LEADER 02453nam 22003973u 450 001 9910461881903321 005 20210114013612.0 010 $a1-61735-842-8 035 $a(CKB)2670000000245784 035 $a(EBL)3315778 035 $a(MiAaPQ)EBC3315778 035 $a(EXLCZ)992670000000245784 100 $a20151005d2014|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 200 10$aRefugee and Immigrant Students$b[electronic resource] $eAchieving Equity in Education 210 $aCharlotte $cIAP - Information Age Publishing, Inc.$d2014 215 $a1 online resource (258 p.) 300 $aDescription based upon print version of record. 311 $a1-61735-841-X 327 $a""Cover""; ""Half Title""; ""Refugee and Immigrant Students""; ""Library of Congress Cataloging-in-Publication Data""; ""Contents""; ""Acknowledgements""; ""Foreword: For My Grandparents""; ""Introduction: Education for Immigrants and Refugees""; ""Part I: Pedagogical Initiatives Addressing Issues of Educational Equity for Immigrants and Refugees""; ""Chapter 1: Positioning Refugee Students as Intellectual Class Members""; ""Chapter 2: Creating Shared Learning Spaces""; ""Chapter 3: Refugees as Educators""; ""Chapter 4: Identity and Inclusion"" 327 $a""Part II: Refugee and Immigrant Schoola???Community Partnerships""""Chapter 5: Still Far to Go""; ""Chapter 6: Serving the Needs of Refugee Children and Families through a Culturally Appropriate Liaison Service""; ""Chapter 7: Schools at the Crossroads of Competing Expectations""; ""Part III: Systemic Issues and Policies for Refugee and Immigrant Educational Equity""; ""Chapter 8: Australiaa???s New Arrivals Policy and the Need to Reform Refugee Education Provision""; ""Chapter 9: Equity in Education for Migrant and Refugee Children"" 327 $a""Chapter 10: Post-Primary Education Dilemmas in Protracted Refugee Situations""""Chapter 11: Learning from the Education Programs for Sri Lankan Refugee Students in India""; ""About the Contributors"" 606 $aRefugees - Education 608 $aElectronic books. 615 4$aRefugees - Education. 676 $a371.826912 700 $aMcCarthy$b Florence E$0883656 701 $aVickers$b Margaret H$0883657 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910461881903321 996 $aRefugee and Immigrant Students$91973706 997 $aUNINA LEADER 03604nam 22004691 450 001 9910511400303321 005 20190626093806.0 010 $a1-350-98833-2 010 $a1-83860-920-2 024 7 $a10.5040/9781350988330 035 $a(CKB)4100000007817656 035 $a(MiAaPQ)EBC5739289 035 $a(OCoLC)1114403693 035 $a(UtOrBLW)bpp09263484 035 $a(EXLCZ)994100000007817656 100 $a20190708d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSyria and Lebanon under the French mandate $ecultural imperialism and the workings of empire /$fIdir Ouahes 205 $aFirst edition. 210 1$aLondon ;$aNew York :$cBloomsbury Publishing,$d2018. 215 $a1 online resource (328 pages) $cillustrations, maps 311 $a1-78831-097-7 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- Antiquities Protection & Excavation -- Controlling Cultural Heritage: Museums, Tourism and Exhibitions -- Classrooms, Curricula & Content -- The Politics of Pedagogy -- Surveillance, Subsidies & Censorship: The Domestic Arabic Press -- Subservience & Sanction? The Francophone Press -- Internationalism. The External Press -- Conclusion -- Bibliography. 330 $a"French rule over Syria and Lebanon was premised on a vision of a special French protectorate established through centuries of cultural activity: archaeological, educational and charitable. Initial French methods of organising and supervising cultural activity sought to embrace this vision and to implement it in the exploitation of antiquities, the management and promotion of cultural heritage, the organisation of education and the control of public opinion among the literate classes. However, an examination of the first five years of the League of Nations-assigned mandate, 1920-1925, reveals that French expectations of a protectorate were quickly dashed by widespread resistance to their cultural policies, not simply among Arabists but also among minority groups initially expected to be loyal to the French. The violence of imposing the mandate 'de facto', starting with a landing of French troops in the Lebanese and Syrian coast in 1919 - and followed by extension to the Syrian interior in 1920 - was met by consistent violent revolt. Examining the role of cultural institutions reveals less violent yet similarly consistent contestation of the French mandate. The political discourses emerging after World War I fostered expectations of European tutelages that prepared local peoples for autonomy and independence. Yet, even among the most Francophile of stakeholders, the unfolding of the first years of French rule brought forth entirely different events and methods. In this book, Idir Ouahes provides an in-depth analysis of the shifts in discourses, attitudes and activities unfolding in French and locally-organised institutions such as schools, museums and newspapers, revealing how local resistance put pressure on cultural activity in the early years of the French mandate."--Bloomsbury Publishing. 606 $2Middle Eastern history 607 $aFrench$xColonies$zAsia 607 $aLebanon$xHistory 607 $aSyria$xHistory 608 $aElectronic books. 676 $a956.91041 700 $aOuahes$b Idir$01066984 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910511400303321 996 $aSyria and Lebanon under the French mandate$92550295 997 $aUNINA LEADER 01666nam0 22003973i 450 001 IEI0122077 005 20251003044159.0 010 $a8872846048 010 $a9788872846049 100 $a19980616d1998 ||||0itac50 ba 101 | $aita 102 $ait 181 1$6z01$ai $bxxxe 182 1$6z01$an 183 1$6z01$anc$2RDAcarrier 200 1 $aContro la proporzionale$fLuigi Sturzo$ga cura di Luciana Dalu 210 $aSoveria Mannelli$cRubbettino$d1998 215 $a190 p.$d21 cm 225 | $aˆLa ‰politica$v12 300 $aSegue: Appendice 410 0$1001IEI0095445$12001 $aˆLa ‰politica$v12 606 $aElezioni politiche$xSistema proporzionale$xItalia$x1919-1954$2FIR$3LO1C243993$9I 606 $aSturzo, Luigi$xPensiero politico$x1919-1954$2FIR$3LO1C243995$9I 676 $a324.63$9SISTEMI ELETTORALI$v21 676 $a324.63094$9SISTEMI ELETTORALI. 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