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[null,"1.","Record Nr.",null,"UNINA9910480990903321"]
[null,null,"Autore",null,"Chisholm Linda"]
[null,null,"Titolo",null,"Teacher preparation in South Africa : history, policy and future directions / / Linda Chisholm"]
[null,null,"Pubbl/distr/stampa",null,"United Kingdom : , : Emerald Publishing Limited, , [2019]"]
[{"$nulls":4},"©2019"]
[null,null,"ISBN",null,"1-78973-831-8"]
[{"$nulls":4},"1-78743-694-2"]
[null,null,"Descrizione fisica",null,"1 online resource (285 pages)"]
[null,null,"Collana",null,"Emerald Studies in Teacher Preparation in National and Global Contexts"]
[null,null,"Disciplina",null,"370.710968"]
[null,null,"Soggetti",null,"Education and state - South Africa"]
[{"$nulls":4},"Teachers - Training of - South Africa"]
[{"$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,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Introduction -- Part One: Chapter 1.  Early Forms of Teacher Preparation at the Cape -- Chapter 2. Teacher Preparation in Nineteenth-century South Africa: Colonial Dimensions -- Chapter 3. Industrialisation, War and the Rise of the Training Institute, 1890–1910 --  Part Two: Chapter 4. Union, Segregation and the Decline of the Pupil-teacher System, 1910–1920 -- Chapter 5. Consolidating Segregation: Regulating Access, 1920–1939 -- Chapter 6. Consolidating Segregation: Curriculum and Pedagogy -- Part Three: Chapter 7.  Apartheid and the Repositioning of Teacher Preparation -- Chapter 8. Teacher Preparation During ‘High’ Apartheid, 1959–1976 -- Chapter 9.  Expanding Provision in an Unravelling System: 1976–1990 -- Part Four: Chapter 10. Dismantling and Reconfiguring the System: 1994–2018 -- Conclusion."]
[null,null,null,"Sommario/riassunto","South Africa's transition to democracy has seen massive changes in the field of teacher education aimed at integrating its previously raced and gendered character. This book provides a comprehensive historical overview and relational understanding of the patterns of teacher preparation supporting South Africa's unequal formal education system. It shows how emerging patterns, policies and pedagogies were deeply entangled with the country's position within a broader international and colonial order as well as with dominant national political and economic social frameworks. Using rich archival and oral "]
[{"$nulls":4},"evidence, this book illuminates how successive policies restricted and enabled access to different institutions, while differentiated curricula prepared teachers to teach students intended to play different roles in a society marked by class, race and gender division. It explores the location and control of teacher provision for black and white teachers provided by mission societies and the state in colleges and universities. Post-apartheid governments sought to reverse entrenched racial legacies in education through closure of the colleges and incorporation of teacher preparation into universities, altered admission criteria and new curricula. These have resulted in new tensions which have arisen in relation to a world of competing pressures on universities and teachers. By shedding new light on these tensions from a historical perspective, this book will prove an invaluable resource for education leaders and researchers in the field of global and comparative education."]
[null,"2.","Record Nr.",null,"UNINA9910551852203321"]
[null,null,"Autore",null,"Bienenstock Myriam"]
[null,null,"Titolo",null,"Dans quelle mesure la philosophie est pratique : Fichte, Hegel / / Myriam Bienenstock, Michèle Crampe-Casnabet"]
[null,null,"Pubbl/distr/stampa",null,"Lyon, : ENS Éditions, 2021"]
[null,null,"ISBN",null,"979-1-03-620370-1"]
[null,null,"Descrizione fisica",null,"1 online resource (263 p.)"]
[null,null,"Collana",null,"Theoria"]
[null,null,"Soggetti",null,"Philosophy"]
[{"$nulls":4},"interprétation"]
[{"$nulls":4},"critique"]
[{"$nulls":4},"idéalisme allemand"]
[{"$nulls":4},"philosophie pratique"]
[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","Dans quelle mesure la philosophie est-elle pratique ? Formulée par Hegel dans ses tout premiers cours d’Iéna, au début du XIXe s., la question renvoie d’abord au débat bien connu sur la thèse, classiquement rapportée à Fichte, d’un primat du pratique : lorsque Fichte affirme que « tout est issu de l’agir et de l’agir du moi », revendique-t-il simplement le primat de la loi morale sur la raison théorique ? N’est-ce pas plutôt le rapport de la philosophie à la vie qu’il veut souligner, comme Hegel quelques années plus tard ? C’est le statut même de la philosophie pratique, placée par Fichte au fondement même du savoir, qui est en question dans ces débats. Ils sont d’une grande actualité : la philosophie pratique contemporaine se cherche en effet des ancêtres, des « pères fondateurs ». L’attention se porte sur Hegel, mais aussi, de plus en plus, sur Fichte, considéré comme l’un des fondateurs de la théorie dite de la « reconnaissance». Aux études de fond traitant de la philosophie pratique dans l’idéalisme allemand s’ajoutent ainsi, dans ce volume, plusieurs études consacrées à la théorie de la reconnaissance, au droit et à l’économie ; ainsi qu’un examen circonstancié des débats contemporains."]