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[null,"1.","Record Nr.",null,"UNINA9910796076903321"]
[null,null,"Autore",null,"Hanson Lenora"]
[null,null,"Titolo",null,"The Romantic rhetoric of accumulation / / Lenora Hanson"]
[null,null,"Pubbl/distr/stampa",null,"Stanford, California : , : Stanford University Press, , [2023]"]
[{"$nulls":4},"©2023"]
[null,null,"ISBN",null,"9781503633957"]
[{"$nulls":4},"9781503633940"]
[null,null,"Edizione",null,"[First edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (279 pages)"]
[null,null,"Disciplina",null,"820.93553"]
[null,null,"Soggetti",null,"English literature - 18th century - History and criticism"]
[{"$nulls":4},"Capitalism in literature"]
[{"$nulls":4},"Discourse analysis, Literary"]
[{"$nulls":4},"Romanticism - Great Britain"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Intro -- Title Page -- Copyright -- Contents -- Acknowledgments -- Introduction: The Romantic Rhetoric of Accumulation -- 1. Apostrophe and Riot -- 2. Anachronism, Dreams, and Enclosure -- 3. Tautology, Witchcraft, and a Thingly Commons -- 4. Figure, Space, and Race between 1769 and 1985 -- Coda: Rhetorical Reading toward a Global Romanticism -- Notes -- Bibliography -- Index."]
[null,null,null,"Sommario/riassunto","The Romantic Rhetoric of Accumulation provides an account of the long arc of dispossession from the British Romantic period to today. Lenora Hanson glimpses histories of subsistence (such as reproductive labor, vagrancy and criminality, and unwaged labor) as figural ways of living that are superfluous—simultaneously more than enough to live and less than what is necessary for capitalism. Hanson treats rhetorical language as an archive of capital's accumulation through dispossession, in works by S.T. Coleridge, Edmund Burke, Mary Robinson, William Wordsworth, Benjamin Moseley, Joseph Priestley, and Alexander von Humboldt, as well as in contemporary film and critical theory. Reading riots through apostrophe, enclosure through anachronism, superstition and witchcraft through tautology, and the paradoxical coincidence of subsistence living with industrialization, Hanson shows the figural to be a material record of the survival of non-capitalist forms of life within capitalism. But this survival is not always-already resistant to capitalism, nor are the origins of capital "]
[{"$nulls":4},"accumulation confined to the Romantic past. Hanson reveals rhetorical figure as entwined in deeply ambivalent ways with the circuitous, ongoing process of dispossession. Reading both historically and rhetorically, Hanson argues that rhetorical language records histories of dispossession and the racialized, gendered distribution of the labor of subsistence. Romanticism, they show, is more contemporary than ever."]
[null,"2.","Record Nr.",null,"UNINA9910785263603321"]
[null,null,"Autore",null,"Herrenkohl Leslie Rupert <1966->"]
[null,null,"Titolo",null,"How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]]"]
[null,null,"Pubbl/distr/stampa",null,"Cambridge : , : Cambridge University Press, , 2010"]
[null,null,"ISBN",null,"0-511-85164-2"]
[{"$nulls":4},"1-107-20644-8"]
[{"$nulls":4},"1-282-81818-X"]
[{"$nulls":4},"9786612818189"]
[{"$nulls":4},"0-511-91755-4"]
[{"$nulls":4},"0-511-91657-4"]
[{"$nulls":4},"0-511-91476-8"]
[{"$nulls":4},"0-511-91853-4"]
[{"$nulls":4},"0-511-77760-4"]
[{"$nulls":4},"0-511-91296-X"]
[null,null,"Descrizione fisica",null,"1 online resource (xviii, 215 pages) : digital, PDF file(s)"]
[null,null,"Collana",null,"Learning in doing : social, cognitive and computational perspectives"]
[null,null,"Disciplina",null,"370.15/230973"]
[null,null,"Soggetti",null,"Learning - United States"]
[{"$nulls":4},"Science - Study and teaching (Elementary) - United States"]
[{"$nulls":4},"Interpersonal relations - Study and teaching (Elementary) - United States"]
[{"$nulls":4},"Group work in education - United States"]
[{"$nulls":4},"City children - Education (Elementary) - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Title from publisher's bibliographic system (viewed on 05 Oct 2015)."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion."]
[null,null,null,"Sommario/riassunto","Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a "]
[{"$nulls":4},"theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills."]