標(biāo)題: Titlebook: Cultural Studies in the Classroom and Beyond; Critical Pedagogies Jaafar Aksikas,Sean Johnson Andrews,Donald Hedrick Book 2019 The Editor( [打印本頁] 作者: KEN 時(shí)間: 2025-3-21 18:31
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作者: 債務(wù) 時(shí)間: 2025-3-21 21:11 作者: 乞討 時(shí)間: 2025-3-22 01:55 作者: Heresy 時(shí)間: 2025-3-22 06:21
978-3-030-25395-0The Editor(s) (if applicable) and The Author(s) 2019作者: 整體 時(shí)間: 2025-3-22 10:26 作者: conduct 時(shí)間: 2025-3-22 14:17
Regina Cortina,Sonsoles San Románty, contingency, and contextuality, addressed to the politics of discourse and culture, but always performed as an ongoing conversation challenging the certainties that too often guarantee our claims to knowledge. The chapter offers some thoughts on how such a conversation might define both classroo作者: conduct 時(shí)間: 2025-3-22 20:05 作者: septicemia 時(shí)間: 2025-3-23 00:45
Suction Blister Model of Wound Healingce undergraduate students encountering the frameworks and dilemmas of cultural studies and the way these intersect with the newest fronts of the so-called culture wars. In particular, the essay provides a critical perspective on the emergent call-out culture, which may be familiar to students from t作者: 托運(yùn) 時(shí)間: 2025-3-23 02:30
Animal Models of Ischemic Wound Healingegies have transformed and depoliticized higher education largely through the appropriation of difference and the proliferation of discourses of a disciplinary professionalism. We highlight how Cultural Studies, in particular, has become a target of these strategies and argues that, within the past 作者: 領(lǐng)巾 時(shí)間: 2025-3-23 08:51 作者: 痛恨 時(shí)間: 2025-3-23 12:16
Systems Determine Our Behavior,s stated allegiance to the “necessary modesty of theory.” Exemplifying his position, he sustains discussion of the unacknowledged importance of metaphors, such as “struggle” or “hegemony” or “interruption.” Applying this claim to the matter of teaching, which Hall doesn’t address, Hedrick flips over作者: echnic 時(shí)間: 2025-3-23 16:03 作者: Fsh238 時(shí)間: 2025-3-23 21:38
Transparency, a Weapon for Citizens,ips in terms of race, gender, class and nationality, and the historical processes which have advanced these relationships are useful in organizing significant issues and events in digestible forms. Our lived experiences are an essential part of our learning of the world around us. These experiences 作者: Pulmonary-Veins 時(shí)間: 2025-3-24 00:26 作者: 阻擋 時(shí)間: 2025-3-24 04:18 作者: 蛛絲 時(shí)間: 2025-3-24 07:19
J?rg E. G. Lemberg,Andreas Lukschban research institution in Wisconsin. The first section examines obstacles to critical instructional practice in a college permeated by a customer service ethos and neoliberal rationality—the same kind of rationality that underpins Governor Walker’s educational policies at the state level. The seco作者: 初次登臺 時(shí)間: 2025-3-24 11:14
J?rg E. G. Lemberg,Andreas Lukschsands of partition walls. This national public university, destined to train about 50,000 students in accounting, administration, law, engineering, communications, medicine, and other predominant?disciplines, is located inside the premises of a former automobile factory in the large working-class di作者: staging 時(shí)間: 2025-3-24 18:08
J?rg E. G. Lemberg,Andreas Lukschademic fluidity, it presents a number of pedagogical challenges. One of the most persistent challenges in teaching cultural studies is getting students to understand what is meant by .. This chapter (intended to be read in tandem with Megan M. Wood’s chapter “Conjuncturally Teaching: Cultural Studie作者: crockery 時(shí)間: 2025-3-24 19:58
Strategische Wachstumsziele erarbeitenonditions of its given context, is to invigorate critical thinking and praxis, knowledge production, and change in new and important ways. Rather than approaching the question of pedagogy and Cultural Studies as the need to develop (or formalize or assess) methods, texts, assignments, or forms of au作者: Receive 時(shí)間: 2025-3-25 01:18
Analyse des bestehenden Gesch?ftsmodells training had for conceptions of good or effective supervision? Are models of good supervision generalisable and, if not, what institutional and demographic factors might impede their uptake? This chapter considers these questions from the view of cultural studies, both for the critical tools the di作者: Injunction 時(shí)間: 2025-3-25 05:46
Cultural Studies, Teaching and Critical Pedagogy: An Introduction,l-political project and a critical pedagogical project. The chapter opens with an attempt to answer afresh the rather “old” question of what cultural studies is/should be and then moves to survey existing work on cultural studies teaching and pedagogy to reveal its general tendency to be more highly作者: 期滿 時(shí)間: 2025-3-25 07:54
