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Rethinking Learning Disabilities: Understanding Children Who Struggle in School
by Deborah WaberExperts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience, she offers a novel approach with direct practical implications. Detailed real-world case studies illustrate how this approach can promote positive outcomes for children who struggle in school.
Rethinking Linguistics (Routledge Advances in Communication and Linguistic Theory #No.3)
by Talbot J. Taylor Hayley G. DavisThis book deals with the need to rethink the aims and methods of contemporary linguistics. Orthodox linguists' discussions of linguistic form fail to exemplify how language users become language makers. Integrationist theory is used here as a solution to this basic problem within general linguistics. The book is aimed at an interdisciplinary readership, comprising those engaged in study, teaching and research in the humanities and social sciences, including linguistics, philosophy, sociology and psychology.
Rethinking Map Literacy (SpringerBriefs in Geography)
by Ming Xie Steven Reader H. L. VacherThis book provides two conceptual frameworks for further investigation of map literacy and fills in a gap in map literacy studies, addressing the distinction between reference maps and thematic maps and the varying uses of quantitative map literacy (QML) within and between the two. The text offers two conceptual frameworks and uses specific map examples to explore this variability in map reading skills and knowledge, with the goal of informing educational pedagogy and practices within geography and related disciplines. The book will appeal to cartographers and geographers as a new perspective on a tool of communication they have long employed in their disciplines, and will also appeal to those involved in the educational pedagogy of information and data literacy as a way to conceptualize the development of curricula and teaching materials in the increasingly important arena of the interplay between quantitative data and map-based graphics. The first framework discussed is based on a three-set Venn model, and addresses the content and relationships of three “literacies” – map literacy, quantitative literacy and background information. As part of this framework, the field of QML is introduced, conceptualized, and defined as the knowledge (concepts, skills and facts) required to accurately read, use, interpret and understand the quantitative information embedded in geographic backgrounds. The second framework is of a compositional triangle based on (1) the ratio of reference to thematic map purpose and (2) the level of generalization and/or distortion within maps. In combination, these two parameters allow for any type of map to be located within the triangle as a prelude to considering the type and level of quantitative literacy that comes into play during map reading. Based on the two frameworks mentioned above, the pedagogical tool of “word problems” is applied to “map literacy” in an innovative way to explore the variability of map reading skills and knowledge based on specific map examples.
Rethinking Media, Religion, and Culture
by Professor Stewart Hoover Professor Knut LundbyThe growing connections between media, culture and religion are increasingly evident in contemporary society, but until now have rarely been theoretically linked. The contributors to this volume effectively combine these areas into a coherent whole. The issues they examine include: the decline of religious institutions during the late twentieth century; the increasing autonomy and individualized practice of religion; and the surge of media and media-based icons that are often imbued with religious qualities, and the ensuing effect on cultural practices.
Rethinking Military History
by Jeremy BlackRethinking Military History is a bold new 'thought book' that reconsiders military history at the beginning of the twenty-first century. The chapters provide a valuable and concise survey of the main themes in the study of military history from 1500 to the present day as Jeremy Black reveals the main trends in the practice and approach to mili
Rethinking Modernity: Postcolonialism and the Sociological Imagination
by Gurminder K. BhambraThe second edition of this influential book addresses how the experiences and claims of non-European ‘others’ have been rendered invisible to the standard narratives and analytical frameworks of sociological understandings of modernity. In challenging the dominant, Euro-centred accounts of the emergence and development of modernity, Bhambra puts forward an argument for ‘connected histories’ in the reconstruction of historical sociology at a global level. This updated version of the original, published in 2007, adds a new preface which explores key themes that Bhambra has further developed over the intervening years: specifically, how the rethinking of modernity enables us to reconstruct sociology and a call for a 'reparatory sociology' committed to the repair of the social sciences and the securing of global justice.
