Contemporary Critical Concepts and Pre-Enlightenment Literature

ISSN: 1074-6781

"Writers who worked before the beginning of rationalist universalism's triumphal period which may be ending now-explored issues of consciousness, ideology, and culture that recent criticism and critical theory, using various specialized vocabularies of concepts, have returned to the center of literäry and social criticism. These early modern figures often anticipated some of our clilemmas; How to manipulate an apparently quite mutable world and, at the same time, preserve belief in an immutable "centered" self? How to reconcile rationalist universalism with personal and cultural stability? Rene Descartes's postulate of man as the master and proprietor of an increasingly built world is fundamentally incompatible with his effort to underwrite man as a stable philosophical subject. Man's technical and linguistic mastery devours his "transcendent subjectivity." Students of literature are now using the ideas of what Larry Riggs calls "post-enlightenment thinkers"-Max Horkheimer, Jacques Lacan, Michael Foucault, Rene Girard, and others-to elucidate the implicit and explicit debates about rationalism that are embedded in literary works. This trend is most usefully seen as a renewal of contact with preoccupations that were quite current in medieval, Renaissance, and seventeenth-century European literature. To date, however, innovative criticism has focused an more recent literature. Some post-structuralists-most notably Jacques Lacan-have tried their hand at interpreting early works. Their ideas are interesting, but their knowledge of the periods in question is often weak. Manuscripts on Elizabethan and Restoration theater, French, Italian, and German writers of the medieval and Renaissance periods, and die seventeenth-century French dramatists and moralists are welcome. " "Writers who worked before the beginning of rationalist universalism's triumphal period which may be ending now-explored issues of consciousness, ideology, and culture that recent criticism and critical theory, using various specialized vocabularies of concepts, have returned to the center of literäry and social criticism. These early modern figures often anticipated some of our clilemmas; How to manipulate an apparently quite mutable world and, at the same time, preserve belief in an immutable "centered" self? How to reconcile rationalist universalism with personal and cultural stability? Rene Descartes's postulate of man as the master and proprietor of an increasingly built world is fundamentally incompatible with his effort to underwrite man as a stable philosophical subject. Man's technical and linguistic mastery devours his "transcendent subjectivity." Students of literature are now using the ideas of what Larry Riggs calls "post-enlightenment thinkers"-Max Horkheimer, Jacques Lacan, Michael Foucault, Rene Girard, and others-to elucidate the implicit and explicit debates about rationalism that are embedded in literary works. This trend is most usefully seen as a renewal of contact with preoccupations that were quite current in medieval, Renaissance, and seventeenth-century European literature. To date, however, innovative criticism has focused an more recent literature. Some post-structuralists-most notably Jacques Lacan-have tried their hand at interpreting early works. Their ideas are interesting, but their knowledge of the periods in question is often weak. Manuscripts on Elizabethan and Restoration theater, French, Italian, and German writers of the medieval and Renaissance periods, and die seventeenth-century French dramatists and moralists are welcome. " "Writers who worked before the beginning of rationalist universalism's triumphal period which may be ending now-explored issues of consciousness, ideology, and culture that recent criticism and critical theory, using various specialized vocabularies of concepts, have returned to the center of literäry and social criticism. These early modern figures often anticipated some of our clilemmas; How to manipulate an apparently quite mutable world and, at the same time, preserve belief in an immutable "centered" self? How to reconcile rationalist universalism with personal and cultural stability? Rene Descartes's postulate of man as the master and proprietor of an increasingly built world is fundamentally incompatible with his effort to underwrite man as a stable philosophical subject. Man's technical and linguistic mastery devours his "transcendent subjectivity." Students of literature are now using the ideas of what Larry Riggs calls "post-enlightenment thinkers"-Max Horkheimer, Jacques Lacan, Michael Foucault, Rene Girard, and others-to elucidate the implicit and explicit debates about rationalism that are embedded in literary works. This trend is most usefully seen as a renewal of contact with preoccupations that were quite current in medieval, Renaissance, and seventeenth-century European literature. To date, however, innovative criticism has focused an more recent literature. Some post-structuralists-most notably Jacques Lacan-have tried their hand at interpreting early works. Their ideas are interesting, but their knowledge of the periods in question is often weak. Manuscripts on Elizabethan and Restoration theater, French, Italian, and German writers of the medieval and Renaissance periods, and die seventeenth-century French dramatists and moralists are welcome. "

3 publications

Inclusion and Teacher Education

Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.

