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This casebook edition comprises critical essays about and an English translation of La Diabolique Tragédie. Each essay is an example of what Peter Barry has called ‘Crisis Critique,’ the commentaries ranging from the psychoanalytical, to the feminist, the historicist and the religious. A ‘poème en prose’ dating from the start of the nineteenth century, La Diabolique Tragédie was first published in 2011. It was the work of a forger whose (unrealized) endgame was for the text to be presented to the public of the day as an authentic work of Jean-Jacques Rousseau. The critical essays represent a series of impressions of different types of literary critics, which – the author hopes – will prove a good match for the forger’s ‘mock Rousseau.’
A Performance of the Baja Ni Funeral Cycle in Tireli, Mali
Though the Dogon are well-described, their culture still holds surprises. One of these is the cycle of songs called baja ni, which is at the heart of their funerary rites. Surprisingly, these songs have a historic author, a blind poet/prophet who roamed the area in the 19th century and left a huge heritage of songs and prophecies. This book gives the full text of one performance of this legacy. The lyrics cover a range of topics, from comments on historical events to philosophical musings about life and death, and from remembering the departed to celebrating the joys of being alive.
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Incorporating Developments in Neuroscience, Brain Science and Neurodiversity
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This volume, Advances in Mathematics and STEM Education: Incorporating Developments in Neuroscience, Brain Science and Neurodiversity seeks to widen understandings about mathematics and STEM education through a more holistic examination of the field. In some chapters this is achieved through the incorporation of advancements in Neuroscience, Brain Science and Neurodiversity, and in other chapters it is achieved through the sharing of research in schools with teachers or an exploration into individual experience, thinking processes and journey. This volume calls for engagement in research that synthesises research findings from different discipline areas to gain a more enriched and authentic understanding of Mathematics and STEM education, particularly regarding teaching and learning.

Contributors are: Nur Fatma Aktas, Tasos Barkatsas, Zahra Cooper, Yüksel Dede, Jason Dervish, Melanie Evangelista, Janine Forbes-Rolfe, Wendy Goff, Gürcan Kaya, Gillian Kidman, Yuk-Yuen Law, Timothy Lynch, Marta Martín-del-Pozo, Juanjo Mena, Rowan Nas, Antonio Patrocinio-Braz, Hazel Tan, and Bin Wu.