Rethinking Multilingual Writers in Higher Education: An Institutional Case Study (Routledge Research in Higher Education)
by Neal Lerner Qianqian Zhang-Wu Mya Poe Cherice Escobar Jones Cara Marta MessinaRethinking Multilingual Writers in Higher Education: An Institutional Case Study explores the complexities of multilingual students as language users and learners, emphasizing the distinctive assets that they bring to their education and the ways in which institutions of higher education can better meet their needs.Teachers, university administrators, advisors, and other support staff will gain an understanding of the resources, challenges, and successes of this growing student population and become better equipped to provide them with the best possible educational opportunities. Through mixed-methods case studies focusing on the Northeastern University Writing Program and Writing Center, the authors unpack the complexity of multilingual students’ identities and languaging to challenge deficit and homogenizing narratives that overlook their linguistic assets and diverse educational experiences. Working within and against university categories for collecting information about students and assessing their writing, authors point out the limits of terms such as “international” and the problems with dichotomous L1/L2 and native/nonnative speaker labels. Finally, the book offers lessons learned about the importance of conducting program self-study to inform research and pedagogy for higher education institutions around the world.This book will appeal to writing studies and linguistics scholars with interests in multilingualism, assessment, and mobility, as well as institutional stakeholders and researchers of higher education and multicultural education.
Rethinking Peripheral Modernisms
by Katia Pizzi Roberta Gefter WondrichThis collection of essays reappraises the contributions made by modernist movements from regions generally regarded as peripheral or semi-peripheral to a global aesthetic of Modernism. It particularly focuses on European semi-peripheries, combining theoretical chapters and individual case studies to examine the cultural and aesthetic complexities of so-called peripheral modernisms. Contributing to research on the ‘transnational turn’ in New Modernist Studies, the volume takes recent scholarship on postcolonial modernisms one step further by exploring a broader geopolitical expanse than the (formerly) colonised regions under global capitalism. It highlights the local and translocal specificities of modernist movements from regions such as Eastern and Central Europe and the Mediterranean to offer new insights into the concept of global modernism.
Rethinking Place through Literary Form (Geocriticism and Spatial Literary Studies)
by Nathaniel Cadle Rupsa BanerjeeRethinking Place Through Literary Form regards the relationship between place and linguistic form as challenging real and perceived configurations of place and renegotiating geopolitically determined categories of the ‘centre’ and ‘periphery’. The volume argues that the rise of scattered communities, displaced physically and psychologically by urban and alienated geographies, necessitates linguistic negotiations of one’s locatedness in place as the chief means of uncovering and re-building identity. By looking at narrative re-imaginings of forgotten and interrupted intimacies between habitation and place from diverse parts of the world, the twelve chapters address the growing need to expand and alter approaches to literary representations of modernity and modes of self-location.
Rethinking Race and Identity in Contemporary British Fiction (Routledge Studies in Contemporary Literature)
by Sara UpstoneThis book takes a post-racial approach to the representation of race in contemporary British fiction, re-imagining studies of race and British literature away from concerns with specific racial groups towards a more sophisticated analysis of the contribution of a broad, post-racial British writing. Examining the work of writers from a wide range of diverse racial backgrounds, the book illustrates how contemporary British fiction, rather than merely reflecting social norms, is making a radical contribution towards the possible future of a positively multi-ethnic and post-racial Britain. This is developed by a strategic use of the realist form, which becomes a utopian device as it provides readers with a reality beyond current circumstances, yet one which is rooted within an identifiable world. Speaking to the specific contexts of British cultural politics, and directly connecting with contemporary debates surrounding race and identity in Britain, the author engages with a wide range of both mainstream and neglected authors, including Ian McEwan, Zadie Smith, Julian Barnes, John Lanchester, Alan Hollinghurst, Martin Amis, Jon McGregor, Andrea Levy, Bernardine Evaristo, Hanif Kureishi, Kazuo Ishiguro, Hari Kunzru, Nadeem Aslam, Meera Syal, Jackie Kay, Maggie Gee, and Neil Gaiman. This cutting-edge volume explores how contemporary fiction is at the centre of re-thinking how we engage with the question of race in twenty-first-century Britain.