7 publications

Persephone

ISSN: 1433-4933

4 publications

Potsdamer Rechtswissenschaftliche Reihe

9 publications

Performance Research: Ireland

4 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

European Semiotics / Sémiotiques Européennes

ISSN: 2235-6266

European Semiotics originated from an initiative launched by a group of researchers in Semiotics from Denmark, Germany, Spain, France and Italy and was inspired by innovative impulses given by René Thom and his «semiophysics». The goal of the series is to provide a broad European forum for those interested in semiotic research focusing on semiotic dynamics and combining cultural, linguistic and cognitive perspectives. This approach, which has its origins in Phenomenology, Gestalt Theory, Philosophy of Culture and Structuralism, views semiosis primarily as a cognitive process, which underlies and structures human culture. Semiotics is therefore considered to be the discipline suited par excellence to bridge the gap between the realms of the Cognitive Sciences and the Sciences of Culture. The series publishes monographs, collected papers and conference proceedings of a high scholarly standard. Languages of publication are mainly English and French. Sémiotiques européennes est le résultat d'une initiative prise par un groupe de chercheurs en sémiotique, originaires du Danemark, d'Allemagne, d'Espagne, de France et d'Italie, inspirée par l'impulsion innovatrice apportée par René Thom et sa «sémiophysique». Le but de cette collection est de fournir une large tribune européenne à tous ceux qui s'intéressent à la recherche sémiotique portant sur les dynamiques sémiotiques, et réunissant des perspectives culturelles, linguistiques et cognitives. Cette approche, qui se nourrit de différentes sources, telle que la phénoménologie, le gestaltisme, la philosophie de la culture et le structuralisme, part du principe que la sémiosis est essentiellement un procès cognitif, qui sous-tend et structure toute culture humaine. La sémiotique est donc considérée comme la discipline par excellence capable de créer un pont entre les domaines des Sciences cognitives et ceux des Sciences de la culture. Sémiotiques européennes accueille tant des monographies que des anthologies et des actes de colloques d'un haut niveau de recherche, rédigé de préférence en anglais et en français.

14 publications

Studien zur Küstenarchäologie Schleswig-Holsteins Serie: Elisenhof

3 publications

Pädagogische Rahmung

ISSN: 2190-6211

Die Buchreihe Pädagogische Rahmung präsentiert Monographien zur Pädagogik, insbesondere im Bereich der Schul- und Elementarpädagogik. Die Reihe umfasst dabei sowohl einschlägige Fallstudien als auch Reflexionen zur aktuellen Methodik in der Didaktikvermittlung an Hochschulen. Die Herausgeberin der Reihe, Professorin Karin Schäfer-Koch, beschäftigt sich besonders mit der Schulpädagogik mit dem Schwerpunkt Allgemeine Didaktik.

7 publications

Polish Studies in Economics

This series is meant to bring selected studies of Polish economists, both from academia and from public and private institutions, to the attention of an international audience. The books included in this series present themes that are either of international importance due to their subject or - even if they focus on issues important mainly to Poland and Europe - they are considered to be of a broader interest to economists, policy-makers and business elsewhere. Thus, the aim of the series is to contribute to the discussion of results of theoretical and applied research on topical economic issues. The series is also open to work emerging from research cooperation between Polish and foreign economists. Authors are welcome to submit manuscripts of monographs, collected volumes, post-conference volumes as well as dissertations.

