Auswahl der wissenschaftlichen Literatur zum Thema „Postcolonialism – study and teaching“
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Zeitschriftenartikel zum Thema "Postcolonialism – study and teaching"
Bahri, Deepika. „Marginally Off-Center: Postcolonialism in the Teaching Machine“. College English 59, Nr. 3 (März 1997): 277. http://dx.doi.org/10.2307/378378.
Der volle Inhalt der QuelleBahri, Deepika. „Marginally Off-Center: Postcolonialism in the Teaching Machine“. College English 59, Nr. 3 (01.03.1997): 277–98. http://dx.doi.org/10.58680/ce19973623.
Der volle Inhalt der QuelleHourani, Rida Blaik. „Postcolonialism and ethnicity: does it matter to history teaching?“ Social Identities 17, Nr. 5 (15.07.2011): 665–79. http://dx.doi.org/10.1080/13504630.2011.595207.
Der volle Inhalt der QuelleDr. Kishan Swaroop Rana. „Exploring the Elements of Postcolonialism and its Exponents“. Creative Launcher 6, Nr. 5 (30.12.2021): 44–52. http://dx.doi.org/10.53032/tcl.2021.6.5.06.
Der volle Inhalt der QuelleFutaqi, Mirza Syauqi. „GENEALOGI KAJIAN PASCAKOLONIALISME DALAM KHAZANAH KRITIK SASTRA ARAB“. LiNGUA: Jurnal Ilmu Bahasa dan Sastra 14, Nr. 1 (29.06.2019): 205–12. http://dx.doi.org/10.18860/ling.v14i1.6321.
Der volle Inhalt der QuelleBondarenko, Dmitri M., Elena A. Googueva, Sergey N. Serov und Ekaterina V. Shakhbazyan. „Post-socialism Meets Postcolonialism“. Anthropological Journal of European Cultures 18, Nr. 2 (01.09.2009): 87–105. http://dx.doi.org/10.3167/ajec.2009.180206.
Der volle Inhalt der QuelleCheyette, Bryan. „Postcolonialism and the Study of Anti-Semitism“. American Historical Review 123, Nr. 4 (01.10.2018): 1234–45. http://dx.doi.org/10.1093/ahr/rhy028.
Der volle Inhalt der QuelleLazuardi, Pramudya, und Arido Laksono. „Mimicry, Ambivalence, and Hybridity of Lazlo Strange Character in Laini Taylor’s Strange the Dreamer“. Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 5, Nr. 3 (19.08.2021): 1–7. http://dx.doi.org/10.14710/culturalistics.v5i3.12745.
Der volle Inhalt der QuelleAltschul, Nadia R. „Postcolonialism and the Study of the Middle Ages“. History Compass 6, Nr. 2 (März 2008): 588–606. http://dx.doi.org/10.1111/j.1478-0542.2008.00510.x.
Der volle Inhalt der QuelleBarboza Núñez, Esteban. „Del enclave a la metrópolis: algunos problemas de la crítica poscolonial contemporánea“. LETRAS, Nr. 44 (22.07.2008): 225–37. http://dx.doi.org/10.15359/rl.2-44.12.
Der volle Inhalt der QuelleDissertationen zum Thema "Postcolonialism – study and teaching"
Signell, Andreas. „An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
Der volle Inhalt der QuelleBoada-Montagut, Irene. „'Women write black' : a comparative study of contemporary Irish and Catalan short stories“. Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263244.
Der volle Inhalt der QuelleOdenmo, Emma. „Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism“. Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.
Der volle Inhalt der QuelleA comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.
Alrawashdeh, Abeer Aser. „A comparative study of selected Arab and South Asian colonial and postcolonial literature“. Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678267.
Der volle Inhalt der QuelleNÓBREGA, Mônica Leite da. „Literatura em sala de aula: sequência didática para o 9º ano com o gênero romance“. Universidade Federal de Campina Grande, 2018. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1520.
