LEADER 04737nam 2200733 a 450 001 9910463474403321 005 20211014004830.0 010 $a1-283-89875-6 010 $a0-8122-0603-7 024 7 $a10.9783/9780812206036 035 $a(CKB)3170000000046173 035 $a(OCoLC)822017938 035 $a(CaPaEBR)ebrary10642747 035 $a(SSID)ssj0000597369 035 $a(PQKBManifestationID)11941367 035 $a(PQKBTitleCode)TC0000597369 035 $a(PQKBWorkID)10577158 035 $a(PQKB)11541363 035 $a(MiAaPQ)EBC3441995 035 $a(MdBmJHUP)muse17547 035 $a(DE-B1597)449559 035 $a(OCoLC)979954231 035 $a(DE-B1597)9780812206036 035 $a(Au-PeEL)EBL3441995 035 $a(CaPaEBR)ebr10642747 035 $a(CaONFJC)MIL421125 035 $a(EXLCZ)993170000000046173 100 $a20111205d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEnglish letters and Indian literacies$b[electronic resource] $ereading, writing, and New England missionary schools, 1750-1830 /$fHilary E. Wyss 205 $a1st ed. 210 $aPhiladelphia $cUniversity of Pennsylvania Press$dc2012 215 $a1 online resource (264 p.) 225 0 $aHaney Foundation Series 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-8122-4413-3 320 $aIncludes bibliographical references (p. [231]-241) and index. 327 $tFront matter --$tContents --$tPreface --$tIntroduction. Technologies of Literacy --$tChapter 1. Narratives and Counternarratives: Producing Readerly Indians in Eighteenth- Century New England --$tChapter 2. The Writerly Worlds of Joseph Johnson --$tChapter 3. Brainerd's Missionary Legacy: Death and the Writing of Cherokee Salvation --$tChapter 4. The Foreign Mission School and the Writerly Indian --$tAfter Words: Native Literacy and Autonomy --$tNotes --$tWorks Cited --$tIndex --$tAcknowledgments 330 $aAs rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools-including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth-became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy-primers, spellers, ink, paper, and instructional manuals-as well as the products of literacy-letters, journals, confessions, reports, and translations-English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication. Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians-passive and grateful recipients of an English cultural model-and "writerly" Indians-those fluent in the colonial culture but also committed to Native community as a political and cultural concern-to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies. 410 0$aHaney Foundation series. 606 $aIndians of North America$xEducation$zNew England 606 $aIndians of North America$zNew England$xIntellectual life 606 $aIndians of North America$xMissions$zNew England 606 $aWritten communication$zNew England$xHistory 606 $aLiteracy$zNew England$xHistory 608 $aElectronic books. 615 0$aIndians of North America$xEducation 615 0$aIndians of North America$xIntellectual life. 615 0$aIndians of North America$xMissions 615 0$aWritten communication$xHistory. 615 0$aLiteracy$xHistory. 676 $a371.829/97 700 $aWyss$b Hilary E$01051267 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463474403321 996 $aEnglish letters and Indian literacies$92481644 997 $aUNINA LEADER 04622nam 2200733 a 450 001 9910459822903321 005 20200520144314.0 010 $a1-282-97849-7 010 $a9786612978494 010 $a0-262-28979-2 024 8 $a9786612978494 035 $a(CKB)2670000000079799 035 $a(EBL)3339192 035 $a(OCoLC)712025064 035 $a(SSID)ssj0000468756 035 $a(PQKBManifestationID)12167781 035 $a(PQKBTitleCode)TC0000468756 035 $a(PQKBWorkID)10507270 035 $a(PQKB)11594210 035 $a(StDuBDS)EDZ0000130988 035 $a(MiAaPQ)EBC3339192 035 $a(OCoLC)712025064$z(OCoLC)704056012$z(OCoLC)799818627$z(OCoLC)816637627$z(OCoLC)961542255$z(OCoLC)962635545$z(OCoLC)968296309$z(OCoLC)974433093$z(OCoLC)974515159$z(OCoLC)982312191$z(OCoLC)987729715$z(OCoLC)988529298$z(OCoLC)990459780$z(OCoLC)991956631$z(OCoLC)1055342526$z(OCoLC)1062921329$z(OCoLC)1081278427 035 $a(OCoLC-P)712025064 035 $a(MaCbMITP)8629 035 $a(Au-PeEL)EBL3339192 035 $a(CaPaEBR)ebr10453038 035 $a(CaONFJC)MIL297849 035 $a(EXLCZ)992670000000079799 100 $a20100217d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEnaction$b[electronic resource] $etowards a new paradigm for cognitive science /$fedited by John Stewart, Olivier Gapenne, and Ezequiel A. Di Paolo 210 $aCambridge, Mass. $cMIT Press$dc2011 215 $a1 online resource (483 p.) 300 $a"A Bradford book." 300 $a"Based on an International CNRS Summer School organized by the Association pour la Recherche Cognitive (ARC), held from 29 May to 03 June 2006, Ile d'Ole?ron, France"--Text. 311 $a0-262-52601-8 311 $a0-262-01460-2 320 $aIncludes bibliographical references and index. 