23 publications

Schweizer Jahrbuch für Musikwissenschaft

ISSN: 0259-3165

Das „Schweizer Jahrbuch für Musikwissenschaft" ist das jährliche Publikationsorgan der Schweizerischen Musikforschenden Gesellschaft (SMG). Die jetzt laufende Neue Folge wurde 1980 vom damaligen Präsidenten der SMG, Prof. Dr. Ernst Lichtenhahn, lanciert und knüpft an bei einer ersten Folge von sieben Jahrbuch-Bänden (zwischen 1924 bis 1938) aus der frühen Zeit der Gesellschaft (damals noch: Neue Schweizerische Musikgesellschaft). Programmatisch ist heute wie damals die breite thematische Ausrichtung der im Jahrbuch publizierten Aufsätze. Bände mit Themenschwerpunkten (u.a. Kongressberichte) wechseln mit freien Bänden. Beiträge in- und ausländischer Autorinnen und Autoren in französischer, deutscher, italienischer oder englischer Sprache bieten ein grosses Spektrum der wissenschaftlichen Auseinandersetzung mit Phänomenen der Musik. Damit dient das Periodikum dem internationalen Austausch und ist zugleich eine Plattform für musikwissenschaftliche Forschung aus der Schweiz. Die thematische Palette reicht von der Musik des Mittelalters bis zu zeitgenössischen Kompositionen, kann historiographische, aufführungspraktische, ästhetische, aber auch ethnomusikologische und weitere systematische sowie fächerübergreifende Fragestellungen einschliessen, mit unterschiedlichen Gewichtungen in den einzelnen Bänden. Band 37 schliesst die Reihe ab. Das Schweizerische Jahrbuch für Musikwissenschaften erscheint ab Band 38 ausschliesslich online bei Bern Open Publishing, Universitätsverlag, Bern.

20 publications

Pro Oriente

Im Rahmen der Reihe “Pro Oriente“ erscheinen Publikationen der Kommission für südosteuropäische Geschichte. Die Reihe umfasst Beiträge aus der Geschichtswissenschaft mit interdisziplinären Bezügen zur Politikwissenschaft und Soziologie. Die Monographien und Sammelbände enthalten Studien zu Politik, Kultur, Identität und Alterität sowie Religion der südosteuropäischen Staaten. Herausgeber ist der Professor für Wirtschafts- und Sozialgeschichte Alois Mosser. Im Rahmen der Reihe “Pro Oriente“ erscheinen Publikationen der Kommission für südosteuropäische Geschichte. Die Reihe umfasst Beiträge aus der Geschichtswissenschaft mit interdisziplinären Bezügen zur Politikwissenschaft und Soziologie. Die Monographien und Sammelbände enthalten Studien zu Politik, Kultur, Identität und Alterität sowie Religion der südosteuropäischen Staaten. Herausgeber ist der Professor für Wirtschafts- und Sozialgeschichte Alois Mosser. Im Rahmen der Reihe “Pro Oriente“ erscheinen Publikationen der Kommission für südosteuropäische Geschichte. Die Reihe umfasst Beiträge aus der Geschichtswissenschaft mit interdisziplinären Bezügen zur Politikwissenschaft und Soziologie. Die Monographien und Sammelbände enthalten Studien zu Politik, Kultur, Identität und Alterität sowie Religion der südosteuropäischen Staaten. Herausgeber ist der Professor für Wirtschafts- und Sozialgeschichte Alois Mosser.

6 publications

Teaching Critical Themes in American History

ISSN: 2576-0718

In the United States, the Common Core Standards, the C3 Frame-work for Social Studies Standards (NCSS), and the 10 themes of the National Curriculum Standards (NCS/NCSS) each pose challenges for teachers preparing to teach skills, content, and critical issues of American history. The problem for many middle and secondary teachers is that textbooks do not contain sufficient primary source documents and varied secondary literature linked to these stand-ards. The volumes in the Teaching Critical Themes in American His-tory fill this need by providing teachers with history content, peda-gogical strategies, and teaching resources. The series is organized around key problems/issues in American history so that teachers can select which critical topics upon which they might want to con-centrate. Middle and Secondary pre-and in-service educators will find the books in this series essential for developing and implementing American history and social studies curriculum in diverse and com-plex classrooms. Teachers will find the books in this series valuable as they search for methodologies and material that will help them address the Common Core Standards in the social sciences and his-tory. Community College history instructors can also find the books in this series helpful as supplementary texts in their U.S. history survey courses. The practical—not to mention exciting—implementation of perspectives offered in each title is a key fea-ture of this series. This series will address topics such as the formation of the Ameri-can Republic, the problem of slavery in America, causes of the Civil War, emancipation and reconstruction, America’s response to in-dustrialization, the New Deal, the fight for Civil Rights, and more. The Series Editors invite proposals for edited volumes in American history and social studies, along with articles and lesson plans for both the topics above, and other topics of the series.

