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Knowledge in Context

Knowledge in Context

Sandra Jovchelovitch

Routledge
2006
sidottu
This book explores the relationship between knowledge and context through a novel analysis of processes of representation. Sandra Jovchelovitch argues that representation, a social psychological construct relating self, other and object-world, is at the basis of all knowledge. Understanding its genesis and actualisation in individual and social life explains what ties knowledge to persons, communities and cultures. It is through representation that we can appreciate the diversity of knowledge, and it is representation that opens the epistemic function of knowing to emotional and social rationalities. Drawing on dialogues between psychology, sociology and anthropology, Jovchelovitch explores the dominant assumptions of western conceptions of knowledge and the quest for a unitary reason free from the ‘impurities’ of person, community and culture. She recasts questions related to historical comparisons between the knowledge of adults and children, ‘civilised’ and ‘primitive’ peoples, scientists and lay communities and examines the ambivalence of classical theorists such as Piaget, Vygotsky, Freud, Durkheim and Lévy-Bruhl in addressing these issues. Against this background, Jovchelovitch situates and expands Moscovici’s theory of social representations, developing a framework to diagnose and understand knowledge systems, how they relate to different communities and what defines dialogical and non-dialogical encounters between knowledges in contemporary public spheres. Diversity in knowledge, she shows, is an asset of all human communities and dialogue between different forms of knowing constitutes the difficult but necessary task that can enlarge the frontiers of all knowledges. Knowledge in context will make essential reading for all those wanting to follow debates on knowledge and representation at the cutting edge of social, cultural and developmental psychology, sociology, anthropology, development and cultural studies.
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Knowledge in Context

Knowledge in Context

Sandra Jovchelovitch

Routledge
2007
nidottu
This book explores the relationship between knowledge and context through a novel analysis of processes of representation. Sandra Jovchelovitch argues that representation, a social psychological construct relating self, other and object-world, is at the basis of all knowledge. Understanding its genesis and actualisation in individual and social life explains what ties knowledge to persons, communities and cultures. It is through representation that we can appreciate the diversity of knowledge, and it is representation that opens the epistemic function of knowing to emotional and social rationalities. Drawing on dialogues between psychology, sociology and anthropology, Jovchelovitch explores the dominant assumptions of western conceptions of knowledge and the quest for a unitary reason free from the ‘impurities’ of person, community and culture. She recasts questions related to historical comparisons between the knowledge of adults and children, ‘civilised’ and ‘primitive’ peoples, scientists and lay communities and examines the ambivalence of classical theorists such as Piaget, Vygotsky, Freud, Durkheim and Lévy-Bruhl in addressing these issues. Against this background, Jovchelovitch situates and expands Moscovici’s theory of social representations, developing a framework to diagnose and understand knowledge systems, how they relate to different communities and what defines dialogical and non-dialogical encounters between knowledges in contemporary public spheres. Diversity in knowledge, she shows, is an asset of all human communities and dialogue between different forms of knowing constitutes the difficult but necessary task that can enlarge the frontiers of all knowledges. Knowledge in context will make essential reading for all those wanting to follow debates on knowledge and representation at the cutting edge of social, cultural and developmental psychology, sociology, anthropology, development and cultural studies.
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War of Words

War of Words

Sandra Silberstein

Routledge
2004
nidottu
In a media age, wars are waged not only with bombs and planes but also with video and sound bites. War of Words is an incisive report from the linguistic battlefields, probing the tales told about September 11th to show how Americans created consensus in the face of terror. Capturing the campaigns for America's hearts, minds, wallets and votes, Silberstein traces the key cultural conflicts that surfaced after the attacks and beyond:the attacks on critical intellectuals for their perceived 'blame America first' attitudethe symbiotic relationship between terrorists and the media(mis)representations of Al Qaeda and the Taliban used to justify military actionthe commercialisation of September 11thnews as 'entertainment' when covering tragic events.Now featuring a new chapter on the Second Anniversary and Beyond, including: the war in Iraq, the backlash against former 'heroes' and accusations of presidential mendacity.A perceptive and disturbing account, War of Words reveals the role of the media in manufacturing events and illuminates the shifting sands of American collective identity in the post September 11th world.
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The 1940 Tokyo Games: The Missing Olympics

