Teaching the Literature of Revolution
In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 85, Heft 1, S. 29-38
ISSN: 1941-0832
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In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 85, Heft 1, S. 29-38
ISSN: 1941-0832
In: International Webinar on Multidisciplinary Research - 07th Dec, Band - Gurugram, Heft India
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In: Administrative theory & praxis: ATP ; a quarterly journal of dialogue in public administration theory, Band 41, Heft 1, S. 79-98
ISSN: 1949-0461
Encounters between cultures are also encounters between knowledge systems. This volume brings together a number of case studies that explore how some knowledge in cultural contact zones becomes transient, evanescent, and ephemeral. The essays examine various aspects of cultural, especially colonial, epistemic exchanges, placing special emphasis on the fate of those knowledges that are not easily appropriated by or translated from one cultural sphere into another and thus remain at the margins of cross-cultural exchanges. In addition, the imposition of colonial power is unthinkable without the strategic deployment and use of knowledge; most colonial states, including those of Germany in the Baltic and in West Africa, were knowledge-acquiring machines – yet, acquisition always includes rejection, detainment and subjugation of recalcitrant epistemes. Bringing together insights from various scholarly disciplines, including literary studies, history, historical anthropology, and political science, the essays in this volume investigate how different or unfamiliar knowledge was, and in some cases still is, disarticulated by being belittled, discredited, and demonized. But they also show the strategies of resilience deployed by subjugated and subaltern people: the ways in which certain materials have escaped the coloniality of knowledge – how fragments and shards of other epistemologies remain inscribed in the polyphony and fuzziness of intercultural documents and archives.
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Frontmatter -- Contents -- List of Figures and Tables -- Foreword -- 1. Introduction -- 2. The Knowledge Spillover Theory of Entrepreneurship -- 3. The AEGIS Database -- 4. The Experience Base of Firms -- 5. Sources of Knowledge -- 6. Sources of Knowledge and Entrepreneurial Behavior -- 7. Lessons Learned -- Notes -- References -- Index
In: Compensation and benefits review, Band 27, Heft 4, S. 55-62
ISSN: 1552-3837
Companies will see a "tremendous increase" in experimentation with competency-based pay plans for knowledge workers during the next ten years. While solid outcomes research is still lacking, design choices are becoming clearer.
In: The American journal of sociology, Band 45, Heft 5, S. 669-686
ISSN: 1537-5390
In: Man: the journal of the Royal Anthropological Institute of Great Britain and Ireland, Band 9, Heft 2, S. 318
In: International journal of information management, Band 30, Heft 6, S. 502-511
ISSN: 0268-4012
In: The journal of strategic information systems, Band 9, Heft 2-3, S. 193-212
ISSN: 1873-1198
In: Human development, Band 28, Heft 1, S. 25-39
ISSN: 1423-0054
SSRN
Working paper
In: http://hdl.handle.net/10362/8105
Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Inglês ; The purpose of this Project Work is to assess how English textbooks present an approach to the literary text in secondary schools in Portugal. Whilst textbooks are not the only resource teachers use in their teaching practice, in the last years they have gained a significant place, being now the main tool in any classroom. Acknowledging its importance means textbooks have become legitimizing tools for the contents they promote. On the other hand, there has been a regression in textbooks due to several policies, political and educational, that have affected their role as sources of meaningful learning. In fact, being textbooks a reading of the syllabus and frequently their substitutes, it will be shown that there are flaws in the syllabus that are replicated in textbooks, affecting its content. In educational terms, the literary texts as valuable and valid learning material have been cause of debate throughout years, although the English syllabus in Portugal promotes its use. Bearing this in mind, the emphasis will be placed in the use of literary texts as a way of achieving meaningful learning and enhancing students' knowledge of English as a foreign language and on how textbooks do not support this perspective nor recognize its importance, because they follow a communicative perspective of learning a language.
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