16 publications

Publikationen der Schweizerischen Musikforschenden Gesellschaft. Serie II / Publications de la Société Suisse de Musicologie. Série II

ISSN: 1012-8441

La série "Publications de la Société Suisse de Musicologie. Série II" est une plate-forme centrale pour la recherche musicologique helvétique. La collection est consacrée essentiellement à des thèmes en rapport avec la Suisse ; elle comprend des monographies, des mélanges et des actes de congrès, mettant en valeur l'histoire culturelle suisse dans toute sa gamme. Die Editionsreihe "Publikationen der Schweizerischen Musikforschenden Gesellschaft. Serie II" stellt ein zentrales Podium für die musikwissenschaftliche Forschung in der Schweiz dar und widmet sich in erster Linie Themen mit inhaltlichem Bezug zur Schweiz. Sie umfasst sowohl grössere Einzelstudien als auch Festschriften und Kongressberichte und offenbart die schweizerische Kulturgeschichte in ihrer gesamten Bandbreite.

28 publications

PEREGRE NUOVA SERIE - COLLANA DEL DIPARTIMENTO DI STUDI INTERNAZIONALI

The series “Peregre. Nuova Serie” was founded at the Dipartimento di Letterature moderne e Studi filologico-linguistici at the University of Urbino (Italy) – now part of the Dipartimento di Studi internazionali. Storia, Lingue, Culture in 2009. The series aims at providing a forum for discussions of the department’s interdisciplinary approaches. It presents the research results of theoretical reflections and practical research on (Romance) Languages and Literatures as well as Cultural Studies from medieval to modern times. “Peregre. Nuova Serie” publishes collected volumes and conference proceedings in Italian with abstracts in English and German. Direttori: Giovanni Bogliolo e Piero Toffano Comitato scientifico: Michael Dallapiazza (Bologna) Claus Ehrhardt (Urbino) Giuseppe Ghini (Urbino) Sonia Massai (King’s College London) Anna Teresa Ossani (Urbino) Paolo Tortonese (Sorbonne Nouvelle, Paris III) Comitato di redazione: Gianmaria Moino Roberta Ramaioli La collana «Peregre. Nuova Serie» nasce nel 2009 all’interno del Dipartimento di Letterature moderne e Studi filologico-linguistici (ora assorbito dal Dipartimento di Studi internazionali) dell’Università degli Studi di Urbino «Carlo Bo». Il suo obiettivo è di costituire il catalizzatore di un’attività dipartimentale interdisciplinare, accogliendo il frutto di ricerche trasversali sia sul piano della riflessione teorica che della prassi di ricerca, anche se ovviamente tutte collocate nell’ambito degli studi umanistici e in arco temporale che va dal medioevo al moderno. La collana pubblica di preferenza Atti di Convegni caratterizzati nel modo che si è appena detto e tesi di eccellenza, garantite da referees esterni, del Dottorato di Ricerca in Studi interculturali europei. Volume 4 closes this series. The series “Peregre. Nuova Serie” was founded at the Dipartimento di Letterature moderne e Studi filologico-linguistici at the University of Urbino (Italy) – now part of the Dipartimento di Studi internazionali. Storia, Lingue, Culture in 2009. The series aims at providing a forum for discussions of the department’s interdisciplinary approaches. It presents the research results of theoretical reflections and practical research on (Romance) Languages and Literatures as well as Cultural Studies from medieval to modern times. “Peregre. Nuova Serie” publishes collected volumes and conference proceedings in Italian with abstracts in English and German. Direttori: Giovanni Bogliolo e Piero Toffano Comitato scientifico: Michael Dallapiazza (Bologna) Claus Ehrhardt (Urbino) Giuseppe Ghini (Urbino) Sonia Massai (King’s