Bibliographies thématiques / Postcolonialism – study and teaching

Littérature scientifique sur le sujet « Postcolonialism – study and teaching »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 28 juillet 2024

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Articles de revues sur le sujet "Postcolonialism – study and teaching"

Bahri, Deepika. « Marginally Off-Center : Postcolonialism in the Teaching Machine ». College English 59, n^o 3 (mars 1997) : 277. http://dx.doi.org/10.2307/378378.

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Bahri, Deepika. « Marginally Off-Center : Postcolonialism in the Teaching Machine ». College English 59, n^o 3 (1 mars 1997) : 277–98. http://dx.doi.org/10.58680/ce19973623.

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Locates postcolonial pedagogy within the context of institutional circuits of production and consumption, finding that instead of expanding the student’s experience with difference and diversity, it contains them through a managed encounter with otherness.

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Hourani, Rida Blaik. « Postcolonialism and ethnicity : does it matter to history teaching ? » Social Identities 17, n^o 5 (15 juillet 2011) : 665–79. http://dx.doi.org/10.1080/13504630.2011.595207.

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Dr. Kishan Swaroop Rana. « Exploring the Elements of Postcolonialism and its Exponents ». Creative Launcher 6, n^o 5 (30 décembre 2021) : 44–52. http://dx.doi.org/10.53032/tcl.2021.6.5.06.

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Postcolonialism is an academic discipline that analyses, explains and responds to the cultural legacies of colonialism and imperialism. The purpose of the present study is to examine the postcolonialism and elements of postcolonialism such as marginalization, identity, multiculturalism, racial discrimination, hybridity, mimicry etc. The article discusses the thoughts of Frantz Fanon, Edward Said, Homi K. Bhabha, and Gayatri Spivak on postcolonialism as well.

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Futaqi, Mirza Syauqi. « GENEALOGI KAJIAN PASCAKOLONIALISME DALAM KHAZANAH KRITIK SASTRA ARAB ». LiNGUA : Jurnal Ilmu Bahasa dan Sastra 14, n^o 1 (29 juin 2019) : 205–12. http://dx.doi.org/10.18860/ling.v14i1.6321.

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This study is a comparative literature study that seeks to investigate postcolonialism study in the Arabic Literary Criticism from the early postcolonialism study to the current postcolonial study. This study uses American comparative literature theory, the diachronic approach, and historical methods. The results of this study are that postcolonialism entered into the Arabic Literary Criticism through postcolonial theory book that was translated to Arabic language, students who studied in America or Europe and then taught at universities in the Arabic world, and also the internet. In addition, the attitude of the Arabs towards postcolonialism study in the Arabic Literary Criticism is still limited as consumers and not theorists.

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Bondarenko, Dmitri M., Elena A. Googueva, Sergey N. Serov et Ekaterina V. Shakhbazyan. « Post-socialism Meets Postcolonialism ». Anthropological Journal of European Cultures 18, n^o 2 (1 septembre 2009) : 87–105. http://dx.doi.org/10.3167/ajec.2009.180206.

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While Western Europe has a long history of facing and studying the issues of immigration, this phenomenon is still recent for the ex-socialist states and has not been studied sufficiently yet. At the same time, the 'closed' nature of the socialist societies and the difficulties of the 'transitional period' of the 1990s predetermine the problems in communication between the migrants and the population majority, the specific features of the forming diasporas and of their probable position in the receiving societies. The study of African migrants in Russia (particularly in Moscow) recently launched by the present authors consists of two interrelated parts: the sociocultural adaptation of migrants from Africa in Russia on the one hand, and the way they are perceived in Russia on the other. One of the key points of the study is the formation or non-formation of diasporas as network communities, as a means of both more successful adaptation and identity support.

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Cheyette, Bryan. « Postcolonialism and the Study of Anti-Semitism ». American Historical Review 123, n^o 4 (1 octobre 2018) : 1234–45. http://dx.doi.org/10.1093/ahr/rhy028.

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Lazuardi, Pramudya, et 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, n^o 3 (19 août 2021) : 1–7. http://dx.doi.org/10.14710/culturalistics.v5i3.12745.

