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  1. Challenging stories
    Canadian literature for social justice in the classroom
    Beteiligt: Burke, Anne (HerausgeberIn); Johnston, Ingrid (HerausgeberIn); Ward, Angela (HerausgeberIn)
    Erschienen: 2017
    Verlag:  Canadian Scholars, Toronto

    "This edited collection highlights the value of contemporary Canadian literature for addressing issues of social justice in elementary, middle school, and high school classrooms. The collection describes how a group of teachers selected Canadian... mehr

    Standort:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
    Signatur:
    2018 A 4420
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    Standort:
    Thüringer Universitäts- und Landesbibliothek
    Signatur:
    AMK:RF:572:Bur::2017
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    "This edited collection highlights the value of contemporary Canadian literature for addressing issues of social justice in elementary, middle school, and high school classrooms. The collection describes how a group of teachers selected Canadian social justice literature and developed curriculum around this literature. The authors also explore the complexities teachers face in addressing controversial and sensitive topics with their students. The chapters, many co-authored by participating teachers, offer insight into the potential and the challenges of making these curricular and pedagogical changes in the classroom to promote equity, empathy, and social awareness in students. The chosen texts address a variety of issues related to social justice, including discrimination, historical marginalization, racial and gender intolerance, sexual orientation, and language and cultural issues. Although the study focused on teaching Canadian texts, the stories address possibilities for developing culturally sensitive curricula and empowering pedagogies."--

     
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    Quelle: Verbundkataloge
    Beteiligt: Burke, Anne (HerausgeberIn); Johnston, Ingrid (HerausgeberIn); Ward, Angela (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781551309736
    RVK Klassifikation: HQ 4066
    Schlagworte: Social justice; Canadian literature; Social justice in literature; Critical pedagogy; Education; Teaching
    Umfang: x, 214 Seiten, Illustrationen, 25 cm
    Bemerkung(en):

    Literaturangaben. - Bibliography of Children's Literature: Seite 147-202 und Index

    Issued also in electronic formats.
  2. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York [u.a.]

    Standort:
    Universitätsbibliothek Siegen
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    11ENR1502
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    Standort:
    Universitätsbibliothek Wuppertal
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    ISBN: 0820457523
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Englischunterricht; Kanon; High school; Englisch; Postkoloniale Literatur
    Umfang: 176 S.
  3. Reading practices, postcolonial literature, and cultural mediation in the classroom
    Autor*in: Johnston, Ingrid
    Erschienen: c2012
    Verlag:  Sense Publishers, Rotterdam

    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of... mehr

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    Hochschulbibliothek Friedensau
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    Online-Ressource
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    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

     

    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers{u2019} attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies

     
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    Volltext (Connect to MyiLibrary resource)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9789460917035; 1280799196; 9789460917042; 9781280799198; 9789460917059
    Schlagworte: Reading; Postcolonialism in literature
    Umfang: Online-Ressource (xv, 78 p)
    Bemerkung(en):

    Includes bibliographical references and index

    Spaces of ImpactAdolescents Interrogating a Story of the Air India BombingTruth or LieStudents Reading the Indeterminacies of an Aboriginal Auto/Biographical TextTelling Too MuchCultural Translation in African Novels for Adolescent ReadersOutside the Comfort ZoneRe-Locating Ourselves in a Postcolonial Literary PedagogyNational Identity and the Ideology of Canadian Multicultural Picture BooksPre-Service Teachers Encountering Representations of Difference.

    Electronic reproduction; Available via World Wide Web
  4. Reading Practices, Postcolonial Literature, and Cultural Mediation in the Classroom
    Autor*in: Johnston, Ingrid
    Erschienen: 2012
    Verlag:  SensePublishers, Rotterdam

    Preliminary Material -- Spaces of Impact: Adolescents Interrogating a Story of the Air India Bombing -- Truth or Lie: Students Reading the Indeterminacies of an Aboriginal Auto/Biographical Text -- Telling Too Much: Cultural Translation in African... mehr