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São inúmeras, no contexto educacional, as publicações que versam sobre o ensino de literatura nas escolas. Trata-se de um número que reflete um desafio e, portanto, uma preocupação de boa parte dos educadores: a formação do leitor literário crítico. Estaríamos nós, educadores, realizando eficiente mediação para formação de alunos leitores de literatura? Como podemos agir, em sala de aula, para promover o letramento literário? Com base nessas inquietações, procuraremos, à luz de teóricos diversos, buscar alternativas metodológicas para guiar o nosso trabalho em sala de aula, visando (re)significar o contexto da ação docente, com vista a formação leitora do aluno. Dessa forma, esta dissertação busca analisar as teorias que circulam sobre o ensino de literatura, mais especificamente sobre a leitura literária na escola; reconhecer, à luz da Linguística Aplicada e dos pressupostos da crítica pós-colonialista, a importância da obra trabalhada para a promoção do letramento em sala de aula e apresentar, de acordo com os postulados de Cosson (2014), uma sequência básica para turmas de 9º ano do ensino fundamental, a partir de uma adaptação do romance Jane Eyre (1847), da escritora inglesa Charlotte Brontë. Para tanto, o aporte teórico conta com os postulados de Cosson (2014), Colomer (2007), Zilberman (2012) e Terra (2014), principalmente. No tocante à Linguística Aplicada e ao pós-colonialismo, nos fundamentamos em Moita-Lopes (2006), Dias (2011), Bonnici (2000 e 2005), Said (1994 e 2003), Kanavillil Rajagopalan (2013) e Hall (1996). Acredita-se que a proposta de intervenção aqui apresentada possa contribuir para o trabalho com textos literários. Pretende-se, acima de tudo, desconstruir alguns (pré)conceitos ainda arraigados no discurso de muitos professores, uma vez que a proposta prevê o descortinamento de questões coloniais e pós-coloniais que o texto-base da sequência didática enseja.
There are many publications in the educational context that deal with the teaching of literature. They show a challenge and, therefore, a concern of many teachers: the formation of literary readers. In this perspective, a professional of this área could ask himself/herself: would us teachers be efficient mediators in this process of forming critical readers of literature? How could we act in classes to promote literary literacy? Based on these questions and in many scholars, this research aims at finding methodological alternatives to guide teachers work as an attempt to give new meanings to the context of teachers practices, in order to help the development of students’ reading skills. Thus, this dissertation analyzes theories about teaching literature, especially about literary reading in the school context; to recognize, according to Applied Linguistics views and Postcolonialist theories, the novel that will guide our proposal of developing of literary literacy in school, according to Cosson (2014), which is a basic didatic sequence for students of the Brazilian 9th grade school year, having as the main text, the novel Jane Eyre (1847), by the English writer Charlotte Brontë. For such an enterprise, the theoreticall support will come from Cosson (2014), Colomer (2007), Zilberman (2012) and Terra (2014), among others. In relation to Applied Linguistics and Postcolonialim, Moita-Lopes (2006), Dias (2011), Bonnici (2000 e 2005), Said (1994 e 2003), Kanavillil Rajagopalan (2013) and Hall (1996). We believe that the intervention proposal here presented will be a decisive tool for the work with literary texts that can help readers (teachers and students) deconstruct some preconcepts and prejudices still present in their discourses, since we will unveil colonial and postcolonial issues that the main text bring into light.
Kennedy, Lisa. „“Find your favourite Frida!” -A sociological study of the commodified faces of Frida Kahlo“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92487.
Der volle Inhalt der QuelleMunkler, Anna. „Seeking their place in the sun : A case study on the self-perception of German tourists in postcolonial Namibia“. Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42810.
Der volle Inhalt der QuelleAllen-Masacek, Marjorie Kirsten. „Teaching ARTifacts: Teaching art with a cultural lens“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
Der volle Inhalt der QuelleHuovinen, Nina. „Can Postcolonialism and Neoliberalism Reveal All? : Understanding Celebrity Humanitarianism through a Case Study on Rihanna and Fenty Beauty“. Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41092.
Der volle Inhalt der QuelleGjörloff, Per M., und Robert Gustafsson. „The Hidden Game : A comparative study on rugby and soccer in modern South African society“. Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29236.
Der volle Inhalt der QuelleBücher zum Thema "Postcolonialism – study and teaching"
Castro-Gómez, Santiago. La poscolonialidad explicada a los niños. Popayán: Editorial Universidad del Cauca, 2005.
Den vollen Inhalt der Quelle findenCastro-Gómez, Santiago. La poscolonialidad explicada a los niños. Popayán: Editorial Universidad del Cauca, 2005.
Den vollen Inhalt der Quelle findenCapuzzo, Paolo. Saperi in polvere: Una introduzione agli studi culturali e postcoloniali. Verona: Ombre corte, 2012.
Den vollen Inhalt der Quelle findenZine, Magubane, Hrsg. Postmodernism, postcoloniality, and African studies. Trenton NJ: Africa World Press, 2004.
Den vollen Inhalt der Quelle findenChen, Kuan-Hsing. Asia as method: Toward deimperialization. Durham [NC]: Duke University Press, 2010.
Den vollen Inhalt der Quelle finden1961-, Isomae Junʾichi, und Asad Talal, Hrsg. Shūkyō o katarinaosu: Kindaiteki kategorī no saikō. Tōkyō: Misuzu Shobō, 2006.
Den vollen Inhalt der Quelle findenChen, Kuan-Hsing. Asia as method: Toward deimperialization. Durham [NC]: Duke University Press, 2010.
