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This book examines the developments in women's sports history in
Britain in the last 10 years, following on from its successful
predecessor Women and Sport History (2010). It considers what has
changed and what continuities persist drawing on a series of
contributions from authors who are active in the field. The
chapters included in this book cover a broad time frame and range
of topics such as the history of women's football in Scotland and
England; women's role in rugby leagues; women's sport during World
War II; and female participation in American football, cricket and
cycling. Written and edited during the early days of the COVID-19
pandemic, the book also reflects on the possible implications of
the pandemic on women's sport. In doing so, it highlights the
diversity of research currently being undertaken in the field and
touches on areas which remain overlooked or underdeveloped. The
chapters in this book were originally published as a special issue
of Sport in History.
Accessible and cutting-edge, this text is a pivotal update to the
field and offers a much-needed critical perspective on world
language education. Building off their classic 2002 book, The
Foreign Language Educator in Society, Timothy G. Reagan and Terry
A. Osborn address major issues facing the world language educator
today, including language myths, advocacy, the perceived and real
benefits of language learning, linguistic human rights,
constructivism, learning theories, language standards,
monolingualism, bilingualism and multiculturalism. Organized into
three parts - "Knowing Language," "Learning Language," and
"Teaching Language" - this book applies a critical take on
conventional wisdom on language education, evaluates social and
political realities, assumptions, and controversies in the field.
Each chapter includes questions for reflection and discussion to
support students and educators in developing their own perspectives
on teaching and learning languages. With a critical pedagogy and
social justice lens, this book is ideal for scholars and students
in foreign/world language education, social justice education, and
language teaching methodology courses, as well as pre- and
in-service teachers.
Accessible and cutting-edge, this text is a pivotal update to the
field and offers a much-needed critical perspective on world
language education. Building off their classic 2002 book, The
Foreign Language Educator in Society, Timothy G. Reagan and Terry
A. Osborn address major issues facing the world language educator
today, including language myths, advocacy, the perceived and real
benefits of language learning, linguistic human rights,
constructivism, learning theories, language standards,
monolingualism, bilingualism and multiculturalism. Organized into
three parts - "Knowing Language," "Learning Language," and
"Teaching Language" - this book applies a critical take on
conventional wisdom on language education, evaluates social and
political realities, assumptions, and controversies in the field.
Each chapter includes questions for reflection and discussion to
support students and educators in developing their own perspectives
on teaching and learning languages. With a critical pedagogy and
social justice lens, this book is ideal for scholars and students
in foreign/world language education, social justice education, and
language teaching methodology courses, as well as pre- and
in-service teachers.
Teaching World Languages for Social Justice: A Sourcebook of
Principles and Practices offers principles based on theory, and
innovative concepts, approaches, and practices illustrated through
concrete examples, for promoting social justice and developing a
critical praxis in foreign language classrooms in the U.S. and in
wider world language communities. For educators seeking to
translate these ideals into classroom practice in an environment
dominated by the current standards movement and accountability
measures, the critical insights on language education offered in
this text will be widely welcomed. The text is designed as a
sourcebook for translating theory into practice. Each chapter
includes the theoretical base, guidelines for practice, discussion
of the relationship to existing practices in the world language
classroom, suggestions for activity development (which can be
integrated into a professional portfolio), illustrative examples,
questions for reflection, and additional suggested readings.
Teaching World Languages for Social Justice is a primary or
supplementary text for second and foreign language teaching methods
courses and is equally appropriate for graduate courses in language
education or educational studies.
Interdisciplinary Education in the Age of Assessment addresses a
prevalent need in educational scholarship today. Many current
standards-driven curricula follow strict subject-specific
guidelines, leaving educators little room for interdisciplinary
innovation. This book gears itself toward developing assessment
models specific to interdisciplinary education, positioning itself
as a seminal volume in the field and a valuable resource to
educators across the disciplines. Each chapter covers a major
subject area (literacy, science, math, social studies, bilingual
education, foreign language, educational policy) and discusses
methods of assessing integrated/ interdisciplinary curriculum and
instruction.
Interdisciplinary Education in the Age of Assessment addresses a
prevalent need in educational scholarship today. Many current
standards-driven curricula follow strict subject-specific
guidelines, leaving educators little room for interdisciplinary
innovation. This book gears itself toward developing assessment
models specific to interdisciplinary education, positioning itself
as a seminal volume in the field and a valuable resource to
educators across the disciplines. Each chapter covers a major
subject area (literacy, science, math, social studies, bilingual
education, foreign language, educational policy) and discusses
methods of assessing integrated/ interdisciplinary curriculum and
instruction.
