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After the iconic term and the invasion of digital images, videos and animations, learning environment, educational science, and everyday educational practice have to face a great challenge: to retain a certain conservatism and, at the same time, to exploit the potentials of online networked communication - the continuous word and image interplay.
“Miner’s story of Milwaukee is filled with memorable characters . . . explores with consummate skill the dynamics of race, politics, and schools in our time.” —Mike Rose, author of The Mind at Work Weaving together the racially fraught history of public education in Milwaukee and the broader story of hypersegregation in the rust belt, Lessons from the Heartland tells of a city’s fall from grace—and its chance for redemption in the twenty-first century. A symbol of middle American working-class values, Wisconsin—and in particular urban Milwaukee—has been at the forefront of a half century of public education experiments, from desegregation and “school choice” to vouchers and charter schools. This book offers a sweeping narrative portrait of an all-American city at the epicenter of public education reform, and an exploration of larger issues of race and class in our democracy. The author, a former Milwaukee Journal reporter whose daughters went through the public school system, explores the intricate ways that jobs, housing, and schools intersect, underscoring the intrinsic link between the future of public schools and the dreams and hopes of democracy in a multicultural society. “A social history with the pulse and pace of a carefully crafted novel and a Dickensian cast of unforgettable characters. With the eye of an ethnographer, the instincts of a beat reporter, and the heart of a devoted mother and citizen activist, Miner has created a compelling portrait of a city, a time, and a people on the edge. This is essential reading.” —Bill Ayers, author of Teaching Toward Freedom “Eloquently captures the narratives of schoolchildren, parents, and teachers.” —Library Journal
The high degree of internet penetration and its social (and linguistic) effects evidently influence how people, and especially the highly susceptible younger generations, use language. The primary aim of the book is not only to identify the characteristic features of the digital language variety (this has already been done by several works) but to examine how digital communication affects the language of other mediums of communication: orality, handwritten texts, digitally created but not digitally perceived, that is printed texts, including in particular advertisements (which quickly respond to linguistic change). Naturally, the book presents the characteristics of the digital language variety (and coins the term digilect) but only to give a framework to the impact analysis. It is important to document changes in progress and thus direct attention to potential outcomes. The current linguistic change is different from previous ones primarily in its speed and form of spreading, and it not only brings innovative grammatical forms and writing/spelling solutions but may also have far-reaching cultural and educational consequences in the long run.
The term "emerging media" responds to the "big data" now available as a result of the larger role digital media play in everyday life, as well as the notion of "emergence" that has grown across the architecture of science and technology over the last two decades with increasing imbrication. The permeation of everyday life by emerging media is evident, ubiquitous, and destined to accelerate. No longer are images, institutions, social networks, thoughts, acts of communication, emotions and speech-the "media" by means of which we express ourselves in daily life-linked to clearly demarcated, stable entities and contexts. Instead, the loci of meaning within which these occur shift and evolve quickly, emerging in far-reaching ways we are only beginning to learn and bring about. This volume's purpose is to develop, broaden and spark future philosophical discussion of emerging media and their ways of shaping and reshaping the habitus within which everyday lives are to be understood. Drawing from the history of philosophy ideas of influential thinkers in the past, intellectual path makers on the contemporary scene offer new philosophical perspectives, laying the groundwork for future work in philosophy and in media studies. On diverse topics such as identity, agency, reality, mentality, time, aesthetics, representation, consciousness, materiality, emergence, and human nature, the questions addressed here consider the extent to which philosophy should or should not take us to be facing a fundamental transformation.
This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental. The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures. This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies.
What do we know about the world? Rhetorical and Argumentative Perspectives is a book trying to answer the title question by contributing to rhetorical and argumentative studies. It consists of papers presented at the “First International Conference on Rhetoric in Croatia: the Days of Ivo Škarić” in May, 2012, and subsequently revised for publication. Through a variety of different routs, the papers explore the role of rhetoric and argumentation in various types of public discourse and present interdisciplinary work connecting linguists, phoneticians, philosophers, law experts and communication scientists in the common ground of rhetoric and argumentation.. The Conference was organized with the intent of paying respect to the Croatian rhetorician and professor emeritus Ivo Škarić who was the first to introduce rhetoric at the Department of Phonetics at the Faculty of Humanities and Social Sciences, University of Zagreb.
Iconicity has become a popular notion in contemporary linguistic research. This book is the first to present a synthesis of the vast amount of scholarship on linguistic iconicity which has been produced in the previous decades, ranging from iconicity in phonology and morpho-syntax to the role of iconicity in language change. An extensive analysis is provided of some basic but nonetheless fundamental questions relating to iconicity in language, including: what is a linguistic sign and how are linguistic signs different from signs in general? What is an iconic sign and how may iconicity be involved in language? How does iconicity pertain to the relation between language and cognition? This book offers a new and comprehensive theoretical framework for iconicity in language. It is argued that the linguistic sign is fundamentally arbitrary, but that iconicity may be involved on a secondary level, adding extra meaning to an utterance.
The Pulitzer Prize winner presents a treasure chest of archival photographs that depict the historical events surrounding school desegregation.
First Published in 2011. Routledge is an imprint of Taylor & Francis, an informa company.
The culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials. Documenting authentic systemic functional linguistics (SFL) studies in researching and teaching Chinese as a first or second language, this research is set in the multilingual settings of Hong Kong and Australia. The experiences of SFL and genre teaching in English have been well demonstrated as valid, viable and practical in different contexts; however this volume covers the relatively new domain of research into the applications of SFL to the teaching of Chinese. Using SFL as the research framework, the authors cover three major areas in Chinese language education: effective pedagogies, curriculum and material design, and text analysis. Covering major local curriculum reforms and the rapid growth of International Baccalaureate programmes worldwide, this book will be of interest to linguists, language teachers and teacher educators and those involved in the teaching and learning of Chinese around the world.