, democratic, and cosmopolitan forms of GCE in Asian societies. In particular, it points to the ways educators in some Asian contexts

Transforming Social Studies Teacher Education: Teaching Civics to Adult English Language Learners

Journal of Research in Curriculum Instruction, 2016

As social studies teacher educators we have a responsibility to prepare future teachers who are g... more As social studies teacher educators we have a responsibility to prepare future teachers who are globally aware, culturally and linguistically responsive, and pedagogically reflective. This study seeks to better understand how a collaborative practicum experience with a local immigrant English/Civics community program is preparing pre-service social studies teachers (PSSTs) for their future work with culturally and linguistically diverse (CLD) secondary school students by asking the following question: [How] does the practicum experience develop pre-service teachers’ knowledge, attitudes, and skills for becoming globally aware and culturally and linguistically responsive educators? Using a lens of global mindedness and culturally and linguistically relevant pedagogy, we analyzed and interpreted PSSTs reflections. Findings revealed that PSSTs experienced significant changes in their professional and personal growth.

Culture and Citizenship

Palgrave Macmillan UK eBooks, 2018

A comparative case study of international schools in Singapore and Hong Kong: Studying global issues as ethical/political practice

Between Self And State: Singapore Social Studies Teachers' Perspectives Of Diversity

Title Interrogating the transformative promise: Singaporean teachers' perspectives of diversity and multicultural education Paper Title Interrogating the Transformative Promise: Singaporean Teachers' Perspectives of Diversity and Multicultural Education I

This qualitative study attends to six Singaporean in-service teachers' experiences of divers... more This qualitative study attends to six Singaporean in-service teachers' experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers' perceptions and practice. Analysis of interview data and written responses indicated that participants echoed much of the state's rigid categorizations of racial diversity. Although three of the participants subscribed to transformative multicultural principles, all six teachers enacted pedagogies that rarely challenged statal narratives that emphasized racial harmony and utilitarian, pragmatic educational policies. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.

“There is Space, and There are Limits”: The Challenge of Teaching Controversial Topics in an Illiberal Democracy

Teachers College Record: The Voice of Scholarship in Education, 2014

Background/Context Research indicates that across democratic societies, teachers face numerous in... more Background/Context Research indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attention, however, has been paid to how teachers’ willingness to teach controversial topics intersects with political and other societal factors in different sociopolitical milieu and, in particular, in an authoritarian–democratic and culturally diverse state like Singapore. Focus of Study This study focused on constraints to the teaching of controversial topics relating to diversity and the manner in which teachers navigated their personal beliefs amidst the evolving contours of public and official discourses in Singapore. By attending to the intersections of teachers’ beliefs, state policies, and other sociopolitical factors, we aimed to inform scholarship on the teaching of controversial topics and illuminate states’ powers to demarcate the discursive spaces of teachers. Research Design The ...

6 International political socialization research

Handbook of research in social …, 2008

6 International political socialization research Carole L. Hahn Theresa Alviar-Martin Emory Unive... more

Enacting Democratic Pedagogy in Two International Schools

CHAPTER 12 ENACTING DEMOCRATIC PEDAGOGY IN TWO INTERNATIONAL SCHOOLS Theresa Alviar-Martin Nanyan... more

Teaching Civic Topics in Four Societies: Examining National Context and Teacher Confidence

The Journal of Educational Research, 2008

The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United St... more The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United States (N = 1,375) to address civic topics with their students. The authors also used differential item functioning models to examine responses to items from the Teacher Confidence Scale of the International Association for the Evaluation of Educational Achievement's Civic Education Study (J. Torney-Purta, R. Lehmann, H. Oswald, & W. Schulz, 2001; J. Torney-Purta, J. Schwille, & J. Amadeo, 1999). National case-study data explained findings within each context. Results revealed that the confidence of teachers varied when they addressed civic topics. Furthermore, teacher confidence varied as a function of country of residence. Case studies supported quantitative findings. Society-based factors, school-based factors, and public discourse illuminated effects of national context on teacher confidence.

How can we teach the old foe’s wounds?: analysis of descriptions of the Japanese occupation and the atomic bombs in Vietnamese and Singaporean textbooks

Between self and state: Singapore teachers' perspectives of diversity

This qualitative study investigates three Singapore teachers’ conceptions of diversity and discri... more This qualitative study investigates three Singapore teachers’ conceptions of diversity and discrimination, as well as their perceptions of inequality and social structures. The results suggest that Singaporean teachers’ perceptions are not only reflective of multicultural principles culled from personal dispositions or experiences, but are also mediated by state policies and societal narratives. This finding indicates that for multicultural teacher education to be more effective, it is important for teacher educators to take into account systemic and policy issues, in addition to other dispositional and experiential factors that influence teacher beliefs.

Global citizenship education in Asia

Seeking cosmopolitan citizenship: A comparative case study of two international schools

The process of globalization has presented scholars and educators with dilemmas regarding the pre... more

Interrogating the transformative promise: Singaporean teachers’ perspectives of diversity and multicultural education

This paper was presented at the 2011 Annual Meeting of the American Educational Research Associat... more

Taming cosmopolitanism: the limits of national and neoliberal civic education in two global cities

This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. ... more This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases.

Differentiating citizens in a democracy: Examining citizenship education in Singapore

This paper was presented at the Annual Meeting of the American Educational Research Association, ... more

Culture and Citizenship

This chapter examines culture and citizenship: their conceptual links as shared identity brought ... more This chapter examines culture and citizenship: their conceptual links as shared identity brought about through meaning-making within groups, and as political and social frameworks meant to strengthen the legitimacy of the nation-state. It discusses theoretical approaches to cultural diversity while attending to issues of power, equality, inclusion, and exclusion. In light of increasing globalization, the chapter highlights emerging forms of global cultures and hegemonies and explores implications in the education of young citizens.

“There is space, and there are limits”: The challenge of teaching controversial topics in an illiberal democracy

Teachers College Record, 2014

Issues-centred global citizenship education in Asia: Curricular challenges and possibilities in nation-centric and neoliberal times