Den vollen Inhalt der Quelle finden1955-, Febel Gisela, Hrsg. Zwischen Kontakt und Konflikt: Perspektiven der Postkolonialismus-Forschung. Trier: WVT, Wissenschaftlicher Verlag Trier, 2006.
Den vollen Inhalt der Quelle findenMörsch, Carmen. Die Bildung der A_n_d_e_r_e_n durch Kunst: Eine postkoloniale und feministische historische Kartierung der Kunstvermittlung. Wien: Zaglossus, 2019.
Den vollen Inhalt der Quelle findenSpivak and postcolonialism: Exploring allegations of textuality. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Postcolonialism – study and teaching"
Cheyette, Bryan. „Postcolonialism“. In Key Concepts in the Study of Antisemitism, 229–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51658-1_18.
Der volle Inhalt der QuelleLee, Amy, Robert Poch, Mary Katherine O'Brien und Catherine Solheim. „Case Study“. In Teaching Interculturally, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-7.
Der volle Inhalt der QuelleLee, Amy, Robert Poch, Mary Katherine O'Brien und Catherine Solheim. „Case Study: Bob“. In Teaching Interculturally, 49–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-6.
Der volle Inhalt der QuelleIkpeze, Chinwe H. „Self-Study“. In Teaching across Cultures, 13–28. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.
Der volle Inhalt der QuelleLeland, Christine H., Mitzi Lewison und Jerome C. Harste. „Language Study“. In Teaching Children's Literature, 99–120. 3. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.
Der volle Inhalt der QuelleLeland, Christine H., Mitzi Lewison und Jerome C. Harste. „Language Study“. In Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.
Der volle Inhalt der QuelleBlock, Alan A. „Study and Benevolence“. In Ethics and Teaching, 135–56. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_7.
Der volle Inhalt der QuelleSemenza, Gregory M. Colón. „Teaching“. In Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.
Der volle Inhalt der QuelleSemenza, Gregory M. Colón. „Teaching“. In Graduate Study for the Twenty-First Century, 116–48. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.
Der volle Inhalt der QuelleKullberg, Angelika, Åke Ingerman und Ference Marton. „Learning Study“. In Planning and Analyzing Teaching, 30–41. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003194903-4.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Postcolonialism – study and teaching"
Rustum, Rabee. „Teaching hydrology: A case study of teaching and learning“. In 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.
Der volle Inhalt der QuellePark, Eunil, Ki Joon Kim und Angel P. del Pobil. „Is Teaching-Robot Possible?: Practical Study for Teaching-Robot“. In Robotics and Applications. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.747-029.
Der volle Inhalt der QuelleGiudici, M., und thestudents of the Laboratory of Earth Physics. „Teaching geophysics: A "case study“. In 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407380.
Der volle Inhalt der QuelleFan Zhang, Chen Yang und Yuan Zhu. „A study of CAID teaching“. In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730708.
Der volle Inhalt der QuelleLu, Sun. „Study on Business English Teaching“. In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.
Der volle Inhalt der QuelleFan, Yiting. „Study on Penetration Aesthetic Teaching Method of College PE Teaching“. In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.220.
Der volle Inhalt der QuelleTian, PinJing. „Study of intelligent voice teaching aid system in English Teaching“. In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.
Der volle Inhalt der QuelleFan, Yuting, und Yang Luo. „Empirical Study of English Teaching Model Based on Flipped Teaching“. In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.
Der volle Inhalt der QuelleLiu, Kai, Zhen Xu und Jun Zhang. „Study on Teaching Reform of Professional Core Curriculums in Teaching Elements“. In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.658.
Der volle Inhalt der QuelleBaoqin, Li. „Study on Middle Vocational Chinese Teaching and Professional Course Teaching Practice“. In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.76.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Postcolonialism – study and teaching"
Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, Januar 2008. http://dx.doi.org/10.31274/cc-20240624-14.
Der volle Inhalt der QuelleClayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita und Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.8294.
Der volle Inhalt der QuelleCannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, Juli 2020. http://dx.doi.org/10.53593/n3314a.
Der volle Inhalt der QuelleRay, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, Dezember 2012. http://dx.doi.org/10.53593/n2275a.
Der volle Inhalt der QuelleGehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.
Der volle Inhalt der QuelleGirardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, Februar 2008. http://dx.doi.org/10.53593/n178a.
Der volle Inhalt der QuelleМоісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний und Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/8486.
Der volle Inhalt der QuelleBell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico und Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.
Der volle Inhalt der QuelleKlampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3261.
Der volle Inhalt der QuelleBrouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, März 2004. http://dx.doi.org/10.53593/n157a.
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