The importance of being monogamous : marriage and nation building in Western Canada to 1915 / / Sarah Carter

• Record Nr.: UNISA996210085003316
• Autore: Carter Sarah <1954-.>
• Pubbl/distr/stampa: Athabasca University Press, 2008; Edmonton [Alta.] : , : University of Alberta Press, , c2008
• ISBN: 1-282-81955-0; 9786612819551; 1-897425-19-8
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (400 pages) : illustrations; digital, PDF file(s)
• Collana: The West unbound : social and cultural studies
• Disciplina: 306.810971; 306.84/2209712; 306.842209712
• Soggetti: Marriage - Canada, Western - History - 19th century; Monogamous relationships - Canada, Western - History - 19th century; Indian women - Canada, Western - History - 19th century; Latter Day Saints - Canada, Western - History - 19th century; Canada, Western Social conditions 19th century
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.; Includes bibliographical references (pages 343-359) and index.
• Nota di contenuto: Cover Page; Contents; Acknowledgements; ONE: Creating, Challenging, Imposing, and Defending the Marriage "Fortress"; TWO: Customs Not in Common: THE MONOGAMOUS IDEAL AND DIVERSE MARITAL LANDSCAPE OF WESTERN CANADA; THREE: Making Newcomers to Western Canada Monogamous; FOUR: "A Striking Contrast...Where Perpetuity of Union and Exclusiveness is Not a Rule, at Least Not a Strict Rule": PLAINS ABORIGINAL MARRIAGE; FIVE: The 1886 "Traffic in Indian Girls" Panic and the Foundation of the Federal Approach to Aboriginal Marriage and Divorce; SIX: Creating "Semi-Widows" and "Supernumerary Wives": PROHIBITING POLYGAMY IN PRAIRIE CANADA'S ABORIGINAL COMMUNITIESSEVEN: "Undigested, Conflicting and Inharmonious": ADMINISTERING FIRST ; NATIONS MARRIAGE AND DIVORCE; EIGHT: Conclusion; Appendix; Notes; Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y
• Sommario/riassunto: Sarah Carter reveals the pioneering efforts of the government, legal, and religious authorities to impose the “one man, one woman” model of marriage upon Mormons and Aboriginal people in Western Canada. This lucidly written, richly researched book revises what we know about marriage and the gendered politics of late 19th century reform, shifts our understanding of Aboriginal history during that time, and brings together the fields of Indigenous and migrant history in new and important ways.

Catalogo ragionato delle carte geografiche esistenti nella cartoteca dell'istituto di geografia della r. Università di Bologna / a cura di Dina Albani

• Record Nr.: UNISANNIOVEA0114178
• Autore: Alma mater studiorum Università di Bologna
• Pubbl/distr/stampa: Bologna, : [s.n.], 1943 ( (Bologna) : Coop. tipografica Mareggiani
• Descrizione fisica: 91 p. ; 25 cm.
• Disciplina: 016.912
• Soggetti: Cartografia - Cataloghi bibliografici
• Collocazione: POZZO LIB.F. LANGELLA 315
• Lingua di pubblicazione: Italiano
• Formato: Materiale a stampa
• Livello bibliografico: Monografia

Controversial Issues and Social Problems for an Integrated Disciplinary Teaching / / edited by Delfín Ortega-Sánchez

• Record Nr.: UNINA9910616371803321
• Autore: Ortega Sánchez Delfín
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
• ISBN: 9783031086977; 9783031086960
• Edizione: [1st ed. 2022.]
• Descrizione fisica: 1 online resource (201 pages)
• Collana: Integrated Science, , 2662-947X ; ; 8
• Disciplina: 378.199; 375
• Soggetti: Education; Education and state; Social work education; Social sciences; Arts; Education Science; Educational Policy and Politics; Social Education; Society; Interdisciplinarietat en l'ensenyament; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: 1. On integrating mathematics education and sustainability in teacher training: why, to what end and how? -- 2. Social sciences education based on social problems: traditions and integrative tendencies -- 3. Controversial heritage, ecosocial education and citizenship. Connections for the development of heritage education in formal education -- 4. Education for a New Era: Transdisciplinarity, Key Competences and an Eclectic Approach to Evaluation -- 5. Historical thinking and controversial issues in social studies education -- 6. Education and controversial topics in post-conflict societies: The ; Coexistence and Memory project in contemporary teacher training in the Basque Country -- 7. History education and democratic memory. An analysis of the opinions of social sciences teachers in initial training -- 8. The use of controversial issues in Higher Education for citizenship learning -- 9. Perceptions of STEAM+CLIL integration: results of a co-teaching proposal during initial teacher training -- 10. The contribution of interdisciplinary education to the development of students competences with intellectua1l disabilities. An analysis from the social and rights model -- 11. COPACUL: An innovative didactic project on Heritage conservation for high school students -- 12.Disciplinary boundaries in STEM education from an identity perspective.
• Sommario/riassunto: The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016). Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009). In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.