Decolonizing transcultural teacher education through participatory action research, Kirshner, Jean (university Of Northern Colorado, Usa) Kamberelis, George (western Colorado University, Usa)
Questa antologia internazionale focalizza l’opera letteraria di Giovanni Verga puntando sul suo potenziale «caleidoscopico» e transculturale. Le innovazioni del grande Verista siciliano, il respiro europeo del suo pensiero, le numerose sinergie estetiche e la sensibilit? della sua denuncia sociale rivelano un autore pronto a dialogare attraverso la sua arte con i pi? squisiti scrittori della «letteratura mondo».
This international collection focuses on the literary work of Giovanni Verga pinpointing its «kaleidoscopic» and transcultural potential. The innovations of the leading Sicilian «verista», the European drive of his thought, the many aesthetic synergies and the sensitivity of his social denunciation show an author ready to interact through his art with top writers in World Literature.
Award: Premio Antonello da Messina 2022 | Antonello da Messina Award 2022 (University of Messina, November 2022)
Автор: Salaita Steven Название: Inter/Nationalism: Decolonizing Native America and Palestine ISBN: 1517901421 ISBN-13(EAN): 9781517901424 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 2878.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: \u201cThe age of transnational humanities has arrived.\u201d According to Steven Salaita, the seemingly disparate fields of Palestinian Studses and American Indian studies have more in common than one may think. In Inter/Nationalism, Salaita argues that American Indian and Indigenous studies must be more central to the scholarship and activism focusing on Palestine. Salaita offers a fascinating inside account of the Boycott, Divestment, and Sanctions (BDS) movement—which, among other things, aims to end Israel\u2019s occupation of Palestinian land. In doing so, he emphasizes BDS\u2019s significant potential as an organizing entity as well as its importance in the creation of intellectual and political communities that put Natives and other colonized peoples such as Palestinians into conversation. His discussion includes readings of a wide range of Native poetry that invokes Palestine as a theme or symbol; the speeches of U.S. President Andrew Jackson and early Zionist thinker Ze\u2019ev Jabotinsky; and the discourses of \u201cshared values\u201d between the United States and Israel. Inter/Nationalism seeks to lay conceptual ground between American Indian and Indigenous studies and Palestinian studies through concepts of settler colonialism, indigeneity, and state violence. By establishing Palestine as an indigenous nation under colonial occupation, this book draws crucial connections between the scholarship and activism of Indigenous America and Palestine.
Описание: The established cultural sector is facing a paradigm shift. At the center of this change is the demand to do justice to the diversity of the population. The handbook opens up strategies for implementing art practices that are critical of discrimination, and for reaching new dialogue groups. Successes in partnerships with unequal cultural institutions are analyzed, and concrete strategies for action are shown on the basis of eleven documented productions. Starting point are the insights from the artistic practice in Brunnenpassage Vienna, founded in 2007. The handbook sets practice-relevant impulses for cultural workers, artists, and cultural policy-makers.
Автор: Saran Stewart Название: Decolonizing Qualitative Approaches for and by the Caribbean ISBN: 1641137320 ISBN-13(EAN): 9781641137324 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 14276.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.
Описание: Many community health interventions fail, wasting tax dollars and human resources. These interventions are typically designed by subject matter experts who don’t have direct experience with the local community. In contrast, successful interventions are built from the ground up, planned and implemented by the people that will benefit from them, using community-based action research. Researching With: A Decolonizing Approach to Community-Based Action Research is a guide for how to do research that is inclusive, engages in community-building, and implements a decolonizing framework. This text advocates for a collaborative approach, researching with communities, rather than conducting research on them. Reviewing both theory and method, Jessica Smartt Gullion and Abigail Tilton offer practical tips for forming community partnerships and building coalitions. Researching With also includes helpful information about incorporating community work into a successful academic career. This book can be used as supplemental or primary reading in courses in sociology, social work, health research, nursing, public health, qualitative inquiry, and research methods, and is also of value to individual researchers and graduate students writing their thesis.
Описание: The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.
So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.
Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.
Описание: Many community health interventions fail, wasting tax dollars and human resources. These interventions are typically designed by subject matter experts who don’t have direct experience with the local community. In contrast, successful interventions are built from the ground up, planned and implemented by the people that will benefit from them, using community-based action research. Researching With: A Decolonizing Approach to Community-Based Action Research is a guide for how to do research that is inclusive, engages in community-building, and implements a decolonizing framework. This text advocates for a collaborative approach, researching with communities, rather than conducting research on them. Reviewing both theory and method, Jessica Smartt Gullion and Abigail Tilton offer practical tips for forming community partnerships and building coalitions. Researching With also includes helpful information about incorporating community work into a successful academic career. This book can be used as supplemental or primary reading in courses in sociology, social work, health research, nursing, public health, qualitative inquiry, and research methods, and is also of value to individual researchers and graduate students writing their thesis.
Описание: The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.
So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.
Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.
Описание: Provides nurses, physicians, specialists, and providers with the information needed to provide capable care and treatment to individuals of diverse cultures. The book offers a look at classic contributions to the field, up-to-date research, and evaluates the impact of diverse cultures on issues that may affect nursing and health care.
Автор: Baker, Will (university Of Southampton, Uk) Ishikawa, Tomokazu Название: Transcultural communication through global englishes ISBN: 0367409356 ISBN-13(EAN): 9780367409357 Издательство: Taylor&Francis Рейтинг: Цена: 6123.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This textbook introduces current thinking on English as a global language and explores its role in intercultural and transcultural communication. It covers how English functions as a lingua franca in multilingual scenarios alongside other languages in a wide variety of global settings, and the fluid and dynamic links between English, other languages, and cultural identities and references.The implications for English language teaching (ELT), academia, business, and digital communication are explored. Contemporary research and theory are presented in an accessible manner, illustrated with examples from current research, and supported with discussions and tasks to enable students to relate these ideas to their own experiences, needs, and interests. Each chapter contains activities to help students orientate towards the topic, reflect on personal experiences and opinions, and check their understanding. Additionally, a detailed glossary of key terminology in Global Englishes and Intercultural Communication is provided. Exploring in depth the links between Global Englishes, Intercultural Communication research, and Transcultural Communication reasearch, this is key reading for all advanced students and researchers in Global or World Englishes, English as a Lingua Franca (ELF), and Intercultural Communication.
Описание: This textbook introduces current thinking on English as a global language and explores its role in intercultural and transcultural communication. This is key reading for all advanced students and researchers in Global or World Englishes, English as a Lingua franca, and Intercultural Communication.
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