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The study aims to describe which aspects represent mimicry, ambivalence, and hybridity using Homi K. Bhabha’s postcolonial studies. This research applies a qualitative analysis method. The primary source of the research data is the novel entitled Strange the Dreamer by Laini Taylor as the object of the study. In contrast, the secondary sources are books and journals related to the study that serves as the primary reference regarding the theory of Bernstein’s heroism and Bhabha’s postcolonialism. To collect the data, the writer uses the close-reading method. This study indicates that the journey of the main character of Strange the Dreamer, Lazlo Strange, is intertwined with postcolonialism issues that develop his act of mimicry, ambivalence, and hybridity.Keywords: postcolonialism; mimicry; ambivalence; hybridity; Lazlo Strange

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Altschul, Nadia R. « Postcolonialism and the Study of the Middle Ages ». History Compass 6, n^o 2 (mars 2008) : 588–606. http://dx.doi.org/10.1111/j.1478-0542.2008.00510.x.

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Barboza Núñez, Esteban. « Del enclave a la metrópolis : algunos problemas de la crítica poscolonial contemporánea ». LETRAS, n^o 44 (22 juillet 2008) : 225–37. http://dx.doi.org/10.15359/rl.2-44.12.

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Se analiza la crítica literaria denominada «poscolonialismo» o «estudios poscoloniales». Se traza la evolución de los estudios poscoloniales desde sus inicios hasta el presente, y las limitaciones que esta escuela presenta en cuanto a la formulación de sus enunciados y su aplicación en los contextos políticos, sociales y culturales de las literaturas que intenta abarcar. Asimismo, se ofrece opciones para mejorar la práctica de los estudios poscoloniales, tanto en el campo de la crítica literaria como en el de la enseñanza de la literatura, especialmente en contextos más allá de la academia occidental.An analysis is carried out of the literary criticism labeled as postcolonialism or postcolonial studies. The evolution of postcolonialism is traced from its beginnings until today, including limitations in the formulation of theories and its application in the political, social and cultural contexts of the literatures covered. In addition, suggestions are made to enhance the practice of postcolonial studies, both from the field of literary criticism and the teaching of literature, especially in contexts apart from the Western academic world.

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Thèses sur le sujet "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.

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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.

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Boada-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.

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Odenmo, 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.

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A 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.

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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.

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NÓBREGA, 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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Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-08-21T18:52:45Z No. of bitstreams: 1 MÔNICA LEITE DA NOBREGA - DISSERTAÇÃO PREFLETRAS 2018.pdf: 2275274 bytes, checksum: 33e391de6a22a762410b5062699e12a1 (MD5)
Made available in DSpace on 2018-08-21T18:52:45Z (GMT). No. of bitstreams: 1 MÔNICA LEITE DA NOBREGA - DISSERTAÇÃO PREFLETRAS 2018.pdf: 2275274 bytes, checksum: 33e391de6a22a762410b5062699e12a1 (MD5)
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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.

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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.

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Frida Kahlo has become increasingly popular as a commodity to signify female empowerment or an exotic femininity, and her face has inspired numerous images by modern day artists and graphic designers. The market for posters and decorative objects which use new portraits of Kahlo is booming and often target young women as consumers.This study critically explores the ethnical, cultural and gender constructions of Frida Kahlo as a symbolic as well as literal feminist poster girl on the western market. Furthermore, it examines how these constructions function as postcolonial discursive practices. The study finds that as Kahlo is accepted as a western symbol, her embodied ethnicity and cultural belonging are erased and replaced by easily identified symbols of “strategic essentialism”, such as accessories and Mexican plants. The sexuality, frailty, and disabilities of her body are erased, and her features are westernised to make her more feminine and acceptable as a commodity. This in combination with reoccurring passivity mean that empowerment is portrayed as an act of being rather than doing and that the femininity is played up as an aspect of female empowerment.

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Munkler, 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.

