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Libros sobre el tema "Place literacies"

Autor: Grafiati
Publicado: 28 de noviembre de 2024

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1

Glenn, Lorri Neilsen. Knowing her place: Research literacies and feminist occasions. San Francisco: Caddo Gap Press, 1998.

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2

Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teacher College Press, 2010.

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3

Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teacher College Press, 2010.

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4

Nichols, Sue. Languages and Literacies as Mobile and Placed Resources. Milton Park, Abingdon, Oxon ; New York, NY : Routledge,: Routledge, 2016. http://dx.doi.org/10.4324/9781315758268.

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5

Neilsen, Lorri. Knowing Her Place: Research Literacies and Feminist Occasions. Caddo Gap Pr, 1998.

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6

Warner, Julie, Damiana Pyles y Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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7

Warner, Julie, Damiana Pyles y Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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8

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Routledge, 2021.

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9

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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10

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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11

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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12

Nichols, Sue y Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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13

Nichols, Sue y Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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14

Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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15

Nichols, Sue y Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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16

Nichols, Sue y Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2018.

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17

Nichols, Sue y Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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18

Allon, Niv. Writing, Violence, and the Military. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198841623.001.0001.

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The books examines Eighteenth Dynasty images of reading and writing with the aim of understanding how members of the elite conceptualized literacy, and how, in turn, they identified themselves with regards to it. Inspired by the approach taken by New Literacy Studies, this inquiry emphasizes the study of the social practices that involve reading and writing. This line of inquiry reveals a dynamic negotiation between various concepts of literacy among the Eighteenth Dynasty elite, who associated writing with accounting and list-making, as well as with violence and law. Building on the work of Bruno Latour and Stephen Greenblatt, the book furthermore studies the representation of literacy as a social phenomenon. This investigation suggests that in contrast most of the elite, military officials chose to represent themselves engaged in writing as a way of negotiating their place in relation to others within and without the military. Haremhab, the commander in chief who later ascended the throne is perhaps the epitome of this phenomenon, and his biography allows us to follow his path from military man to king. A close investigation of his texts and monuments reveals his unique views regarding reading and mainly writing that involve piety and historiography. Examining representations of literacy in this time period reveals, therefore, a fascinating change in the cultural history of ancient Egypt. It allows us to, moreover, to explore the relationships between art and society in ancient Egypt, between patrons and the groups they form, and the place of literacies in ancient societies.
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19

Kenny, Neil, ed. Literature, Learning, and Social Hierarchy in Early Modern Europe. British Academy, 2022. http://dx.doi.org/10.5871/bacad/9780197267332.001.0001.

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Before the ascendancy of the language of social class, European societies were conceived as hierarchies of orders, degrees, estates, dignities, and ranks. What was the relationship, from the fifteenth century to the seventeenth, between that social hierarchy and another major facet of early modern life—literature and learning (understood in a broad sense as literate cultural activity and production)? Literature and learning were not just contiguous with social hierarchy, but also overlapped with it. The volume fosters Europe-wide consideration of this relationship, rather than providing a systematic survey organized by territory, genre, discourse, or period. The territories featured are largely Western European—England, France, Germany and the Low Countries, Italy, and Portugal. The genres, discourses, and practices featured include poetry, theatre, masque, architecture, philosophy, law, printing, publishing, translating, and scribe-hiring. First, the volume examines the role of languages—especially elite written ones such as Latin, cosmopolitan vernaculars, or technical vocabulary—in enabling some groups to acquire social literacies and practices. The focus is not just on these processes of acquisition but also on the accompanying exclusions, resistances, doubts, and contradictions. Next, the role of cultural production in generating social status is examined in relation to printers and publishers, theatre actors, and a woman poet from an artisanal milieu. Some chapters then focus more on the literary and other representations themselves, examining how they represent social hierarchy and the place within it of certain groups. The closing chapters emphasize that the relationship of literature and learning to social hierarchy is profoundly two-way.
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20

Pérez-Llantada, Carmen. Scientific Discourse and the Rhetoric of Globalization. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781472541734.

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The rhetorical practices involved with the dissemination of scientific discourse are shifting. Addressing these changes, this book places the discourse of science in an increasingly multilingual and multicultural academic area. It contests monolingual assumptions informing scientific discourse, calling attention to emerging glocal discourses that make hybrids of the standard globalized and local academic English norms. English clearly has a hegemonic role as the lingua franca of global academia; this book conducts an intercultural rhetorical and textographic analysis to compare how Anglophone and non-Anglophone academics utilise the standardized rhetorical conventions for scientific writing. It takes an academic literacies approach, providing a rhetorically and pedagogically informed discussion. It enquires into the process of linguistic and rhetorical acculturation of both monolingual and multilingual scholars, and in doing so redefines the contemporary rhetoric of science.
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