Page: 1 2 3 4 5 6 7 8... 13
| 64 |
Pura Belpré’s Puppetry at the NYPL Children’s Rooms: 1921-1982
|
|
|
|
In: Living Objects: African American Puppetry Essays (2019)
|
|
BASE
|
|
Show details
|
|
|
| 65 |
Subjectivity, Institutions and Language in Contemporary Israeli Film
|
|
|
|
In: CLCWeb: Comparative Literature and Culture (2019)
|
|
BASE
|
|
Show details
|
|
|
| 66 |
"A Picture is Worth a Thousand Words, and so is an Emojis 🙂" Emojisfication of Language: A Pragmatic Analysis of Facebook Discourse
|
|
|
|
In: Purdue Linguistics, Literature, and Second Language Studies Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 67 |
Ellipsis in Iraqi Arabic: An Analysis of Gapping, Sluicing, and Stripping
|
|
|
|
In: Purdue Linguistics, Literature, and Second Language Studies Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 68 |
Mimicry: A Short Play
|
|
|
|
In: Journal of Southeast Asian American Education and Advancement (2019)
|
|
BASE
|
|
Show details
|
|
|
| 69 |
Exploring the Emotional Language in the Twilight Novel as a Literary Discourse: An Appraisal Theory Analysis
|
|
|
|
In: Purdue Linguistics, Literature, and Second Language Studies Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 70 |
The Acquisition of Diminutives in Moroccan Heritage Speakers in France
|
|
|
|
In: Purdue Linguistics, Literature, and Second Language Studies Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 71 |
Linguistic Ideologies in the Performance of Bulgarian Identity
|
|
|
|
In: Purdue Linguistics, Literature, and Second Language Studies Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 72 |
Optimizing L2 Vocabulary Acquisition: Applied Linguistic Research
|
|
|
|
In: Purdue Linguistics, Literature, and Second Language Studies Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 73 |
Irony, Revenge, and the Naqba in Yehuda Amichai’s Early Work
|
|
|
|
In: CLCWeb: Comparative Literature and Culture (2019)
|
|
BASE
|
|
Show details
|
|
|
| 74 |
Israeli Literature and the Time of "post-post-Zionism"
|
|
|
|
In: CLCWeb: Comparative Literature and Culture (2019)
|
|
BASE
|
|
Show details
|
|
|
| 75 |
Enhancing Your Intelligence Agency Information Resources IQ PT 5: Individual Armed Services Intelligence Organizations
|
|
|
|
In: Libraries Faculty and Staff Presentations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 76 |
Recovering our Roots: The Importance of Salish Ethnobotanical Knowledge and Traditional Food Systems to Community Wellbeing on the Flathead Indian Reservation in Montana.
|
|
|
|
In: Graduate Student Theses, Dissertations, & Professional Papers (2019)
|
|
BASE
|
|
Show details
|
|
|
| 77 |
Delineating a Regional Education Research Agenda
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
|
|
Abstract:
If one wants to advance the argument that the Great Plains, as a region, matters— and the very existence of Great Plains Research and the Center for Great Plains Studies that publishes it suggest significant support for the idea— then one can ask, How did we learn that they matter? How do they matter? Can we live on them ethically, with a regard for each other and sense of stewardship and responsibility? Education research in, of, for, and with a region allows us to pursue each of these questions, plus more. Here we do so, informed by the two central notions that Greenwood (2011, 634) suggests are the core of place-based education: critical geography and bioregionalism. Critical geography asks us to view spaces as expressions of ideologically laden power relations— who counts as of a place? Who gets excluded? Whose acts of naming prevail? Whose eff orts get lost or rejected? And so on. Bioregionalism has a more explicit link to ecology, and bioregionalists “seek to revive, preserve, and develop cultural patterns in specific bioregions that are suited to the climate, life zones, landforms, and resources of those regions” (634). As one nod to bioregionalism, we “bound” the Great Plains the same way that Michael Forsberg (2009) did with his map in Great Plains: America’s Lingering Wild as extending from the northern grasslands of Manitoba and Saskatchewan in Canada, and continuously south, until crossing the Rio Grande into the grasslands of Mexico’s Tamaulipas state. Like Forsberg, whose sandhill cranes (see Forsberg [2004]) are clearly of the Great Plains but not always in them, we note that those who study education in the Great Plains are not always in them, nor are those who attend formal education programs there. One’s ties to the Plains do not need to be constant, nor 100%, to be salient. This introductory article looks across four very different recently completed manuscripts that each broached the question “What does, or should, an education research agenda for the Great Plains entail?” Because of the diverse perspectives and circumstances of the authors, even though the number of compared manuscripts is relatively small (i.e., four), collectively they offer a comprehensive and sweeping take on what a region- based educational research agenda can entail, which this introduction proposes to synthesize or summarize. It is our contention that “region” is a crucial but often neglected conceptual category with which to think about education (as well as other issues). Region is larger than a village, school district, city, or state, but smaller than and not necessarily fully residing within the geopolitical boundaries of a nation- state. (Consider Anzaldua’s [1987] identification as the region on both sides of the US- Mexican border as “La Frontera.”) While both amorphous and heterogeneously populated, regions nonetheless have identifiable patterns of linguistic, historical, ecological, and economic coherence. They are viable as an object of inquiry, and that is the work here.
|
|
Keyword:
American Studies; Curriculum and Instruction; Education; Other American Studies; Teacher Education and Professional Development; United States History
|
|
URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1327&context=teachlearnfacpub
https://digitalcommons.unl.edu/teachlearnfacpub/325
|
|
BASE
|
|
Hide details
|
|
|
| 78 |
¿Miedo a las trans? La representación de las personas transgénero en la industria cultural latinoamericana. El caso de Colombia y Venezuela ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 79 |
Neo-Orientalist Framing of the 2011 and 2013 Egyptian Uprisings: A Case Study of The New York Times and The Washington Post ...
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8... 13 |
|
