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Record Nr. |
UNINA9910324028803321 |
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Autore |
Cartuyvels Yves |
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Titolo |
Psyché : De la monade psychique au sujet autonome / / Sophie Klimis, Laurent Van Eynde |
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Pubbl/distr/stampa |
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Bruxelles, : Presses de l’Université Saint-Louis, 2018 |
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ISBN |
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Descrizione fisica |
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1 online resource (240 p.) |
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Altri autori (Persone) |
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GarciaMauricio |
Giust-DesprairiesFlorence |
KlimisSophie |
MétrauxJean-Claude |
PechrigglAlice |
StephanatosGerassimos |
VaysseJean-Marie |
Van EyndeLaurent |
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Soggetti |
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Philosophy |
âme |
deuil |
irreprésentable |
psychanalyse |
psyché |
subjectivité |
sujet |
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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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Sommario/riassunto |
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Tout au long de son œuvre, Castoriadis n’a cessé de s’affronter à la question de l’âme, nourrissant sa réflexion de la discussion théorique des grands textes philosophiques, psychanalytiques et poétiques, mais aussi de sa propre pratique d’analyste. Il s’agit ici de rendre compte de l’ampleur du chantier conceptuel ouvert par Castoriadis sous le titre emblématique de psyché, mais aussi de le mettre en discussion, en |
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montrant les tensions et les difficultés qui jalonnent le projet de penser l’âme. |
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2. |
Record Nr. |
UNINA9910784923603321 |
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Autore |
Martín Rojo Luisa |
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Titolo |
Constructing inequality in multilingual classrooms [[electronic resource] /] / [edited] by Luisa Martín Rojo |
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Pubbl/distr/stampa |
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Berlin ; ; New York, : De Gruyter Mouton, 2010 |
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ISBN |
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1-282-72303-0 |
9786612723032 |
3-11-022664-2 |
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Descrizione fisica |
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1 online resource (430 p.) |
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Collana |
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Language, power, and social process ; ; 27 |
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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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Education, Bilingual - Spain - Madrid (Region) |
Multicultural education - Spain - Madrid (Region) |
Sociolinguistics - Spain - Madrid (Region) |
Linguistic minorities - Spain - Madrid (Region) |
Education - Social aspects - Spain - Madrid (Region) |
Educational equalization - Spain - Madrid (Region) |
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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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Frontmatter -- Contents -- Chapter 1 Journey around our classrooms / Rojo, Luisa Martín -- Chapter 2 Educating in multilingual and multicultural schools in Madrid / Rojo, Luisa Martín -- Chapter 3 Critical sociolinguistic ethnography in schools / Rojo, Luisa Martín -- Chapter 4 The classrooms of Madrid: Shaping a new cultural map / Patiño-Santos, Adriana -- Chapter 5 Compensatory logic in the construction of knowledge / Rojo, Luisa Martín -- Chapter 6 Constructing the "good" and "deficit" student through norms and assessment / Alcalá, Esther / Rojo, Luisa Martín -- Chapter 7 Managing linguistic diversity in a traditionally monolingual area / Rojo, Luisa Martín -- Chapter 8 Who is a "legitimate participant" in multilinugal classrooms? Essentialising and naturalising culture / Rojo, Luisa Martín |
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/ Relaño Pastor, Ana María / Gutman, Irina Raskin -- Chapter 9 Discipline and resistance in multilingual classrooms in Madrid / Rojo, Luisa Martín -- Chapter 10 Facing inequality / Rojo, Luisa Martín -- Backmatter |
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Sommario/riassunto |
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In her groundbreaking and innovative study, the author takes us on a fascinating journey through some of Madrid's multilingual and multicultural schools and reveals the role played by linguistic practices in the construction of inequality through such processes as what she calls "de-capitalization" and "ethnicization". Through a critical sociolinguistic and discourse analysis of the data collected in an ethnographic study, the book shows the exclusion caused by monolingualizing tendencies and ideologies of deficit in education and society.The book opens a timely discussion of the management of diversity in multilingual and multicultural classrooms, both for countries with a long tradition of migration flows and for those where the phenomenon is relatively new, as is the case in Spain. This study of linguistic practices in the classroom makes clear the need to rethink some key linguistic concepts, such as practice, competence, discourse, and language, and to integrate different approaches in qualitative research. The volume is essential reading for students and researchers working in sociolinguistics, education and related areas, as well as for all teachers and social workers who deal with the increasing heterogeneity of our late modern societies in their work. |
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