Rethinking Racial Uplift: Rhetorics of Black Unity and Disunity in the Obama Era
by Nigel I. Malcolm2023 CHOICE Outstanding Academic TitleIn 1903, W. E. B. Du Bois wrote about the Talented Tenth in an influential essay of the same name. The concept exalted college-educated Blacks who Du Bois believed could provide the race with the guidance it needed to surmount slavery, segregation, and oppression in America. Although Du Bois eventually reassessed this idea, the rhetoric of the Talented Tenth resonated, still holding sway over a hundred years later. In Rethinking Racial Uplift: Rhetorics of Black Unity and Disunity in the Obama Era, author Nigel I. Malcolm asserts that in the post–civil rights era, racial uplift has been redefined not as Black public intellectuals lifting the masses but as individuals securing advantage for themselves and their children. Malcolm examines six best-selling books published during Obama’s presidency—including Randall Kennedy’s Sellout, Bill Cosby’s and Alvin Poussaint’s Come On, People, and Ta-Nehisi Coates’s Between the World and Me—and critically analyzes their rhetorics on Black unity, disunity, and the so-called “postracial” era. Based on these writings and the work of political and social scientists, Malcolm shows that a large, often-ignored, percentage of Blacks no longer see their fate as connected with that of other African Americans. While many Black intellectuals and activists seek to provide a justification for Black solidarity, not all agree. In Rethinking Racial Uplift, Malcolm takes contemporary Black public intellectual discourse seriously and shows that disunity among Blacks, a previously ignored topic, is worth exploring.
Rethinking Scholarly Communication in China: A Political Economy Approach
by Liu ZhongboThis book examines science and technology policies in China over time and explores the development of scholarly communication through the lens of the political economy of communication.Despite political censorship and restrictions on the production of academic knowledge in China, the number of scholarly publications has skyrocketed over the past 20 years. By explaining these seemingly contradictory phenomena, this study provides insight into the complex landscape of scholarly communication in China, shaped by the government in collaboration with commercial publishers. The book examines the dynamic relationship between the state and the market, including their key players, which determines the production and dissemination of academic knowledge. From a political economy perspective, it investigates how the academic governance complex, a system that intertwines communication, politics, and economics, has been established in China. It then discusses the impact of this system on the production of academic knowledge in the country.The title will serve as a key reference for academics, researchers, and students interested in the intersection of communication studies, librarianship, and political science, particularly those focusing on China's academic knowledge production and scholarly communication.
Rethinking Second Language Learning: Using Intergenerational Community Resources
by Hui Huang Marisa CordellaThis book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.
Rethinking Shakespeare Source Study: Audiences, Authors, and Digital Technologies (Routledge Studies in Shakespeare)
by Dennis Austin Britton Melissa WalterThis book asks new questions about how and why Shakespeare engages with source material, and about what should be counted as sources in Shakespeare studies. The essays demonstrate that source study remains an indispensable mode of inquiry for understanding Shakespeare, his authorship and audiences, and early modern gender, racial, and class relations, as well as for considering how new technologies have and will continue to redefine our understanding of the materials Shakespeare used to compose his plays. Although source study has been used in the past to construct a conservative view of Shakespeare and his genius, the volume argues that a rethought Shakespearean source study provides opportunities to examine models and practices of cultural exchange and memory, and to value specific cultures and difference. Informed by contemporary approaches to literature and culture, the essays revise conceptions of sources and intertextuality to include terms like "haunting," "sustainability," "microscopic sources," "contamination," "fragmentary circulation" and "cultural conservation." They maintain an awareness of the heterogeneity of cultures along lines of class, religious affiliation, and race, seeking to enhance the opportunity to register diverse ideas and frameworks imported from foreign material and distant sources. The volume not only examines print culture, but also material culture, theatrical paradigms, generic assumptions, and oral narratives. It considers how digital technologies alter how we find sources and see connections among texts. This book asserts that how critics assess and acknowledge Shakespeare’s sources remains interpretively and politically significant; source study and its legacy continues to shape the image of Shakespeare and his authorship. The collection will be valuable to those interested in the relationships between Shakespeare’s work and other texts, those seeking to understand how the legacy of source study has shaped Shakespeare as a cultural phenomenon, and those studying source study, early modern authorship, implications of digital tools in early modern studies, and early modern literary culture.
Rethinking Sympathy and Human Contact in Nineteenth-Century American Literature: Hawthorne, Douglass, Stowe, Dickinson (Cambridge Studies in American Literature and Culture #182)
by Marianne NobleIn accessible and impassioned discussions of literature and philosophy, this book reveals a surprising approach to the intractable problem of human contact. Nathaniel Hawthorne, Frederick Douglass, Harriet Beecher Stowe, and Emily Dickinson rethought the nature of human contact, turning away from transcendentalist approaches and towards sympathetic ones. Their second and third works portray social masks as insufficient, not deceptive, and thus human contact requires not violent striking through the mask but benevolent skepticism towards persons. They imagine that people feel real in a real world with real others when they care for others for the other's sake and when they make caring relationships the cornerstone of their own being. Grounded in philosophies of sympathy - including Adam Smith and J. G. Herder - and relational psychology - Winnicott and Benjamin - Rethinking Sympathy and Human Contact in Nineteenth-Century American Literature shows that antebellum literature rejects individualist definitions of the human and locates the antidote to human disconnection in sympathy.