What Did You Learn in School Today? Cultural Studies as Pedagogyty, contingency, and contextuality, addressed to the politics of discourse and culture, but always performed as an ongoing conversation challenging the certainties that too often guarantee our claims to knowledge. The chapter offers some thoughts on how such a conversation might define both classroo作者: 機(jī)械 時(shí)間: 2025-3-25 11:39
We Are All Art Historians Now: Teaching Media Studies and/as Cultural Studiestor, but most of the time in the US, Colombia, and Britain. In disciplinary terms, I’ve taught cultural studies ‘inside’ sociology, cinema studies, American studies, anthropology, women’s studies, English, journalism, social communication, management, film and media studies, and Latin American and C作者: NIP 時(shí)間: 2025-3-25 17:07 作者: Fracture 時(shí)間: 2025-3-25 22:04
Cultural Studies and (Un)Critical Pedagogies: A Journey Through the Corporatized Universityegies have transformed and depoliticized higher education largely through the appropriation of difference and the proliferation of discourses of a disciplinary professionalism. We highlight how Cultural Studies, in particular, has become a target of these strategies and argues that, within the past 作者: 主動脈 時(shí)間: 2025-3-26 02:58 作者: 詳細(xì)目錄 時(shí)間: 2025-3-26 05:32 作者: Frenetic 時(shí)間: 2025-3-26 11:03 作者: 實(shí)施生效 時(shí)間: 2025-3-26 15:59
“Bringing the World to the Classroom”: Cultural Studies and Experiential Learningips in terms of race, gender, class and nationality, and the historical processes which have advanced these relationships are useful in organizing significant issues and events in digestible forms. Our lived experiences are an essential part of our learning of the world around us. These experiences 作者: labile 時(shí)間: 2025-3-26 17:01 作者: laparoscopy 時(shí)間: 2025-3-26 21:57
Cultural Studies in Practice: Toward a ‘Thick Description’ of a Methodology Course in Cultural Studibia College Chicago (that his colleague Andrews talks about in the preceding chapter). He insists that cultural studies is not just a specific radical intellectual-political project but is also a critical pedagogical project and practice and that the work of taking seriously and reflecting criticall作者: 行業(yè) 時(shí)間: 2025-3-27 01:35
Critical (Race) Pedagogy and the Neoliberal Arts in Walker’s Wisconsinban research institution in Wisconsin. The first section examines obstacles to critical instructional practice in a college permeated by a customer service ethos and neoliberal rationality—the same kind of rationality that underpins Governor Walker’s educational policies at the state level. The seco作者: 珠寶 時(shí)間: 2025-3-27 08:37 作者: 散步 時(shí)間: 2025-3-27 10:54
Teaching Conjuncturally: Cultural Studies as the Practice of Conjunctural Analysisademic fluidity, it presents a number of pedagogical challenges. One of the most persistent challenges in teaching cultural studies is getting students to understand what is meant by .. This chapter (intended to be read in tandem with Megan M. Wood’s chapter “Conjuncturally Teaching: Cultural Studie作者: coltish 時(shí)間: 2025-3-27 16:45
Conjuncturally Teaching: Cultural Studies Pedagogy Beyond Common Senseonditions of its given context, is to invigorate critical thinking and praxis, knowledge production, and change in new and important ways. Rather than approaching the question of pedagogy and Cultural Studies as the need to develop (or formalize or assess) methods, texts, assignments, or forms of au作者: 裹住 時(shí)間: 2025-3-27 19:50 作者: Congeal 時(shí)間: 2025-3-28 00:30
Cultural Studies and (Un)Critical Pedagogies: A Journey Through the Corporatized Universityultaneously. From this perspective, we pose the question: how can Cultural Studies work be done in an actively hostile environment? As provisional answers, we highlight strategies and modes of working that offer potential avenues for the continuation of critical pedagogies and research practice. Thi作者: Sleep-Paralysis 時(shí)間: 2025-3-28 02:52
Cultural Studies as Writing Project, with Trump Assignmential goal. While such an assignment might seem more playful than rigorous, one notes Hall’s claim that metaphors can be life or death matters. Hedrick’s sample might open up a thread of possible cultural studies pedagogy through serious, radical, exploratory and creative imagination.作者: 延期 時(shí)間: 2025-3-28 06:24
