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Record Nr. |
UNINA9910958834903321 |
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Autore |
Mawere Munyaradzi |
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Titolo |
Death of a Discipline? Reflections on the History, State, and Future of Social Anthropology in Zimbabwe : Reflections on the History, State, and Future of Social Anthropology in Zimbabwe / / Munyaradzi Mawere & Artwell Nhemachena |
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Pubbl/distr/stampa |
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Baltimore, Maryland : , : Project Muse, , 2017 |
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Baltimore, Md. : , : Project MUSE, , 2017 |
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©2017 |
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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 (1 PDF (iv, 127 pages)) |
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Disciplina |
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Soggetti |
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Ethnology - Study and teaching (Higher) - Zimbabwe |
Electronic books. |
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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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Issued as part of book collections on Project MUSE. |
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Nota di bibliografia |
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Includes bibliographical references (pages 113-127). |
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Nota di contenuto |
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1. Anthropology, society, and change in conversation -- 2. Anthropology, Christianity, and the colonial project : a search for a humane anthropology in Zimbabwe -- 3. Anthropology, politics and recognition : a disciplinary struggle -- 4. Anthropology and the search for relevance -- 5. Anthropology in Zimbabwe thirty-five years after independence -- 6. Debunking the myths, resuscitating the discipline : the future of social anthropology in Zimbabwe -- 7. Conclusion. |
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Sommario/riassunto |
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This is a book on the state of social anthropology as an academic discipline in contemporary Zimbabwe. The authors are frustrated and disheartened by a problematic visibility and sluggish growth of the discipline in the country. The book makes an important claim that the future and vibrancy of anthropology in Zimbabwe, lies in how well anthropologists in the country and in the diaspora are able to join efforts in articulating, debating and enhancing its relevance and vitality. The book provides critical overview and nuanced analyses of the role and continued relevance of the discipline in reading and interpreting the social unfolding of everyday life and dynamism. It is a vital text for understanding and contextualising histories and trends in the |
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development of social anthropology in Zimbabwe and how anthropologists in the country navigate the tumultuous waters and struggles that have engrossed the discipline since colonial times. The book has the capacity to generate added insights and influence national, continental, and global debates and trends in the field. |
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2. |
Record Nr. |
UNINA9910966955703321 |
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Titolo |
Inquiry-based global learning in the K-12 social studies classroom / / edited by Brad M. Maguth and Gloria Wu |
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Pubbl/distr/stampa |
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New York, NY : , : Routledge, , 2020 |
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ISBN |
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1-000-05944-8 |
0-429-33149-5 |
1-000-05940-5 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (xiv, 280 pages) : illustrations |
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Disciplina |
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Soggetti |
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Social sciences - Study and teaching |
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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 contenuto |
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Cover -- Half Title -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Acknowledgments -- Contributors -- Foreword -- PART I Inquiry-Based Global Learning -- 1 Global Learning in the Social Studies Classroom -- 2 Inquiry-Based Global Learning and the C3 Framework -- PART II Showcasing Global Learning -- SECTION 1 Investigating Global and Cross-Cultural Perspectives -- 3 What Is the Difference Between the Chinese Dragon and Its Depiction in the West? -- 4 How Can We Learn About Faraway Places? Life and Learning in Tanzania -- 5 How Did the Silk Road Influence the Development of China, the Middle East, and Europe? -- 6 What Were the Psychological Motivations of the Nanjing Safety Zone Committee? -- 7 How Did European Views on Race Lead to the African Slave Trade? -- SECTION 2 Understanding Global Issues and Geographies -- 8 What Can Iraqi Food Tell Us About Its Society and Cultures? -- 9 How Should the World Best |
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Respond to Refugees? -- 10 In What Ways Do Cold War Perspectives Compare Across the Globe? -- 11 What Is the Lasting Impact of the Use of Nuclear Weapons During WWII in Japan? -- 12 To What Extent Can Human Rights and a Free Market Coexist in a Global Economy? -- SECTION 3 Making Local to Global Connections -- 13 How Is My Community's Immigration Story Part of the Story of the World? -- 14 What Can Local Store Products Tell Me About the World and Its People? -- 15 In What Ways Is the U.S. Constitution a Global Document? -- SECTION 4 Applying Global Learning to Take Informed Action -- 16 Can We Right an Environmental Wrong? -- 17 What Individual and Collective Actions Are Most Effective to Protect Bees and Other Pollinators? -- 18 Where Does the World Stand on Gay Rights? -- 19 Why Is Anti-Black Racism in Latin America a Human Rights Issue? -- Index. |
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Sommario/riassunto |
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"This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of History, Economics, Geography, Civics, Psychology, Sociology, and Anthropology. Recently adopted by the National Council for the Social Studies, the nation's largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship"-- |
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