Nationalism has been, without question, one of the most potent political and cultural forces within Europe since the late-18th century. Placing particular emphasis on transnational and comparative links, Nationalism in Modern Europe provides a clear and accessible history of the development of nationalism in Europe from the French Revolution to the present.
The book situates nationalist ideas and movements in Europe firmly within the context of other signifiers of identity and belonging - such as religion, race, and gender - while also providing comprehensive geographic coverage across Europe. It incorporates recent historiographical trends and debates as part of the discussion and includes 13 images, 9 maps and a range of primary source excerpts for classroom use. It is an essential volume for all students of the history of nationalism in modern Europe and a useful text for anyone seeking to know more about modern European history in general.
Описание: This book explores the evolution of Canadian and Australian national identities in the era of decolonization by evaluating educational policies in Ontario, Canada, and Victoria, Australia. Drawing on sources such as textbooks and curricula, the book argues that Britishness, a sense of imperial citizenship connecting white Anglo-Saxons across the British Empire, continued to be a crucial marker of national identity in both Australia and Canada until the late 1960s and early 1970s, when educators in Ontario and Victoria abandoned Britishness in favor of multiculturalism. Chapters explore how textbooks portrayed imperialism, the close relationship between religious education and Britishness, and efforts to end assimilationist Anglocentrism and promote equality in education. The book contributes to British World scholarship by demonstrating how decolonization precipitated a massive search for identity in Ontario and Victoria that continues to challenge educators and policy-makers today.
Автор: Lucian Stone Название: Iranian Identity and Cosmopolitanism: Spheres of Belonging ISBN: 1472567420 ISBN-13(EAN): 9781472567420 Издательство: Bloomsbury Academic Рейтинг: Цена: 20592.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Since cosmopolitanism has often been conceived as a tenet of 'Western civilization' that emanates from its Enlightenment-based origins in a humanist age of modernity, Iranian Identity and Cosmopolitanism: Spheres of Belonging advances a highly innovative gesture by contemplating the implications and relevance of the idea in a so-called non-Western cultural territory. The particularities of the Iranian and Islamic context shed new light on advancements and obstacles to cosmopolitan praxis. The volume provides four principle disciplinary assessments of cosmopolitanism: philosophy, political science, sociology, and cultural studies,including literary criticism. The authors in this collection critically examine topics including the historical encounter between Iranian and Western thinkers and its impact on Iranian political ideals; the tension between maintaining apolitical-theology rooted in metaphysical assumptions and the prerequisite of secularism in cosmopolitan and democratic philosophies. This highly innovative volume will be of interest to scholars and students of Middle Eastern and Iranian Studies, Islamic Studies, Globalization, Political Science and Philosophy.
In identity safe classrooms, students facing negative stereotypes or viewed as different are “seen,” accepted, and valued for who and what they are. Their identity is embraced as an asset not a barrier for school success. Identity safety is a research-based set of practices that counter the harmful effects of stereotype threat and allow our students to reach their full capacity for learning, foster positive relationships, and better appreciate the full spectrum of human differences.
The second of a two-volume set, Identity Safe Classrooms, Grades 6-12, is a call for educators to come together and realize a vision of schools as transformative places of opportunity and equity for all students. Inside you’ll find:
Design principles for promoting belonging and a welcoming classroom environment
Compelling evidence from identity safety research on ways to mitigate stereotype threat along with counter-narratives that challenge societal biases about gender, race, and other differences
Pragmatic strategies for student-centered teaching, including trauma-informed practices, that hold high expectations and validate each student’s background as a resource for learning
Vignettes with concrete examples and try-it-out activities and prompts for self-reflection
Devour Identity Safe Classrooms, adopt its practices, and soon enough you’ll inspire in all of your students a greater sense of empathy and agency in their educational experiences.
“Dr. Becki Cohn-Vargas along with Alexandrea Creer Kahn and Amy Epstein show us the intersections between adolescent identity development, racial identity development, and social-emotional development so we know how to use the diversity in classrooms as our strength.”
