Recording the war effort: immigrant communities in Latin America and the memory of the Great War     

María Inés Tato 《档案与原稿》2020,48(2):200-215

ABSTRACT

This paper aims to analyse the initiatives undertaken by some immigrant communities residing in Latin America to record their mobilisation around the First World War. After the armistice, European communities in Argentina, Bolivia, Brazil, Chile, Mexico, Paraguay, Peru, Uruguay and other countries gathered detailed information about their activities during the conflict, published as profusely illustrated books of remembrance, offered to their governments as proof of their loyalty. The article intends to establish the peculiar nature of these publications as records of the war effort, and analyse the agents and processes of their elaboration, and their role as commemorative but also as archival documents.  相似文献   

Victor Mercante (1870–1934)     

Inés Dussel 《Prospects》1996,26(2):413-431

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Expanding young children’s lifeworld     

Goulart  Maria Inês Mafra  Germanos  Erika  Roth  Wolff-Michael 《Cultural Studies of Science Education》2022,17(2):251-276

Cultural Studies of Science Education - The link between science education and early childhood education is still blurred. This is so because many science education researchers apparently, but...  相似文献   

Population differences in constructive memory     

Daniel W. Kee  Susan Nakayama Siaw  Linda Carter 《Contemporary educational psychology》1985,10(3):268-274

An experiment was conducted to evaluate constructive memory in fourth-grade low-SES black and middle-SES white children. The children were read nine short passages; each passage was composed of two premise statements and a filler sentence. The children were tested by a recognition procedure. Thirty-six test sentences were presented randomly. Four sentences were associated with each passage (true premise, false premise, true inference, and false inference). Subjects were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented at study. Middle-SES white children made few errors, except to true inference test sentences. This pattern of performance is consistent with the constructive view of memory. Low-SES black children also had a high error rate to true inference items. However, this outcome may not reflect constructive memory because they also had a high error rate to some of the other types of test sentences.  相似文献   

The moral dimension of class and gender identity-making: poverty and aggression in a secondary school in the city of Buenos Aires     

Analía Inés Meo 《British Journal of Sociology of Education》2011,32(6):843-860

This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial aspects of the micro politics of class and gender and processes of identity-making. Following Sayer, this article maps students’ responses to immoral sentiments and misrecognition: the search for respect and respectability, and moral boundary drawing. It demonstrates that these reactions are entangled in students’ class and gender identity-making. It also shows how ‘victims’ are able to regain respect. However, the individualized nature of these processes and the spirals of aggression they instigate demonstrate the fragile and temporary nature of this achievement.  相似文献   

Zafar,so good: middle‐class students,school habitus and secondary schooling in the city of Buenos Aires (Argentina)     

Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367

This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities.  相似文献   

A Bourdieusian approach to academic reading: reflections on a South African teaching experience     

Lloyd Hill  Analía Inés Meo 《Teaching in Higher Education》2013,18(8):845-856

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.  相似文献   

Culture and Technology: implications for multicultural teacher education     

Inés Márquez Chisholm 《Technology, Pedagogy and Education》2013,22(2):213-228

ABSTRACT

American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom.  相似文献   

From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science     

Melina Furman  Mariana Luzuriaga  Inés Taylor  María Eugenia Podestá  Diana Jarvis 《Early Years: An International Journal of Research and Development》2019,39(4):408-425

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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language     

Leong  Che Kan  Shum  Mark Shiu Kee  Tai  Chung Pui  Ki  Wing Wah  Zhang  Dongbo 《Reading and writing》2019,32(2):439-466

Reading and Writing - This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing...  相似文献