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Tourism has various effects on society. Not only economic but also immaterial effects on destinations as well as on tourists themselves. Especially regarding tourism between the Global North and South, it is arguable if tourism is a social force influencing societies in a positive way or if it rather reinforces stereotypes and colonial structures. Postcolonial approaches help to narrow down this topic and to complement classical tourism studies. This paper focuses on the situation of German tourists in a former German colony: Namibia. It examines how the tourists perceive themselves within the system of tourism in a postcolonial context, how they perceive the Other and colonial heritage during their trips. Interviews were conducted with eight German tourists who had travelled to Namibia during the last years on their experiences and thoughts to complement existing studies and broaden the picture. The interviews show that stereotypes and notions of white superiority still exist within tourism whilst the sensitivity for history, colonial times and postcolonial structures is rather weak amongst German tourists. At the same time, the tourists wish for more equality and encounters at eye level. It is reinforced that tourism scholarship as well as the tourism industry itself should have postcolonial issues in mind, as well as the non-economic effects of tourism which are in dire need to be considered stronger. The tourists showed that they are ready for a closer engagement with history if colonial heritage is presented and interpreted more intensively. If this interpretation is elaborated in communicative processes respecting all stakeholders, especially the local populations, tourism can not only impact economic development, it can also be a strong social force which ultimately would create a better understanding and experience for both stakeholders, the tourists, and locals respectively.

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Allen-Masacek, Marjorie Kirsten. « Teaching ARTifacts : Teaching art with a cultural lens ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Huovinen, 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.

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Celebrity humanitarianism has become a notable field of research within Communication for Development. Largely built around case studies of individual celebrities engaging in the development and humanitarian fields, mostly postcolonial and neoliberal critique has been put forth regarding the effects of such engagements. These critiques at times go to the extent of suggesting that celebrity humanitarians might be doing more harm than good by for example shifting the focus away from underlying structures. As the field of study often provides more critique than constructive suggestions, this study is built as a deductive case study aiming to test the extent to which current prominent theoretical frameworks are able to understand celebrity humanitarianism when a celebrity humanitarian is studied as a more comprehensive construct. The focus of the case study is the Barbadian singer Rihanna and her cosmetics brand Fenty Beauty. The dominant theories are challenged with including a business aspect of the celebrity’s ‘ecosystem’ and by examining such aspect through a Corporate Social Responsibility lens.

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Gjörloff, Per M., et 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.

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The popular discourse has it that sports take a big part in the everyday life of South Africa. Given its segregated past, we ask the question on how the media discourse were on race, politics and gender during the formative period of circa 1990-1995. Utilizing discourse analysis on newspaper clippings from 1990 to 1995 and 2004 and interviews with players, coaches, administrators and sports activists, we have found that there was indeed a specific white discourse that subjugated the black perspective into the subaltern and formed partnership with the hegemonic traditions of the white apartheid regime.

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Livres sur le sujet "Postcolonialism – study and teaching"

Castro-Gómez, Santiago. La poscolonialidad explicada a los niños. Popayán : Editorial Universidad del Cauca, 2005.

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Castro-Gómez, Santiago. La poscolonialidad explicada a los niños. Popayán : Editorial Universidad del Cauca, 2005.

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Capuzzo, Paolo. Saperi in polvere : Una introduzione agli studi culturali e postcoloniali. Verona : Ombre corte, 2012.

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Zine, Magubane, dir. Postmodernism, postcoloniality, and African studies. Trenton NJ : Africa World Press, 2004.

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Chen, Kuan-Hsing. Asia as method : Toward deimperialization. Durham [NC] : Duke University Press, 2010.

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1961-, Isomae Junʾichi, et Asad Talal, dir. Shūkyō o katarinaosu : Kindaiteki kategorī no saikō. Tōkyō : Misuzu Shobō, 2006.

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Chen, Kuan-Hsing. Asia as method : Toward deimperialization. Durham [NC] : Duke University Press, 2010.

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1955-, Febel Gisela, dir. Zwischen Kontakt und Konflikt : Perspektiven der Postkolonialismus-Forschung. Trier : WVT, Wissenschaftlicher Verlag Trier, 2006.

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Mörsch, Carmen. Die Bildung der A_n_d_e_r_e_n durch Kunst : Eine postkoloniale und feministische historische Kartierung der Kunstvermittlung. Wien : Zaglossus, 2019.

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Spivak and postcolonialism : Exploring allegations of textuality. Houndmills, Basingstoke, Hampshire : Palgrave Macmillan, 2011.

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Chapitres de livres sur le sujet "Postcolonialism – study and teaching"

Cheyette, Bryan. « Postcolonialism ». Dans 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.

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Lee, Amy, Robert Poch, Mary Katherine O'Brien et Catherine Solheim. « Case Study ». Dans Teaching Interculturally, 77–98. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-7.

