1 |
Reconfiguring Antiracism: Cyborgs, Response-ability, and Canada's Parliament Hill
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Manual praxis and language-production networks: An fMRI dataset ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
A Dialectical Relationship of Hegemony and Language in Marxism: Gramsci, Voloshynov, Pasolini ; Діалектичний зв’язок гегемонії та мови у марксизмі (Ґрамші, Волошинов, Пазоліні)
|
|
|
|
In: Наукові записки НаУКМА. Філософія та релігієзнавство; Том 7 (2021): Наукові записки НаУКМА. Філософія та релігієзнавство; 30-45 ; NaUKMA Research Papers in Philosophy and Religious Studies; Vol. 7 (2021): NaUKMA Research Papers in Philosophy and Religious Studies; 30-45 ; 2617-5703 ; 2617-1678 (2021)
|
|
BASE
|
|
Show details
|
|
4 |
The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education
|
|
|
|
In: L2 Journal, vol 12, iss 2 (2020)
|
|
BASE
|
|
Show details
|
|
5 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
|
|
|
|
In: Excelsior: Leadership in Teaching and Learning (2020)
|
|
BASE
|
|
Show details
|
|
6 |
Paulo Freire as Learning Theorist
|
|
|
|
In: Adult Education Research Conference (2019)
|
|
BASE
|
|
Show details
|
|
7 |
Проблема тела в философии К. Маркса ... : THE PROBLEM OF THE BODY IN THE KARL MARX’S PHILOSOPHY ...
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Theorizing Social Justice: Funds of Knowledge as Praxis
|
|
|
|
In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
|
|
BASE
|
|
Show details
|
|
9 |
Homo faber revisited: Postphenomenology and material engagement theory
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Le français tchaté des souffrants sous l’effet de l’immédiateté d’un genre bref
|
|
|
|
In: In France Dhorne (dir.), Le Genre bref : son discours, sa grammaire, son énonciation. Actes du colloque, Aoyama, Editions de l'université Aoyama Gakuin ; Colloque international Le genre bref : son discours, sa grammaire, son énonciation ; https://hal.univ-lorraine.fr/hal-01719480 ; Colloque international Le genre bref : son discours, sa grammaire, son énonciation, Université Aoyama Gakuin (Tokyo, Japon), Mar 2017, Tokyo, Japon. pp.205-224 ; http://www.cl.aoyama.ac.jp/french/2018/conference/actes-colloque-genre-bref.pdf (2017)
|
|
BASE
|
|
Show details
|
|
11 |
As Variações Linguísticas e suas Implicações na Prática Docente ; Linguistic variations and their implications in the teaching practice
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Myth and enlightenment: necessity, history, and agency in Shelley’s poetry and prose
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Electracy in Praxis: Pedagogical Relays for an Undergraduate Writing Curriculum
|
|
|
|
Abstract:
The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity, and multimodality of writing for the Internet is realized in Gregory L. Ulmer’s electracy theory. Ulmer’s open invitation to continually invent the theory has resulted in the proliferation of relays, or weak models, by electracy advocates for understanding and applying the theory. Most relays, however, remain theoretical rather than practical for the writing classroom, and electracy instruction remains rare, potentially hindering the theory’s development. In this dissertation, I address the gap in electracy praxis by adapting, developing, and remixing relays for a functional electracy curriculum with first-year writing students in the Virginia Community College System as the target audience. I review existing electracy relays, pedagogical applications, and assessment practices – Ulmer’s and those of electracy advocates – before introducing my own relays, which take the form of modules. My proposed relay modules are designed for adaptability with the goals of introducing digital natives to the logic of new media and guiding instructors to possible implementations of electracy. Each module contains a justification, core competencies and learning outcomes, optional readings, an assignment with supplemental exercises, and assessment criteria. My Playlist, Transduction, and (Sim)ulation relays follow sound backward curricular design principles and emphasize core hallmarks of electracy as juxtaposed alongside literacy. This dissertation encourages the instruction of new media in Ulmer’s postmodern apparatus in which student invention via the articulation of fragments from various semiotic modes stems from and results in new methodologies for and understandings of digital communication.
|
|
Keyword:
composition; electracy; Language; Multimedia communications; new media; pedagogy; praxis; Rhetoric; writing
|
|
URL: http://hdl.handle.net/1903/18574 https://doi.org/10.13016/M22F7D
|
|
BASE
|
|
Hide details
|
|
14 |
La documentation linguistique des langues menacées et la vraie vie…
|
|
|
|
In: Documentation et revitalisation des "langues en danger". Épistémologie et praxis ; https://halshs.archives-ouvertes.fr/halshs-01252063 ; LÉONARD Jean Léo et Karla Janiré AVILÉS GONZÁLEZ. Documentation et revitalisation des "langues en danger". Épistémologie et praxis, Michel Houdiard Editions, pp.53-79, 2015, 978 2 35692 137 6 (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Running head: SUBJUGATION IS A VOCABULARY WORD
|
|
|
|
In: http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article%3D1060%26context%3Djpme (2015)
|
|
BASE
|
|
Show details
|
|
16 |
La documentation linguistique des langues menacées et la vraie vie…
|
|
|
|
In: Documentation et revitalisation des "langues en danger". Épistémologie et praxis ; https://halshs.archives-ouvertes.fr/halshs-01252063 ; LÉONARD Jean Léo et Karla Janiré AVILÉS GONZÁLEZ. Documentation et revitalisation des "langues en danger". Épistémologie et praxis, Michel Houdiard Editions, pp.53-79, 2015, 978 2 35692 137 6 (2015)
|
|
BASE
|
|
Show details
|
|
17 |
(In)sights from 40 years of practitioner action research in education: perspectives from the US, UK and Australia
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Critical Praxis for Researched Writing: A Rhetorical Model for Teaching Students to "Do Research"
|
|
|
|
In: Journal of Teaching Writing; Vol. 28 No. 2 (2013); 41-66 ; 2374-2852 ; 0735-1259 (2015)
|
|
BASE
|
|
Show details
|
|
19 |
Nakem pedagogy (soul consciousness) and constitutive elements of nakem praxis
|
|
|
|
BASE
|
|
Show details
|
|
|
|