The 1940 Tokyo Games: The Missing Olympics

Sandra Collins

Routledge
2008
sidottu
By representing their experience of modernity as different from the West in their respective Olympic Games, Asian nations reveal much about the ambitions and anxieties of being an Asian host in the continuing western Olympic hegemony. This original work explores the encounter between ‘the East and the West’ by analyzing the deliberate self-presentational cultural diplomacy historically required of Asian Olympic hosts.Exploring the relationship between Modern Asia and the Olympic Games, it focuses on the forgotten history of the 1940 Tokyo Olympics to reveal the complex and fascinating encounter between Japan and the world in the 1930s. The book is the first full account of this encounter and draws substantially on Japanese sources hitherto unknown in the English-speaking world. It argues that this encounter sets the scene and the tone for later Asian involvement in the Olympic Movement. It includes chapters on:Imperial Commemoration and Diplomacy the Japanese Fascist Olympicsthe Event, Japanese Stylethe Spectre of 1940 in Later Asian Olympics.This work fills a gap in the literature, and provides an original addition to the history of Japanese culture, Asian cultures and the Olympic Movement.This book is a special issue of The International Journal of the History of Sport.
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The Moral Leader

The Moral Leader

Sandra J. Sucher

Routledge
2007
nidottu
Successful leaders – at any level and in any arena – are inevitably presented with moral and ethical choices. This unique and innovative textbook is designed to encourage students and managers to confront those fundamental moral challenges, to develop skills in moral analysis and judgment, and to come to terms with their own definition of moral leadership and how it can be translated into action. Drawing on the inspiration of major literary and historical figures such as Machiavelli, Conrad, Shackleton and Achebe, and based upon an impressive array of literary sources, including novels, plays, history and biography, the book centers on four questions implicitly asked of all leaders: What is the nature of a moral challenge? How do people 'reason morally'?How do leaders contend with the moral choices they face? How is moral leadership different from leadership in general? The Moral Leader is based upon the renowned course of the same name taught at Harvard Business School for over two decades. With an emphasis on decision-making and action, students learn to identify moral problems, to address them systematically, and to develop skills that aid them throughout their studies and their professional lives. At times challenging, insightful, and always illuminating, this book is essential reading for all serious students of leadership, management, business ethics or policy. Visit the companion website at www.routledge.com/textbooks/9780415400640
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Teaching The Moral Leader

Teaching The Moral Leader

Sandra J. Sucher

Routledge
2007
nidottu
Teaching the Moral Leader is a comprehensive, practical manual to help instructors integrate moral leadership in their own courses, drawing from the experience and resources of the Harvard Business School course 'The Moral Leader', an MBA elective taken by thousands of HBS students over nearly twenty years. Using this guide's background material, detailed teaching plans, and online materials, instructors will be well prepared to lead their students in the study of this vital and important subject.
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A Guide to Early Years Practice

A Guide to Early Years Practice

Sandra Smidt

Routledge
2007
nidottu
This is a practical, accessible guide to early years practice. The author examines current theories about how children learn best and focuses on how we can support and extend the learning of young children. This fully revised edition discusses Birth to Three Matters, the new Childcare Bill and the development of children's centres, and has additional focus on the Foundation Stage ProfilePacked full with case studies, the book offers:practical advice on how to successfully involve parents as equal partners in the education of their children guidance to ensure that the activities and support offered to young children will promote learning across a broad and balanced Early Years curriculum a focus on special needs, multiculturalism and multilingualism, play and culture, and the importance of interactions with adults and with peers. Essential reading for students on Early Years courses, this book is also invaluable for practitioners, who can use this text as the starting point for developing their own methods within the frameworks of statutory documents relating to Early Years education.
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Supporting Multilingual Learners in the Early Years

Supporting Multilingual Learners in the Early Years

Sandra Smidt

Routledge
2007
sidottu
Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as: what being multilingual implies in terms of prior learning and why this matters in educationthe importance of respect for diversity and encouraging children to be proud of their language and culturepractical ways to help young children acquire English ways of working with parents who themselves have little or no English the differences and difficulties involved in a child learning an additional language so early on in their livesstrategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children’s learning and development.Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.
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Supporting Multilingual Learners in the Early Years

Supporting Multilingual Learners in the Early Years

Sandra Smidt

Routledge
2007
nidottu
Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as: what being multilingual implies in terms of prior learning and why this matters in educationthe importance of respect for diversity and encouraging children to be proud of their language and culturepractical ways to help young children acquire English ways of working with parents who themselves have little or no English the differences and difficulties involved in a child learning an additional language so early on in their livesstrategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children’s learning and development.Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.
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Re-Envisioning Global Development

Re-Envisioning Global Development

Sandra Halperin

Routledge
2013
sidottu
Re-Envisioning Global Development offers an original conceptualisation of capitalist development from its origins to the present day.Most approaches to understanding contemporary development assume that industrial capitalism was achieved through a process of nationally organised economic growth, and that in recent years its organisation has become increasingly trans-local or global. However, Halperin shows that nationally organised economic growth has rarely been the case – it has only recently come to characterise a few countries and for only a few decades. This innovative text elaborates an alternative ontology and way of thinking about global development during the last two centuries – one linked, not to nations and regions, but to a set of essentially trans-national relations and connections. It argues that capitalist development has, everywhere and from the start, involved—not whole nations or societies–but only sectors or geographical areas within states. By bringing this aspect of historically ‘normal’ capitalist development into clearer focus, the book clarifies the specific conditions and circumstances that enabled European economies to pursue a more broad-based development following World War II, and what prevented a similar outcome in the contemporary ‘third world’. It also clarifies the nature, spatial extent, and circumstances of current globalising trends. Wide-ranging and provocative, this book is required reading for advanced level students and scholars in development studies, development economics and political science.
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Re-Envisioning Global Development

