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Record Nr. |
UNINA9910786557503321 |
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Autore |
Higgins Therese E. <1960-, > |
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Titolo |
Religiosity, cosmology and folklore : the African influence in the novels of Toni Morrison / / Therese E. Higgins |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2001 |
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ISBN |
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1-317-79417-6 |
1-315-81098-0 |
1-317-79418-4 |
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Descrizione fisica |
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1 online resource (286 p.) |
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Collana |
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Studies in African American History and Culture |
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Disciplina |
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Soggetti |
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American fiction - African influences |
African Americans in literature |
Cosmology in literature |
Folklore in literature |
Religion in literature |
Africa In literature |
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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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Cover; Original Title; Title; Copyright; Contents; INTRODUCTION; PART I God, Gods, and Spirits in African Life: Song Of Solomon, Beloved, Tar Baby, and Jazz; CHAPTER 1 Ancient Ancestral Folklore in Song Of Solomon; CHAPTER 2 The Influence of African Cosmological Beliefs in Beloved; CHAPTER 3 Tar Baby and the Ancient Folktales of Africa; Chapter 4 Jazz and African Ancestral Cultures and Traditions; PART II A Circle of Friends: Communities of Women in The Bluest Eye, Sula, Tar Baby, Beloved, Jazz, and Paradise; CHAPTER 5 The Failure of Community in The Bluest Eye |
CHAPTER 6 The Rejection of Community in SulaCHAPTER 7 ""Ancient Properties"" and Communal Connection in Tar Baby; CHAPTER 8 The Power of Community in Beloved; CHAPTER 9 Jazz and Community Values; CHAPTER 10 Paradise: The Final Frontier; WORKS CITED; INDEX |
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Sommario/riassunto |
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First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company. |
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2. |
Record Nr. |
UNINA9910824983903321 |
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Autore |
Christie Frances |
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Titolo |
Classroom discourse analysis : a functional perspective / / Frances Christie |
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Pubbl/distr/stampa |
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London ; ; New York, New York : , : continuum, , [2002] |
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©2002 |
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ISBN |
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1-4411-7959-3 |
1-281-29831-X |
9786611298319 |
1-84714-095-5 |
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Descrizione fisica |
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1 online resource (207 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Communication in education |
Interaction analysis in education |
Discourse analysis |
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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 (pages [181]-189) and index. |
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Nota di contenuto |
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Contents; List of figures; List of tables; Preface; Acknowledgements; 1 A theoretical framework; 2 Early childhood: first steps in becoming a pedagogic subject; 3 Early literacy teaching and learning; 4 Pedagogic discourse and curriculum macrogenres; 5 Pedagogic discourse in an orbital curriculum macrogenre; 6 Pedagogic discourse and the claims of knowledge; References; Index |
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Sommario/riassunto |
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This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinc |
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