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1000 tulosta hakusanalla Kathryn A. Woolard

Singular and Plural

Singular and Plural

Kathryn A. Woolard

Oxford University Press Inc
2016
sidottu
A surging movement for Catalan political independence from Spain has brought renewed urgency to questions about what it means, personally and politically, to speak or not to speak Catalan and to claim Catalan identity. This book develops a framework for analyzing ideologies of linguistic authority and uses it to illuminate the politics of language in Catalonia, where Catalan jostles with Castilian for legitimacy. Kathryn Woolard's longitudinal research across decades of political autonomy contextualizes this ethnographic study of the social meaning of Catalan in the 21st century. Part I lays out the ideologies of linguistic authenticity, anonymity, and naturalism that underpin linguistic authority in the modern western world, and gives an overview of a shift in the ideological grounding of linguistic authority in contemporary Catalonia. Part II examines discourses in the media surrounding three public linguistic controversies: an immigrant president's linguistic competence, a municipal festival, and an international book fair. Part III explores individuals' linguistic practices and views, drawing on classroom ethnographies and interviews with two generations of young people from the same high school. Woolard argues that there is an ongoing shift at both public and personal levels away from the ethnolinguistic authenticity that powered relations in the early transition to political autonomy, and toward new discourses of anonymity, rooted cosmopolitanism, and authenticity understood as a project rather than a matter of origins and essence.
Singular and Plural

Singular and Plural

Kathryn A. Woolard

Oxford University Press Inc
2016
nidottu
A surging movement for Catalan political independence from Spain has brought renewed urgency to questions about what it means, personally and politically, to speak or not to speak Catalan and to claim Catalan identity. This book develops a framework for analyzing ideologies of linguistic authority and uses it to illuminate the politics of language in Catalonia, where Catalan jostles with Castilian for legitimacy. Kathryn Woolard's longitudinal research across decades of political autonomy contextualizes this ethnographic study of the social meaning of Catalan in the 21st century. Part I lays out the ideologies of linguistic authenticity, anonymity, and naturalism that underpin linguistic authority in the modern western world, and gives an overview of a shift in the ideological grounding of linguistic authority in contemporary Catalonia. Part II examines discourses in the media surrounding three public linguistic controversies: an immigrant president's linguistic competence, a municipal festival, and an international book fair. Part III explores individuals' linguistic practices and views, drawing on classroom ethnographies and interviews with two generations of young people from the same high school. Woolard argues that there is an ongoing shift at both public and personal levels away from the ethnolinguistic authenticity that powered relations in the early transition to political autonomy, and toward new discourses of anonymity, rooted cosmopolitanism, and authenticity understood as a project rather than a matter of origins and essence.
Double Talk

Double Talk

Kathryn A. Woolard

Stanford University Press
2015
pokkari
A significant movement for Catalan independence has been building since 2010 and in 2015 is bringing Catalonia to a political showdown with the Spanish state. The Catalan language has long been cast as a key sign of identity and a rallying point for Catalan nationalism. This classic anthropological study, originally published in 1989 and now available for the first time in paperback, provides essential background for understanding Catalan national identity and its relationship to the distinctive Catalan language. Author Kathryn A. Woolard analyzes language and identity politics at a significant turning point in the modern history of Catalonia: 1979-80, when political autonomy was re-established after the end of the Franco dictatorship. This book examines the formal language politics of parties and policymaking as well as the interpersonal politics of individuals negotiating their social identities through choices between the Catalan and Spanish languages. This dual approach uncovers the relationship between the public and personal meanings of the languages that continue to resonate with Catalan national aspirations in the current political movement. Double Talk confronts enduring questions about bilingual life that arise not only in Spain, but also in settings worldwide.
Schools as a Lens for Understanding the Opioid Epidemic
This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders.Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse.
Schools as a Lens for Understanding the Opioid Epidemic
This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools. Sharing research from multiple case studies in elementary schools located in Northeast opioid-crisis regions, the book explores the ripple effects of students' adverse childhood experiences, community and household opioid exposure, transiency, homelessness, attendance, as well as the profound struggles of educators dealing with secondary trauma. Shedding light on the untold stories of young children contending with the consequences of opioid exposure, it foregrounds these voices and stories through the unique perspectives of educators. Additionally, the book examines the developing landscape of initiatives to mitigate the crises' effects on students, emphasizing the need for comprehensive approaches. Finally, the book explores potential interventions and strategies to address the complex issues arising from the opioid epidemic in schools, advocating for a comprehensive, multi-tiered approach involving collaboration among various stakeholders. Through a synthesis of historical context, multiple case studies, qualitative follow-up investigations, and analysis, this book provides a comprehensive understanding of the interconnected challenges posed by the overwhelming impact of the opioid epidemic on education in the United States. It will appeal to scholars, researchers, educational leaders, school administrators, teachers, and post-graduate students with interests in crises education, educational psychology, trauma studies, public health policy, sociology of education, and addiction and substance abuse.
A Teen's Guide to the Conversation Game: How Talking Can Improve Your Popularity, Your Self-Esteem, and Your Life
This is a book about talking. It's not about making speeches or doing formal presentations.Think about the ways words can turn acquaintances into friendships, or how words can make impressions that don't represent who we are. Talking is important. Sure, we all talk, but some converse with others more easily and effectively. How do they do that?Conversation with others is like a game. In this game, you can practice skills and get better, just like you can with any game.
Supporting a 21st Century Workforce in Puerto Rico

Supporting a 21st Century Workforce in Puerto Rico

Gabriella C Gonzalez; Kathryn a Edwards; Melanie A Zaber; Megan Andrew; Aaron Strong; Craig A Bond