Re-Envisioning Global Development

Sandra Halperin

Routledge
2013
nidottu
Re-Envisioning Global Development offers an original conceptualisation of capitalist development from its origins to the present day.Most approaches to understanding contemporary development assume that industrial capitalism was achieved through a process of nationally organised economic growth, and that in recent years its organisation has become increasingly trans-local or global. However, Halperin shows that nationally organised economic growth has rarely been the case – it has only recently come to characterise a few countries and for only a few decades. This innovative text elaborates an alternative ontology and way of thinking about global development during the last two centuries – one linked, not to nations and regions, but to a set of essentially trans-national relations and connections. It argues that capitalist development has, everywhere and from the start, involved—not whole nations or societies–but only sectors or geographical areas within states. By bringing this aspect of historically ‘normal’ capitalist development into clearer focus, the book clarifies the specific conditions and circumstances that enabled European economies to pursue a more broad-based development following World War II, and what prevented a similar outcome in the contemporary ‘third world’. It also clarifies the nature, spatial extent, and circumstances of current globalising trends. Wide-ranging and provocative, this book is required reading for advanced level students and scholars in development studies, development economics and political science.
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Planning for the Early Years Foundation Stage

Planning for the Early Years Foundation Stage

Sandra Smidt

Focal Press
2009
nidottu
The Practical Guidance in the Early Years Foundation Stage series will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage.Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice.Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories.Planning for the Early Years Foundation Stage complements the six Learning area books in this series by explaining the basis of clear planning and how it links to careful observation and assessment. Useful examples are provided throughout, Planning across the Early Years Foundation Stage will raise awareness of what is needed within early years settings, explain the who, when and whys of observation, assessment and planning, and making useful links to each of the other books in the series.
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Planning for the Early Years Foundation Stage

Planning for the Early Years Foundation Stage

Sandra Smidt

Focal Press
2009
sidottu
The Practical Guidance in the Early Years Foundation Stage series will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage.Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice.Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories.Planning for the Early Years Foundation Stage complements the six Learning area books in this series by explaining the basis of clear planning and how it links to careful observation and assessment. Useful examples are provided throughout, Planning across the Early Years Foundation Stage will raise awareness of what is needed within early years settings, explain the who, when and whys of observation, assessment and planning, and making useful links to each of the other books in the series.
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Introducing Vygotsky

Introducing Vygotsky

Sandra Smidt

Routledge
2008
sidottu
Sandra Smidt takes the reader on a journey through the key concepts of Lev Vygotsky, one of the twentieth century’s most influential theorists in the field of early education. His ground-breaking principles of early learning and teaching are unpicked here using every-day language, and critical links between his fascinating ideas are revealed.Introducing Vygotsky is an invaluable companion for anyone involved with children in the early years. The introduction of Vygotsky’s key concepts is followed by discussion of the implications of these for teaching and learning. Each chapter also includes a useful glossary of terms.This accessible text is illustrated throughout with examples drawn from real-life early years settings and the concepts discussed include: mediation and memoryculture and cultural toolsmental functionslanguage, concepts and thinkingactivity theoryplay and meaning.Essential reading for all those interested in or working with children, Introducing Vygotsky emphasises the social nature of learning and examines the importance of issues such as culture, history, language, and symbols in learning.
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Introducing Vygotsky

Introducing Vygotsky

Sandra Smidt

Routledge
2008
nidottu
Sandra Smidt takes the reader on a journey through the key concepts of Lev Vygotsky, one of the twentieth century’s most influential theorists in the field of early education. His ground-breaking principles of early learning and teaching are unpicked here using every-day language, and critical links between his fascinating ideas are revealed.Introducing Vygotsky is an invaluable companion for anyone involved with children in the early years. The introduction of Vygotsky’s key concepts is followed by discussion of the implications of these for teaching and learning. Each chapter also includes a useful glossary of terms.This accessible text is illustrated throughout with examples drawn from real-life early years settings and the concepts discussed include: mediation and memoryculture and cultural toolsmental functionslanguage, concepts and thinkingactivity theoryplay and meaning.Essential reading for all those interested in or working with children, Introducing Vygotsky emphasises the social nature of learning and examines the importance of issues such as culture, history, language, and symbols in learning.
Vertaile hintoja
The 1940 Tokyo Games: The Missing Olympics

