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Record Nr. |
UNINA9910787450103321 |
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Autore |
Hiddleston Jane |
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Titolo |
Decolonising the intellectual : politics, culture, and humanism at the end of the French empire / / Jane Hiddleston [[electronic resource]] |
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Pubbl/distr/stampa |
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Liverpool : , : Liverpool University Press, , 2014 |
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ISBN |
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1-78138-594-7 |
1-78138-153-4 |
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Descrizione fisica |
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1 online resource (viii, 280 pages) : digital, PDF file(s) |
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Collana |
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Contemporary French and francophone cultures ; ; 33 |
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Disciplina |
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Soggetti |
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Humanism - History - 20th century |
Decolonization - Social aspects |
Decolonization - Social aspects - Africa, French-speaking |
France Intellectual life 20th century |
French-speaking countries Intellectual life |
France Colonies Africa Intellectual life |
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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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Title from publisher's bibliographic system (viewed on 05 Jun 2017). |
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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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Léopold Sédar Senghor: politician and poet between hybridity and solitude -- Aimé Césaire: from poetic insurrection to humanist ethics -- Frantz Fanon: experiments in collective identity -- Jean El-Moouhoub Amrouche: the universal intellectual? -- Mouloud Feraoun: postcolonial realism, or, the intellectual as witness -- Kateb Yacine: poetry and revolution -- Conclusion. |
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Sommario/riassunto |
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Francophone intellectuals writing in the lead-up to the decolonisation were faced with an impossible dilemma. How could they redefine their culture, and the 'humanity' they felt had been denied by the colonial project, in terms that did not replicate the French thinking by which they were formed? Figures such as Senghor, C©♭saire, Fanon, Amrouche, Feraoun and Kateb were all educated, indeed immersed, in French culture and language, yet they intervened forcefully in political debates surrounding decolonisation and sought to contribute to the reinvention of local cultures in a gesture of resistance to the ongoing French presence. Despite their pivotal role during this period of upheaval, then, their project was fraught with tensions that form the |
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focus of this study. In particular, these writers reflected on the relation between universality and particularity in intellectual work, and struggled to avoid the traps associated with an over-investment in either domain. They also all learned from metropolitan French humanist thought but strove continually to reinvent that humanism so as to account for colonised experience and culture. Their work also readdresses the ongoing question of the relation between literature or culture and politics, and testifies to a moment of intense dialogue, and potential conflict, between contrasting but complementary spheres of activity. |
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2. |
Record Nr. |
UNINA9910790946603321 |
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Titolo |
Enabling access : effective teaching and learning for pupils with learning difficulties / / edited by Barry Carpenter, Rob Ashdown and Keith Bovair |
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Pubbl/distr/stampa |
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Abingdon, Oxon. ; ; New York : , : Routledge, , 2012 |
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ISBN |
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1-134-08997-X |
1-138-15971-9 |
1-315-06778-1 |
1-134-08990-2 |
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Descrizione fisica |
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1 online resource (323 p.) |
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Altri autori (Persone) |
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CarpenterBarry |
AshdownRob |
BovairKeith <1949-> |
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Disciplina |
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Soggetti |
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Learning disabled children - Education - Curricula - Great Britain |
Special education - Curricula - Great Britain |
Teaching - Great Britain |
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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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"A David Fulton book"--cover. |
First published 1996 by David Fulton Publishers. |
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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; Half Title; Acknowledgements; Title Page; Copyright Page; Table of Contents; The Contributors; Foreword; Introduction 1 Enabling |
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Access; Part I: Perspectives on the National Curriculum; 2 English; 3 Mathematics; 4 Science; 5 Physical Education; 6 History; 7 Geography; 8 Art; 9 Music; 10 Modern Foreign Languages; 11 Design and Technology; 12 Information Technology; Part II: Access and Entitlement to the Whole Curriculum; 13 Religious Education; 14 Coordinating the Whole Curriculum; 15 Classroom Processes; 16 Assessment; 17 Pupils with Profound and Multiple Learning Difficulties |
18 Teachers Researching the CurriculumPart III: The Context for the Whole Curriculum; 19 Enabling Partnership: Families and Schools; 20 Access to the System: The Legislative Interface; 21 Issues in Teacher Training; 22 Changing Public Attitudes; Part IV: Conclusion; 23 Preparing for Self-advocacy; Glossary; Author Index; Subject Index |
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Sommario/riassunto |
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First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company. |
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