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    Technische Universität Chemnitz, Universitätsbibliothek
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    Zeppelin Universität gGmbH, Bibliothek
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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Max-Planck-Institut für ausländisches und internationales Privatrecht, Bibliothek
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    Bibliotheksservice-Zentrum Baden-Württemberg (BSZ)
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    Leuphana Universität Lüneburg, Medien- und Informationszentrum, Universitätsbibliothek
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    Preliminary Material -- Spaces of Impact: Adolescents Interrogating a Story of the Air India Bombing -- Truth or Lie: Students Reading the Indeterminacies of an Aboriginal Auto/Biographical Text -- Telling Too Much: Cultural Translation in African Novels for Adolescent Readers -- Outside the Comfort Zone: Re-locating Ourselves in a Postcolonial Literary Pedagogy -- National Identity and the Ideology of Canadian Multicultural Picture Books: Pre-service Teachers Encountering Representations of Difference -- Afterwords -- Canadian Multicultural Picture Books Presented in the Workshops -- Index. In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers’ attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies

     
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    Volltext (lizenzpflichtig)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9789460917059
    Weitere Identifier:
    Schriftenreihe: Array
    Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Schlagworte: Education; Sciences sociales; Sciences humaines; Literacy; Education; Literacy
    Umfang: Online-Ressource (XV, 78p, digital)
    Bemerkung(en):

    Description based upon print version of record

    Reading Practices, Postcolonial Literature, and Cultural Mediation in the Classroom; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION: READING PRACTICES, POSTCOLONIAL LITERATURE, AND CULTURAL MEDIATION IN THE CLASSROOM; CHAPTER OVERVIEWS; REFERENCES; CHAPTER 1: SPACES OF IMPACT: ADOLESCENTS INTERROGATING A STORY OF THE AIR INDIA BOMBING; THE TEXT; THE RESEARCH PARTICIPANTS; JUDITH TEMPLETON: "THE ICON OF WHITE"; CULTURAL PROXIMITY AND DISTANCE; REFERENCES; CHAPTER 2: TRUTH OR LIE: STUDENTS READING THE INDETERMINACIES OF AN ABORIGINAL AUTO/BIOGRAPHICAL TEXT; INTRODUCTION

    WHAT KIND OF TEXT IS THIS?STOLEN LIFE AS A 'BIOTEXT'; THE VOICE OF THE SUBALTERN; TEACHING STOLEN LIFE; RESPONDING TO VOICE, VERACITY AND SUBALTERNITY IN THE TEXT; REFERENCES; CHAPTER 3: TELLING TOO MUCH: CULTURAL TRANSLATION IN AFRICAN NOVELS FOR ADOLESCENT READERS; AESTHETICS AND AUTHENTICITY IN AFRICAN NOVELS; RESPONSES TO A GIRL NAMED DISASTER; RESPONSES TO THE BRIDE PRICE; RESPONSES TO 'BUCKINGHAM PALACE', DISTRICT SIX; CULTURAL EXPLORATIONS IN THE CLASSROOM; REFERENCES; CHAPTER 4: OUTSIDE THE COMFORT ZONE: RE-LOCATING OURSELVES IN A POSTCOLONIAL LITERARY PEDAGOGY

    OVERVIEW OF TWO STUDIESTHEORETICAL FRAMEWORK; 1. Contributions; 2. Additive; 3. Transformation; 4. Social Action; STUDY 1: DEVELOPING A POSTCOLONIAL PEDAGOGY WITH PRACTICING TEACHERS; THEMES EMERGING FROM THE RESEARCH; The perceived values of postcolonial/multicultural literary education for students; Moving beyond the culture tours approach; Improving Teaching and Learning through Research and ProfessionalDevelopment; STUDY TWO: ENGAGING PRESERVICE TEACHERS IN POSTCOLONIAL LITERARY STUDIES; REFLECTIONS ON THE TWO STUDIES: DESIRES AND CONSTRAINTS IN DEVELOPING POSTCOLONIAL LITERARY CURRICULA

