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Record Nr. |
UNINA990006472080403321 |
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Autore |
Ceva, Lucio |
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Titolo |
Africa settentrionale 1940-1943 : negli studi e nella letteratura / Lucio Ceva |
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Pubbl/distr/stampa |
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Descrizione fisica |
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Collana |
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I fatti della storia , Saggi ; 9 |
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Disciplina |
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Locazione |
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Collocazione |
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COLLEZ. 1001 (9) |
SE 106.03.06- |
940.54 CEV 3 |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910476811303321 |
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Autore |
Arthur James |
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Titolo |
Professional Values and Practice / / James Arthur, Jon Davison and Malcolm Lewis |
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Pubbl/distr/stampa |
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London, United Kingdom : , : Taylor & Francis, , 2005 |
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Descrizione fisica |
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1 online resource (x, 179 pages) : illustrations |
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Disciplina |
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Soggetti |
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Teachers - Professional relationships |
Teaching - Standards |
Teachers - Training of |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Professional values and practices in teaching -- The professional ethics of teachers -- Expectations, diversity and achievement -- Values in the classroom -- Professional relationships with parents and pupils -- Professional relationships with colleagues -- The community of the school -- Personal and professional development -- Professional responsibilities. |
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Sommario/riassunto |
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This practical and accessible book takes each of the Professional Values and Practice Standards in turn and describes what needs to be known, understood and demonstrated in order to achieve them. Practical tasks and questions for discussion are included on each Standard for use in Professional Studies seminars or during independent study. |
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3. |
Record Nr. |
UNINA9910812007703321 |
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Autore |
Asgharzadeh Alireza |
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Titolo |
Schooling and difference in Africa : democratic challenges in a contemporary context / / George J. Sefa Dei [and three others] |
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Pubbl/distr/stampa |
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Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2006 |
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©2006 |
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ISBN |
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0-8020-4894-3 |
1-281-99171-6 |
9786611991715 |
1-4426-7961-1 |
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Descrizione fisica |
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1 online resource (352 p.) |
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Disciplina |
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Soggetti |
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Educational anthropology - Ghana |
Discrimination in education - Ghana |
Minorities - Education - Ghana |
Education - Africa |
Electronic books. |
Ghana |
Africa |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Threads of Inclusive Schooling -- Understanding Difference: Method and Practice -- Acknowledging Difference, Responding to Diversity -- Majority and Minority Relations: A Question of Power -- Complicating Schooling: The Question of Ethnicity -- Gendered Subjects: Extending Beyond a Critique of Culture -- The Economics of Schooling: Class and Poverty -- Resisting Normalcy: Disability and Inclusive Schooling -- Language as a Site of Exclusion -- Evoking the Sacred: Religion and Spirituality in Schools -- Concluding with a Comparative Lens: Lessons and Possibilities. |
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Sommario/riassunto |
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Since the 1950s when most African countries gained political independence, schooling has presented very difficult challenges. In the |
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discussion of these challenges, however, the issue of diversity has received relatively little attention. Schooling and Difference in Africa aims to understand how differences such as ethnicity, class, gender, language, religion, and disability play out in African schools systems, and more specifically in Ghana. Together, George J. Sefa Dei, Alireza Asgharzadeh, Sharon Eblaghie Bahador, and Riyad Ahmed Shahjahan promote 'educational inclusion' in the context of African schooling. The aspects of diversity explored in this study include: minority / majority relations, race, ethnicity, gender, language, class, religion, and physical (dis)ability. The authors build their analyses of these issues around a series of interviews, which project a perspective that policy makers and administrators rarely seek out. By studying the challenges of inclusive education in Ghana and, further, by making comparisons with the Canadian context, this volume seeks to shed light on the ongoing struggle for an empowering school system in Africa and elsewhere. |
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