03336nam 2200625 450 991048036550332120180731045204.090-04-30998-510.1163/9789004309982(CKB)3710000000590657(EBL)4419756(SSID)ssj0001623268(PQKBManifestationID)16283421(PQKBTitleCode)TC0001623268(PQKBWorkID)14868529(PQKB)11342907(PQKBManifestationID)16359308(PQKB)21572685(MiAaPQ)EBC4419756(nllekb)BRILL9789004309982(EXLCZ)99371000000059065720160615h20162016 uy 0engur|n|---|||||txtccrPost-Western revolution in sociology from China to Europe /Laurence Roulleau-Berger ; translated by Nigel BriggsLeiden, Netherlands ;Boston, [Massachusetts] :Brill,2016.©20161 online resource (235 p.)Post-Western Social Sciences and Global Knowledge,2352-5827 ;Volume 1Description based upon print version of record.90-04-30972-1 Includes bibliographical references and index.Preliminary Material -- Introduction -- 1 Epistemic Injustice and New Frontiers of Knowledge -- 2 Traditions and Controversies -- 3  Fabric of Knowledge and Research Fieldwork -- 4 Urban Boundaries, Segregation and Intermediate Spaces -- 5 Uncertainty and Economic Institutions -- 6 Migrations, Inequalities and Individuation -- 7 State, Social Conflict and Collective Action -- 8 Ecological Risks and Environmental Sociology in Europe and China -- 9 Continuities of Knowledge and Common Concepts -- 10 Discontinuities of Knowledge and Singular Concepts -- Conclusion -- Bibliography -- Index.Within a movement towards the circulation and globalisation of knowledge, new centres and new peripheries form and new hierarchies appear - more or less discretely - producing competition and rivalry in the development of “new” knowledge. Centres of gravity in social sciences have been displaced towards Asia, especially China. We have entered a period of de-westernization of knowledge and co-production of transnational knowledge. This is a scientific revolution in the social sciences which imposes detours, displacements, reversals. It means a turning point in the history of social sciences. From the Chinese experience in sociology the author is opening a Post-Western Space where after Post-Colonial Studies, she is speaking about the emergence of a Post-Western Sociology .Post-Western Social Sciences and Global Knowledge1.SociologyChinaSociologyEuropeChinaSocial conditionsEuropeSocial conditionsElectronic books.SociologySociology301.095Roulleau-Berger Laurence1956-881343Briggs NigelMiAaPQMiAaPQMiAaPQBOOK9910480365503321Post-Western revolution in sociology2130671UNINA03161nam 22005055 450 991033774420332120240701104045.09783030170578303017057810.1007/978-3-030-17057-8(CKB)4100000008403492(MiAaPQ)EBC5786718(DE-He213)978-3-030-17057-8(EXLCZ)99410000000840349220190608d2019 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierChallenging Boundaries in Language Education /edited by Achilleas Kostoulas1st ed. 2019.Cham :Springer International Publishing :Imprint: Springer,2019.1 online resource (269 pages)Second Language Learning and Teaching,2193-76569783030170561 303017056X Introduction -- A Journey Through the Landscapes of (Foreign) Language Teacher Education -- Repositioning English Language Teaching: From Disconnectedness to Connections? -- It’s Time for Understanding(s): The Recursive Cycle of Language Pedagogy and Classroom Enquiry -- Blurry Borders: Perspectives from Three University EFL/ESL Teachers on Work-life Balance and Teacher Professional Well-being -- Challenging Boundaries in the CLIL Classroom: An E-learning Teacher Training Programme -- Beyond the Garrison: Global Education and Teaching (Canadian) Literature in the EFL Classroom.This edited collection challenges the perceptions of disciplinary, linguistic, geographical and ideological borders that run across language education. By highlighting commonalities and tracing connections between diverse sub-fields that have traditionally been studied separately, the book shows how the perspectives of practitioners and researchers working in diverse areas of language education can mutually inform each other. It consists of three thematic parts: Part I outlines the field of language education and challenges its definition by highlighting additional theoretical constructs that have tended to be viewed as separate from language education. Part II investigates curricular boundaries, showing how the language-learning curriculum can be enriched by connections with other curricular areas. Lastly, Part III looks into the challenges and opportunities associated with language education against the backdrop of globalisation.Second Language Learning and Teaching,2193-7656Language and languagesStudy and teachingApplied linguisticsLanguage EducationApplied LinguisticsLanguage and languagesStudy and teaching.Applied linguistics.Language Education.Applied Linguistics.418.0071418.007Kostoulas Achilleasedthttp://id.loc.gov/vocabulary/relators/edtBOOK9910337744203321Challenging Boundaries in Language Education2505963UNINA