    REFERENCESCHAPTER 5: NATIONAL IDENTITY AND THE IDEOLOGY OF CANADIAN MULTICULTURAL PICTURE BOOKS: PRE-SERVICE TEACHERS ENCOUNTERING REPRESENTATIONS OF; (WITH JOYCE BAINBRIDGE AND ROCHELLE SKOGEN); AIMS OF THE STUDY; PARTICIPANTS; METHODOLOGY; FINDINGS; 1. Considering the pedagogy of picture books; 2. Perceiving myself as "Canadian"; 3. Imagining the "other"; 4. Exploring controversial issues in picture books; REFLECTING ON QUESTIONS OF CURRICULUM, KNOWLEDGE, AND IDENTITY; REFERENCES; AFTERWORDS; REFERENCES; APPENDIX A: CANADIAN MULTICULTURAL PICTURE BOOKS PRESENTED IN THE WORKSHOPS; INDEX
  5. Reading diversity through Canadian picture books
    preservice teachers explore issues of identity, ideology, and pedagogy
    Beteiligt: Johnston, Ingrid (Hrsg.); Bainbridge, Joyce (Hrsg.)
    Erschienen: 2013
    Verlag:  University of Toronto Press, Toronto

    Standort:
    Ostbayerische Technische Hochschule Amberg-Weiden / Hochschulbibliothek Amberg
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Ostbayerische Technische Hochschule Amberg-Weiden, Hochschulbibliothek, Standort Weiden
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  6. Reading practices, postcolonial literature, and cultural mediation in the classroom
    Autor*in: Johnston, Ingrid
    Erschienen: ©2012
    Verlag:  Sense Publishers, Rotterdam

    Standort:
    Ostbayerische Technische Hochschule Amberg-Weiden / Hochschulbibliothek Amberg
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Ostbayerische Technische Hochschule Amberg-Weiden, Hochschulbibliothek, Standort Weiden
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Export in Literaturverwaltung   RIS-Format
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    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9460917054; 9789460917059
    Schlagworte: LITERARY CRITICISM / American / General; Sciences sociales; Sciences humaines; English literature; Postcolonialism in literature
    Umfang: 1 Online-Ressource (xv, 78 pages)
    Bemerkung(en):

    Includes bibliographical references and index

    Spaces of Impact -- - Adolescents Interrogating a Story of the Air India Bombing -- - Truth or Lie -- - Students Reading the Indeterminacies of an Aboriginal Auto/Biographical Text -- - Telling Too Much -- - Cultural Translation in African Novels for Adolescent Readers -- - Outside the Comfort Zone -- - Re-Locating Ourselves in a Postcolonial Literary Pedagogy -- - National Identity and the Ideology of Canadian Multicultural Picture Books -- - Pre-Service Teachers Encountering Representations of Difference

    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers{u2019} attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies
  7. Reading practices, postcolonial literature, and cultural mediation in the classroom
    Autor*in: Johnston, Ingrid
    Erschienen: c2012
    Verlag:  Sense Publishers, Rotterdam

    Standort:
    Kunsthistorisches Institut in Florenz, Max-Planck-Institut, Bibliothek
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9789460917035; 9789460917042
    Schlagworte: Postcolonialism in literature; Reading
    Umfang: xv, 78 p
    Bemerkung(en):

    Includes bibliographical references and index
  8. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York [u.a.]

    "This book explores how postcolonialism and ongoing debates over the literary canon relate to the practice of teaching high school English. This literary journey begins in apartheid South Africa and then moves forward in time and place to a... mehr

