03756nam 2200733Ia 450 991096817710332120200520144314.0978067406535206740653529780674069930067406993510.4159/harvard.9780674065352(CKB)2560000000082837(EBL)3301101(OCoLC)794670868(SSID)ssj0000693068(PQKBManifestationID)11427219(PQKBTitleCode)TC0000693068(PQKBWorkID)10649273(PQKB)11728399(MiAaPQ)EBC3301101(DE-B1597)178202(OCoLC)840440474(DE-B1597)9780674065352(Au-PeEL)EBL3301101(CaPaEBR)ebr10568045(Perlego)1147064(EXLCZ)99256000000008283720111027d2012 uy 0engur|n|---|||||txtccrSeeing through race /W. J. T. Mitchell1st ed.Cambridge, Mass Harvard University Pressc20121 online resource (248 p.)The W. E. B. Du Bois LecturesDescription based upon print version of record.9780674059818 0674059816 Includes bibliographical references and index. Frontmatter -- CONTENTS -- ILLUSTRATIONS -- PREFACE -- Part I. Teachable Moments -- Lecture 1. THE MOMENT OF THEORY -- Lecture 2. THE MOMENT OF BLACKNESS -- Lecture 3. THE SEMITIC MOMENT -- Part II. Teachable Objects -- Chapter 1. GILO'S WALL AND CHRISTO'S GATES -- Chapter 2. BINATIONAL ALLEGORY -- Chapter 3. MIGRATION, LAW, AND THE IMAGE -- Chapter 4. IDOLATRY -- CONCLUSION: MONEY AND MASQUERADE -- NOTES -- ACKNOWLEDGMENTS -- INDEXAccording to W. J. T. Mitchell, a "color-blind" post-racial world is neither achievable nor desirable. Against popular claims that race is an outmoded construct that distracts from more important issues, Mitchell contends that race remains essential to our understanding of social reality. Race is not simply something to be seen but is among the fundamental media through which we experience human otherness. Race also makes racism visible and is thus our best weapon against it.The power of race becomes most apparent at times when pedagogy fails, the lesson is unclear, and everyone has something to learn. Mitchell identifies three such moments in America's recent racial history. First is the post-Civil Rights moment of theory, in which race and racism have been subject to renewed philosophical inquiry. Second is the moment of blackness, epitomized by the election of Barack Obama and accompanying images of blackness in politics and popular culture. Third is the "Semitic Moment" in Israel-Palestine, where race and racism converge in new forms of anti-Semitism and Islamophobia. Mitchell brings visual culture, iconology, and media studies to bear on his discussion of these critical turning points in our understanding of the relation between race and racism.W.E.B. du Bois LecturesIdolatryRaceReligious aspectsRaceRacismIdolatry.RaceReligious aspects.Race.Racism.305.8LB 31960rvkMitchell W. J. T(William John Thomas),1942-1805044MiAaPQMiAaPQMiAaPQBOOK9910968177103321Seeing through race4353401UNINA03344nam 22006371 450 991096405520332120200514202323.097814742933651474293360978147259342914725934219781472576910147257691810.5040/9781472593429(CKB)3710000000321392(CaPaEBR)ebrary11001312(SSID)ssj0001380681(PQKBManifestationID)12586954(PQKBTitleCode)TC0001380681(PQKBWorkID)11386190(PQKB)11054672(MiAaPQ)EBC2002792(OCoLC)902656609(UtOrBLW)bslw09311093(UtOrBLW)BP9781472593429BC(EXLCZ)99371000000032139220150116d2014 uy 0engurunu---uuuuutxtccrDramatic interactions in education Vygotskian and sociocultural approaches to drama, education and research /edited by Susan Davis ... [and others]London :Bloomsbury,2014.1 online resource (313 p.)Includes index.9781336210936 1336210931 9781472576897 1472576896 Includes bibliographical references and index.pt. 1. Vygotsky, drama, Perezhivanie and the unity of development -- pt. 2. Sociocultural insights into learning through drama -- pt. 3. The dynamics of meaning making through drama processes in the classroom -- pt. 4. Practice and research inspired by sociocultural approaches to drama, education and learning."Dramatic Interactions in Education draws together contemporary sociocultural research across drama and educational contents to draw out implications for researchers and practitioners both within and outside the field. Drama is a field for which human interactions, experience, emotional expression, and attitude are central, with those in non-arts fields discovering that understandings emerging from drama education can provide models and means for examining the affective and relational domains which are essential for understanding learning processes. In addition to this, those in the realm of drama education and applied theatre are realising that sociocultural and historical-cultural approaches can usefully inform their research and practice. Leading international theorists and researchers from across the UK, Europe, USA and Australia combine theoretical discussions, research methodologies, accounts of research and applications in classroom and learning contexts, as they explore concepts from Vygotsky's foundational work and interrogate key concepts such as perezhivanie (or the emotional, lived experience), development of self, zone of proximal development."--Bloomsbury Publishing.DramaStudy and teachingPhilosophy & theory of educationDramaStudy and teaching.371.39/9371.399Davis SusanUtOrBLWUtOrBLWUkLoBPBOOK9910964055203321Dramatic interactions in education4340194UNINA