Results for 'educational genre'

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  1.  20
    The impact of marketization on higher education genres — the international student prospectus as a case in point.Inger Askehave - 2007 - Discourse Studies 9 (6):723-742.
    This article is a contribution to the existing debate about the marketization of higher education and offers a detailed study of the way the practices of marketization manifest themselves at the level of discourse in higher education. Taking its point of departure in Critical Discourse Analysis and using a text-driven procedure for genre analysis, the article describes and analyses the international student prospectus as an instance of a highly promotional genre which clearly reflects the values and forces of (...)
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  2. (1 other version)Bridging Literary and Philosophical Genres: Judgement, reflection and education in Camus’The Fall.Peter Roberts - 2008 - Educational Philosophy and Theory 40 (7):873-887.
    Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus’ short novel, The Fall. The Fall, through the character and words of Jean‐Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of (...)
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  3.  12
    Éducation et genre en RD Congo.Kahwa Njojo - 2023 - Journal of Ethics in Higher Education 3:115-126.
    L’auteur de Représentations et normes liées à la masculinité : Construction d’un concept hier et aujourd’hui. Pour une masculinité positive dans une perspective biblique, Genève : Globethics, 2023, 327p. ISBN : 978-2-88931-511-6 présente ici le problème à la fois plus large et plus étroit des défis de l’éducation dans le contexte du genre. Ce défi éducatif est plus étroit car par éducation on entend un bagage d’expériences de formation, une sorte d’émulation scolaire précise, celle enseignée par le maître d’école, (...)
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  4.  3
    La difficile question de l’identité de genre dans les interventions scolaires en éducation à la vie affective, relationnelle et sexuelle.Marlyse Plagnard - 2024 - Dialogue: Families & Couples 245 (3):55-70.
    L’auteure rend compte de son expérience auprès de collégiens et lycéens, dans le cadre des interventions d’« éducation à la vie affective, relationnelle et sexuelle », sur l’abord avec eux de la thématique de l’identité de genre. Elle essaie de sensibiliser les adolescents au processus de construction progressive de cette identité à partir des éléments corporels, psychiques et sociaux, en introduisant la notion d’identification aux figures masculines et féminines investies affectivement dans leur environnement. Il lui paraît important, par ailleurs, (...)
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  5.  29
    Sophie Lalanne, Une éducation grecque. Rites de passage et construction des genres dans le roman grec ancien.Claudine Leduc - 2008 - Clio 28:280-280.
    Dans cet ouvrage, qui fut à l'origine une thèse universitaire, « Tout a été fait pour faciliter la lecture par les non-hellénistes » déclare l'auteure dans l'introduction (p. 17). Pari tenu! Cette étude, très savante, très structurée, écrite dans une langue limpide et élégante est d'une lecture si facile et si plaisante qu'elle vous donne la sensation fort agréable de partager son intelligence. Le corpus très homogène de Sophie Lalanne est composé de cinq romans, Callirhoé de Chariton d'Aphr...
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  6.  4
    Gotthold Ephraïm Lessing, L’Éducation du genre humain, introduction et commentaire par Charlotte Morel, traduction de Marc de Launay, Paris, Desclée de Brouwer, 2021, 240 p. [REVIEW]Jean-Baptiste Vuillerod - 2024 - Revue de Métaphysique et de Morale 122 (3):421-423.
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  7.  24
    The genre of radical thought and the practices of equality: the trajectories of William Godwin and John Thelwall in the mid-1790s.John-Erik Hansson - 2017 - History of European Ideas 43 (7):776-790.
    ABSTRACTIn this paper, I approach the political and philosophical similarities and differences between late eighteenth-century thinkers John Thelwall and William Godwin from the point of view of their respective choices for the genre of political communication. I approach their thought and its expression by weaving an interpretation of what they were saying with a reflection on how and to whom they were speaking. This, I contend, helps us clarify further the thought of each thinker and track the changes in (...)