    Standort:
    Universitätsbibliothek Augsburg
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    Universitätsbibliothek Bayreuth
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    Standort:
    Universitätsbibliothek Würzburg
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    "This book explores how postcolonialism and ongoing debates over the literary canon relate to the practice of teaching high school English. This literary journey begins in apartheid South Africa and then moves forward in time and place to a multi-ethnic Western Canadian school where Ingrid Johnston and an English teacher collaborate in teaching postcolonial literature. Illuminating ways in which a postcolonial pedagogy can open up debates on questions of power, difference, and discrimination, this book highlights the complexities of a postcolonial pedagogy and raises challenging questions of text selection, reading strategies, and student response."--BOOK JACKET.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    ISBN: 0820457523
    RVK Klassifikation: DP 3402 ; HD 168 ; HD 218 ; HD 219
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Canons littéraires; Littérature - Étude et enseignement (secondaire) - Canada; Literatur; Canon (Literature); Literature; Postkoloniale Literatur; Englischunterricht; High school; Englisch; Kanon
    Umfang: 176 S., 23 cm
  9. Challenging stories
    Canadian literature for social justice in the classroom
    Beteiligt: Burke, Anne Michelle (Hrsg.); Johnston, Ingrid (Hrsg.); Ward, Angela (Hrsg.)
    Erschienen: 2017
    Verlag:  Canadian Scholars, Toronto

    "This edited collection highlights the value of contemporary Canadian literature for addressing issues of social justice in elementary, middle school, and high school classrooms. The collection describes how a group of teachers selected Canadian... mehr

     

    "This edited collection highlights the value of contemporary Canadian literature for addressing issues of social justice in elementary, middle school, and high school classrooms. The collection describes how a group of teachers selected Canadian social justice literature and developed curriculum around this literature. The authors also explore the complexities teachers face in addressing controversial and sensitive topics with their students. The chapters, many co-authored by participating teachers, offer insight into the potential and the challenges of making these curricular and pedagogical changes in the classroom to promote equity, empathy, and social awareness in students. The chosen texts address a variety of issues related to social justice, including discrimination, historical marginalization, racial and gender intolerance, sexual orientation, and language and cultural issues. Although the study focused on teaching Canadian texts, the stories address possibilities for developing culturally sensitive curricula and empowering pedagogies."--

     
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    Quelle: Verbundkataloge
    Beteiligt: Burke, Anne Michelle (Hrsg.); Johnston, Ingrid (Hrsg.); Ward, Angela (Hrsg.)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    ISBN: 9781551309736; 9781551309750; 9781551309743
    Schlagworte: Social justice; Canadian literature; Social justice in literature; Critical pedagogy; Education; Teaching
    Weitere Schlagworte: CAN
    Umfang: x, 214 Seiten, Illustrationen, 25 cm
    Bemerkung(en):

    Literaturverzeichnis: Seite 147-202

    Enthält: Literaturangaben
  10. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York

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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820457523
    DDC Klassifikation: Bildung und Erziehung (370)
    Schriftenreihe: Counterpoints ; Vol. 213
    Schlagworte: Englisch; Kanon; Postkoloniale Literatur; Englischunterricht; High school
    Umfang: 176 S., 23 cm
    Bemerkung(en):

    Literaturverz. S. 155 - 166
  11. Reading practices, postcolonial literature, and cultural mediation in the classroom
    Autor*in: Johnston, Ingrid
    Erschienen: c2012
    Verlag:  Sense Publishers, Rotterdam

    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of... mehr

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    Kommunikations-, Informations- und Medienzentrum der Universität Hohenheim
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    Duale Hochschule Baden-Württemberg Villingen-Schwenningen, Bibliothek
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    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers{u2019} attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies

     
    Export in Literaturverwaltung   RIS-Format
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    Hinweise zum Inhalt
    Volltext (lizenzpflichtig)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9789460917035; 1280799196; 9789460917042; 9781280799198; 9789460917059
    Schlagworte: Reading; Postcolonialism in literature; Postcolonialism in literature; Electronic books
    Umfang: Online-Ressource (xv, 78 p)
    Bemerkung(en):

    Includes bibliographical references and index

    Electronic reproduction; Available via World Wide Web

    Spaces of ImpactAdolescents Interrogating a Story of the Air India BombingTruth or LieStudents Reading the Indeterminacies of an Aboriginal Auto/Biographical TextTelling Too MuchCultural Translation in African Novels for Adolescent ReadersOutside the Comfort ZoneRe-Locating Ourselves in a Postcolonial Literary PedagogyNational Identity and the Ideology of Canadian Multicultural Picture BooksPre-Service Teachers Encountering Representations of Difference.
  12. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York

    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820457523
    RVK Klassifikation: DP 3402 ; HD 218 ; HD 168 ; HD 219
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Array; Canon (Literature)
    Umfang: 176 S., 23 cm
    Bemerkung(en):

    Literaturverz. S. 155 - 166
  13. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York [u.a.]

