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Record Nr. |
UNINA9910345998003321 |
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Autore |
Reulecke Jürgen |
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Titolo |
Generationalität und Lebensgeschichte im 20. Jahrhundert / / Jürgen Reulecke |
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Pubbl/distr/stampa |
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De Gruyter, 2003 |
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Berlin ; ; Boston : , : Oldenbourg Wissenschaftsverlag, , [2009] |
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©2003 |
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ISBN |
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Descrizione fisica |
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1 online resource (314 pages) |
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Collana |
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Schriften des Historischen Kollegs ; ; 58 |
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Classificazione |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Generations |
Intergenerational relations |
Conflict of generations |
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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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Nota di contenuto |
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Frontmatter -- Inhalt -- Einführung: Lebensgeschichten des 20 Jahrhunderts - im "Generationencontainer"? / Reulecke, Jürgen -- Verzeichnis der Tagungsteilnehmer -- Annäherungen an das Thema "Generationalität" -- Sind Generationen identisch? / Niethammer, Lutz -- Zur Problematik des "Durcharbeitens" lebensgeschichtlicher Erfahrungen / Schulz-Hageleit, Peter -- "Das Problem der Generationen" Überlegungen zu Karl Mannheims kanonischem Text / Zinnecker, Jürgen -- Generation und Trauma / Giesen, Bernhard -- Der Generationenvertrag im 20. Jahrhundert / Hardach, Gerd -- Generationenfolge in der deutschen Geschichte des 20. Jahrhunderts -- Drei politische Generationen im 20. Jahrhundert / Herbert, Ulrich -- Generationenkonflikt und politische Entwicklung in der Weimarer Republik / Mommsen, Hans -- Krieg als Sehnsucht Militärischer Stil und "junge Generation" in der Weimarer Republik / Rusinek, Bernd A. -- Die 50er Jahre im Spiegel der Flakhelfer- und der 68er-Generation / Bude, Heinz -- "ungenau in dieser Welt" - kein Krawall, kein Protest: Der unaufhaltsame Aufstieg um 1940 Geborener in einer "Generationen"-Lücke / Herrmann, Ulrich -- "Bau auf, Freie Deutsche Jugend" - und was dann? Kriterien für ein Modell der |
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Jugendgenerationen der DDR / Lindner, Bernd -- Wie (er)findet man eine Generation? Das Beispiel des Geburtsjahrgangs 1949 in der DDR / Wier, Dorothee -- Nachwuchs für die Rebellion - die Schülerbewegung der späten 60er Jahre / Schildt, Axel -- Exemplarische Rekonstruktionen: Befragung zweier Generationseinheiten aus der "Jahrhundertgeneration" (geb. 1900 bis ca. 1912) -- History, Loss, and the Generation of 1914: The Case of the "Freideutsche Kreis" / Kohut, Thomas A. -- Zwischen Autonomie und Anpassung - Frauen, Jahrgang 1900/1910 - eine Generation? / Becher, Ursula A. J. -- Personenregister |
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Sommario/riassunto |
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Lange war man bemüht, jegliche Subjektivität aus dem Schreiben von Geschichte auszuschließen. Kulturhistorische und andere Neuansätze der Geschichtswissenschaft haben jedoch deutlich gemacht, dass wir letztlich immer auch vor dem Hintergrund unserer eigenen Lebenserfahrungen und der uns verfügbaren Geschichten anderer Menschen argumentieren. Eine Möglichkeit, die Summe solcher Lebenserfahrungen und Geschichten zu kategorisieren, erschließt sich über den Begriff der Generation bzw. Generationalität. |
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2. |
Record Nr. |
UNINA9910767589403321 |
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Autore |
Greenberg Marissa |
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Titolo |
Situating Shakespeare Pedagogy in US Higher Education : Social Justice and Institutional Contexts / / ed. by Marissa Greenberg, Elizabeth Williamson |
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Pubbl/distr/stampa |
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Edinburgh : , : Edinburgh University Press, , [2024] |
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2024 |
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ISBN |
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9781399516679 |
1399516671 |
9781399516662 |
1399516663 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (256 p.) : 5 B/W illustrations 5 colour illustrations 5 black & white and 5 colour illustrations |
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Disciplina |
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Soggetti |
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EDUCATION / Aims & Objectives |
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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 bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Contents -- List of Figures -- Acknowledgments -- Abstracts -- Notes on Contributors -- Introduction -- 1. On Shakespeare, Anticolonial Pedagogy, and Being Just -- 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's "Monument" -- 3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach -- 4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution -- 5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley -- 6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio -- 7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces -- 8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape -- 9. Shakespeare's Mixed Stock: Biracial Affect in the Field -- 10. Who Shot Romeo? And How Can We Stop the Bleeding? Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare -- Afterword -- Bibliography -- Index |
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Sommario/riassunto |
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Moves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to followDescribes policy strategies and pedagogical practices for more equitable instruction of Shakespeare and Renaissance literatureReflects candidly on the relationship between identity and institutionality for Shakespeare educators and their studentsSituates the harms perpetuated by Shakespeare in higher education and revolutionary responses at institutions across the United StatesForegrounds faculty identities and institutional contexts for teaching and learning about ShakespeareDemonstrates for higher education administrators the scholarly legitimacy and social significance of justice-oriented pedagogyOn college and university campuses across the United States, scholar-teachers and their students find themselves in conditions of both real threat and tremendous possibility. Building on the recent surge of interest in equitable pedagogy within the field of Shakespeare and Renaissance literary studies, Situating Shakespeare Pedagogy in U.S. Higher Education makes a case for anchoring our teaching in these institutional power dynamics that have historically contributed to systemic injustice and continue to affect our work on a daily basis. Each of the contributors to this collection speaks directly to the intersection between their own identities, the lived experiences of their students, and the particular qualities of the institutions where they teach-including student demographics, curricular requirements, geographical location, and comparative levels of administrative support for implementing social justice approaches. From this perspective, they provide hope and practical guidance for scholar-educators who want to meet our students where they are. |
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