College London) Anna Teresa Ossani (Urbino) Paolo Tortonese (Sorbonne Nouvelle, Paris III) Comitato di redazione: Gianmaria Moino Roberta Ramaioli La collana «Peregre. Nuova Serie» nasce nel 2009 all’interno del Dipartimento di Letterature moderne e Studi filologico-linguistici (ora assorbito dal Dipartimento di Studi internazionali) dell’Università degli Studi di Urbino «Carlo Bo». Il suo obiettivo è di costituire il catalizzatore di un’attività dipartimentale interdisciplinare, accogliendo il frutto di ricerche trasversali sia sul piano della riflessione teorica che della prassi di ricerca, anche se ovviamente tutte collocate nell’ambito degli studi umanistici e in arco temporale che va dal medioevo al moderno. La collana pubblica di preferenza Atti di Convegni caratterizzati nel modo che si è appena detto e tesi di eccellenza, garantite da referees esterni, del Dottorato di Ricerca in Studi interculturali europei. Volume 4 closes this series. The series “Peregre. Nuova Serie” was founded at the Dipartimento di Letterature moderne e Studi filologico-linguistici at the University of Urbino (Italy) – now part of the Dipartimento di Studi internazionali. Storia, Lingue, Culture in 2009. The series aims at providing a forum for discussions of the department’s interdisciplinary approaches. It presents the research results of theoretical reflections and practical research on (Romance) Languages and Literatures as well as Cultural Studies from medieval to modern times. “Peregre. Nuova Serie” publishes collected volumes and conference proceedings in Italian with abstracts in English and German. Direttori: Giovanni Bogliolo e Piero Toffano Comitato scientifico: Michael Dallapiazza (Bologna) Claus Ehrhardt (Urbino) Giuseppe Ghini (Urbino) Sonia Massai (King’s College London) Anna Teresa Ossani (Urbino) Paolo Tortonese (Sorbonne Nouvelle, Paris III) Comitato di redazione: Gianmaria Moino Roberta Ramaioli La collana «Peregre. Nuova Serie» nasce nel 2009 all’interno del Dipartimento di Letterature moderne e Studi filologico-linguistici (ora assorbito dal Dipartimento di Studi internazionali) dell’Università degli Studi di Urbino «Carlo Bo». Il suo obiettivo è di costituire il catalizzatore di un’attività dipartimentale interdisciplinare, accogliendo il frutto di ricerche trasversali sia sul piano della riflessione teorica che della prassi di ricerca, anche se ovviamente tutte collocate nell’ambito degli studi umanistici e in arco temporale che va dal medioevo al moderno. La collana pubblica di preferenza Atti di Convegni caratterizzati nel modo che si è appena detto e tesi di eccellenza, garantite da referees esterni, del Dottorato di Ricerca in Studi interculturali europei. Volume 4 closes this series.

5 publications

[Re]thinking Environmental Education

"The [Re]thinking Environmental Education book series is a response to the international recognition that environmental issues have taken center stage in political and social discourse. Resolution and/or re-evaluation of the many contemporary environmental issues will require a thoughtful, informed, and well-educated citizenry. Quality environmental education does not come easily; it must be grounded in mindful practice and research excellence. This series reflects the highest quality of contemporary scholarship and, as such, is positioned at the leading edge not only of the field of environmental education, but of education generally. There are many approaches to environmental education research and delivery, each grounded in particular contexts and epistemological, ontological and axiological positions, and this series reflects that diversity."