327 $aIntroduction / John Stewart, Olivier Gapenne, Ezequiel Di Paolo -- Foundational issues in enaction as a paradigm for cognitive science : from the origin of life to consciousness and writing / John Stewart -- Horizons for the enactive mind : value, social interaction, and play / Ezequiel Di Paolo, Marieke Rohde and Hanneke De Jaegher -- Life and exteriority : the problem of metabolism / Renaud Barbaras -- Development through sensory-motor coordination / Adam Sheya and Linda B. Smith -- Enaction, sense-making and emotion / Giovanna Colombetti -- Thinking in movement / Maxine Sheets-Johnstone -- Kinesthesis and the construction of perceptual objects / Olivier Gapenne -- Directive minds : how dynamics shapes cognition / Andreas Engel -- Neurodynamics and phenomenology in mutual enlightenment : the example of the -- Epileptic aura / Michel Le Van Quyen -- Language and enation / Didier Bottineau -- Enacting infinity : bringing transfinite cardinals into being / Rafael E. Naaez -- The ontological constitution of cognition and the epistemological constitution of -- Cognitive science : phenomenology, enaction and technology / Varonique Havelange -- Embodiment or envatment? reflections on the bodily basis of consciousness / Diego Cosmelli and Evan Thompson -- Towards a phenomenological psychology of the conscious / Benny Shanon -- Enaction, imagination, and insight / Edwin Hutchins. 330 8 $aThis book presents the framework for a new, comprehensive approach to cognitive science. The proposed paradigm, enaction, offers an alternative to cognitive science's classical, first-generation Computational Theory of Mind (CTM). Enaction, first articulated by Varela, Thompson, and Rosch in 'The Embodied Mind', breaks from CTM's formalisms of information processing and symbolic representations to view cognition as grounded in the sensorimotor dynamics of the interactions between a living organism and its environment. 606 $aCognition$xPhilosophy 606 $aPhilosophy and cognitive science 606 $aCognitive science 608 $aElectronic books. 615 0$aCognition$xPhilosophy. 615 0$aPhilosophy and cognitive science. 615 0$aCognitive science. 676 $a153 701 $aStewart$b John Robert$f1941-$01037009 701 $aGapenne$b Olivier$01037010 701 $aDi Paolo$b Ezequiel A$01037011 712 02$aAssociation pour la recherche cognitive (France) 712 12$aEcole d'e?te? du CNRS sur les sciences cognitives$f(2006 :$eIle d'Ole?ron, France) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459822903321 996 $aEnaction$92457675 997 $aUNINA LEADER 05542nam 2200721 450 001 9910797428603321 005 20230126214610.0 010 $a1-4773-0726-5 024 7 $a10.7560/303702 035 $a(CKB)3710000000463070 035 $a(EBL)3443788 035 $a(SSID)ssj0001544685 035 $a(PQKBManifestationID)16134727 035 $a(PQKBTitleCode)TC0001544685 035 $a(PQKBWorkID)13149554 035 $a(PQKB)11325911 035 $a(MiAaPQ)EBC3443788 035 $a(Au-PeEL)EBL3443788 035 $a(CaPaEBR)ebr11084907 035 $a(OCoLC)918594031 035 $a(DE-B1597)588699 035 $a(DE-B1597)9781477307267 035 $a(EXLCZ)993710000000463070 100 $a20150815h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe magic key $ethe educational journey of Mexican Americans from K-12 to college and beyond /$fedited by Ruth Enid Zambrana and Sylvia Hurtado ; foreword by Patricia Ga?ndara 205 $aFirst edition. 210 1$aAustin, Texas :$cUniversity of Texas Press,$d2015. 210 4$dİ2015 215 $a1 online resource (328 p.) 225 1 $aLouann Atkins Temple Women and Culture Series ;$vBook 38 300 $aDescription based upon print version of record. 