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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 13 lutego 2022

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1

Irish in Britain Representation Group. Survey into the promotion of Irish culture within the Haringey school curriculum. Haringey, London: Haringey I.B.R.G., 1986.

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2

Anthony, Francis-Vincent. Inculturation in catholic schools: An action plan based on theory and survey. Bangalore: Kristu Jyoti Publications, 2000.

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3

Esposito, Massimo. L' educazione inconsapevole: Insegnanti nelle culture mafiose. Molfetta, BA: Meridiana, 1994.

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Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.
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5

Furtner-Kallmünzer, Maria. In der Freizeit für das Leben: Eine Studie zu den Interessen von Schulkindern. München: Deutsches Jugendinstitut, 2002.

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6

M, Haynes Richard, red. World class schools: New standards for education. Lancaster, Pa: Technomic Pub. Co., 1994.

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7

Pop, Daniel. School governance and social inclusion: Involvement of parents : South East Europe cross-countries survey of principals' views. Ljubljana: University of Ljubljana, Faculty of education, 2009.

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8

Lowy, Louis. An assessment-survey report of indigenous social work literature on social work methodology. Boston, MA: Boston University School of Social Work, 1988.

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9

Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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10

Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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11

Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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12

Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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13

Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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14

S, Ancarrow Janice, Corporation for Public Broadcasting i United States. Office of Educational Research and Improvement. Center for Statistics., red. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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15

Broadcasting, Corporation for Public, i United States. Office of Educational Research and Improvement. Center for Statistics., red. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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16

Pak, Yŏng-suk. Kyojik hwalsŏnghwa rŭl wihan kyojik munhwa pyŏnhwa chŏllyak kaebal yŏnʼgu =: Development of strategies to change the culture of teaching profession. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2003.

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17

Cannabis, alcohol, and the South African student: Adolescent drug use, 1974-1985. Athens, Ohio: Ohio University Center for International Studies, 1991.

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18

Anderson, W. W. The new newcomers: Patterns of adjustment of West Indian immigrant children in Metropolitan Toronto schools. Toronto: Canadian Scholars' Press, 1987.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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23

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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24

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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25

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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26

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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27

Cloud, Dana L., red. The Oxford Encyclopedia of Communication and Critical Cultural Studies. Oxford University Press, 2019. http://dx.doi.org/10.1093/acref/9780190459611.001.0001.

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106 scholarly articles This is a compendium of touchstone articles by prominent communication, rhetorical, and cultural studies scholars about topics of interest to scholars and critics of popular and political culture. Articles provide authoritative surveys of concepts such as rhetorical construction of bodies, Marxist, feminist, and poststructuralist traditions, materialisms, social movements, race and anti-racist critique, whiteness, surveillance and security, visual communication, globalization, social media and digital communication/cyberculture, performance studies, the “post-human” turn, critical organizational communication, public memory, gaming, cultural industries, colonialism and postcolonialism, The Birmingham and Frankfurt Schools, commodity culture, critical health culture studies, nation and identity, public spheres, psychoanalytic theory and methods, affect theory, anti-Semitism, queer studies, critical argumentation studies, diaspora, development, intersectionality, Islamophobia, subaltern studies, spatial studies, rhetoric and cultural studies, neoliberalism, critical pedagogy, urban studies, deconstruction, audience studies, labor, war, age studies, motherhood studies, popular culture, communication in the Global South, and more. The work also surveys critical thinkers for cultural studies including Stuart Hall, Antonio Gramsci, Jesus Martin Barbero, Angela Davis, Ernesto Laclau, Raymond Williams, Giles Deleuze, Jurgen Habermas, Frantz Fanon, Chandra Mohanty, Gayatri Spivak, Michel Foucault, Louis Althusser, Juan Carlos Rodriguez, Gloria Anzaldua, Paolo Freire, Donna Haraway, Georgio Agamben, Slavoj Zizek, W.E.B. DuBois, Sara Ahmed, Paul Gilroy, Enrique Dussel, Michael Warner, Lauren Berlant, Judith Butler, Jean Baudrillard, Walter Mignolo, Edward Said, Alain Badiou, Homi Bhabha, among others. Each entry is distinguished by lists of key references and suggestions for further reading. The collection is sure to be a vital resource for faculty, graduate students, and undergraduates seeking authoritative overviews of key concepts and people in communication and critical cultural studies.
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28

Krystyna, Ostrowska, Tatarowicz Jan i Poland. Ministerstwo Edukacji Narodowej. Centrum Metodyczne Pomocy Psychologiczno-Pedagogicznej., red. Agresja i przemoc w szkołach polskich i niemieckich. Warszawa: Centrum Metodyczne Pomocy Psychologiczno-Pedagogicznej Ministerstwa Edukacji Narodowej, 1998.