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  8.  41
    Bernard Bodinier, Martine Gest, Marie-Françoise Lemonnier-Delpy & Paul Pasteur (dir.), Genre et éducation. Former, se former, être formée au féminin.Michelle Zancarini-Fournel - 2011 - Clio 34:03-03.
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  9.  19
    Utterance-genre-lifeworld and Sign-habit-Umwelt Compared as Phenomenologies. Integrating Socio- and Biosemiotic Concepts?Alin Olteanu & Sigmund Ongstad - 2024 - Biosemiotics 17 (2):523-546.
    This study develops a biosemiotic framework for a descriptive phenomenology. We incorporate the set _utterance-genre-lifeworld_ in biosemiotic theory by paralleling it with the Peircean-Uexküllean notions of _sign_, _habit_, and _Umwelt_ (respectively). This framework for empirical semiotic studies aims to complement the concepts of _affordance_ and _scaffold_, as applied in studies on learning. The paper also contributes to bridging Bakhtinian-Hallidayian-Habermasian views on utterance, genre, and lifeworld with biosemiotics. We exploit the possibility that biosemiotics offers to bring together hermeneutic and (...)
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  10.  37
    Academic Writing, Philosophy and Genre.Michael Peters (ed.) - 2009 - Malden, MA: Wiley-Blackwell.
    This book investigates how philosophical texts display a variety of literary forms and explores philosophical writing and the relation of philosophy to literature and reading. Discusses the many different philosophical genres that have developed, among them letters, the treatise, the confession, the meditation, the allegory, the essay, the soliloquy, the symposium, the consolation, the commentary, the disputation, and the dialogue Shows how these forms of philosophy have conditioned and become the basis of academic writing within both the university and higher (...)
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  11. Genre fiction and "the origin of the work of art".Nancy J. Holland - 2002 - Philosophy and Literature 26 (1):216-223.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 26.1 (2002) 216-223 [Access article in PDF] Notes and Fragments Genre Fiction and "The Origin of the Work of Art" Nancy J. Holland I FIRST, A CONFESSION. Like, I suspect, many of my readers, I am an unpublished fiction writer. Unlike most of the closet fiction writers in academia, however, I write genre fiction. The question that immediately follows is how that writing is (...)
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  12.  35
    Exploring film genre preferences through taste cultures: A survey on contemporary film consumption amongst youth in Flanders (Belgium).Daniël Biltereyst, Philippe Meers & Aleit Veenstra - 2020 - Communications 45 (2):240-251.
    This article explores contemporary film genre preferences through an in-depth sociological analysis of taste cultures in film preferences amongst youth aged 16–18 in Flanders (the northern Dutch-speaking part of Belgium). Building on a representative sample of 1015 respondents we statistically analyze the assumption that contemporary media audiences demonstrate mobility and that they are eager to shape their media consumption in accordance with their personal preferences. This article examines whether societal structures that have been found to reflect media preferences remain (...)
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  13.  9
    Educational legislation and administration of the colonial governments.Elsie Worthington Clews Parsons - 1899 - New York,: Macmillan.
    Educational Legislation and Administration of the Colonial Governments is an unchanged, high-quality reprint of the original edition of 1899. Hansebooks is editor of the literature on different topic areas such as research and science, travel and expeditions, cooking and nutrition, medicine, and other genres. As a publisher we focus on the preservation of historical literature. Many works of historical writers and scientists are available today as antiques only. Hansebooks newly publishes these books and contributes to the preservation of literature (...)
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  14.  12
    Caroline Fayolle, La Femme nouvelle. Genre, éducation, Révolution (1789-1830). [REVIEW]Jean-Charles Buttier - 2018 - Clio 47.
    Cet ouvrage est issu d’une thèse d’histoire (2013, Paris VIII) qui a été récompensée par le prix de thèse du Comité des travaux historiques et scientifiques (CTHS). L’originalité du travail de Caroline Fayolle est de relire l’histoire de la politique éducative menée depuis la Révolution jusqu’à la Monarchie de Juillet sous l’angle spécifique de l’éducation des filles. C’est à la redécouverte de ce « passé inachevé » de l’éducation féminine (pour reprendre une formule de Michèle Riot-Sarcey, p...
