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1. |
Record Nr. |
UNISALENTO991003663439707536 |
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Autore |
Mellor, Anne K. |
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Titolo |
Romanticism & gender / Anne K. Mellor |
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Pubbl/distr/stampa |
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New York ; London : Routledge, 1993 |
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ISBN |
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Descrizione fisica |
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Disciplina |
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Soggetti |
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Letteratura inglese |
Romanticismo - Gran Bretagna |
Scrittrici inglesi |
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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. |
UNINA9910482993303321 |
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Autore |
Sun Zhenbin |
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Titolo |
Language, Discourse, and Praxis in Ancient China / / by Zhenbin Sun |
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Pubbl/distr/stampa |
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Berlin, Heidelberg : , : Springer Berlin Heidelberg : , : Imprint : Springer, , 2015 |
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ISBN |
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Edizione |
[1st ed. 2015.] |
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Descrizione fisica |
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1 online resource (176 p.) |
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Disciplina |
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Soggetti |
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Language and languages—Philosophy |
Communication |
Semantics |
Philosophy of Language |
Communication Studies |
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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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Methodological and historical inquiry -- Four notions of names -- Synthesis of language and reality -- Moral practice and language -- Sociopolitical practice and language -- Linguistic practice and language -- Speech -- Argument -- Dao -- Practical zhi. |
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Sommario/riassunto |
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This book investigates Chinese comprehension and treatment of the relationship between language and reality. The work examines ancient Chinese philosophy through the pair of concepts known as ming-shi. By analyzing the pre-Qin thinkers’ discourse on ming and shi, the work explores how Chinese philosophers dealt with issues not only in language but also in ontology, epistemology, ethics, axiology, and logic. Through this discourse analysis, readers are invited to rethink the relationship of language to thought and behavior. The author criticizes and corrects vital misunderstandings of Chinese culture and highlights the anti-dualism and pragmatic character of Chinese thoughts. The rich meaning of the ming-shi pair is displayed by revealing its connection to other philosophical issues. The chapters show how discourse on language and reality shapes a central characteristic of Chinese culture, the practical zhi. They illuminate the interplay of Chinese theories of language and Dao as Chinese wisdom and worldview. Readers who are familiar with pragmatics and postmodernism will recognize the common points in ancient Chinese philosophy and contemporary Western philosophy, as they emerge through these chapters. The work will particularly appeal to scholars of philosophy, philosophy of language, communication studies and linguistics. |
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3. |
Record Nr. |
UNINA9910349328203321 |
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Autore |
James Jonathan S |
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Titolo |
Civil Disorder, Domestic Terrorism and Education Policy : The Context in England and France / / by Jonathan S. James, Jan Germen Janmaat |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (135 pages) |
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Collana |
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Disciplina |
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Soggetti |
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Education and state |
Educational sociology |
Criminology |
Terrorism |
Political violence |
Educational Policy and Politics |
Education Policy |
Sociology of Education |
Crime Control and Security |
Terrorism and Political Violence |
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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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Chapter 1. Introduction -- Chapter 2. Understanding variation in approaches to immigrant integration -- Chapter 3. Civil disorder, domestic terrorism, and education policy in England (2001-present) -- Chapter 4. Civil disorder, domestic terrorism and education policy in France (2001-present) -- Chapter 5. Multicultural race relations, French republican integration, civic integration and education as national security. |
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Sommario/riassunto |
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“James and Janmaat offer a thorough and well considered analysis of English and French education policy changes in response to the War on Terror. The book highlights the double-speak of assimilation, |
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integration and national values as means to erase difference whilst simultaneously constructing the aberrant enemy ‘Other’ within.” —Professor Vini Lander, Leeds Beckett University, UK This book explores the links between education policy and occurrences of civil disorder and domestic terrorism in England and France. Since 2001, both England and France have experienced outbreaks of rioting in which young people of immigrant origin have been implicated: both have also been the targets of domestic terror attacks perpetrated by their own citizens. Both countries have had similar experiences of immigration since the end of the Second World War, but they are considered to have taken divergent approaches to immigrant integration andeducation. While Britain has tended towards a multicultural race relations approach, France veers towards a Republican assimilationist approach. Through the analysis of policy discourse and documents, the authors seek to establish whether these distinct approaches to immigrant integration and education policy have been maintained or whether they are converging. This book will appeal to students and scholars of education policy as well as immigration and integration in both France and England. Jonathan S. James is a PhD candidate at the UCL Institute of Education, UK, funded by the UCL Graduate Research Scholarship. His research investigates how policies developed in response to the threat of Islamist terrorism are being implemented in schools in England and France in light of the two countries’ policy traditions, and educators’ pre-existing values and practices. Jan Germen Janmaat is Readerin Comparative Social Science at UCL Institute of Education, UK. His research focuses on the links between education, diversity and social cohesion. He is Editor of The Dynamics and Social Outcomes of Education Systems. |
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