04175nam 2200445 450 991055526560332120211014143811.01-119-58267-9(CKB)4100000011809476(MiAaPQ)EBC6528132(Au-PeEL)EBL6528132(OCoLC)1244621769(EXLCZ)99410000001180947620211014d2021 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierClassify, exclude, police urban lives in South Africa and Nigeria /Laurent FourchardHoboken, New Jersey :Wiley,[2021]©20211 online resource (xi, 288 pages) illustrationsStudies in urban and social change1-119-58262-8 Cover -- Title Page -- Copyright Page -- Contents -- Series Editors' Preface -- Acknowledgements -- Classify, Exclude, Police -- Part I Governing Colonial Urban Space -- Chapter 1 Classifying and Excluding Migrants -- Race and Urban Space -- Differentiating Urbans from Migrants in South Africa -- Stabilisation Policies and Urban Residential Rights -- Reinterpreting the Riots in Sharpeville and Langa -- Differentiating Natives from Non‐Natives in Nigeria -- The Birth of Territorial Enclaves: Non‐Native Neighbourhoods -- Regionalism and Decolonisation -- The Kano Riots -- Conclusion -- Notes -- Chapter 2 The Making of a Delinquent -- Rise of Urban Poverty and Delinquency Issues -- Between Psychometric Expertise and Penal Reform in South Africa -- The Empire's First Social Services in Lagos -- Race, Gender and Welfare -- From Preference to Racial Differentiation in South Africa -- A Coercive Incomplete Welfare State -- From Financial Indigence to Flogging in Urban Nigeria -- Violent Socialisation of Urban Youth in South African Institutions -- Conclusion -- Notes -- Part II Policing the Neighbourhood -- Chapter 3 Vigilantism and Violence Under Colonialism and Apartheid -- Policing in a Colonial Situation: Historiographical Detours -- Violence and Vigilantism in South African Townships -- Violence and the Making of Township Communities in the Cape Flats -- Violence and Vigilantism in South‐West Nigeria -- Honour and Violence in the Centre of Ibadan -- Conclusion -- Notes -- Chapter 4 Commodification, Politicisation and Uneven Pacification of Contemporary Vigilantism -- State Regulation and Commodification in Nigeria -- Commodifying Protection and Regulating Vigilante Violence in Ibadan -- Return to Democracy and Uneven Pacification of Vigilantism -- Politicisation, Bureaucratisation and Feminisation of Vigilantism in the Cape Flats.Politicisation of Security Initiatives -- Limited Pacification and Bureaucratisation of Vigilantism -- Feminisation of Vigilantism -- Conclusion -- Notes -- Part III Politics of the Street, Politics in the Office -- Chapter 5 Patronage, Taxation and the Politicisation of Urban Space -- Patronage and Urban Projects -- The Amala Politics in Ibadan -- The Metropolitan Project in Lagos -- Revenues, Violence and Politicisation in Motor Parks -- Extorting Money or Levying Taxes? -- Governing Transport Between Patronage and Bureaucracy -- Violence, Loyalty and Politicisation in Motor Parks -- Conclusion -- Notes -- Chapter 6 Bureaucrats, Indigenes and a New Urban Politics of Exclusion -- Institutionalising Exclusion, Manufacturing New Urban Belonging -- Producing Certificates, Identifying Urban Ancestry -- Indigeneity, Segregation and Patronage -- Conclusion -- Notes -- Conclusion -- References -- Appendix 1 Dictionary -- Index -- EULA.Studies in urban and social change.Marginality, SocialSouth AfricaElectronic books.Marginality, Social305.56809669 Fourchard Laurent781977MiAaPQMiAaPQMiAaPQBOOK9910555265603321Classify, exclude, police2816374UNINA01194nam0 22003131i 450 UON0021409020231205103346.76834-7610-012-X20030730d1971 |0itac50 bagerDE|||| 1||||MeistersangBert Nagel2.mit einem Nachwort versehene AuflageStuttgartJ.B. Metzlersche Verlagsbuchhandlung1971VIII, 107 p., [2] c. ripieg.19 cm.001UON001738622001 Sammlung Metzler210 StuttgartWeimarMetzler.M 12POESIA POPOLAREUONC035911FICANTARIUONC044955FIDEWiesbadenUONL003153831Poesia tedesca21NAGELBertUONV095356158661Metzlersche VerlagsbuchhandlungUONV266502650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00214090SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI TED 2 S.M. 012 SI LO 23986 5 012 Meistersang212702UNIOR03914nam 22005655 450 991076751190332120250609110108.09789813296114981329611910.1007/978-981-32-9611-4(CKB)4100000009076261(MiAaPQ)EBC5880021(DE-He213)978-981-32-9611-4(MiAaPQ)EBC5917978(EXLCZ)99410000000907626120190822d2019 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierLearning Through School Science Investigation in an Indigenous School Research into Practice /by Azra Moeed, Craig Rofe1st ed. 2019.Singapore :Springer Nature Singapore :Imprint: Springer,2019.1 online resource (99 pages)SpringerBriefs in Education,2211-193X9789813296107 9813296100 1 Learning through school science investigation -- 2 Research design and methodology -- 3 Teachers and students learning through science investigation (Pre-phase) -- 4 Teaching and learning science investigation (Phase 1) -- 5 Enhancing student learning through science investigation (Phase 2) -- 6 Student learning through science investigation -- 7 Whakakapi (Bringing together) discussion.This book presents the findings of a case study conducted in a Māori medium school where a space was created for Pūtaiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo Māori in primary school and in English in secondary school, and evidence suggests that students are engaging in science education, learning to investigate, and achieving in science. In New Zealand, most students attend English medium state schools; however, approximately 15% of indegenous students attend Māori medium schools. These schools are underpinned with Kura Kaupapa Māori philosophy, which is culturally specific to Māori and aims to revitalise the Māori language, and Māori knowledge and culture. Māori students’ engagement and achievement continues to be a challenge for both mainstream and Māori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo Māori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as Māori, and were proficient in Te Reo Māori. They wanted their students to have the option to learn science, experience success and have the choice to conitnue in science, so they made the difficult decision for science to be taught in English in secondary school. The book discusses how teachers in indigenous schools, who have extensive knowledge of culture and context specific pedagogies, can gain confidence to teach science through collaboration with and support from researchers with whom they have developed strong professional relationships.SpringerBriefs in Education,2211-193XScienceStudy and teachingLearning, Psychology ofEducational sociologyScience EducationInstructional PsychologySociology of EducationScienceStudy and teaching.Learning, Psychology of.Educational sociology.Science Education.Instructional Psychology.Sociology of Education.507.1Moeed Azraauthttp://id.loc.gov/vocabulary/relators/aut852644Rofe Craigauthttp://id.loc.gov/vocabulary/relators/autBOOK9910767511903321Learning Through School Science Investigation in an Indigenous School3655699UNINA