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  15.  20
    Postulational Rhetoric and Presumptive Tautologies: The Genre of the Pedagogical, Negativity, and the Political.Tomasz Szkudlarek - 2018 - Studies in Philosophy and Education 38 (4):427-437.
    In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and, using theoretical insights from Laclau and Rancière, I connect them to the (...)
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  16.  60
    Domain-specific cognitive development through written genres in a teacher education program.Charles Bazerman, Kelly Simon, Patrick Ewing & Patrick Pieng - 2013 - Pragmatics and Cognition 21 (3):530-551.
    Previous studies of initiatives in Writing to Learn and Writing Across the Curriculum/Writing in the Disciplines, while showing gains in knowledge retention and improvement in general writing skills, have not yet investigated the more fundamental issue of how writing supports development of domain-specific forms of thinking. Written samples were gathered from prospective teachers engaged in a year-long program of classroom observation and participation designed to advance their understanding of student success and failure. Ethnographic and quantitative methods provided evidence that their (...)
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  17.  5
    D’un meilleur des mondes possible à l’autre : à propos d’une éducation non genrée ou (dé)genrée.Jean-Baptiste Marchand - 2024 - Dialogue: Families & Couples 245 (3):71-88.
    En mars 2024, le Conseil supérieur des programmes du ministère de l’Éducation nationale a publié un projet d’éducation à la sexualité de la maternelle à la terminale. Il s’agit d’un sujet délicat et polémique, car en plus de traiter des questions liées à la sexualité, il aborde celle concernant le genre. Or, dès qu’il est question de genre, les débats s’enveniment. Ainsi, après une présentation du contexte actuel au sein duquel ce débat prend place, l’article reviendra sur la (...)
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  18.  12
    Catherine Macaulay as a Systematic Moral Philosopher: The Significance of Genre.Lisa Shapiro - 2024 - Revue de Métaphysique et de Morale 122 (3):355-373.
    Résumé. – Catherine Macaulay a recours à un toute une gamme de genres littéraires en vue de développer une philosophie systématique fondée sur la liberté humaine et de défendre une philosophie politique républicaine. Les différents points du système sont articulés selon des genres littéraires particuliers cohérents avec les points eux-mêmes. Son système tient en trois principes centraux : (a) le primat de la liberté humaine ; (b) la promotion de la liberté publique comme mesure de la vertu ; enfin (c) (...)
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  19.  23
    Education, religiosity and meaning: Christian perspectives from within the crisis.Mykhailo Cherenkov - 2014 - Ukrainian Religious Studies 70:22-30.
    Recalling the discussions with the religious scholar and friend Natalia Gavrilova, I decided to collect under one title three short and completely different texts - different in genre, time and purpose of writing. It seems to me that Natalia lived and thought precisely in connection with education-religiosity-sense. At least, the experience of our communication testifies to this version. We have repeatedly talked about the triple crisis - education, traditional religiosity and ultimate meanings. In memory of those conversations, I want (...)
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  20. Academic writing, genres and philosophy.Michael A. Peters - 2008 - Educational Philosophy and Theory 40 (7):819-831.
    This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms of academic writing and the issue of 'bad writing'.
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  21. Genre and style.Morris Weitz - 1970 - In Howard Evans Kiefer & Milton Karl Munitz (eds.), Perspectives in education, religion, and the arts. Albany,: State University of New York Press. pp. 183--218.
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  22.  60
    (1 other version)L’Éducation Physique et Sportive entre sport et mixité durant les années 68.Loïc Szerdahelyi - 2009 - Clio 29:119-129.
    À partir de textes officiels, de publications professionnelles et de représentations d’enseignantes d’EPS ayant vécu la mise en place de la mixité, cet article analyse la construction du genre en éducation physique durant les années 68. Si la mixité est d’abord évacuée au profit de l’officialisation sportive de l’éducation physique, les dissidences acquièrent une légitimité certaine durant la crise de mai-juin 68. Pourtant, l’organisation de l’EPS conserve une frontière et maintient les distinctions sexuées. Au terme des années 68, la (...)