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29

An Assessment-survey report of indigenous social work literature on social work methodology. Boston, Mass., USA: Boston University School of Social Work, 1988.

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30

Riccobono, John A. Out of School Learning Among Children, Adolescents & Adults: Report of Findings from the 1985 Home Information Technology Study, Contractor Report. U.S. Government Printing Office, 1986.

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31

Okazaki, Sumie, i Nancy Abelmann. Korean American Families in Immigrant America. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9781479804207.001.0001.

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This book about Korean American immigrant families is the result of a collaboration between an anthropologist and a psychologist. Combining quantitative surveys with family ethnography, the book explored the central question, How do Korean American teens and parents navigate immigrant America? Both survey and ethnographic data revealed that acculturation differences between parents and teens—long assumed in the psychological literature to account for distress—did not necessarily make for family hardship. Instead, this research found that families struggle together, although not always easily, to figure out how best to navigate an American society that they all understood to be racist. This is not to say that the parents did not speak about cultural distinctions or that they were unconcerned about academic achievement. But what these parents anguished over most was how to fortify their children with protective psychological health and character traits that would allow them to succeed. Ethnographic chapters on five Korean American immigrant families introduce the parenting strategies and adolescents’ responses, which were at times defiantly resistant, sometimes accommodating, and at other times enormously appreciative. The book examines the delicate negotiations between parents and teens in the intimacy of family life, following them from homes to shopping malls, music recitals, church, workplaces, and school. The five families reflect a diversity of family dynamics, but uniting them all is the hard work that parents and children engage in to maintain the bonds of their family relationships.
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32

An assessment-survey report of indigenous social work literature on social work methodology: A joint project between the Boston University School of Social Work ... and International Association of Schools of Social Work ... Boston,Mass: Boston University School of Social Work, 1988.

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33

Kyllonen, Patrick C. Rethinking How We Define and Measure 21st Century Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0005.

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This chapter reviews three chapters concerned with the definition and measurement of 21st skills. Technology and other factors cause jobs to change, and so it is reasonable that the skills required in the workforce also change. Employer surveys suggest that communication, teamwork, leadership, work ethic, and problem solving are sought-after skills for new hires. The three chapters contribute to our understanding of workforce readiness by summarizing existing findings and suggesting new fertile research areas, including improving measurement of 21st century skills and focusing particular attention on the constructs leadership, teamwork, creativity, and cross-cultural competency. The chapters also point to the importance of both teaching these skills in school and the workplace and monitoring their growth and development.
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34

Jenco, Leigh. Chinese Political Ideologies. Redaktorzy Michael Freeden i Marc Stears. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199585977.013.0002.

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This chapter examines modern Chinese political ideologies beginning in the late nineteenth century, as intellectuals began to articulate China’s place in a global order centred outside its own borders. It eschews a teleological view of China’s ideological development, in which the present communist regime is assumed to be the inevitable culmination of the past, in favour of detailing ongoing contestations about Chinese history, identity, and modernization. The chapter surveys early responses of the ‘self-strengthening’ school to nineteenth-century Western imperialism, going on to discuss the deepening of Chinese commitments to Western learning and the totalistic critique of ‘traditional’ culture by thinkers associated with the May Fourth Movement. The continuity of these ideas is discussed in relation to key contemporary ideological developments on China and Taiwan, including: Chinese democratic thought and human rights; ideologies of revolution; Communism; contemporary liberal and New Left thought; and New Confucianism.
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Huang, Yan. Introduction. Redaktor Yan Huang. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.33.

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Pragmatics is one of the most vibrant and rapidly growing fields in linguistics and the philosophy of language. It is a particularly complex subject with all kinds of disciplinary influences and few, if any, clear boundaries. This chapter provides an authoritative, comprehensive, and up-to-date overview of the contemporary landscape of pragmatics. It starts with the question of what is pragmatics. It then surveys the two main schools of thought in pragmatics: the Anglo-American and European Continental traditions. This is followed by a review of macro-pragmatics, which covers cognitively oriented macro-pragmatics, such as experimental, computational, and clinical pragmatics; socially and/or culturally oriented macro-pragmatics, such as politeness and impoliteness studies, cultural, cross- and intercultural, and interpersonal pragmatics; and those branches of macro-pragmatics that are not easily and/or neatly placed in the first two categories, such as historical, corpus, and literary pragmatics. The final section addresses the organization and content of this handbook.
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Benedict, Cathy, Patrick Schmidt, Gary Spruce i Paul Woodford, red. The Oxford Handbook of Social Justice in Music Education. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199356157.001.0001.

