03896 am 2200805 n 450 9910136985303321201605022-7535-4632-010.4000/books.pur.30101(CKB)3710000000749507(FrMaCLE)OB-pur-30101(oapen)https://directory.doabooks.org/handle/20.500.12854/45025(PPN)267932871(EXLCZ)99371000000074950720160719j|||||||| ||| 0freuu||||||m||||txtrdacontentcrdamediacrrdacarrierLe dialogue ou les enjeux d'un choix d'écriture (pays de langues romanes) /Philippe GuérinRennes Presses universitaires de Rennes20161 online resource (344 p.) 2-7535-0227-7 Ce volume regroupe les textes issus du colloque organisé par l’équipe de recherche Interdisciplinaire en langues romanes (ERILAR) de l’université Rennes 2 en octobre 2003. Son titre précise l’objet propre de la rencontre : interroger une forme textuelle particulière, tout spécialement dans sa dimension alternative par rapport à d’autres stratégies d’écriture (comme par exemple le traité). La Renaissance en constituait le centre de gravité historique : le dialogue connaît en effet avec l’âge de l’humanisme un exceptionnel regain de faveur, nourri de la lecture des grands textes de l’Antiquité classique. L’hypothèse forte qu’il s’agissait dès lors de vérifier était qu’un tel choix allât de pair avec la reconfiguration des savoirs à l’aube des temps modernes et avec la remise en cause de leurs procédures d’élaboration traditionnelles. L’affichage de nouvelles modalités de production du « vrai » soulève notamment la question de l’autorité de qui prétend l’énoncer et redéfinit du même coup le statut de la vérité. Mais éclairer de tels enjeux supposait aussi de mettre en perspective cette reprise du genre. C’est pourquoi le volume, à côté du noyau central consacré aux XVe et XVIe siècles, comprend des aperçus sur son amont médiéval et son aval immédiat. C’est pourquoi encore une introduction à caractère théorique tente de mieux en cerner les contours sur le plan générique.Medieval & Renaissance StudiesLiterature (General)dialoguelittératurehistoirelangue romaneMoyen Âgelittérature médiévalehumanismelittérature médiévaleMoyen Âgehistoiredialoguelittératurehumanismelangue romaneMedieval & Renaissance StudiesLiterature (General)dialoguelittératurehistoirelangue romaneMoyen Âgelittérature médiévalehumanismeDenoyelle Corinne783016Ferreras Jacqueline175463Frémaux-Crouzet Annie1283003Godard Anne1293669Gonzalez Christophe176036Guérin Philippe1233178Hüe Denis1280830L'Hopital Jean-Yves1285849Lesage Claire738890Maingueneau Dominique132287Quint Anne-Marie1284382Rinaldi Rinaldo466201Saez Ricardo1285851Zuber Marta Spranzi1293670Guérin Philippe1233178FR-FrMaCLEBOOK9910136985303321Le dialogue3022706UNINA01108nam0 22002891i 450 UON0040728320231205104724.54220120321d1986 |0itac50 barumRO|||| 1||||Basmele RomanilorPetre IspirescuPostfata si bibliografie de Viola VanceaBucurestiEditua Minerva1986255 p.20 cm.001UON003297212001 ArcadeFOLKLOREROMANIAFiabe e LeggendeUONC081366FIROBucureştiUONL000071859Letteratura romena e letterature ladine21ISPIRESCUPetreUONV186563700389VANCEAViolaUONV203173Editura MinervaUONV275495650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00407283SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI FONDO ONCIULESCU F 0142 SI 977 5 0142 Basmele Romanilor1345545UNIOR05231nam 22006015 450 991051058760332120240313112702.09789811657887(electronic bk.)978981165787010.1007/978-981-16-5788-7(MiAaPQ)EBC6812386(Au-PeEL)EBL6812386(CKB)19919424500041(OCoLC)1287136546(DE-He213)978-981-16-5788-7(EXLCZ)991991942450004120211125d2021 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierPedagogies for the Post-Anthropocene Lessons from Apocalypse, Revolution & Utopia /by Esther Priyadharshini1st ed. 2021.Singapore :Springer Nature Singapore :Imprint: Springer,2021.1 online resource (148 pages)Cultural Studies and Transdisciplinarity in Education,2345-7716 ;14Print version: Priyadharshini, Esther Pedagogies for the Post-Anthropocene Singapore : Springer Singapore Pte. Limited,c2021 9789811657870 1. Introduction -- 2. Thinking-Making-Doing Futures Research -- 3. PART I: Apocalypse -- 4. Part II: Revolution -- 5. SECTION III: Utopia -- 6. Pedagogies for a Post-Anthropocene World.This book draws on posthumanist critique and post qualitative approaches to research to examine the pedagogies offered by imaginaries of the future. Starting with the question of how education can be a process for imagining and desiring better futures that can shorten the Anthropocene, it speaks to concerns that are relevant to the fields of education, youth and futures studies. This book explores lessons from the imaginaries of apocalypse, revolution and utopia, drawing on research from youth(ful) perspectives in a context when the narrative of ‘youth despair’ about the future is becoming persistent. It investigates how the imaginary of 'Apocalypse' acts as a frame of intelligibility, a way of making sense of the monstrosities of the present and also instigates desires to act in different ways. Studying the School Climate Strikes of 2019 as 'Revolution' moves us away from the teleologies of capitalist consumption and endless growth to newer aesthetics. The strikes function asa public pedagogy that creates new publics that include life beyond the human. Finally, the book explores how the Utopias of Afrofuturist fiction provides us with a kind of 'investable' utopia because the starting point is in racial, economic and ecological injustice. If the Apocalypse teaches us to recognize what needs to go, and Revolution accepts that living with ‘less than’ is necessary, then this kind of Utopia shows us how becoming ‘more than’ human may be the future. “It would be easy to despair about the purpose of education in these times. Pedagogies of the Post-anthropocene offers instead a strong case for its continued relevance. Through three imaginaries: Apocalypse, Revolution, and Utopia Esther Priyadharshini declares that worrying about the future is not enough; students need strategies and skills for a future of different politics and rights. Using empirical research and case study projects into speculative narratives across the three imaginaries, Priyadharshini offers workable ideas for using pedagogies of possibility by teachers committed to preparing students for the futures young people imagine and desire.” — Associate Professor Linda Knight, Director, Mapping Future Imaginaries research network, RMIT University, Australia “In this clearly written and engaging book, Priyadharshini draws our attention to the work of images of apocalypse, revolution and utopia in young people’s thinking and to the challenges and resources that these offer to education. It is a timely and compelling account that merits close reading by anyone interested in the relationship between education and the challenging futures we are facing today. Both theoretically robust and empirically grounded, weaving together young people’s voices, current affairs and literature, the book also opens up lines of inquiry and practice for teaching. Highly recommended.” — Keri Facer, Professor of Educational & Social Futures, University of Bristol.Cultural Studies and Transdisciplinarity in Education,2345-7716 ;14Educational sociologyYouthSocial life and customsCommunicationInformation theorySociology of EducationYouth CultureMedia and Communication TheoryEducational sociology.YouthSocial life and customs.Communication.Information theory.Sociology of Education.Youth Culture.Media and Communication Theory.306.43Priyadharshini Esther1066111MiAaPQMiAaPQMiAaPQ9910510587603321Pedagogies for the Post-Anthropocene2548588UNINA