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  23.  54
    The greek novel as paideia (S.) Lalanne Une éducation grecque. Rites de passage et construction des genres dans le roman grec ancien. Pp. 311. Paris: Éditions la Découverte, 2006. Paper, €27.50. ISBN: 978-2-7071-4365-. [REVIEW]Regine May - 2008 - The Classical Review 58 (2):422-.
  24.  44
    Higher education: a critical business.Ronald Barnett - 1997 - Bristol, PA: Open University Press.
    Criticism of Shakespeare's comedies has shifted from stressing their light-hearted and festive qualities to giving a stronger sense of their dark aspects and their social resonances. This volume introduces the key critical debates under five headings: genre, history and politics, gender and sexuality, language and performance.
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  25.  43
    Women Philosophers: Genre and the Boundaries of Philosophy (review).Lorraine Code - 2005 - Journal of the History of Philosophy 43 (2):215-216.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Women Philosophers: Genre and the Boundaries of PhilosophyLorraine CodeCatherine Villanueva Gardner. Women Philosophers: Genre and the Boundaries of Philosophy. Boulder, CO: Westview, 2003. Pp. xv + 198. Paper, $22.00.In a tradition which "trains us to read purely for content" (xii), Catherine Gardner wonders how to read the philosophy of five women who write in "non-standard philosophical forms" (xiii): Mechthild of Magdeburg's poetry, Christine de Pisan's allegory, (...)
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  26.  3
    Scudéry’s portraits: patriarchy, agency, and genre.Canada Hamilton - forthcoming - British Journal for the History of Philosophy:1-23.
    In the ongoing project of recovering and (re)integrating early modern European women philosophers, scholars have been re-examining not only who counts as a philosopher, but what kinds of works are properly understood as philosophical. Madeleine de Scudéry is best remembered as a novelist, but some scholars have argued that her dialogues are richly philosophical. Here, I examine an early and overlooked text from Scudéry – Illustrious Women – which is a collection of speeches of historical women who find themselves in (...)
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  27.  1
    The Evolution of Epic Genre Across Ages: A Thematic and Ideological Study of The Homeric Epic.Koblanov Zholaman, Salikha Yussimbaeva, Erubaeva Aitzhamal, Otarova Akmaral, Akberdieva Balkenzhe & Zhetkizgenova Aliya - forthcoming - Evolutionary Studies in Imaginative Culture:1095-1103.
    In antiquity, works of culture, created by the Greek-Roman people, passed centuries, the test of centuries and reached our era. Many samples of European literature, born in the Modern Age, have long been forgotten, and unique works, such as the Homeric epic and the tragedies of Sophocles, have been translated again and again, always bringing spiritual energy and aesthetic pleasure to readers’ hearts. Homer was unique among the poets of that time, and indeed the supposed author of the Iliad and (...)
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  28.  31
    Between Mars and Venus: genre of dance among the Italian dance-masters of 15th century.Ludmila Acone - 2017 - Clio 46:135-148.
    Dans les cours italiennes du xve siècle, la danse et le combat, essentiels dans l’éducation du noble, participent à la définition de la place et du comportement des femmes et des hommes. Les maîtres à danser du Quattrocento, construisent et définissent la théorie et la pratique d’une danse savante et produisent un discours conforme à des normes politiques, sociales et genrées. Guillaume le Juif, définit précisément le rôle et la place de la femme qui danse. Antonio Corazzino, également homme d’armes, (...)
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  29.  73
    Toward an educational sphereology: Air, wind, and materialist pedagogy.Derek R. Ford & Weili Zhao - 2018 - Educational Philosophy and Theory 50 (5):528-537.
    It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion (...)
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  30.  16
    Clovis Maillet, Les Genres fluides. De Jeanne d'Arc aux saintes trans.Blake Gutt - 2021 - Clio 54 (54).
