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1. |
Record Nr. |
UNINA9910965339203321 |
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Titolo |
African American Rhetoric(s) : interdisciplinary perspectives / / edited by Elaine B. Richardson and Ronald L. Jackson II |
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Pubbl/distr/stampa |
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Carbondale, : Southern Illinois Univ Press, 2007 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (329 p.) |
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Altri autori (Persone) |
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RichardsonElaine B. <1960-> |
JacksonRonald L. <1970-> |
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Disciplina |
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808.00896073 |
808/.0089/6073 |
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Soggetti |
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American prose literature - African American authors - History and criticism |
Speeches, addresses, etc., American - African American authors - History and criticism |
English language - Rhetoric - Study and teaching - United States |
Rhetoric - Political aspects - United States |
English language - United States - Rhetoric |
Politics and literature - United States |
African Americans - Intellectual life |
African Americans - Communication |
African Americans - Languages |
Black English |
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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 (p. 273-293) and index. |
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Nota di contenuto |
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Cover; Title Page; Copyright; Contents; Foreword, by Jacqueline Jones Royster; Preface, by Elaine B. Richardson & Ronald L. Jackson II; Introduction: Aspects of African American Rhetoric as a Field, by Keith Gilyard; Part One: Historicizing and Analyzing African American Rhetoric(s); 1. Black Speakers, White Representations: Frances Ellen Watkins Harper and the Construction of a Public Persona, by Shirley Wilson Logan; 2. From Panther to Monster: Representations of Resistance from the Black Power Movement of the 1960's to the Boyz in the Hood and Beyond, by Kalí Tal |
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3. Rhetoric That Should Have Moved the People: Rethinking the Black Panther Party, by Gwendolyn D. Pough4. The Literary Foremother: An Embodiment of the Rhetoric of Freedom, by Jacqueline K. Bryant; 5. Ties that Bind: A Comparative Analysis of Zora Neale Hurston's and Geneva Smitherman's Work, by Kimmika L. H. Williams; Part Two: Visions for Pedagogy of African American Rhetoric; 6. The Multiple Dimensions of Nubian/Egyptian Rhetoric and Its Implications for Contemporary Classroom Instructions, by Clinton Crawford |
7. Modeling Orality: African American Rhetorical Practices and the Teaching of Writing, by Lena Ampadu 8. Coming from the Heart: African American Students, Literacy Stories, and Rhetorical Education, by Elaine B. Richardson; 9. The Rhetoric of Democracy: Contracts, Declarations, and Bills of Sales, by Victoria Cliett; Part Three: Visions for Research in African American Rhetoric(s); 10. Looking Forward to Look Back: Technology Access and Transformation in African American Rhetoric, by Adam J. Banks; 11. We Is Who We Was: The African/American Rhetoric of Amistad, by Kermit E. Campbell |
12. From the Harbor to Da Academic Hood: Hush Harbors and an African American Rhetorical Tradition, by Vorris L. Nunley13. "Both Print and Oral" and "Talking about Race": Transforming Toni Morrison's Language Issues into Teaching Issues, by Joyce Irene Middleton; 14. Found Not Founded, by William W. Cook; References; Contributors; Index; Back Cover |
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Sommario/riassunto |
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African American Rhetoric(s): Interdisciplinary Perspectives is an introduction to fundamental concepts and a systematic integration of historical and contemporary lines of inquiry in the study of African American rhetorics. Edited by Elaine B. Richardson and Ronald L. Jackson II, the volume explores culturally and discursively developed forms of knowledge, communicative practices, and persuasive strategies rooted in freedom struggles by people of African ancestry in America. Outlining African American rhetorics found in literature, historical documents |
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2. |
Record Nr. |
UNINA9910143777603321 |
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Titolo |
ARLIS/NA newsletter |
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Pubbl/distr/stampa |
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Glendale, Ca., : ARLIS-NA, 1972-1981 |
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Disciplina |
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Soggetti |
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Art libraries |
Art - Bibliothèques |
Czasopismo bibliotekarskie |
Periodicals. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Periodico |
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3. |
Record Nr. |
UNINA9910874733603321 |
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Titolo |
IGLU 2021 : Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre / / Nele McElvany, Ramona Lorenz, Andreas Frey, Frank Goldhammer, Anita Schilcher, Tobias C. Stubbe |
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Pubbl/distr/stampa |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (262 pages) |
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Disciplina |
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Soggetti |
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Lesen |
Grundschule |
Schulleistungsstudie |
Internationale Grundschule-Lese-Untersuchung |
Leseverständnis |
Reading Literacy |
Ländervergleich |
Lehrbedingungen |
Lernbedingungen |
PIRLS |
Lesesozialisation |
Schülerleistung |
Migrationshintergrund |
Empirische Bildungsforschung |
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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. |
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Sommario/riassunto |
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Lesekompetenz ist die zentrale Grundlage für das gesamte schulische sowie außerschulische Lernen, gesellschaftliche Teilhabe und den weiteren Lebensweg der Schülerinnen und Schüler. Sie ermöglicht es, Informationen aus schriftlichem Material zu entnehmen, Inhalte zu verknüpfen, Schlussfolgerungen zu ziehen und Inhalte, Quellen sowie Intentionen kritisch zu reflektieren. Seit nun 20 Jahren ermöglicht die Internationale Grundschul-Lese-Untersuchung (IGLU) die Beschreibung des Stands und der Bedingungsfaktoren der Schlüsselkompetenz Lesen am Ende der vierten Klassenstufe im internationalen Vergleich. Die Erhebung 2021 fand im Kontext besonderer Bedingungen statt: Es wurden Grundschulkinder in den Blick genommen, die etwas mehr als ein Jahr lang unter den Bedingungen der COVID-19-Pandemie-Schutzmaßnahmen beschult wurden. Erstmals können durch die kontinuierliche Studienteilnahme Deutschlands seit 2001 neben der wichtigen Kernfrage der internationalen Verortung der mittleren Lesekompetenz von Viertklässlerinnen und Viertklässlern in Deutschland, Informationen zum Trend dieser Befunde für die Zeit von 20 Jahren dargestellt werden. Damit erlauben die Befunde von IGLU 2021 auch eine Antwort auf die drängende Frage, inwieweit es in Deutschland gelungen ist, die nach dem PISA-Schock 2000 durch die Kultusministerkonferenz formulierten Ziele für die Weiterentwicklung der Bildung in Deutschland zu erreichen. |
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