LEADER 04471nam 22006255 450 001 9910980485203321 005 20250213115242.0 010 $a9783031766992 010 $a3031766997 024 7 $a10.1007/978-3-031-76699-2 035 $a(MiAaPQ)EBC31907450 035 $a(Au-PeEL)EBL31907450 035 $a(CKB)37523010100041 035 $a(DE-He213)978-3-031-76699-2 035 $a(EXLCZ)9937523010100041 100 $a20250213d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRecovering Language in Higher Education $eSocial Justice, Ethics and Practices /$fby Laetitia Monbec, Alex Ding 205 $a1st ed. 2024. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2024. 215 $a1 online resource (172 pages) 311 08$a9783031766985 311 08$a3031766989 327 $aChapter 1. Introduction -- Part I: Breaking The Illusio -- Chapter 2. Language ontology as illusion -- Chapter 3. Illusio and Ethos in Academia -- Chapter 4. Changing the world from the classroom: Pedagogy as illusion -- Part II: Recovery -- Chapter 5. Heresy, Ethics, and Scholarship -- Chapter 6. Educating for Agency and Solidarity -- Chapter 7. Conclusion. 330 $a?Bernstein (1979: 300-1) challenged educators ?to understand systematically how to create a concept which can authenticate the child?s experience and give him or her those powerful representations of thought that he or she is going to need to change the world outside.? This powerful, conscientious and self-conscious monograph by Monbec and Ding draws on Bourdieu, Social Semiotics and Ethics to engage directly with his challenge ? filling the black hole of knowledge blindness in education with wisdom every teacher needs to know.?- Jim Martin, Professor in Linguistics (Personal Chair), University of Sydney, Australia This volume provides an original theoretical and practical discussion around language ontology, social theory, ethics, and pedagogy to enhance socially committed teaching and scholarship in Higher Education. The authors focus on language and literacy and English for Academic Purposes provisions in HE and bring together social semiotics (Systemic Functional Semiotics) and Bourdieu?s Field Theory to illuminate the norms and orthodoxies which shape practices in these fields. Part 1 aims to ?break the illusio? around language ontology, ethics and pedagogy which hinders social justice aspirations. Part 2 proposes ways to recover meaning and move forward, through deliberate ethical considerations, and a detailed and expanded knowledgebase for language educators. The volume will be of interest to anyone involved in language and literacy in Higher Education. Laetitia Monbec is a Lecturer and the Director of Scholarship in the Language Centre at the University of Leeds, UK. She has taught academic literacies and EAP in a range of disciplines, colour semiotics in Design, and published on Systemic Functional Semiotics/Genre approaches to EAP, academic literacy in Nursing, and critical thinking. Alex Ding is Professor of English for Academic Purposes at the University of Leeds, UK, where he co-leads the MA in Teaching English for Academic Purposes. He is co-author of The English for Academic Purposes Practitioner: Operating on the Edge of Academia and recently co-edited Social Theory for English for Academic Purposes and Practitioner Agency and Identity in English for Academic Purposes. 606 $aLanguage and languages$xStudy and teaching 606 $aSocial justice 606 $aLiteracy 606 $aLinguistics 606 $aLanguage Teaching and Learning 606 $aSocial Justice 606 $aLiteracy 606 $aTheoretical Linguistics / Grammar 615 0$aLanguage and languages$xStudy and teaching. 615 0$aSocial justice. 615 0$aLiteracy. 615 0$aLinguistics. 615 14$aLanguage Teaching and Learning. 615 24$aSocial Justice. 615 24$aLiteracy. 615 24$aTheoretical Linguistics / Grammar. 676 $a418.00711 700 $aMonbec$b Laetitia$01788508 701 $aDing$b Alex$01064812 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910980485203321 996 $aRecovering Language in Higher Education$94323429 997 $aUNINA LEADER 03355oam 22006734a 450 001 9910882998903321 005 20240902205248.0 010 $a0-9889865-5-8 035 $a(CKB)34399709300041 035 $a(OCoLC)1453282608 035 $a(MdBmJHUP)musev2_124665 035 $a(EXLCZ)9934399709300041 100 $a20140815d2014 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHeart Murmurs : $eWhat Patients Teach Their Doctors / $fedited by Sharon Dobie, MD 210 1$aSan Francisco, CA :$cUC Medical Humanities Press,$d2014. 210 4$dİ2014. 215 $a1 online resource (241 pages) 225 0 $aPerspectives in medical humanities 327 $tConnection --$tCheer in our midst --$tCourage --$tA good death --$tUnexpected hope --$tLessons about control --$tWhere do we draw the line? --$tBias, assumption and learning tolerance --$tCan I really know you? --$tor anyone? --$tMy patient as a mirror --$tSelf-acceptance --$tOur stories, and the ethics of writing about patients. 330 $aDo your doctors share what they have learned from you? Likely not! With little precedent for physicians to open up about the impact their patients have on their personal development, Heart Murmurs: What Patients Teach Their Doctors breaks tradition with a collection of stories by author and editor Sharon Dobie M.D. and 35 other physicians. Aware for years that her patients taught her at least as much as she gave them, Dr. Dobie's acknowledgment of this reciprocity led to this project. Grouped thematically, the stories encourage health care providers to think about their relationships with patients and through that reflection, to know themselves more deeply. They also take all readers from the specific to universal messages, asking all of us to see how we are changed within all relationships, doctor-patient or otherwise. 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