    En février 2019, la Congrégation pour l’éducation catholique publie « “Il les créa homme et femme”. Pour un chemin de dialogue sur la question du genre dans l’éducation », un tract qui prône « la centralité du corps » en tant que « subjectivité qui communique l’identité de l’être » et déclare que reconnaître l’existence et la validité des identités transgenres équivaut à « anéantir la nature » (p. 13-14). Autrement dit, les transidentités seraient un signe de la dépravation (...)
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  31.  47
    The Influence of Gender, Education and Experience On Moral Sensitivity in Psychiatric Nursing: a Pilot Study.Kim Lützén & Conny Nordin - 1995 - Nursing Ethics 2 (1):41-50.
    The purpose of this study was to investigate some factors which may influence moral decision-making in psychiatric nursing practice. The Moral Sensitivity Questionnaire, a 30-item, seven-point Likert scale, measures six dimensions that are assumed to be related to moral sensitivity. In scoring, the test is divided into six categories: interpersonal orientation, structuring moral meaning, expressing benevolence, modifying autonomy, experiencing conflict, and reliance on medical authority. Seventy-nine nurses, employed in the same psychiatric district, were included in the sample. Significant differences were (...)
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  32.  12
    The power of Lingua Franca: the presence of the “Other” in the travel writing genre.Maximiliano E. Korstanje - 2022 - Cultura 19 (2):73-85.
    Classic Edward Said´s term Orientalism was widely applied to those narratives and story-telling oriented to deride, subordinate and domesticate the “Non-Western Other”. Over centuries, Europe has developed an imperial matrix that is finely enrooted in an uncanny long-dormant paternalism where “the Other” was treated as a child to educate. The European expansion was ultimately feasible according to two combined factors. The knowledge productions by the hands of scientists occupied a great position in the entertainment of global readerships, and of course, (...)
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  33.  38
    Art Education and the Investment of Attention.David Fenner - 2022 - Journal of Aesthetic Education 56 (2):23-36.
    This paper is written for students of art and for teachers who are working to introduce students to art. It offers a practical answer to a practical question: how much time and attention should be directed toward a work of art that does not seem to be rewarding such an investment before deciding to give up and/or move on to an investment of time and attention in a different work of art? Reductionist tests such as “After fifteen minutes in a (...)
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  34.  47
    Éducation, religion et colonisation en Afrique aux XIXe et XXe siècles.Rebecca Rogers - 1997 - Clio 6.
    L'explosion depuis plus d'une vingtaine d'années maintenant du nombre de travaux historiques portant sur les femmes ou « le genre » n'a touché que tardivement le continent africain. Les chercheurs anglophones ont amorcé cependant un mouvement qui ne cesse de susciter de nouvelles recherches. Cette réflexion, à la croisée de l'histoire des missionnaires, de l'histoire des femmes et de l'histoire coloniale, a profondément renouvelé les connaissances et la compréhension de la place des fe...
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  35.  8
    Scudéry’s portraits: patriarchy, agency, and genre.Allauren Samantha Forbes - forthcoming - British Journal for the History of Philosophy.
    In the ongoing project of recovering and (re)integrating early modern European women philosophers, scholars have been re-examining not only who counts as a philosopher, but what kinds of works are properly understood as philosophical. Madeleine de Scudéry is best remembered as a novelist, but some scholars have argued that her dialogues are richly philosophical. Here, I examine an early and overlooked text from Scudéry – Illustrious Women – which is a collection of speeches of historical women who find themselves in (...)
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  36.  56
    Symposium: Philosophy, music education, and world engagement.Randall Everett Allsup, Estelle Ruth Jorgensen, Patrick K. Schmidt & Julia Koza - 2007 - Philosophy of Music Education Review 15 (2):143-144.
    In lieu of an abstract, here is a brief excerpt of the content:Extraordinary Rendition:On Politics, Music, and Circular MeaningsRandall Everett AllsupThe purpose of this symposium is to look at music, education, and politics. I will begin with an examination of how musical meanings are politically rendered, and how these understandings are attached to moral consequences. Highly resistant to classification, musical meanings are those things we come to understand about ourselves through music, as opposed to musical knowledge which is demonstrable know-how. (...)