311 $a1-4773-0370-7 320 $aIncludes bibliographical references and index. 327 $aForeword (Patricia Ga?ndara); A Personal Narrative (Sally Alonzo Bell, PhD); Acknowledgments; Abbreviations; Part I. Setting the Context; 1. Locked Doors, Closed Opportunities: Who Holds the Magic Key? (Ruth Enid Zambrana and Sylvia Hurtado); 2. History's Prism in Education: A Spectrum of Legacies across Centuries of Mexican American Agency; Experience and Activism 1600's-2000's (Victoria-Mari?a MacDonald and Jason Rivera); 3. Trend Analyses from 1971 to 2012 on Mexican American/Chicano Freshmen: Are We Making Progress? (Sylvia Hurtado); Part II. Conceptual Understandings 327 $a4. An Intersectional Lens: Theorizing an Educational Paradigm of Success (Ruth Enid Zambrana and Sylvia Hurtado)5. Parental Educational and Gender Expectations: Pushing the Educational Trajectory (Ruth Enid Zambrana and Rebeca Burciaga); 6. Examining the Influence of K-12 School Experiences on the Higher Education Pathway (Ruth Enid Zambrana, Anthony De Jesu?s, and Brianne A. Da?vila); Part III. Contemporary College Experiences 327 $a7. The Ivory Tower Is Still White: Chicana/o-Latina/o College Students' Views on Racism, Ethnic Organizations, and Campus Racial Segregation (Nolan L. Cabrera and Sylvia Hurtado)8. Campus Climate, Intersecting Identities, and Institutional Support among Mexican American College Students (Adriana Ruiz Alvarado and Sylvia Hurtado); Part IV. Implications for Educational Policy and Future Practices in P-16 Pathways and Beyond; 9. Mexican American Males' Pathways to Higher Education: Awareness to Achievement (Luis Ponjua?n and Victor B. Sa?enz) 327 $a10. The Role of Educational Policy in Mexican American College Transition and Completion (Frances Contreras)Notes; Bibliography; Contributing Authors; Index 330 $aMexican Americans comprise the largest subgroup of Latina/os, and their path to education can be a difficult one. Yet just as this group is often marginalized, so are their stories, and relatively few studies have chronicled the educational trajectory of Mexican American men and women. In this interdisciplinary collection, editors Zambrana and Hurtado have brought together research studies that reveal new ways to understand how and why members of this subgroup have succeeded and how the facilitators of success in higher education have changed or remained the same. The Magic Key?s four sections explain the context of Mexican American higher education issues, provide conceptual understandings, explore contemporary college experiences, and offer implications for educational policy and future practices. Using historical and contemporary data as well as new conceptual apparatuses, the authors in this collection create a comparative, nuanced approach that brings Mexican Americans? lived experiences into the dominant discourse of social science and education. This diverse set of studies presents both quantitative and qualitative data by gender to examine trends of generations of Mexican American college students, provides information on perceptions of welcoming university climates, and proffers insights on emergent issues in the field of higher education for this population. Professors and students across disciplines will find this volume indispensable for its insights on the Mexican American educational experience, both past and present. 410 0$aLouann Atkins Temple women & culture series ;$vBook 38. 606 $aMexican Americans$xEducation 606 $aEducation$xSocial aspects$zUnited States 606 $aMinorities$xEducation$zUnited States 606 $aDiscrimination in education 615 0$aMexican Americans$xEducation. 615 0$aEducation$xSocial aspects 615 0$aMinorities$xEducation 615 0$aDiscrimination in education. 676 $a371.829/68073 702 $aZambrana$b Ruth Enid 702 $aHurtado$b Sylvia$f1957- 702 $aGa?ndara$b Patricia 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797428603321 996 $aThe magic key$93802699 997 $aUNINA