Mapping migrant vernacular discourses: Mestiza consciousness,nomad thought,and Latina/o/x migrant movement politics in the United States     

Michael Lechuga 《Journal of International and Intercultural Communication》2020,13(3):257-273

ABSTRACT

This essay reads the Latina/o/x migrant vernacular discourses that emerge out of pro-migrant activism. Anzaldúa’s notion of mestizaje – a logic of border consciousness – is put into conversation with Deleuze’s notion of nomad thought – a logic of movement – to inform a rhetorical strategy for reading the vernacular archive of social movement discourse. The “No Papers, No Fear” is one such social movement that demonstrate the logic of mestizaje/nomadism in their communication strategies. This study illuminates three tensions that define the ways Latina/o/x migrants in the US navigate the spaces of citizenship: tensions between movement/stasis, migrant identity/national identity, and fear/safety.  相似文献   

接受美学视角下的“诚品”研究--基于台湾地区学位论文的实证分析     

崔静萍 《出版科学》2016,(6):53-56

运用接受美学视角，对近20年(1995—2014)台湾文献信息网所收录之98篇“诚品”学位论文，分别从效果史、阐释史，以及影响史三个方面，探讨台湾学界对诚品的相关研究。进而指出“诚品”形象构建的学术轨迹。  相似文献   

Creative Potential within Policy: An Analysis of the 2013 English Literature Curriculum     

Megan Mansworth 《English in Education》2016,50(2):116-129

This article takes as its focus Lefebvre's trialectic of conceived, perceived and lived spaces as a lens through which to scrutinise the 2013 English Literature Curriculum, and to explore the extent to which creative spaces might exist within that curriculum. The article analyses how the curriculum is envisaged by policymakers and how it might be expected to be translated into practice, utilising the wording of the policy document to facilitate an exploration of what its underlying intentions might be. The author's experience of teaching a poem from the new curriculum is used in order to provide illustrative examples of the ways in which teachers’ and learners’ experiences of the curriculum might, in practice, diverge from the direction envisaged by policymakers as teachers negotiate creative spaces within their classrooms.  相似文献   

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study     

Caroline Bark  Greg Brooks 《British Journal of Special Education》2016,43(4):373-393

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.  相似文献   

Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad          下载免费PDF全文

《Literacy》2017,51(1):44-52

This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.  相似文献   

“敦煌学网”——敦煌学数字化的总目标     

韩春平 《家教指南》2011,(5):119-122

敦煌学数字化工作已经开展多年,但其总体目标成果迄未定名,既有的名称数量较多,内含界定也多有歧异。评述了敦煌学数字化总体目标成果既有的名称及其内含,提出了新的名称——"敦煌学网",并主要从内容和功能两个层面对其内含进行了界定。  相似文献   

Exploring Verbal,Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability     

Sulaiman M. Al-Balushi 《International Journal of Science Education》2013,35(3):460-489

The current study compared different learners’ static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linear-movement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.  相似文献   

Developing narrative skills through case-studies     

Peter Davies 《Curriculum Journal》2013,24(2):217-232

This article describes the adaptation of ‘story grammar’ to developing the subject understanding and literacy of 14–16-year-old students. ‘Story grammar” analyses the structure of episodes of a typical story and it was developed through research into the narrative development of younger, frequently language-delayed, children. Reasons for expecting this story grammar to provide a helpful basis for teaching older students are summarized. An application of story grammar in teaching business studies is described through the activities designed for students and evidence from students' work. Implications for understanding of literacy in a subject context are discussed.  相似文献   

Perceived and experienced stigma among people living with HIV: Examining the role of prior stigmatization on reasons for and against future disclosures     

Danielle Catona  Kathryn Greene  Kate Magsamen-Conrad  Amanda Carpenter 《Journal of Applied Communication Research》2016,44(2):136-155

HIV remains a significant health concern entering the fourth decade of the epidemic [Centers for Disease Control and Prevention. 2014. HIV basics. Retrieved from http://www.cdc.gov/hiv/basics/index.html], and people living with HIV continue to grapple with stigma. This study uses Leary and Schreindorfer's [1998 Leary, M. R., &; Schreindorfer, L. S. (1998). The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12–29). Thousand Oaks, CA: Sage. [Google Scholar]. The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12 Lekas, H. M., Siegel, K., &; Schrimshaw, E. W. (2006). Continuities and discontinuities in the experiences of felt and enacted stigma among women with HIV/AIDS. Qualitative Health Research, 16, 1165–1190. doi:10.1177/1049732306292284[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]–29 Lekas, H. M., Siegel, K., &; Schrimshaw, E. W. (2006). Continuities and discontinuities in the experiences of felt and enacted stigma among women with HIV/AIDS. Qualitative Health Research, 16, 1165–1190. doi:10.1177/1049732306292284[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Thousand Oaks, CA: Sage] conceptualization of stigma to explore prior stigmatization on reasons for and against future disclosures. We interviewed HIV+ individuals (N?=?59) and used a combination of deductive and inductive coding to analyze participants’ responses. Deductive codes consisted of four stigma characteristics (pose a threat to others’ health and safety, deviate from group standards, create negative emotional reactions in others, and failure to contribute), experiences of feeling stigmatized due to HIV status (yes or no), and the degree to which HIV stigma was a concern (major, minor, or no concern). Inductive coding identified examples of perceived and experienced stigma and stigma concerns on future disclosure decision-making. Practical implications discuss individual, institutional, and societal stigma-reduction interventions and programs.  相似文献   

Prejudices Unshelved: Variation in Attitudes toward Controversial Public Library Materials in the General Social Survey, 1972–2014     

Jeremy Brett  Mary E. Campbell 《Public Library Quarterly》2016,35(1):23-36

Using the General Social Survey from 1972–2014, we examine variation in attitudes toward retaining controversial materials in libraries. Previously controversial topics have become much more widely accepted. We find that other controversies remain, showing how global conflicts become intertwined in local cultural controversies, and how the perceived threat from particular groups informs public concern with disseminating information from those groups. We find that more frequent library users are somewhat less likely to want to remove controversial books from the shelves, although some of these relationships are explained by variation in the respondent’s age, race, and other characteristics.  相似文献