Aspects linguistiques et culturels des discours spécialisés

ISSN: 2296-8741

Cette collection a pour objet de promouvoir l’’étude des domaines spécialisés à travers les aspects linguistiques, discursifs et culturels qui permettent de les caractériser. Elle accueillera des travaux de recherche rédigés en français qui aborderont des domaines disciplinaires ou professionnels dans une perspective synchronique ou diachronique par le biais de la terminologie, la linguistique, la stylistique, l’’analyse du discours ou d’’un genre particulier. Elle s’’adresse à des chercheurs intéressés par les langues de spécialité, qu’’ils soient spécialistes de langues étrangères, de l’’un des axes précédemment évoqués ou encore de traduction. Les analyses pourront porter, à titre d’’exemples, sur la néologie, les métaphores constitutives de la théorie d’’un domaine, les aspects rhétoriques, l’’analyse des éléments des discours spécialisés, l’’histoire des idées pour un domaine donné à travers les concepts et leur dénomination, l’’étude des normes et contraintes en vigueur dans un milieu spécialisé à travers le/les discours. Cette collection accueillera des monographies ou des ouvrages collectifs rassemblant des articles sur un thème donné. Dans les deux cas, les tapuscrits soumis seront évalués de manière anonyme par deux spécialistes du domaine. Advisory Board/Comité Scientifique: Lynne Bowker, Université d’’Ottawa Anne Brunon-Ernst, Université Panthéon-Assas – Paris 2 Pierre Frath, Université de Reims John Humbley, Université Paris Diderot François Maniez, Université Lyon 2 Jacqueline Percebois, Aix-Marseille Université Aurélie Picton, Université de Genève Wilfrid Rotgé, Université Paris Sorbonne – Paris 4 Sylvie Vandaele, Université de Montréal Marc van Campenhoudt, Isti, Bruxelles Michel van der Yeught, Aix-Marseille Université

7 publications

Petite enfance et éducation / Early childhood and education

8 publications

Education Management

ISSN: 1947-6256

The Education Management: Contexts, Constituents, and Communities (EM:c3) series includes the best scholarship on the varied dynamics of educational leadership, management, and ad-ministration across the educational continuum. In order to disseminate ideas and strate-gies useful for schools, colleges, and the education community, each book investigates critical topics missing from the extant literature and engages one or more theoretical perspectives. This series bridges the gaps between the traditional management research, practical approaches to academic administration, and the fluid nature of organizational realities. Additionally, the EM:c3 series endeavors to provide meaningful guidance on con-tinuing challenges to the effective and efficient management of educational contexts. Volumes in the series foreground important policy/praxis issues, developing professional trends, and the concerns of educational constituencies. The aim is to generate a corpus of scholarship that discusses the unique nature of education in the academic and social spaces of all school types (e.g., public, private, charter, parochial) and university types (e.g., public, private, historically black, tribal institutions, community colleges). The EM:c3 series offers thoughtful research presentations from leading experts in the fields of educational administration, higher education, organizational behavior, pub-lic administration, and related academic concentrations. Contributions represent re-search on the United States as well as other countries by comparison, address issues related to leadership at all levels of the educational system, and are written in a style ac-cessible to scholars, educational practitioners and policymakers throughout the world.

17 publications

Education beyond Borders

The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued.

2 publications

Rethinking Education

Rethinking education has never been more important. While there are many examples of good, innovative practice in teaching and learning at all levels, the conventional education mindset has proved largely resistant to pedagogic or systemic change, remaining preoccupied with the delivery of standardised packages in a standardised fashion, relatively unresponsive to the diversity of learners’ experiences and inclinations as well as to the personal perspectives of individual teachers. The challenge of our times in relation to education is to help transform that mindset. This series takes up this challenge. It re-examines perennial major issues in education and opens up new ones. It includes, but is not confined to, pedagogies for transforming the learning experience, any-time-any-place learning, new collaborative technologies, fresh understandings of the roles of teachers, schools and other educational institutions, providing for different learning styles and for students with special needs, and adapting to changing needs in a changing environment.

12 publications

Culture, Curriculum and Education

0 publications

Hip-Hop Education

ISSN: 2643-5551

Hip-Hop Education is a sociopolitical movement that utilizes both online and offline platforms to advance the utility of hip-hop as a theoretical framework and practical approach to teaching and learning. The movement is aimed at disrupting the oppressive structures of schools and schooling for marginalized youth through a reframing of hip-hop in the public sphere, and the advancement of the educative dimensions of the hip-hop culture. Hip-Hop Education’s academic roots include, but are not limited to the fields of education, sociology, anthropology and cultural studies and it draws its most distinct connections to the field of hip-hop studies; which is in many ways, is the stem from which this branch of study has grown and established itself. Authors and academics who brought hip-hop into fields like African American studies, philosophy, and the general public writ large, provided in depth studies of a wide range of topics that range from feminism to race and racism. Hip-Hop Education: Innovation, Inspiration, Elevation will be the first of its kind in educational praxis. The series will be composed of books by artists, scholars, teachers, and community participants. The series will publish global authors who are experts in the fields of Hip-Hop, Education, Black Studies, Black Popular Culture, Community Studies, Activism, Music, and Curriculum. Hip-Hop Education is explicit about its focus on the science and art of teaching and learning. This series argues that Hip-hop embodies the awareness, creativity and innovation that are at the core of any true education. Furthermore, its work brings visibility to the powerful yet silenced narratives of achievement and academic ability among the hip-hop generation; reflecting the brilliance, resilience, ingenuity and intellectual ability of those who are embedded in hip-hop culture but also not necessarily academics in the conventional sense.

9 publications