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  37.  18
    Education as Resistance in Literary Criticism and Journalism: Between Professionalization and Democratization of Literature.Nathalia Jabur - 2010 - Cosmos and History 6 (2):148-161.
    Professionalization and political engagement are usually placed as incompatible in the case of journalism and the mainstream press, resulting in an identification of cultural resistance exclusively with alternative/amateur vehicles. I will use the concept of journalistic field as introduced by Pierre Bourdieu to review these assumptions and to discuss a form of political resistance that acts in one’s own area of knowledge, is not overtly political and whose effects are not immediately accountable for.Drawing examples from my research on two literary (...)
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  38.  15
    Nudité et genre en France au xixe siècle.Lise Manin - 2021 - Clio 54 (54):197-221.
    This historiographical essay is based on a survey of fields of historical research capable of shedding light on the evolution of practices and representations of naked or undressed bodies. It sets out to explore the dialectical link between nakedness, gender identities and gender relationships in France during the second half of the nineteenth century. The variety of representations of nakedness, central to the construction of feminine and masculine archetypes, constitutes an essential element in the perpetuation of masculine domination. Paradoxically, by (...)
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  39.  31
    Education, Freedom, and Temporality: A Response to Biesta and Säfström's Manifesto.Suninn Yun - 2014 - Journal of Philosophy of Education 48 (3):385-399.
    Since it was first published in 2011, ‘A Manifesto for Education’ by Gert Biesta and Karl Anders Säfström has received numerous enthusiastic reviews and been hailed as providing ‘an alternative vision for education’. Such enthusiasm, however, is perhaps not purely attributable to the substance of the text but also to the form that it adopts. In this regard, I attempt to explore what the authors refer to as the ironic usage of this genre of writing in relation to its (...)
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  40.  9
    The rhetorical organization of the Textbook genre across disciplines: A ‘colony-in-loops’?Giovanni Parodi - 2010 - Discourse Studies 12 (2):195-222.
    This article identifies and describes the rhetorical organization of the Textbook genre, based on a corpus-based approach and on part of PUCV-2006 Corpus of Academic Spanish. This subcorpus includes 126 textbooks collected from four scientific disciplines at undergraduate university programmes: Social Work, Psychology, Construction Engineering and Industrial Chemistry. In order to fulfil the goals, the article determines and describes the communicative purposes of each of the moves and steps identified, and gives examples from the four disciplinary domains. A new (...)
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  41.  14
    Christine Morin-Messabel (dir.), Filles/Garçons. Questions de genre, de la formation à l’enseignement.Eleanor L. Rivera - 2014 - Clio 39.
    Ce recueil offre à ses lecteurs diverses pistes d’interprétation. Elles se distinguent tant par le contenu de ses chapitres que par la question plus large de la place essentielle des études touchant à l’éducation. L’ouvrage, véritablement interdisciplinaire, remet en question la relation entre l’éducation et le genre grâce aux contributions d’historiens, de spécialistes en science de l’éducation, de sociologues, de psychologues et d’enseignants allant de la maternelle à l’université. Le livre...
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  42. Educating the Political Imaginary.Eduardo Mendieta - 2000 - Hypatia 15 (3):163-174.
    María Pía Lara's two books, La Democracia como proyecto de identidad ética and Moral Textures: Feminist Narratives in the Public Sphere are described and analyzed. Her contribution to a feminist left-Habermasian theory of the relationship between the aesthetic dimension and the political imaginary are discussed. Questions and concerns, however, are raised regarding the assumptions of universal pragmatics and Lara's attempt to offer a positive reading of the dependence of the political imaginary on literary acts and genres.
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  43.  7
    Influencing education in New Zealand through business think tank advocacy: Creating discourses of deficit.Ian Bruce - 2021 - Discourse and Communication 15 (1):25-41.