23 publications

Petite enfance et éducation / Early childhood and education

8 publications

New Media in Creativity, Content and Entertainment

ISSN: 2190-8176

The “New Media in Creativity, Content and Entertainment“ series aims at providing a forum for discussions of interdisciplinary approaches to Computer Science and Data Processing, Business and Management, and Music. Editor of the series is Professor Christine Strauß who specializes in Electronic Business and Electronic Commerce, Service-Oriented Architectures, Knowledge Management and Accessibility. The “New Media in Creativity, Content and Entertainment“ series aims at providing a forum for discussions of interdisciplinary approaches to Computer Science and Data Processing, Business and Management, and Music. Editor of the series is Professor Christine Strauß who specializes in Electronic Business and Electronic Commerce, Service-Oriented Architectures, Knowledge Management and Accessibility. The “New Media in Creativity, Content and Entertainment“ series aims at providing a forum for discussions of interdisciplinary approaches to Computer Science and Data Processing, Business and Management, and Music. Editor of the series is Professor Christine Strauß who specializes in Electronic Business and Electronic Commerce, Service-Oriented Architectures, Knowledge Management and Accessibility.

2 publications

Histoire des Échanges, Communications, Postes et Territoires / History of the Exchanges, Communications, Post Offices and Territories

The Postal Service, guardian of a French-styled public service, has become, under the influence of Europe, a universal service, and by its history and by its roots in its environment, presents an opportunity to reflect on the manner in which traditional and contemporary societies have resolved the issues of communication, exchanges and control of territories. Thanks to the Committee for the history of the Post-Office, researchers in the humanities and social sciences have been allowed to reflect on its past and to shed light on the changes in the societies linked within its network. Thus, now active for nearly two decades, the committee has encouraged and promoted research on the Postal Service, its «tools/instruments» of exchanges, its diplomatic agents, its politics, economy, culture and even its land settlements, without forgetting its legislative and legal aspects. This series brings together work – doctorates, acts of symposia, biographies, testimonials – in French and in English, that specifically deal with the Post-Office and, more broadly, of the problems of commerce, communications and the control of territories. It is a platform for critical analyses of a world in perpetual motion. All the publications in this collection are subject to double peer review. Gardienne d’un service public à la française devenu, sous l’influence de l’Europe, un service universel, la Poste, par son histoire et par son ancrage dans son environnement, permet de réfléchir sur la façon dont les sociétés traditionnelles et contemporaines ont résolu les questions de communication, d’échanges et de maîtrise des territoires. Grâce au Comité pour l’Histoire de la Poste, il est donné aux chercheurs en sciences humaines et sociales à réfléchir sur son passé et à éclairer les mutations des sociétés qu’elle relie grâce à son réseau. Ainsi, actif depuis plus de deux décennies, le comité suscite et encourage les recherches sur les Postes, « outils/instruments » d’échanges, et aussi agent de la diplomatie, de la politique, de l’économie, de la culture ou encore de l’aménagement des territoires, sans oublier les aspects législatifs et juridiques. Cette collection rassemble les travaux – doctorats, actes de colloques, biographies, témoignages –, en français et en anglais, traitant spécifiquement de la Poste/des postes et, de façon plus large, des problématiques des échanges, des communications et de la maîtrise des territoires. Elle se veut une plateforme d’analyses critiques d’un monde en perpétuel mouvement. Toutes les publications de cette collection sont soumises à une double évaluation à l’aveugle.

16 publications

Critical Praxis and Curriculum Guides

The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create. The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create. The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create.

