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What is the role of the author in times of crisis? Modernist Crisis and the Pedagogy of Form examines how Virginia Woolf, Samuel R. Delany, and J. M. Coetzee developed literary strategies in common to cope with crisis periods they were anticipating, living through, or looking back on. Matthew Cheney outlines how the three writers shaped their art to create an author/audience relationship congruent with the goals of critical pedagogy espoused by such thinkers as Paulo Freire and bell hooks. Seeking to stimulate ethical thought, Woolf, Delany, and Coetzee required their readers to be active interpreters of their texts' forms, contents, and contexts. By pushing against fiction's fictionality, these writers of very different backgrounds, geographies, privileges, situations, tastes, and styles discovered complex ways to address the world wars in England, the AIDS crisis in New York, and apartheid in South Africa, going so far as to question the value of fiction itself.
"A memoir about the author's coming of age as she grapples with her identity as an artist, her family's racial history, and her mother's death from cancer"--
Winner of the D.H. Lawrence Society of North America’s Biennial Award for a Newly Published Scholar in Lawrence Studies Though the differences in style and politics between Virginia Woolf (1882-1941) and D.H. Lawrence (1885-1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence reframes Woolf and Lawrence’s later experiments in fiction, life-writing, and literary criticism as the works of former teachers, of writers (that is) still preoccupied with pedagogy. More specifically, the book argues that across their respective writing careers they conceptualize problems of teaching and learning as problems of sensation, emotion, or intensity. But the “sensuous pedagogies” Woolf and Lawrence depict and enact are not limited to classroom spaces or strategies; rather, they pertain to non-institutional relationships, developmental narratives, spaces, and needs. Friendships and other intimate relationships in Lawrence’s fiction, for instance, often take on a pedagogical shape or texture (one person playing the student; the other, the teacher) while Woolf’s literary criticism models a novel approach to taste-training that prioritizes the individual freedom of common readers (who must learn to attend to books that give them pleasure). In addition, Sensuous Pedagogies reads Lawrence’s literary criticism as reparative, Woolf’s fiction as sustained feminist pedagogy, and their respective theories of life and love as fundamentally entangled with pedagogical concerns.
French school debates of recent years, which are simultaneously debates about the French Republic’s identity and values, have generated a spate of internationally successful literature and film on the topic of education. While mainstream media and scholarly essays tend to treat these works as faithful representations of classroom reality, The Pedagogical Imagination takes a different approach. In this study of French education and republicanism as represented in twenty-first-century French literature and film, Leon Sachs shifts our attention from “what” literature and film say about education to “how” they say it. He argues that the most important literary and filmic treatments of French education in recent years—the works of Agnès Varda, Érik Orsenna, Abdellatif Kechiche, François Bégaudeau—do more than merely depict the present-day school crisis. They explore questions of education through experiments with form. The Pedagogical Imagination shows how such techniques engage present-day readers and viewers in acts of interpretation that reproduce pedagogical principles of active, experiential learning—principles at the core of late nineteenth-century educational reform that became vehicles for the diffusion of republican ideology.
Modernist Time Ecology is a deeply interdisciplinary book that changes what we think literature and the arts can do for the world at large.
This volume traces the history of Western philosophy of education in the contemporary landscape (1914-2020). The volume covers the Cuban Revolution in 1959, the events of May 1968 in Paris, the Zapatista Revolution in 1994, and the Arab Spring revolutions from 2010 to 2012. It also covers the two World Wars, the Cold War, the fall of the Berlin Wall, and the triumph of science and technology until the hegemony of post-liberal societies. The philosophical problems covered include justice, freedom, critical thought, equity, philosophy for children, decolonialism, liberal education, feminism, and plurality. These problems are discussed in relation to the key philosophers and pedagogues of the period including Jacques Derrida, Paulo Freire, Simone De Beauvoir, Judith Butler, R.S. Peters, bell hooks, Martha Nussbaum, Matthew Lipman, Giorgio Agamben, Maxine Greene, and Simone Weil, among others. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
Crises have been studied in many disciplines and from diverse perspectives for at least 150 years. Yet recent decades have seen a marked increase in the crisis literature, reflecting growing awareness of crisis phenomena from the 1970s onwards. Responding to this mainstream literature, this edited collection makes six key innovations. First, it distinguishes between crises as event and crises as process, as well as crises as accidental events or as the result of system-generated processes. Second, it distinguishes crises that can be managed through established crisis-management routines from crises of crisis management. Third, it focuses on the symptomatology of crisis, i.e., the challenge of moving crisis symptoms to understanding underlying causes as a basis for decisive action. Fourth, it goes beyond the cliché that crises are both threat and opportunity by distinguishing valid accounts of the origins and present nature of a crisis, from more speculative accounts of what potentially exists. Fifth, it explores how crises can disorient conventional wisdom, thus provoking efforts to interpret and learn about crises and draw lessons after a crisis has ended. Finally, the sixth element is the move away from the conventional focus on executive authorities and disaster management agencies, instead turning attention towards how other social forces construe crises and attempt to learn from them. Offering important insights into the pedagogy of crisis throughout, this collection will offer excellent reading to both researchers and postgraduate students.
WORLD FANTASY AWARD WINNER • A true horde of fantasy tales sure to delight fans, scholars, and even the greediest of dragons—from bestselling authors Ann and Jeff VanderMeer Step through a shimmering portal ... a worn wardrobe door ... a schism in sky ... into a bold new age of fantasy. When worlds beyond worlds became a genre unto itself. From the swinging sixties to the strange, strange seventies, the over-the-top eighties to the gnarly nineties—and beyond, into the twenty-first century—the VanderMeers have found the stories and the writers from around the world that reinvented and revitalized the fantasy genre after World War II. The stories in this collection represent twenty-two different countries, including Russia, Argentina, Nigeria, Columbia, Pakistan, Turkey, Finland, Sweden, China, the Philippines, and the Czech Republic. Five have never before been translated into English. From Jorge Luis Borges to Ursula K. Le Guin, Michael Moorcock to Angela Carter, Terry Pratchett to Stephen King, the full range and glory of the fantastic are on display in these ninety-one stories in which dragons soar, giants stomp, and human children should still think twice about venturing alone into the dark forest. Completing Ann and Jeff VanderMeer's definitive The Big Book of Classic Fantasy, this companion volume to takes the genre into the twenty-first century with ninety-one astonishing, mind-bending stories. A VINTAGE ORIGINAL
We live in a time of unprecedented planetary ecocrisis, one that poses the serious and ongoing threat of mass extinction. Drawing upon a range of theoretical influences, this book offers the foundations of a philosophy of ecopedagogy for the global north. In so doing, it poses challenges to today's dominant ecoliteracy paradigms and programs, such as education for sustainable development, while theorizing the needed reconstruction of critical pedagogy itself in light of our presently disastrous ecological conditions.
This is an account of modern since the 1930s teaching. The book examines changes in teaching, past policy, and new policies introduced since the 1988 Education Act. It also explores the impact of new kinds of work relations and skills in relation to changes in public service and the state.