Rethinking Teacher Professional Development: Designing and Researching How Teachers Learn (Routledge Research in Teacher Education)
by Donald FreemanThis book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
Rethinking Translation: Discourse, Subjectivity, Ideology (Routledge Library Editions: Translation #2)
by Lawrence VenutiOriginally published in 1992 Rethinking Translation makes the translator’s activity more visible by using critical theory. It examines the selection of the foreign text and the implementation of translation strategies; the reception of the translated text, and the theories of translation offered by philosophers, critics and translators themselves. The book constitutes a rethinking that is both philosophical and political, taking into account social and ideological dimensions, as well as questions of language and subjectivity. Covering a number of genres and national literatures, this collection of essays demonstrates the power wielded by translators in the formation of literary canons and cultural identities, and recognises the appropriative and imperialist movements in every act of translation.
Rethinking Translators: Constraints, Affordances, Postures (New Frontiers in Translation Studies)
by Andrea MusumeciThis book introduces a new area of research known as "translator's posture". With technical, pedagogical, and sociological dimension, posture is valuable to learners, researchers, educators, and practitioners alike. The technical dimension aims to invite practitioners and more advanced learners to reflect on their position within translation environments and establish their posture as translators with more ecological awareness. The pedagogical framework is grounded in an original conceptual exploration of translation constraints, leading to an ecologically inspired perspective on translation affordances. The sociological aspect draws on the notion of authorial posture in sociology of literature. The book also presents the action research data collection from a translation theory module in a Hong Kong University, supporting the integration of postural learning into curricula. This book aims to benefit global academic and professional communities in translation studies.
Rethinking Writing Education in the Age of Generative AI
by Zhongfeng Tian Chaoran WangBringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.From conceptual and empirical work to theory-guided praxis, the book situates the challenges we face today within the historical evolution of writing education and our evolving relationship with AI technologies. Covering a range of contexts such as L2/multilingual writing, first-year writing, writing centers, and writing program administration and faculty development, the book examines various AI-informed writing pedagogies and practices. Drawing on interdisciplinary perspectives from writing studies, education, and applied linguistics, the book bridges theory and practice to address critical questions of innovation, ethics, and equity in AI-supported teaching.This book is essential for writing educators and researchers looking to leverage AIs to facilitate the teaching and learning of writing in critical and transformative ways.
Rethinking the Asian Language Learning Paradigm in Australia
by Kayoko HashimotoThis edited book calls for a rethink of the current Asian language learning paradigm that frames Asian languages as strategic and economic tools, rather than an inherent part of Australian society. As an increasing number of Australians have Asian ancestry and speak languages other than English at home, it argues that we must reset the paradigm and understand Asian languages as intrinsically Australian to maximise existing linguistic and cultural assets. The interdisciplinary chapters, focusing on Japanese, Chinese, Korean and Vietnamese, report on the state of Asian language learning and teaching in mainstream educational settings as well as heritage language education in informal contexts in Australia. With an additional chapter on implications for other Anglophone countries, this volume urges a transformative approach to Asian language education in the context of current global migration and multilingual demographics in order to nurture global citizenship and honour linguistic diversity. The book will be suitable for academics, policy makers, practitioners and teachers.
Rethinking the Concept of the Grotesque: Crashaw, Baudelaire, Magritte
by Shun-Liang ChaoHow are we to define what is grotesque, in art or literature? Since the Renaissance the term has been used for anything from the fantastic to the monstrous, and been associated with many artistic genres, from the Gothic to the danse macabre. Shun-Liang Chao's new study adopts a rigorous approach by establishing contradictory physicality and the notion of metaphor as two keys to the construction of a clear identity of the grotesque. With this approach, Chao explores the imagery of Richard Crashaw, Charles Baudelaire, and Rene Magritte as individual exemplars of the grotesque in the Baroque, Romantic, and Surrealist ages, in order to suggest a lineage of this curious aesthetic and to cast light on the functions of the visual and of the verbal in evoking it.