13 publications

Économie sociale et Économie publique / Social Economy and Public Economy

ISSN: 2030-3408

This «Social Economy & Public Economy» series brings together books and monographs with a common focus: the analysis of the economic activities of formal and informal organisations that aim to serve the «public/general interest» or broad «common welfare» of their societies. Diverse initiatives and a wide variety of organisational forms are concerned: public or private nonprofit organisations and services, social services, public utilities, regulatory rules and actions, public enterprises, local community and regional economic development bodies, cooperatives, mutualist enterprises, etc. The series aims to promote a more scientific, and in-depth international and comparative understanding of this type of research that has been rapidly expanding in recent years. The series will reflect about these developments and through its dissemination, it will also support the increasing inter-disciplinarity and multi-disciplinarity of much of this recent research (e.g. economics, sociology, political science, law, policy evaluation and policy analysis, etc.) Editorial responsibility for the series resides with CIRIEC, an international scientific organisation that promotes, supports and disseminates research on the public economy, the social economy, and cooperatives. One of CIRIEC’s key goals and activities is the promotion, support, and expansion of a large international network of researchers who specialise in these issues. This series will allow the publication of work by members of this network as well as providing an outlet for any related research work by other people outside the existing CIRIEC network. La collection « Économie sociale & Économie publique » rassemble des ouvrages proposant, dans une perspective de comparaison internationale, des analyses des organisations et des activités économiques orientées vers l’intérêt général et l’intérêt collectif : services sociaux, services publics, régulation, entreprises publiques, action économique des entités territoriales (régions, autorités locales), coopératives, mutuelles, associations, ... Dans un contexte de « grande transformation », l’activité scientifique dans ce domaine s’y est fortement développée et la collection se veut un nouveau vecteur de diffusion et de valorisation de cette activité dans une approche pluridisciplinaire (économie, sciences sociales, droit, sciences politiques, ...). La collection est placée sous la responsabilité éditoriale du CIRIEC. Organisation internationale à but scientifique, le CIRIEC a pour objet la réalisation et la diffusion de la recherche sur l’économie publique et l’économie sociale et coopérative. Une de ses principales activités est l’animation d’un vaste réseau international de chercheurs dans ces domaines. La collection permet de publier des ouvrages réalisés par les membres de ce réseau, mais est aussi ouverte à des personnes extérieures à ce réseau.

7 publications

Extreme teaching: rigorous texts for troubled times

ISSN: 1534-2808

Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed.

4 publications

Estonian Studies in Education

The “Estonian Studies in Education series“ is a medium for distributing contributions to the study of Education, Psychology and Sociology. The series shall cover the range of approaches to Pedagogy starting from the analysis of youth subculture, to didactical reflections on teacher’s profession or primary education. In addition the series publishes studies to Estonian education. The editors have a research focus on Adult Education. This series will not be continued. The “Estonian Studies in Education series“ is a medium for distributing contributions to the study of Education, Psychology and Sociology. The series shall cover the range of approaches to Pedagogy starting from the analysis of youth subculture, to didactical reflections on teacher’s profession or primary education. In addition the series publishes studies to Estonian education. The editors have a research focus on Adult Education. This series will not be continued. The “Estonian Studies in Education series“ is a medium for distributing contributions to the study of Education, Psychology and Sociology. The series shall cover the range of approaches to Pedagogy starting from the analysis of youth subculture, to didactical reflections on teacher’s profession or primary education. In addition the series publishes studies to Estonian education. The editors have a research focus on Adult Education. This series will not be continued.

5 publications

Archipelagic Studies

ISSN: 2732-5253

This series focuses on the islands of the North Atlantic archipelago and on the water that surrounds those islands from pre-history through to the eighteenth century. Moving beyond traditional national histories, the series will highlight research that examines localities or regions bounded by geography and transnational studies of the insular world, and connections between peoples and societies within the archipelago and their neighbours to the south (Brittany) and the north (Norway and beyond). Archipelagic studies will explore a range of themes (landscape, society, culture, language, religion, trade networks) and incorporate a number of disciplines and approaches (archaeology, heritage, history, literature, historical ecology, environmental, marine, political, social).

1 publications

Minding the Media

This series is designed for those engaged in pedagogy and pedagogy and media. Using a critical perspective, authors will be invited to contribute volumes of approximately 85,000 words to this series. The editors anticipate acquiring between 5 and 8 volumes per year. Around the world today, there are blatant and insidious uses and effects of media in a hyperreal society. As educators we watch the media curriculum which pervades childhood and youth and understand that it would be impossible for young citizens to escape this curriculum. We recognize that teachers and administrators are often unequipped and/or unwilling to address their students’ embedded media curricula. Students walk into schools with the expectations that they must shirk their knowledge (and often obsessions) of media to drink the weakened Kool-Aid of public school curriculum. Minding the Media is the first book series specifically designed to address the needs of both students and teachers in watching, comprehending, using, and reading the media. We will acquire books from a wide range of authors in theoretical, technical and practitioner media disciplines.

30 publications