    "This book explores how postcolonialism and ongoing debates over the literary canon relate to the practice of teaching high school English. This literary journey begins in apartheid South Africa and then moves forward in time and place to a... mehr

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    Humboldt-Universität zu Berlin, Universitätsbibliothek, Jacob-und-Wilhelm-Grimm-Zentrum
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    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    "This book explores how postcolonialism and ongoing debates over the literary canon relate to the practice of teaching high school English. This literary journey begins in apartheid South Africa and then moves forward in time and place to a multi-ethnic Western Canadian school where Ingrid Johnston and an English teacher collaborate in teaching postcolonial literature. Illuminating ways in which a postcolonial pedagogy can open up debates on questions of power, difference, and discrimination, this book highlights the complexities of a postcolonial pedagogy and raises challenging questions of text selection, reading strategies, and student response."--BOOK JACKET.

     
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    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    ISBN: 0820457523
    RVK Klassifikation: DP 3402 ; HD 168 ; HD 218 ; HD 219
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Canons littéraires; Littérature - Étude et enseignement (secondaire) - Canada; Literatur; Canon (Literature); Literature; Postkoloniale Literatur; Englischunterricht; High school; Englisch; Kanon
    Umfang: 176 S., 23 cm
  14. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York, NY [u.a.]

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signatur:
    1 A 507071
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Staats- und Universitätsbibliothek Bremen
    Signatur:
    a ang 700/717
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
    Signatur:
    2004 A 17642
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820457523
    RVK Klassifikation: DP 3402 ; HD 218
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Literature; Canon (Literature)
    Umfang: 176 S
    Bemerkung(en):

    Includes bibliographical references and index
  15. Reading practices, postcolonial literature, and cultural mediation in the classroom
    Autor*in: Johnston, Ingrid
    Erschienen: 2012
    Verlag:  Sense Publishers, Rotterdam [u.a.] ; EBSCO Industries, Inc., Birmingham, AL, USA

    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of... mehr

    Standort:
    Bibliothek der Hochschule Mainz, Untergeschoss
    Fernleihe:
    keine Fernleihe

     

    In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readersu2019} attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies.

     
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    Quelle: Verbundkataloge
    Beteiligt: Mangat, Jyoti
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9789460917059; 9460917054
    Umfang: 1 Online-Ressource (xv, 78 pages)
    Bemerkung(en):

    Includes bibliographical references and index
  16. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York [u.a.]

    Standort:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Signatur:
    87.680.76
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820457523
    RVK Klassifikation: DP 3402 ; HD 218
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Englisch; Kanon; Postkoloniale Literatur; Englischunterricht; High school
    Umfang: 176 S., 23 cm
    Bemerkung(en):

    Literaturverz. S. 155 - 166
  17. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York [u.a.]

    Standort:
    Universitätsbibliothek Siegen
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Wuppertal
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820457523
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Englisch; Kanon; Postkoloniale Literatur; Englischunterricht; High school; Kanada
    Umfang: 176 S.
  18. Re-mapping literary worlds
    postcolonial pedagogy in practice
    Autor*in: Johnston, Ingrid
    Erschienen: 2003
    Verlag:  Lang, New York [u.a.]

    Standort:
    Universitätsbibliothek J. C. Senckenberg, Zentralbibliothek (ZB)
    Signatur:
    87.680.76
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Titel im lokalen Katalog:
    https://hds.hebis.de/ubffm/Record/HEB103478876
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Fachkatalog AVL
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820457523
    RVK Klassifikation: DP 3402 ; HD 218
    Schriftenreihe: Counterpoints ; 213
    Schlagworte: Englisch; Kanon; Postkoloniale Literatur; Englischunterricht; High school
    Umfang: 176 S., 23 cm
    Bemerkung(en):

    Literaturverz. S. 155 - 166