Diversity is at the heart of today's education debates. Often,
school policies and programs designed to encourage and embrace
diversity are met with public ire and a deep misunderstanding of
how diversity serves learning. This work explains how diversity is
an essential element in classroom settings. As children from around
the world continue to pour into U.S. classrooms, an understanding
of cultural and linguistic diversity in its broadest sense moves to
the foreground. In a post 9/11 world, the benefits of understanding
diversity take on urgent meaning. The introductory chapter,
"Participating in Democracy Means Participating in Schools," sets
the tone for the discussion to follow. As the geographic
backgrounds of immigrants becomes increasingly diverse, religion
must be added to previous discussions of race, ethnicity, and
language. Thus, the need for the public to understand how shifts in
population affect schools, makes this work a vital resource for
anyone concerned with education today.
Teaching World Languages for Social Justice: A Sourcebook of
Principles and Practices offers principles based on theory, and
innovative concepts, approaches, and practices illustrated through
concrete examples, for promoting social justice and developing a
critical praxis in foreign language classrooms in the U.S. and in
wider world language communities. For educators seeking to
translate these ideals into classroom practice in an environment
dominated by the current standards movement and accountability
measures, the critical insights on language education offered in
this text will be widely welcomed. The text is designed as a
sourcebook for translating theory into practice. Each chapter
includes the theoretical base, guidelines for practice, discussion
of the relationship to existing practices in the world language
classroom, suggestions for activity development (which can be
integrated into a professional portfolio), illustrative examples,
questions for reflection, and additional suggested readings.
Teaching World Languages for Social Justice is a primary or
supplementary text for second and foreign language teaching methods
courses and is equally appropriate for graduate courses in language
education or educational studies.
This text brings together two significant domains of educational
practice: foreign language education and critical pedagogy--linking
them in a way that can help foreign language educators develop a
critical awareness of the nature, purposes, and challenges facing
foreign language pedagogy. Unique among texts in the field, this is
the first to deal explicitly with the social, political,
ideological, and economic aspects of language, language learning,
and language teaching in our society and to connect the practice of
foreign language education with these critical, and crucial,
aspects of language and language use. "The Foreign Language
Educator in Society: Toward A Critical Pedagogy: "
*emphasizes what teachers and future teachers of foreign languages
in this country ought to know and understand about language--
language attitudes, practices, rights, and policy-- and related
issues;
*focuses on helping students to move beyond pragmatic pedagogical
concerns to the social and political concerns relevant to their
teaching; and
*provides students with the opportunity to develop critical
perspectives on the central facets of the language education
process.
Intended for foreign language education programs at both basic and
advanced levels, as well as courses in critical pedagogy, critical
language awareness, sociolinguistics, and social and cultural
foundations of education, the text provides helpful pedagogical
features to direct the reader in applying the content of each
chapter to his or her own context.
The Federal Theatre Project stands alone as the only national
theatre in the history of the United States. This study re-imagines
this vital moment in American history, considering the Federal
Theatre Project on its own terms - as a "federation of theatres"
designed to stimulate new audiences and create locally-relevant
theatre during the turbulent 1930s. It integrates a wealth of
previously undiscovered archival materials with cultural history,
delving into regional activities in Chicago, Boston, Portland,
Atlanta, and Birmingham, as well as tours of refugee camps and
Civilian Conservation Corps Divisions. For a brief, exhilarating
moment, the Federal Theatre Project created a democratic theatre
that staged the American people.
This text brings together two significant domains of educational
practice: foreign language education and critical pedagogy--linking
them in a way that can help foreign language educators develop a
critical awareness of the nature, purposes, and challenges facing
foreign language pedagogy. Unique among texts in the field, this is
the first to deal explicitly with the social, political,
ideological, and economic aspects of language, language learning,
and language teaching in our society and to connect the practice of
foreign language education with these critical, and crucial,
aspects of language and language use. The Foreign Language Educator
in Society: Toward A Critical Pedagogy: *emphasizes what teachers
and future teachers of foreign languages in this country ought to
know and understand about language-- language attitudes, practices,
rights, and policy-- and related issues; *focuses on helping
students to move beyond pragmatic pedagogical concerns to the
social and political concerns relevant to their teaching; and
*provides students with the opportunity to develop critical
perspectives on the central facets of the language education
process. Intended for foreign language education programs at both
basic and advanced levels, as well as courses in critical pedagogy,
critical language awareness, sociolinguistics, and social and
cultural foundations of education, the text provides helpful
pedagogical features to direct the reader in applying the content
of each chapter to his or her own context.
The Federal Theatre Project, a New Deal plan to fund theatre and
other live artistic performances during the Great Depression, had
the primary goal of employing out-of-work artists, writers, and
directors, with the secondary aim of entertaining poor families and
creating relevant art. These case studies explore the ties between
the Federal Theatre Project and regional communities throughout the
United States.
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Sea Change (Paperback)
Brian Asman; Illustrated by Marc Vuletich; Cover design or artwork by Kristin A. Osborn
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R185
R152
Discovery Miles 1 520
Save R33 (18%)
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Ships in 10 - 15 working days
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