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This handbook seeks to present a wide-ranging and comprehensive survey of social justice in music education. Contributors from around the world interrogate the complex, multidimensional, and often contested nature of social justice and music education from a variety of philosophical, political, social, and cultural perspectives. Although many chapters take as their starting point an analysis of how dominant political, educational, and musical ideologies serve to construct and sustain inequities and undemocratic practices, authors also identify practices that seek to promote socially just pedagogy and approaches to music education. These range from those taking place in formal and informal music education contexts, including schools and community settings, to music projects undertaken in sites of repression and conflict, such as prisons, refugee camps, and areas of acute social disadvantage or political oppression. In a volume of this scope, there are inevitably many recurring themes. However, common to many of those music education practices that seek to create more democratic and equitable spaces for musical learning is a belief in the centrality of student agency and a commitment to the too-often silenced voice of the learner. To that end, this Handbook challenges music educators to reflect critically on their own beliefs and pedagogical practices so that they may contribute more effectively to the creation and maintenance of music learning environs and programs in which matters of access and equity are continually brought to the fore.
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37

Tufanova, Olga A., i Marianna V. Kaplun. Hermeneutics of Old Russian Literature: Issue 20. А.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2021. http://dx.doi.org/10.22455/horl.1607-6192-2021-20.

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The book is a comprehensive fundamental research on the history of Russian literature of the 11th–17th centuries, reflecting various domestic and foreign schools and trends. The materials are structured into sections depending on the subject, topics and methods of analysis and show both the novelty and the traditional nature of the research problem. The focus is on the scientific problems of codicology, source study, textology, macro- and micropoetics of both manuscript collections and individual monuments of the literature of Old Russia, editions of newly found redactions and previously unknown medieval texts. Analytical and survey research focuses on the problems of interpretation of Old Russian written monuments, the artistic specifics of various genre forms, syncretic phenomena of Old Russian literary and artistic creativity. A number of works have shown a deep interest in the issues of the reception of plots of Old Russian literature in the literature of the 20th–21th centuries, allusions to the medieval texts. The newest original research devoted to the peculiarities of Old Russian writing and manuscript ruling clarifies the issues of the existence of Old Russian books and makes significant adjustments to the established traditional practice of publishing Old Russian monuments. In general, research presented in the book expands and deepens the understanding of the history of the development of Russian medieval literature. The book is addressed primarily to trained readers — medieval scholars, university professors, graduate students and philology students, historians, cultural experts, art historians.
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38

Anderson, W. W., i Rudolph W. Grant. The New Newcomers : Patterns of Adjustment of West Indian Immigrant Children in Metropolitan Toronto Schools. Canadian Scholars Press, 1998.

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39

Rose, Jonathan. Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.001.0001.

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The Literary Agenda is a series of short polemical monographs about the importance of literature and of reading in the wider world and about the state of literary education inside schools and universities. The category of 'the literary' has always been contentious. What is clear, however, is how increasingly it is dismissed or is unrecognised as a way of thinking or an arena for thought. It is sceptically challenged from within, for example, by the sometimes rival claims of cultural history, contextualized explanation, or media studies. It is shaken from without by even greater pressures: by economic exigency and the severe social attitudes that can follow from it; by technological change that may leave the traditional forms of serious human communication looking merely antiquated. For just these reasons this is the right time for renewal, to start reinvigorated work into the meaning and value of literary reading. For the Internet and digitial generation, the most basic human right is the freedom to read. The Web has indeed brought about a rapid and far-reaching revolution in reading, making a limitless global pool of literature and information available to anyone with a computer. At the same time, however, the threats of censorship, surveillance, and mass manipulation through the media have grown apace. Some of the most important political battles of the twenty-first century have been fought--and will be fought--over the right to read. Will it be adequately protected by constitutional guarantees and freedom of information laws? Or will it be restricted by very wealthy individuals and very powerful institutions? And given increasingly sophisticated methods of publicity and propaganda, how much of what we read can we believe? This book surveys the history of independent sceptical reading, from antiquity to the present. It tells the stories of heroic efforts at self-education by disadvantaged people in all parts of the world. It analyzes successful reading promotion campaigns throughout history (concluding with Oprah Winfrey) and explains why they succeeded. It also explores some disturbing current trends, such as the reported decay of attentive reading, the disappearance of investigative journalism, 'fake news', the growth of censorship, and the pervasive influence of advertisers and publicists on the media--even on scientific publishing. For anyone who uses libraries and Internet to find out what the hell is going on, this book is a guide, an inspiration, and a warning.
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