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Lee, Amy, Robert Poch, Mary Katherine O'Brien et Catherine Solheim. « Case Study : Bob ». Dans Teaching Interculturally, 49–76. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-6.

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Ikpeze, Chinwe H. « Self-Study ». Dans Teaching across Cultures, 13–28. Rotterdam : SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.

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Leland, Christine H., Mitzi Lewison et Jerome C. Harste. « Language Study ». Dans Teaching Children's Literature, 99–120. 3^e éd. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.

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Leland, Christine H., Mitzi Lewison et Jerome C. Harste. « Language Study ». Dans Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018. : Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

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Block, Alan A. « Study and Benevolence ». Dans Ethics and Teaching, 135–56. New York : Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_7.

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Semenza, Gregory M. Colón. « Teaching ». Dans Graduate Study for the Twenty-First Century, 102–34. New York : Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.

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Semenza, Gregory M. Colón. « Teaching ». Dans Graduate Study for the Twenty-First Century, 116–48. New York : Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.

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Kullberg, Angelika, Åke Ingerman et Ference Marton. « Learning Study ». Dans Planning and Analyzing Teaching, 30–41. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003194903-4.

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Actes de conférences sur le sujet "Postcolonialism – study and teaching"

Rustum, Rabee. « Teaching hydrology : A case study of teaching and learning ». Dans 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.

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Park, Eunil, Ki Joon Kim et Angel P. del Pobil. « Is Teaching-Robot Possible ? : Practical Study for Teaching-Robot ». Dans Robotics and Applications. Calgary,AB,Canada : ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.747-029.

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Giudici, M., et thestudents of the Laboratory of Earth Physics. « Teaching geophysics : A "case study ». Dans 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407380.

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Fan Zhang, Chen Yang et Yuan Zhu. « A study of CAID teaching ». Dans Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730708.

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Lu, Sun. « Study on Business English Teaching ». Dans 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.

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Fan, Yiting. « Study on Penetration Aesthetic Teaching Method of College PE Teaching ». Dans 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.

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Tian, PinJing. « Study of intelligent voice teaching aid system in English Teaching ». Dans 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.

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Fan, Yuting, et Yang Luo. « Empirical Study of English Teaching Model Based on Flipped Teaching ». Dans 2016 International Conference on Education, Management and Computer Science. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.

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Liu, Kai, Zhen Xu et Jun Zhang. « Study on Teaching Reform of Professional Core Curriculums in Teaching Elements ». Dans 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.658.

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Baoqin, Li. « Study on Middle Vocational Chinese Teaching and Professional Course Teaching Practice ». Dans 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.

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Rapports d'organisations sur le sujet "Postcolonialism – study and teaching"

Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa) : Iowa State University, janvier 2008. http://dx.doi.org/10.31274/cc-20240624-14.

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita et Sheng Lu. Case Study Teaching Method : Bringing Concepts to Life. Ames (Iowa) : Iowa State University. Library, janvier 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK : The Economics Network, juillet 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK : The Economics Network, décembre 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More : Teaching Vietnam at Air University. Fort Belvoir, VA : Defense Technical Information Center, novembre 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study : Teaching and learning economics through cinema. Bristol, UK : The Economics Network, février 2008. http://dx.doi.org/10.53593/n178a.

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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний et Арнольд Юхимович Ків. Teaching computer game development with Unity engine : a case study. CEUR Workshop Proceedings, septembre 2023. http://dx.doi.org/10.31812/123456789/8486.

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Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teaching methods of the course, as well as the challenges and outcomes of its implementation. We also evaluate the course using a framework proposed by Ritzhaupt based on student feedback and learning outcomes. Our results show that the course was successful in achieving its goals and enhancing students’ knowledge and skills in game development. We also identify some areas for improvement and provide recommendations for future iterations of the course. We conclude that Unity Engine is a suitable platform for teaching game development in secondary education, as it offers a low barrier to entry, a rich set of features, a cross-platform compatibility, and a wide adoption in the game industry. We also argue that a team-based approach is beneficial for fostering collaboration and creativity among students.

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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico et 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.

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.3261.

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Brouwer, Frank. Extended Case Study : Teaching of Economics to European Studies & ; Language Students. Bristol, UK : The Economics Network, mars 2004. http://dx.doi.org/10.53593/n157a.

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