Rethinking the French Classroom: New Approaches to Teaching Contemporary French and Francophone Women
by Joyce Johnston E. Nicole MeyerThis volume investigates how teaching practices can address the changing status of literature in the French classroom. Focusing on how women writing in French are changing the face of French Studies, opening the canon to not only new approaches to gender but to genre, expanding interdisciplinary studies and aiding scholars to rethink the teaching of literature, each chapter provides concrete strategies useful to a wide variety of classrooms and institutional contexts. Essays address how to bring French Studies and women’s and gender studies into the twenty-first century through intersections of autobiography, gender issues and technology; ways to introduce beginning and intermediate students to the rich diversity of women writing in French; strategies for teaching postcolonial writing and literary theory; and interdisciplinary approaches to expand our student audiences in the United States, Canada, or abroad. In short, revisiting how we teach, why we teach, and what we teach through the prism of women’s texts and lives while raising issues that affect cisgender women of the Hexagon, queer and other-gendered women, immigrants and residents of the postcolony attracts more openly diverse students. Whether new to the profession or seasoned educators, faculty will find new ideas to invigorate and diversify their pedagogical approaches.
Rethinking the Gulag: Identities, Sources, Legacies
by Alexander Etkind Lynne Viola Jeffrey S. Hardy Josephine Von Zitzewitz Judith Pallot Irina Anatolievna Flige Susan Grunewald Mikhail Nakonechnyi Gavin Slade Sarah J. YoungThe Soviet Gulag was one of the largest, most complex, and deadliest systems of incarceration in the 20th century. What lessons can we learn from its network of labor camps and prisons and exile settlements, which stretched across vast geographic expanses, included varied institutions, and brought together inmates from all the Soviet Union's ethnicities, professions, and social classes?Drawing on a massive body of documentary evidence, Rethinking the Gulag: Identities, Sources, Legacies explores the Soviet penal system from various disciplinary perspectives. Divided into three sections, the collection first considers "identities"—the lived experiences of contingents of detainees who have rarely figured in Gulag histories to date, such as common criminals and clerics. The second section surveys "sources" to explore the ways new research methods can revolutionize our understanding of the system. The third section studies "legacies" to reveal the aftermath of the Gulag, including the folk beliefs and traditions it has inspired and the museums built to memorialize it. While all the chapters respond to one another, each section also concludes with a reaction by a leading researcher: geographer Judith Pallot, historian Lynne Viola, and cultural historian and literary scholar Alexander Etkind.Moving away from grand metaphorical or theoretical models, Rethinking the Gulag instead unearths the complexities and nuances of experience that represent a primary focus in the new wave of Gulag studies.
Rethinking the Media Audience: The New Agenda
by Dr Pertti AlasuutariPertti Alasuutari provides a state-of-the-art summary of the field of audience research. With contributions from Ann Gray, Joke Hermes, John Tulloch and David Morley, a case is presented for a new agenda to account for the role of the media in everyday life.
Rethinking the Mind-Body Relationship in Early Modern Literature, Philosophy, and Medicine: The Renaissance of the Body (Routledge Studies in Renaissance Literature and Culture)
by Charis CharalampousThis book explores a neglected feature of intellectual history and literature in the early modern period: the ways in which the body was theorized and represented as an intelligent cognitive agent, with desires, appetites, and understandings independent of the mind. It considers the works of early modern physicians, thinkers, and literary writers who explored the phenomenon of the independent and intelligent body. Charalampous rethinks the origin of dualism that is commonly associated with Descartes, uncovering hitherto unknown lines of reception regarding a form of dualism that understands the body as capable of performing complicated forms of cognition independently of the mind. The study examines the consequences of this way of thinking about the body for contemporary philosophy, theology, and medicine, opening up new vistas of thought against which to reassess perceptions of what literature can be thought and felt to do. Sifting and assessing this evidence sheds new light on a range of historical and literary issues relating to the treatment, perception, and representation of the human body. This book examines the notion of the thinking body across a wide range of genres, topics, and authors, including Montaigne’s Essays, Spenser’s allegorical poetry, Donne’s metaphysical poetry, tragic dramaturgy, Shakespeare, and Milton’s epic poetry and shorter poems. It will be essential for those studying early modern literature, cognition, and the body.