    In this study, I examined 12 reports published by a neoliberal think tank proposing to reshape public education in New Zealand. In terms of the larger social processes and structures involved, the think tank’s self-declared positioning of this advocacy is that of a primary definer, ostensibly an expert voice, communicating through the media. My two research goals in this study were to identify the types of educational change being promoted and to uncover the discursive means employed. The sample of (...)
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  44.  37
    On Education and Writing: Toward an Integrated Pedagogy.Ryan Wasser - 2023 - The Peerless Review 1.
    There is a troubling trend in contemporary writing pedagogy to construe classical approaches to writing instruction "as fixed, static entities . . . produced by asymmetrical power relations that . . . reinforce oppressive or stereotypical attitudes and ideologies" (Mutnick and Lamos 25). In place of the classical tradition, progressive educators, following the lead of Paulo Freire, have championed student-centered approaches to education, in effect developing students in the service of themselves as opposed to in the service of knowledge as (...)
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  45.  86
    Mixité et Éducation Physique et Sportive (1959-1975).Michaël Attali, Cécile Ottogalli-Mazzacavallo & Jean Saint-Martin - 2008 - Clio 28 (28):243-260.
    Dès les années 1960, la mixité s’instaure progressivement dans les établissements scolaires du secondaire sous l’effet de la réforme Berthoin. Pourtant l’Education Physique et Sportive échappe à l’impératif de cette mise en place. A partir d’une analyse de la revue Education Nationale de 1959 à 1975, cet article élucide les résistances de l’école à l’égard de la mixité et les représentations qu’elle véhicule sur l’éducation des filles et des garçons. Ainsi, le cas de l’EPS constitue un effet de loupe non (...)
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    Brief Encounters: Educational Studies and the Public Intellectual.Ivor Goodson - 2022 - British Journal of Educational Studies 70 (5):539-555.
    This paper will investigate patterns of historical periodisation with regard to public intellectual work. It will begin with a focus on educational studies and with a specific case study of the Centre for Applied Research in Education (CARE) at the University of East Anglia. The case study will highlight the roles of leading public intellectuals such as Lawrence Stenhouse and explore the genre of applied research. The notion of applied research in education explicitly sought to connect the project (...)
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  47.  13
    The Subject and the Educational in Educational Research.Naomi Hodgson - 2016-05-04 - In Citizenship for the Learning Society. Chichester, UK: Wiley. pp. 88–124.
    This chapter illustrates how the language of research, citizenship, and education operates in two particular ways. First, by highlighting the way in which the discourses identified in policy and practice are taken up in educational research, and then by indicating how the particular mode of subjectivation detailed thus far is evident in certain forms of educational research. Both have implications for the critique educational research might provide. As a first example, the way in which educational research (...)
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  48.  47
    Myth, Song, and Music Education: The Case of Tolkien's The Lord of the Rings and Swann's The Road Goes Ever On.Estelle Ruth Jorgensen - 2006 - The Journal of Aesthetic Education 40 (3):1-21.
    In lieu of an abstract, here is a brief excerpt of the content:Myth, Song, and Music Education:The Case of Tolkien's The Lord of the Rings and Swann's The Road Goes Ever OnEstelle R. Jorgensen (bio)In this article I explore how myth and song intersect in J. R. R. Tolkien's The Lord of the Rings trilogy—The Fellowship of the Ring, The Two Towers, and The Return of the King—and Donald Swann's song cycle setting of Tolkien texts, The Road Goes Ever On.1 (...)
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  49.  15
    affordances of rubrics in L2 writing in Higher Education.Aitor Garcés-Manzanera - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (6):1-12.
    The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are (...)
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    Twitterature: A New Digital Literary Genre.Shuchi Agrawal - forthcoming - Evolutionary Studies in Imaginative Culture:73-80.
    In the history of literary experimentation, the writer has evolved into a social medium for literary readings of numerous literary works that were previously only known to those with a keen interest in literature and literary genres. As a result, many well-known literary works have been succinctly summarised in front of everyone in a way that is both helpful and provides details while still remaining concise. In this essay, the researcher wants to show how Twitter has developed into a literary (...)
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