--Zaretta Hammond, Author of Culturally Responsive Teaching and the Brain
“Identity Safe Classrooms should be in the hands of every educator who walks into a school. It's clear and accessible, grounded in research, thought-provoking and engaging, and actionable, and fills a crucial gap in our resources for creating just and liberated schools.”
--Elena Aguilar, Author of The Art of Coaching
“The authors have done an excellent job showing how an identity safe classroom integrates the growth mindset in a secondary school. When students feel accepted and valued, when they feel safe learning from mistakes and encouraged to continually grow as learners, they can reach their highest potential.”
--Carol Dweck, Stanford University
Автор: Known UN Название: Identity Safe Classrooms ISBN: 1452230900 ISBN-13(EAN): 9781452230900 Издательство: Sage Publications Рейтинг: Цена: 4434.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: A practitioner-focused guide to creating identity-safe classrooms.
Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students' various communities of belonging, especially students who have been historically underserved.
This framework reflects an emerging perspective--writing across difference--that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.
Описание: Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through their use of five identity practices leading to different ways of being and becoming and provides teachers with classroom activities for implementing them.
Описание: Taking a critical, research-oriented perspective, this book explores the theoretical, empirical, and pedagogical connections between reading and teaching young adult literature in middle and secondary classrooms and adolescent identity development.
Описание: This collection brings together the ideas of key global scholars focusing on the lives of youth and young adults, examining their visual and cultural identity constructs and the impacts of place, gender, sexuality, race, culture, and class on these identities.
Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students' various communities of belonging, especially students who have been historically underserved.
This framework reflects an emerging perspective--writing across difference--that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.
Maia Kotrosits challenges the contemporary notion of early Christian literature, showing that a number of texts usually so describedNew Testament writings including Hebrews, Acts, the Gospel of John, Colossians, and 1 Peter, as well as the letters of Ignatius, the Gospel of Truth, and the Secret Revelation of Johnare not particularly interested in a distinctive Christian identity or self-definition. Rather, by appealing to the categories of trauma studies and diaspora theory and giving careful attention to the dynamics within each of these texts, she shows that this sample of writings offers complex reckonings with chaotic diasporic conditions and the transgenerational trauma of colonial violence.
The heart of her study is an inquiry into the significance contemporary readers invest in ancient writings as expressions of a coherent identity, asking, What do we need and want out of history? Kotrosits interacts with important recent work on identity and sociality in the Roman world and on the dynamics of desire in contemporary biblical scholarship as well. At last, she argues that the writings discussed made possible the rise of Christianity by effecting a forgetfulness of imperial traumaand questions the affective dimensions of contemporary empire-critical scholarship.
An explanation of how Peruvian migrants maintain meaningful social relations across borders.
In this engaging volume, Ulla D. Berg examines the conditions under which Peruvians of rural and working-class origins leave the central highlands to migrate to the United States. Migrants often create new portrayals of themselves to overcome the class and racial biases that they had faced in their home country, as well as to control the images they share of themselves with others back home. Migrant videos, for example, which document migrants' lives for family back home, are often sanitized to avoid causing worry.
By exploring the ways in which migration is mediated between the Peruvian Andes and the United States, this book makes a major contribution to understanding technology's role in fostering new forms of migrant sociality and subjectivity. It focuses on the forms of sociality and belonging that these mediations enable, adding to important anthropological debates about affect, subjectivity, and sociality in today's mobile world. It also makes significant contributions to studies of inequality in Latin America, showcasing the intersection of transnational mobility with structures and processes of exclusion in both national and global contexts.
A key resource for understanding the experiences of racialized and indigenous migrant populations, Mobile Selves demonstrates the critical role that ethnography can play in transdisciplinary migration studies and exemplifies what comparative migration studies stand to gain from anthropological analysis and ethnographic methodologies.
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