03003nam 2200697 a 450 991078569460332120230725030706.01-4529-4657-40-8166-7501-5(CKB)2670000000069884(EBL)648100(OCoLC)781310700(SSID)ssj0000468879(PQKBManifestationID)11272207(PQKBTitleCode)TC0000468879(PQKBWorkID)10507891(PQKB)10794080(StDuBDS)EDZ0001177378(MiAaPQ)EBC648100(OCoLC)704267576(MdBmJHUP)muse29840(Au-PeEL)EBL648100(CaPaEBR)ebr10442226(CaONFJC)MIL525808(EXLCZ)99267000000006988420101004d2011 uy 0engur|n|---|||||txtccrAn errant eye[electronic resource] poetry and topography in early modern France /Tom ConleyMinneapolis University of Minnesota Press20111 online resource (260 p.)Description based upon print version of record.0-8166-6965-1 0-8166-6964-3 Includes bibliographical references and index.Introduction: a snail's eye -- Rabelais: worlds introjected -- The Apian way -- A landscape of emblems: Corrozet and Holbein -- A poet in relief: Maurice Scève -- Ronsard in conflict: a writer out of place -- Montaigne and his swallows -- Conclusion: a tactile eye.An Errant Eye studies how topography, the art of describing local space and place, developed literary and visual form in early modern France. Arguing for a ""new poetics of space"" ranging throughout French Renaissance poetry, prose, and cartography, Tom Conley performs dazzling readings of maps, woodcuts, and poems to plot a topographical shift in the late Renaissance in which space, subjectivity, and politics fall into crisis. He charts the paradox of a period whose demarcation of national space through cartography is rendered unstable by an ambient world of printed writing. This tension, CoFrench poetry16th centuryHistory and criticismGeography in literatureCartography in literatureSpace in literaturePlace (Philosophy) in literatureCartographyFranceHistory16th centuryFrench poetryHistory and criticism.Geography in literature.Cartography in literature.Space in literature.Place (Philosophy) in literature.CartographyHistory841/.30932Conley Tom168200MiAaPQMiAaPQMiAaPQBOOK9910785694603321An errant eye3761087UNINA04548oam 2200757I 450 991077901700332120230126202854.01-136-32604-90-429-22871-61-280-66193-397866136388610-203-12118-X1-136-32605-710.4324/9780203121184 (CKB)2550000000100362(EBL)958396(OCoLC)798531262(SSID)ssj0000677102(PQKBManifestationID)11390029(PQKBTitleCode)TC0000677102(PQKBWorkID)10693696(PQKB)10127716(SSID)ssj0000701093(PQKBManifestationID)12290228(PQKBTitleCode)TC0000701093(PQKBWorkID)10670774(PQKB)20667957(MiAaPQ)EBC958396(Au-PeEL)EBL958396(CaPaEBR)ebr10558587(CaONFJC)MIL363886(OCoLC)794003757(EXLCZ)99255000000010036220180706d2012 uy 0engur|n|---|||||txtccrConfronting marginalisation in education a framework for promoting inclusion /Kyriaki MessiouMilton Park, Abingdon, Oxon ;New York :Routledge,2012.1 online resource (169 p.)Description based upon print version of record.0-415-60351-X 0-415-60350-1 Includes bibliographical references and index.Cover; Confronting Marginalisation in Education; Copyright; Contents; List of Figures; Preface; Introduction: Bus journeys; 1. Conceptualising marginalisation; 2. Using the framework; 3. Opening doors: Enabling voices to emerge; 4. Looking closely: Bringing concerns to the surface; 5. Making sense of the evidence: sharing data with learners; 6. Dealing with marginalisation: Encouraging inclusive thinking and practice; 7. Engaging with students' voices: An approach to inclusive education; Conclusion: Collaborative journeys; References; Index"One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. With a particular focus on primary school classrooms, Confronting Marginalisation in Education provides guidance and illustrative examples of the ways in which teachers can include all of their learners in the academic and social experiences they provide. This book offers a detailed focus on how the voices of learners can be used to reveal those children most likely to experience some kind of marginalisation and, in addition, to highlight issues that are related to the inclusion of all. These frequent vocal accounts are contextualised within an analytical framework that places particular emphasis on the importance of listening to children. In order to understand and, more importantly, address marginalisation through the views of children, Messiou therefore develops the text around a usable framework that consists of a unique four-step process: Step 1: Opening doors: Enabling voices to emerge Step 2: Looking closely: Bringing concerns to the surface Step 3: Making sense of the evidence: Sharing data with learners Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. This framework shows how the systematic collecting of evidence can ease the process of understanding, help tackle marginalisation, and promote inclusion in a way that can be incorporated into the daily work of practitioners. Importantly, the book focuses on all learners, including those that might experience marginalisation but whose voices might have not previously been heard"--Provided by publisher.Children with social disabilitiesEducation (Primary)Children with social disabilitiesEducationInclusive educationMarginality, SocialChildren with social disabilitiesEducation (Primary)Children with social disabilitiesEducation.Inclusive education.Marginality, Social.371.826/94EDU000000EDU048000bisacshMessiou Kyriaki.1567359MiAaPQMiAaPQMiAaPQBOOK9910779017003321Confronting marginalisation in education3838738UNINA