RAND
2020
nidottu
A strategic goal of the post-hurricane recovery plan for Puerto Rico is developing a modern workforce. Authors describe a course of action for a workforce development system that addresses workforce shortages and brings longer-term benefits to individuals, the community, and the economy. This system includes strong K through postsecondary education and career pathways, and aligns training with the evolving labor market and local business needs.
Indebted

Indebted

Kathryn A. Kozaitis

Oxford University Press Inc
2021
nidottu
This engagingly written and deeply ethnographic work examines the economic and political factors that led to the Greek debt crisis, including financial pressures from international lenders, unregulated spending by the Greek government, predatory bank loans, and rising unemployment. Indebted looks closely at the cultural dimensions of the crisis: how middle class urbanites experienced the shock of a global fiscal collapse, managed societal instability, and worked to sustain their families in the face of structural pressures, local instabilities, and moral imperatives. Author Kathryn A. Kozaitis based her analysis on ethnographic research in Thessaloniki, the second largest city and co-capital of Greece, during the summer of 2009, 2011-2012, and ethnographic updates in 2013-2019. She places particular emphasis on the lived experience of Thessalonikians in what emerged as a culture of crisis--collective, patterned behaviors, thoughts, and emotions characteristic of a people in sociocultural transformation--in an uncertain present marked by past realities and future imaginaries. The book synthesizes hundreds of crisis narratives, depicting Thessalonikians' responses to their country's political disaster and downward mobility through the themes of loss and displacement; blame and accountability; reconfigurations of kinship roles and responsibilities; emotional and intellectual awakenings; and emergent indicators of survival, continuity, and renewal through alternative praxis. Indebted is a volume in the series ISSUES OF GLOBALIZATION: CASE STUDIES IN CONTEMPORARY ANTHROPOLOGY, which examines the experiences of individual communities in our contemporary world. Each volume offers a brief and engaging exploration of a particular issue arising from globalization and its cultural, political, and economic effects on certain peoples or groups.
Action Meets Word

Action Meets Word

Kathryn A. Hirsh-Pasek; Roberta M. Golinkoff

Oxford University Press Inc
2006
sidottu
Words are the building blocks of language. An understanding of how words are learned is thus central to any theory of language acquisition. Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning focus primarily on object nouns. Word learning theories must explain not only the learning of object nouns, but also the learning of other, major classes of words - verbs and adjectives. Verbs form the hub of the sentence because they determine the sentence's argument structure. Researchers throughout the world recognize how our understanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume enters the relatively uncharted waters of early verb learning, focusing on the universal, conceptual foundations for verb learning, and how these foundations intersect with the burgeoning language system.
Pindar and the Construction of Syracusan Monarchy in the Fifth Century B.C.
This groundbreaking book attempts a fully contextualized reading of the poetry written by Pindar for Hieron of Syracuse in the 470s BC. It argues that the victory odes and other occasional songs composed by Pindar for the Sicilian tyrant were part of an extensive cultural program that included athletic competition, coinage, architecture, sanctuary dedication, city foundation, and much more. In the tumultuous years following the Persian invasion of Greece in 480, elite Greek leaders and their cities struggled to capitalize on the Greek victory and to define themselves as free peoples who triumphed over the threat of Persian monarchy. Pindar's victory odes are an important contribution to Hieron's goal of panhellenic pre-eminence, redescribing contemporary tyranny as an instantiation of golden-age kingship and consonant with best Greek tradition. In a delicate process of cultural legitimation, the poet's praise deploys athletic victories as a signs of more general preeminence. Three initial chapters set the stage by presenting the history and culture of Syracuse under the Deinomenid tyrants, exploring issues of performance and patronage, and juxtaposing Hieron to rival Greek leaders on the mainland. Subsequent chapters examine in turn all Pindar's preserved poetry for Hieron and members of his court, and contextualizes this poetry by comparing it to the songs written for Hieron by Pindar's poetic contemporary, Bacchylides. These odes develop a specifically "tyrannical " mythology in which a hero from the past enjoys unusual closeness with the gods, only to bring ruin on him or herself by failing to manage this closeness appropriately. Such negative exemplars counterbalance Hieron's good fortune and present the dangers against which he must (and does) protect himself by regal virtue. The readings that emerge are marked by exceptional integration of literary interpretation with the political/historical context.
Guardians of Islam

Guardians of Islam

Kathryn A. Miller

Columbia University Press
2008
sidottu
Muslim enclaves within non-Islamic polities are commonly believed to have been beleaguered communities undergoing relentless cultural and religious decline. Cut off from the Islamic world, these Muslim groups, it is assumed, passively yielded to political, social, and economic forces of assimilation and acculturation before finally accepting Christian dogma. Kathryn A. Miller radically reconceptualizes what she calls the exclave experience of medieval Muslim minorities. By focusing on the legal scholars (faqihs) of fifteenth-century Aragonese Muslim communities and translating little-known and newly discovered texts, she unearths a sustained effort to connect with Muslim coreligionaries and preserve practice and belief in the face of Christian influences. Devoted to securing and disseminating Islamic knowledge, these local authorities intervened in Christian courts on behalf of Muslims, provided Arabic translations, and taught and advised other Muslims. Miller follows the activities of the faqihs, their dialogue with Islamic authorities in nearby Muslim polities, their engagement with Islamic texts, and their pursuit of traditional ideals of faith. She demonstrates that these local scholars played a critical role as cultural mediators, creating scholarly networks and communal solidarity despite living in an environment dominated by Christianity.