The 1940 Tokyo Games: The Missing Olympics

Sandra Collins

Routledge
2008
nidottu
By representing their experience of modernity as different from the West in their respective Olympic Games, Asian nations reveal much about the ambitions and anxieties of being an Asian host in the continuing western Olympic hegemony. This original work explores the encounter between ‘the East and the West’ by analyzing the deliberate self-presentational cultural diplomacy historically required of Asian Olympic hosts.Exploring the relationship between Modern Asia and the Olympic Games, it focuses on the forgotten history of the 1940 Tokyo Olympics to reveal the complex and fascinating encounter between Japan and the world in the 1930s. The book is the first full account of this encounter and draws substantially on Japanese sources hitherto unknown in the English-speaking world. It argues that this encounter sets the scene and the tone for later Asian involvement in the Olympic Movement. It includes chapters on:Imperial Commemoration and Diplomacy the Japanese Fascist Olympicsthe Event, Japanese Stylethe Spectre of 1940 in Later Asian Olympics.This work fills a gap in the literature, and provides an original addition to the history of Japanese culture, Asian cultures and the Olympic Movement.This book is a special issue of The International Journal of the History of Sport.
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Introducing Malaguzzi

Introducing Malaguzzi

Sandra Smidt

Routledge
2012
sidottu
Loris Malaguzzi is recognised as the founder of the extraordinary programmes of preschool education that developed after the war in Reggio Emilia, Italy. Deeply embedded in the cultures and communities they serve, these unique preschools have justifiably become famous throughout the world.In this accessible and engaging text, Sandra Smidt examines how Malaguzzi’s philosophy developed out of his personal experiences of growing up in post-fascist Italy. His ideas are explored and illustrated throughout by examples relating to everyday early years practice. The key themes explored include: relationships — the importance of relationships, culture and contexts to learning within any setting and beyond; transparency — the importance of listening and documentation to understanding and sharing learning; questioning — inviting children to not only answer questions but raise them, allowing them to be equal partners in all learning situations; creativity — finding ways of enabling children to use all the expressive languages they can find to express and share their ideas; equity and fairness — involving the community in all decision-making and discussions, to ensure that early childhood education is accessible and relevant to all children. This book will be of benefit to all those working with young children and essential reading for students on early childhood education programmes.
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Introducing Malaguzzi

Introducing Malaguzzi

Sandra Smidt

Routledge
2012
nidottu
Loris Malaguzzi is recognised as the founder of the extraordinary programmes of preschool education that developed after the war in Reggio Emilia, Italy. Deeply embedded in the cultures and communities they serve, these unique preschools have justifiably become famous throughout the world.In this accessible and engaging text, Sandra Smidt examines how Malaguzzi’s philosophy developed out of his personal experiences of growing up in post-fascist Italy. His ideas are explored and illustrated throughout by examples relating to everyday early years practice. The key themes explored include: relationships — the importance of relationships, culture and contexts to learning within any setting and beyond; transparency — the importance of listening and documentation to understanding and sharing learning; questioning — inviting children to not only answer questions but raise them, allowing them to be equal partners in all learning situations; creativity — finding ways of enabling children to use all the expressive languages they can find to express and share their ideas; equity and fairness — involving the community in all decision-making and discussions, to ensure that early childhood education is accessible and relevant to all children. This book will be of benefit to all those working with young children and essential reading for students on early childhood education programmes.
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Playing to Learn

Playing to Learn

Sandra Smidt

Routledge
2010
sidottu
Sandra Smidt sets out to explain what play is and why it is so important as one of the key ways of learning, particularly - but not solely - for young children. She argues that all play is purposeful, and can only truly considered to be play when the child has chosen what to do, where and how to do it.Using case studies drawn from all over the world, Smidt challenges some of the prevailing myths relating to play and pays close attention to what it is that early years professionals need to do to interpet the play, understand its purpose for the child and sometimes extend it. Attention is paid to the close links that play has with creativity, and the author also highlights the importance of being able to explain to colleagues, parents and even those in government, why play matters so much in terms of learning and development.This book will be of interest to anyone involved in early years’ education.
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Playing to Learn

Playing to Learn

Sandra Smidt

Routledge
2010
nidottu
Sandra Smidt sets out to explain what play is and why it is so important as one of the key ways of learning, particularly - but not solely - for young children. She argues that all play is purposeful, and can only truly considered to be play when the child has chosen what to do, where and how to do it.Using case studies drawn from all over the world, Smidt challenges some of the prevailing myths relating to play and pays close attention to what it is that early years professionals need to do to interpet the play, understand its purpose for the child and sometimes extend it. Attention is paid to the close links that play has with creativity, and the author also highlights the importance of being able to explain to colleagues, parents and even those in government, why play matters so much in terms of learning and development.This book will be of interest to anyone involved in early years’ education.
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