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This publication is the result of proceedings from the 2nd Global Conference on Visual Literacy held at Mansfield College, Oxford in July 2008. Although often touted as being a relatively new area of research, the field of Visual Literacy actually has a long history in some research disciplines, Theology, Anthropology, Art History and Iconography.
Although semiotics has, in one guise or another, ftourished uninterruptedly since pre Socratic times in the West, and important semiotic themes have emerged and devel oped independently in both the Brahmanie and Buddhistic traditions, semiotics as an organized undertaking began to 100m only in the 1960s. Workshops materialized, with a perhaps surprising spontaneity, over much ofEurope-Eastern and Western and in North America. Thereafter, others quickly surfaced almost everywhere over the litera te globe. Different places strategically allied themselves with different lega eies, but all had a common thrust: to aim at a general theory of signs, by way of a description of different sign systems, their comparative analysis, and their classifi cation. More or less permanent confederations were forged with the most diverse academic disciplines, and amazingly varied frameworks were devised-suited to the needs of the times and the sites-to carry the work of consolidation forward. Bit by bit, mutually supportive international networks were put together. Today, it can truly be asserted that semiotics has become a global enterprise. This, of course, is far from saying that the map is uniform or even that world-wide homogeneity is in the least desirable. While our conjoint ultimate goal remains steadily in focus, the multiplicity of avenues available for its realization is inherent in the advent ure of the search itself.
D_TEX presents itself as a starting point at a crossroads of ideas and debates around the complex universe of Textile Design in all its forms, manifestations and dimensions. The textile universe, allied to mankind since its beginnings, is increasingly far from being an area of exhausted possibilities, each moment proposing important innovations that need a presentation, discussion and maturation space that is comprehensive and above all inter- and transdisciplinary. Presently, the disciplinary areas where the textile area is present are increasing and important, such as fashion, home textiles, technical clothing and accessories, but also construction and health, among others, and can provide new possibilities and different disciplinary areas and allowing the production of new knowledge. D_TEX proposes to join the thinking of design, with technologies, tradition, techniques, and related areas, in a single space where ideas are combined with the technique and with the projectual and research capacity, thus providing for the creation of concepts, opinions, associations of ideas, links and connections that allow the conception of ideas, products and services. The interdisciplinary nature of design is a reality that fully reaches the textile material in its essence and its practical application, through the synergy and contamination by the different interventions that make up the multidisciplinary teams of research. The generic theme of D_TEX Textile Design Conference 2017, held at Lisbon School of Architecture of the University of Lisbon, Portugal on November 2-4, 2017, is Design the Future, starting from the crossroads of ideas and debates, a new starting point for the exploration of textile materials, their identities and innovations in all their dimensions.
In a masterly commentary on the possibilities of education, Bruner reveals how education can usher children into their culture, though it often fails to do so. Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.
"The book provides a deeper understanding of modern art in the Brazilian context, moving the focus away from the self-declared avant-gardes and towards a broad panorama of modernizing tendencies throughout the period, 1890 to 1945. The backdrop of sertão, favelas, carnival and samba - often left out of accounts that restrict readings of modernism to erudite arenas like literature, fine art or architecture - are foregrounded in an attempt to situate artistic discourses within the social and political struggles of the period. Race, class and ideological conflict are given priority as tools for deconstructing complex debates, too often taken at face value or misread as merely reflexive of European phenomena. The anthropophagic movement (Antropofagia) rates special attention in teasing out the meanings of primitivism in the Brazilian context. The book examines a range of visual cultural materials including paintings, periodicals, graphics and photographs, revealing a hidden archive that calls into question the very essence of how modernism is usually perceived in Brazil. The enduring presence of archaism and violence behind an appearance of modernity reveals itself to be not an anomaly, but rather a product of the tensions inherent to the enduring oligarchical structures of Brazilian culture and society"--
The Object of the Atlantic is a wide-ranging study of the transition from a concern with sovereignty to a concern with things in Iberian Atlantic literature and art produced between 1868 and 1968. Rachel Price uncovers the surprising ways that concrete aesthetics from Cuba, Brazil, and Spain drew not only on global forms of constructivism but also on a history of empire, slavery, and media technologies from the Atlantic world. Analyzing Jose Marti’s notebooks, Joaquim de Sousandrade’s poetry, Ramiro de Maeztu’s essays on things and on slavery, 1920s Cuban literature on economic restructuring, Ferreira Gullar’s theory of the “non-object,” and neoconcrete art, Price shows that the turn to objects—and from these to new media networks—was rooted in the very philosophies of history that helped form the Atlantic world itself.
*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. This open access book examines multiple facets of language diversity