“Bringing the World to the Classroom”: Cultural Studies and Experiential Learningode of education as essential to the project of cultural studies. My intervention here goes against the newer trends in higher education and the growth of virtual learning systems and recovers and adjusts to the classroom the merits of established fieldwork principles of scholarly fields such as ant作者: 收到 時(shí)間: 2025-3-28 12:28 作者: myalgia 時(shí)間: 2025-3-28 16:34
Cultural Studies in Practice: Toward a ‘Thick Description’ of a Methodology Course in Cultural Studi intervention in the growing debates around issues of methodology and epistemology in cultural studies. Aksikas refuses to make any claims about the successes and merits of the course and warns against seeing his ‘thick description’ as an ideal to be followed. Rather, he wants us to approach it as a作者: 食草 時(shí)間: 2025-3-28 21:07 作者: CHAR 時(shí)間: 2025-3-29 02:45 作者: Intellectual 時(shí)間: 2025-3-29 04:21
Teaching Conjuncturally: Cultural Studies as the Practice of Conjunctural Analysisese considerations form the basis for discussing the design and implementation of the course Practices of Cultural Studies as taught at the University of North Carolina—Chapel Hill. I offer practical information on course design, syllabus construction, reading selections and implementation of group 作者: Repetitions 時(shí)間: 2025-3-29 10:21
Conjuncturally Teaching: Cultural Studies Pedagogy Beyond Common Sense in which public pedagogy takes place. She describes some of what this responsibility to conjunctural thinking has looked like for her own and her undergraduate students’ experiences practicing cultural studies in the “Cultural Studies classroom.”作者: atrophy 時(shí)間: 2025-3-29 14:07
The Ethics of Postgraduate Supervision: A View from Cultural Studiesupervisors’ ethical responsibilities in relation to what Christine Halse and Peter Bansel (.(4), 377–392, 2012) call ‘learning alliances’. While endorsing conceptions of learning as a collective practice, we foreground instances where the language of moral obligation can risk displacing important co作者: 罵人有污點(diǎn) 時(shí)間: 2025-3-29 17:46 作者: 破布 時(shí)間: 2025-3-29 21:29
Systems Determine Our Behavior,ial goal. While such an assignment might seem more playful than rigorous, one notes Hall’s claim that metaphors can be life or death matters. Hedrick’s sample might open up a thread of possible cultural studies pedagogy through serious, radical, exploratory and creative imagination.作者: 你敢命令 時(shí)間: 2025-3-30 02:58
Transparency, a Weapon for Citizens,ode of education as essential to the project of cultural studies. My intervention here goes against the newer trends in higher education and the growth of virtual learning systems and recovers and adjusts to the classroom the merits of established fieldwork principles of scholarly fields such as ant作者: 收到 時(shí)間: 2025-3-30 04:17
Atlantis Ambient and Pervasive Intelligence an age of economic uncertainty and ballooning student debt. The aim is to generate and stimulate a productive conversation about the institutional, theoretical, and pedagogical challenges and rewards of such a project: cultural studies in the undergraduate curriculum.作者: 野蠻 時(shí)間: 2025-3-30 08:53
Systems Determine Our Behavior, intervention in the growing debates around issues of methodology and epistemology in cultural studies. Aksikas refuses to make any claims about the successes and merits of the course and warns against seeing his ‘thick description’ as an ideal to be followed. Rather, he wants us to approach it as a作者: inhumane 時(shí)間: 2025-3-30 13:58
J?rg E. G. Lemberg,Andreas Lukschneself, and devise activities likely to engage students in critical analysis. The last section of the chapter addresses the difficulty of practicing critical pedagogy with students who, as guinea pigs of the testing regime of No Child Left Behind, are accustomed to a banking model of education. Havi作者: cogent 時(shí)間: 2025-3-30 17:27 作者: MEAN 時(shí)間: 2025-3-31 00:09
J?rg E. G. Lemberg,Andreas Lukschese considerations form the basis for discussing the design and implementation of the course Practices of Cultural Studies as taught at the University of North Carolina—Chapel Hill. I offer practical information on course design, syllabus construction, reading selections and implementation of group 作者: 漂浮 時(shí)間: 2025-3-31 03:34
Strategische Wachstumsziele erarbeiten in which public pedagogy takes place. She describes some of what this responsibility to conjunctural thinking has looked like for her own and her undergraduate students’ experiences practicing cultural studies in the “Cultural Studies classroom.”
