This book questions what ‘educating the whole child’ means in the context of our current neoliberal education system. In analysing the impact of how education policy is enacted and understood, it examines how this ‘neoliberalisation’ has shaped the personal and ethical relations of education. The book is unique in raising questions about the way in which a common and universally held truth about the importance and value of educating the whole child is conceptualised and articulated in education policy. Employing Foucault’s concepts of bio power, governmentality, the dispositif and subjectivities, this book explores the importance of psy-scientific knowledge, systems of education governance and classroom practices in constructing a neoliberal whole child. It examines how government policy structures the relationship between the child, school and government and claims that current policy and practice operate as forms of bio power that extends neoliberal governance to the emotional and moral life of the child. Educating the Neoliberal Whole Child will be of great interest to researchers, academics and students in the fields of education policy, sociology of education and critical pedagogy. It is also a valuable addition to studies of Foucault and education.
This book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students’ trajectory of the learning of desktop applications against this framework for software literacy. Though the book’s focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives.
From Instapoetry to BookTube, contemporary literary cultures and practices are increasingly intertwined with social media. In this lively and wide-ranging study, Bronwen Thomas explores how social media provides new ways of connecting with and rediscovering established literary works and authors while also facilitating the emergence of unique and distinctive forms of creative expression. The book takes a 360 ̊ approach to the subject, combining analysis of current forms and practices with an examination of how social media fosters ongoing collaborative discourse amongst both informal and formal literary networks, and demonstrating how the participatory practices of social media have the potential to radically transform how literature is produced, shared and circulated. The first study of its kind to focus specifically on social media, Literature and Social Media provides a timely and engaging account of the state of the art, while interrogating the rhetoric that so often accompanies discussion of the ‘new’ in this context.
How abolitionist businesses marshaled intense moral outrage over slavery to shape a new ethics of international commerce. “East India Sugar Not Made By Slaves.” With these words on a sugar bowl, consumers of the early nineteenth century declared their power to change the global economy. Bronwen Everill examines how abolitionists from Europe to the United States to West Africa used new ideas of supply and demand, consumer credit, and branding to shape an argument for ethical capitalism. Everill focuses on the everyday economy of the Atlantic world. Antislavery affected business operations, as companies in West Africa, including the British firm Macaulay & Babington and the American partnership of Brown & Ives, developed new tactics in order to make “legitimate” commerce pay. Everill explores how the dilemmas of conducting ethical commerce reshaped the larger moral discourse surrounding production and consumption, influencing how slavery and freedom came to be defined in the market economy. But ethical commerce was not without its ironies; the search for supplies of goods “not made by slaves”—including East India sugar—expanded the reach of colonial empires in the relentless pursuit of cheap but “free” labor. Not Made by Slaves illuminates the early years of global consumer society, while placing the politics of antislavery firmly in the history of capitalism. It is also a stark reminder that the struggle to ensure fair trade and labor conditions continues.
In this brief introduction to the life and works of this important leader of the early church, we gain a more accurate picture of the circumstances and pressures which were brought to bear on his pontificate. A brief introduction surveys the scanty sources which document Leo’s early life, and sets his pontificate in its historical context, as the Western Roman Empire went into serious decline, and Rome lost its former status as the western capital.
Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book’s fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: • AfL interactions are multifaceted, multimodal and take place over multiple time scales. • Student learning autonomy is promoted when teachers provide opportunities for students to exercise agency within a system of accountabilities. • Teacher pedagogical content knowledge plays a pivotal role in teachers being able to respond to students. • Productive AfL interactions are reflective of the way a particular discipline generates and warrants knowledge. The book will be of interest to teachers and educational researchers who want to examine AfL from a theoretical and a practical perspective
Apostles of Empire contributes to ongoing research on the Jesuits, New France, and Atlantic World encounters, as well as on early modern French society, print culture, Catholicism, and imperialism.
Pharmacology for Health Professionals provides a comprehensive introduction to important pharmacology prinicples and concepts, with a strong focus on therapeutics." "The text has been extensively updated to reflect the latest information on the clinical use of drugs, local aspects of scheduling, drug legislation and ethics." -- Book Jacket.
Delving deeply into ancient medical history, Bronwen L. Wickkiser explores the early development and later spread of the cult of Asklepios, one of the most popular healing gods in the ancient Mediterranean. Though Asklepios had been known as a healer since the time of Homer, evidence suggests that large numbers of people began to flock to the cult during the fifth century BCE, just as practitioners of Hippocratic medicine were gaining dominance. Drawing on close readings of period medical texts, literary sources, archaeological evidence, and earlier studies, Wickkiser finds two primary causes for the cult’s ascendance: it filled a gap in the market created by the refusal of Hippocratic physicians to treat difficult chronic ailments and it abetted Athenian political needs. Wickkiser supports these challenging theories with side-by-side examinations of the medical practices at Asklepios' sanctuaries and those espoused in Hippocratic medical treatises. She also explores how Athens' aspirations to empire influenced its decision to open the city to the healer-god's cult. In focusing on the fifth century and by considering the medical, political, and religious dimensions of the cult of Asklepios, Wickkiser presents a complex, nuanced picture of Asklepios' rise in popularity, Athenian society, and ancient Mediterranean culture. The intriguing and sometimes surprising information she presents will be valued by historians of medicine and classicists alike.
