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[null,"1.","Record Nr.",null,"UNINA9910452457703321"]
[null,null,"Autore",null,"Davis Tracy (Tracy Lee)"]
[null,null,"Titolo",null,"Advancing social justice [[electronic resource]] : tools, pedagogies, and strategies to transform your campus / / Tracy Davis, Laura M. Harrison"]
[null,null,"Pubbl/distr/stampa",null,"San Francisco, Calif., : Jossey-Bass, c2013"]
[null,null,"ISBN",null,"1-118-41751-8"]
[{"$nulls":4},"1-118-42208-2"]
[null,null,"Edizione",null,"[First edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (274 p.)"]
[null,null,"Collana",null,"The Jossey-Bass higher and adult education series"]
[null,null,"Classificazione",null,"EDU015000"]
[null,null,"Disciplina",null,"370.11/5"]
[null,null,"Soggetti",null,"Social justice - Study and teaching (Higher)"]
[{"$nulls":4},"Education, Higher - Social aspects"]
[{"$nulls":4},"Critical pedagogy"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and indexes."]
[null,null,"Nota di contenuto",null,"Cover; Title Page; Copyright; Contents; List of Tables and Exhibits; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 Uncovering Epistemology: Frameworks Supporting a Change Agenda; Positivism versus Postpositivism; Postpositivism and Context; Postpositivism versus Relativism; Participatory Research as a Model for Knowing; Co-Researchers; Praxis; Emancipation; Conclusion; Chapter 2 A Toolkit for Understanding a Social Justice Paradigm; Defining Social Justice; Equity versus Equality; Critical Definitions"]
[{"$nulls":4},"Social Construction of Identities: Positionality, Dominance, and SubordinationIdentity Intersections: Border Crossing for Empathy; Systems of Power, Oppression, and Structural Inequality; Wealth, Power, and Access: How Are We Doing?; Conclusion; Chapter 3 From Wealthy White Landowners to Affirmative Action to Proposition 209 to Grutter v. Bollinger: A Short History of Social Justice and Injustice in Higher Education; Unequal Opportunity and Injustice for All but a Few; Present Effects of Past Discrimination; Policy Responses to Injustices of the Past"]
[{"$nulls":4},"What Next? Ignoring the Roots of Inequality or Building Toward EquityEducational Benefits of Diversity; Postracial America?; Conclusion; Chapter 4 Critical Pedagogy: The Foundation of Social Justice Educational Practice; Social Construction; Historical, Political, and Economic Influences on Knowledge Production; Hegemony and Power: Exposing How Knowledge Is Validated or Invalidated; From Masks of "]
[{"$nulls":4},"Ideology to Critical Consciousness; Conclusion; Chapter 5 Situating the Self: Barriers to and Strategies for Effective Social Justice Education; Barriers"]
[{"$nulls":4},"Mental Models Based on Dominant Narratives about DifferenceStudents' Intellectual-Emotional Tensions in the Classroom; Power as Simultaneously Exercised and Critiqued; Educators' Intellectual-Emotional Tensions in the Classroom; Strategies; Immediacy; Appropriate Self-Disclosure; Moving Past ''Getting It'' to ''Being in It''; Connection, Trust, and Vulnerability; Conclusion; Chapter 6 Media Literacy; Critical Thinking; Objectivity; Ideology; Power; Tools; Helping Students Learn Standards of Legitimacy and Credibility; Saving the Humanities Has to Be a Social Justice Issue We Take On"]
[{"$nulls":4},"RepresentationConclusion; Chapter 7 Disrupting Organizational Practices to Empower People; Conventional Organizational Practices; Technical Rationality; Hierarchy; Systems Approach to Organizations; Holistic Approaches; Interconnectedness; Empowerment; Conclusion; Chapter 8 Strategies for Reinvigorating Social Justice in Higher Education; Critical Counterhegemonic Practices; Counternarratives; Dialectical Disposition; Critical Humility and Compassionate Listening; Matching Learner Meaning-Making Capacity with Effective Learning Strategies; Social Justice Allies; Conclusion; References"]
[{"$nulls":4},"Name Index"]
[null,null,null,"Sommario/riassunto","This groundbreaking book offers educators a clear understanding of the concept of social justice and includes effective practices to help them promote social justice and address identity development on their campuses. In the first half of the book, the authors clarify the definition of social justice as an approach that examines and acknowledges the institutional and historical systems of power and privilege on individual identity and relationships. They provide important frameworks and foundational aspects of understanding social justice, and several chapters explore identity deve"]
[null,"2.","Record Nr.",null,"UNINA9910416514003321"]
[null,null,"Autore",null,"Fraisse Luc"]
[null,null,"Titolo",null,"La correspondance de Proust : Son statut dans l’œuvre. L’histoire de son édition / / Luc Fraisse"]
[null,null,"Pubbl/distr/stampa",null,"Besançon, : Presses universitaires de Franche-Comté, 2019"]
[null,null,"ISBN",null,"2-84867-699-X"]
[null,null,"Descrizione fisica",null,"1 online resource (212 p.)"]
[null,null,"Disciplina",null,"843/.912"]
[{"$nulls":4},"B"]
[null,null,"Soggetti",null,"Novelists, French - 20th century - Correspondence - History and criticism"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","L’étude des correspondances d’écrivains s’est considérablement développée ces dernières années. L’un des sujets qui intéressent particulièrement nos contemporains est de savoir quel rôle exact joue l’écriture d’une correspondance dans la formation littéraire d’un écrivain et dans la lente élaboration de son œuvre.  Le présent livre tente de proposer le plus grand nombre de réponses à cette question, s’agissant du cas de Marcel Proust. Il s’appuie notamment sur l’art poétique épistolaire que l’auteur de la Recherche a déposé, au jour le jour et sans y songer, dans des lettres écrites sur une période de quarante années, et dont les deux tiers sont contemporaines de l’élaboration de son cycle romanesque. L’écriture épistolaire, la réception et l’envoi de lettres, la matérialité même des correspondances, suscitent, à tout instant quoique incidemment sous sa plume, de riches réflexions qui nuancent toujours davantage le rôle joué par la constitution de ce monument totalement improvisé, en regard du monument minutieusement construit de la Recherche. Pourquoi le visage et le style de Proust épistolier sont-ils si différents de ceux, mieux connus de nous, de Proust romancier ? Et comment une correspondance, écrite sans lui prêter aucune valeur littéraire, a-t-elle pu malgré tout former le laboratoire de lœuvre en chantier ? C’est à ces deux questions déconcertantes que l’enquête ici menée tente principalement d’apporter des éléments de réponse.  Proust aurait-il autorisé la publication de toutes ces lettres ? Là aussi, l’examen de la "]
[{"$nulls":4},"correspondance permet de proposer une réponse précise, justifiant pleinement l’immense entreprise de l’Américain Philip Kolb, qui en soixante années de travail ininterrompu, a publié plus de cinq mille lettres de l’écrivain, occupant vingt et un volumes et couvrant plus de dix mille pages. Le dernier chapitre s’appuie sur un témoignage totalement inédit, le seul dont on puisse disposer, dans lequel l’éditeur des lettres retrace l’aventure de…"]