Search Results

You are looking at 11 - 20 of 73 items for :

  • All: Freire x
  • Linguistics x
Clear All
Restricted access

Series:

. (1987). Preliminary impressions of the effects of a proficiency-based language requirement. Foreign Language Annals, 20, 139-146. Freed, B. F. (1992). The foreign-language requirement. In W. Rivers (Ed.), Teaching languages in college: Curriculum and content (pp. 41-55). Chicago: National Textbook Company. Freeman, H. E. (1977). The present status of evaluation research. In M. A. Guttentag & S. Saar (Eds.), Evaluation studies review annual (Vol. 2, pp. 17-51). Beverly Hills: Sage. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. Fries, C

Restricted access

Series:

power relations and, more importantly, with giving them the tools with which to attempt to escape and fight oppression (Freire 2000; Hawkins/Norton 2009). Critical pedagogy (Freire 2000) provides a helpful framework for understanding how, despite very real material conditions and power relations, EIL speakers can attempt to make a positive difference for themselves. 2.2. Narratives and verbalization Narratives are a uniquely human way of making sense of otherwise random events (Polkinghorne 1991). We understand our lives by narrating them (to others and

Restricted access

Series:

actualizadas: Blogdir, Bitacoras.net y Bitacoras.com; de numerosos blogs te- máticos: Blogosfera.org, Bitacoras.org; de iniciativas como Web- log Magazine, Weblog About, los premios Bitacoras.net y el Mapa de la blogosfera hispana.63 62 <http://www.knowledgesearch.org/census/lang.html> (10/2007). 63 El Manifiesto Blog España (2006) parte de la Declaración de independencia de la blogosfera: por los ciudadanos hackers de Juan Freire, con el objetivo de crear 171 4.1. Espacio y función del blog El principal elemento de cualquier tipo de bitácora son las ano

Restricted access

Series:

emphasize practical utility may unintentionally serve to support the status quo, by prioritizing the views of existing empowered decision-makers. As a result, evaluation may ignore the needs of under- or non-represented minority stake- holders (e.g., House, 1995; House & Howe, 1999). While pragmatism focuses evaluation on the achievement of concrete, real-world ends, social agenda evaluators argue that the nature of those ends should be grounded in philosophies of social and political justice (e.g., Freire, 1970; Kymlicka, 1991; Rawls, 1971) rather than utility

Restricted access

Series:

. Les formateurs sont amenés à se questionner sur cette relation d’altérité et sur sa nature. Il 4 Au sens donné par Paolo Freire (1974, 1996). Accompagnement, médiation: apprendre à se décentrer 125 ne s’agit pas de vaciller dans les stéréotypes culturalistes et de réifier des différences culturelles, parfois secondaires, mais d’examiner pré- cisément les modes théoriques et pragmatiques de la décentration elle- même. La formation des formateurs ne devrait pas ambitionner la simple délimitation des différences a priori

Restricted access

Series:

positionnement transversal, CLP, Paris, 2008. Bibliographie collective 250 Figari G., «Les référentiels entre théorie et méthodologie», in: G. Figari & L. Mottier-Lopez, Recherche sur l’évaluation en éducation, L’Harmattan, Paris, 2006, 101-108. Freire, P., L’éducation, pratique de la liberté, ASDIC, Editions W, 1996. –, Pédagogie des opprimés, Maspéro, Paris, 1974. Gadamer, H.-G., L’herméneutique en rétrospective, Traduit de l’allemand par J. Grondin, Coll. «Bibliothèque des textes philosophiques», Vrin, Paris, 2005. Gaille, M., «La citoyenneté», in: La citoyenneté

Restricted access

Series:

-making, implementation, investigation, or analysis” (pp. 6–7). Partnerships may involve students with each other, with their teachers, with professional staff, managers or student bodies, or with industry, alumni or community groups. Characterisations of relation- ship between staff and students in SaP range from ‘co-learners’ Healey, Flint and Harrington (2014), or ‘collaborators’ (Taylor & Wilding, 2009)  to ‘colleagues’ (Matthews, 2017). Drawing on Bourdieu, Foucault, Freire and others, Matthews (2017) proposes a set of good practice principles for SaP. These include the need

Restricted access

Series:

, sirve para expresar algun enfado, ò para aprobación de alguna cosa, ò para excitar ò mover”) como algunos textos de la época: (8) Vaya, que hay extraños caprichos (1762–1763, El Pensador1. Pensamiento XXV); ¡Vaya, que es una India / el ser soldado! (1782, anónimo, La toma de Mahón, tonadilla a dúo y coro). Aunque no se recoge en Autoridades, también comienza a evolucionar vamos: (9) Cortejante. Niña, mi bolsillo. / ¡Vamos, dámele! (1768, anónimo, La maja pe- tardista), 1 Freire López (1995: 211–222) informa extensamente sobre este periódico, funda- do en 1762: “El

Restricted access

Series:

defining the term. Rather, it means that we need to grasp the concept in its entirety and redefine the term each time we use it in research and practice, precisely due to the complexity of its definition. One of the main debates around the concept of empowerment concerns its poten- tial to effect social change. The process of empowering does not simply mean that powerless people gain power. As suggested by Paulo Freire (1970/1993), a Brazilian educator and philosopher who advocated and promoted critical pedagogy, people are powerless not only because of lesser

Restricted access

Series:

Fascist Era.” António Costa Pinto and Aristotle Kallis. Eds. Rethinking Fascism and Dictatorship in Europe. Basingstoke: Palgrave Mac- millan, 2014. 154–175. Antochi, Roxana-Mihaela. “Behind the Scene: Text Selection Policies in Commu- nist Romania. A Preliminary Study on Spanish and Latin-American Drama.” Fischer, Beatrice and Matilde Nisbeth Jensen. Eds. Translation and the Recon- figuration of Power Relations: Revisiting Role and Context of Translation and Interpreting, Münster: LIT Verlag, 2012. 35–51. Antunes, José Freire. Kennedy e Salazar. O leão e a raposa