Experimentation with the speech of characters has been hailed by Gärard Genette as ?one of the main paths of emancipation in the modern novel.? Dialogue as a stylistic and narrative device is a key feature in the development of the novel as a genre, yet it is also a phenomenon little acknowledged or explored in the critical literature. Fictional Dialogue demonstrates the richness and versatility of dialogue as a narrative technique in twentieth- and twenty-first-century novels by focusing on extended extracts and sequences of utterances. It also examines how different versions of dialogue may help to normalize or idealize certain patterns and practices, thereby excluding alternative possibilities or eliding ?unevenness? and differences. Bronwen Thomas, by bringing together theories and models of fictional dialogue from a wide range of disciplines and intellectual traditions, shows how the subject raises profound questions concerning our understanding of narrative and human communication. The first study of its kind to combine literary and narratological analysis with reference to linguistic terms and models, Bakhtinian theory, cultural history, media theory, and cognitive approaches, this book is also the first to focus in depth on the dialogue novel in the twentieth and twenty-first centuries and to bring together examples of dialogue from literature, popular fiction, and nonlinear narratives. Beyond critiquing existing methods of analysis, it outlines a promising new method for analyzing fictional dialogue.
This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs. It examines how teacher learning is shaped by the complex dynamics of assessment capacity within larger teacher education contexts. The framework proposed here identifies four domains involved in cultivating assessment capacity and characterizes assessment learning as always integrating cognitive, philosophical, and moral dimensions with assessment’s social, emotional, and physical dimensions, while recognizing that each capacity is continually shaped by the learning context. The book draws on the survey of teacher education programs in each of the four focal countries and data from student teachers to shed light on how the various pedagogies, program structures, and policies encountered provide beginning teachers with codes for classifying and framing assessment capacity and form a template for developing this capacity throughout their careers. Offering suggestions for future research and teacher education practice, the book concludes with an outlook on future steps to cultivate teachers’ assessment capacity.
This volume focuses on the transferral of a televised format from the country in which it was originally produced into a wholly different cultural and linguistic ambit. It specifically examines the British police procedural The Bill which became La Squadra when the format was licensed to be aired on Italian screens. Focusing on one specific institutional field, that of the formal police interview, the book explores the characteristic features and constituent parts of such institutional speech events: namely, the differential distribution of knowledge and rights to knowledge; the asymmetrical and adversarial strategies employed by the dyadic pair made up of interviewer and interviewee; the sequential and interactional features of answers; the legislative framework which governs investigative interviewing in the two countries in which the format was aired; and the place of the interview room scenes in the overall narrative structure of the televised episodes. What emerges from the study is not only an interesting comparison between two languages, cultures and institutions; findings also point to a different perception of reality and authenticity in the two formats being investigated. As such, the book will be of interest to students and scholars of linguistics and media studies. The cross-linguistic and cross-cultural analyses presented here serve to illustrate that the global phenomenon of international format transferral is becoming increasingly local, rooted in the culture, language and worldview of the country of arrival.
The contradictions and complexities of the cyborg therefore hold particular appeal to programme makers of dramatic TV narratives. Bronwen Calvert examines the uses and representations of the cyborg in this ground-breaking text, by looking at its frequent appearance in a wide variety of popular and cult shows: from the iconic Daleks of Doctor Who and bionic female empowerment in Terminator: The Sarah Connor Chronicles, to the duality of humanoid and distinctly robotic cyborgs in Battlestar Galactica. In doing so, she reveals how television's defining traits shape our experience of cyborgs and help us as viewers to question contemporary issues such as surveillance and terrorism, as well as the function of simulation and ultimately what it means to be human.
In 2002 the influential scholar of Late Antiquity, Peter Brown, published a series of lectures as a monograph titled Poverty and Leadership in the Later Roman Empire. Brown set out to explain a trend in the late Roman world observed in the 1970s by French social and economic historians, especially Paul Veyne and Evelyn Patlagean, namely that prior to the fourth century and the rise in dominance of Christianity, the poor in society went unrecognized as an economic category. This corresponded with the Greco-Roman understanding of patronage, whereby the state and private donors concentrated their largesse upon the citizen body. Non-citizens, for instance, were excluded from the dole system, in which grain was distributed to citizens of a city regardless of their economic status. By the end of the sixth century, rich and poor were not only recognized economic categories, but the largesse of private citizens was now focused on the poor. Brown proposed that the Christian bishop lay at the heart of this change. The authors set out to test Brown's thesis amid growing interest in the poor and their role in early Christianity and in Late Antique society. They find that the development and its causes were more subtle and complex than Brown proposed and that his account is inadequate on a number of crucial points including rhetorical distortion of the realities of poverty in episcopal letters, homilies and hagiography, the episcopal emphasis on discriminate giving and self-interested giving, and the degree to which existing civic patronage structures adhered in the Later Roman Empire of the fourth and fifth centuries.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.