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Passé et présent dans les Géorgiques de Claude Simon

Étude intertextuelle et narratologique d’une réconstruction de l’Histoire

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Cora Reitsma-La Brujeere

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Edited by Henk Blezer

The proceedings of the seminars of the International Association for Tibetan Studies (IATS) have developed into the most representative world-wide cross-section of Tibetan Studies. They are an indispensable reference-work for anyone interested in Tibet and capture the cutting edge of Tibet-related research.
This volume is the first of three volumes of general proceedings of the Ninth Seminar of the IATS. It presents a careful selection of scholarly and academic articles on Tibetan history, which includes contemporary developments as well as a compact, but significant, linguistic section.
The complete series covers ten volumes. The other seven volumes are the outcome of expert panels. Of special interest to readers of this book may be the edited volumes by Christopher Beckwith (linguistics), Helmut Eimer and David Germano (Buddhist canon), Lawrence Epstein (Khams pa history), Deborah Klimburg-Salter (art history) and the third volume of the general proceedings (Bhutan and art history).

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Mark Pittaway

Edited by Adam Fabry

From the Vanguard to the Margins is dedicated to the work of the late British historian, Dr Mark Pittaway (1971-2010), a prominent scholar of post-war and contemporary Central and Eastern Europe (CEE). Breaking with orthodox readings on Eastern bloc regimes, which remain wedded to the 'totalitarianism' paradigm of the Cold War era, the essays in this volume shed light on the contradictory historical and social trajectory of 'real socialism' in the region.

Mainstream historiography has presented Stalinist parties as 'omnipotent', effectively stripping workers and society in general of its 'relative autonomy'. Building on an impressive amount of archive material, Pittaway convincingly shows how dynamics of class, gender, skill level, and rural versus urban location, shaped politics in the period. The volume also offers novel insights on historical and sociological roots of fascism in Hungary and the politics of legitimacy in the Austro-Hungarian borderlands.

Carmen Gloria Zúñiga, Thomas O'Donoghue and Simon Clarke

The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined:
• What is the historical background to the current secondary school history curriculum in Chile?
• What are the current developments of the secondary school history curriculum in Chile?
• What are the issues of concern for secondary school history teachers in Chile?
At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile.

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Edited by H. Beukers and J. Moll

As periodical of the International Academy of the History of Medicine, this Clio Medica volume contains 17 papers.

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Edited by Jay Paul Gates and Brian T. O'Camb

This volume of essays focuses on how individuals living in the late tenth through fifteenth centuries engaged with the authorizing culture of the Anglo-Saxons. Drawing from a reservoir of undertreated early English documents and texts, each contributor shows how individual poets, ecclesiasts, legists, and institutions claimed Anglo-Saxon predecessors for rhetorical purposes in response to social, cultural, and linguistic change. Contributors trouble simple definitions of identity and period, exploring how medieval authors looked to earlier periods of history to define social identities and make claims for their present moment based on the political fiction of an imagined community of a single, distinct nation unified in identity by descent and religion.
Contributors are Cynthia Turner Camp, Irina Dumitrescu, Jay Paul Gates, Erin Michelle Goeres, Mary Kate Hurley, Maren Clegg Hyer, Nicole Marafioti, Brian O’Camb, Kathleen Smith, Carla María Thomas, Larissa Tracy, and Eric Weiskott.

Present and Future of Biblical Studies

Celebrating Twenty-Five Years of Brill's Biblical Interpretation

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Edited by Tat-siong Benny Liew

What is the current state of the field known as biblical studies? How will biblical studies continue to develop in this diverse, globalized, and digital age? In this book, a diverse group of scholars who are known for their innovative practice of biblical interpretation come together to celebrate the 25th anniversary of the critically acclaimed journal, Biblical Interpretation, by sharing their thoughts on and questions about the assumptions, practices, and parameters of biblical studies as well as their desires and fears about its disciplinary future. Covering a wide range of topics, geographical regions, resources, understandings, and viewpoints, this exceptional collection of essays will make you and help you rethink the conventions and convictions of biblical studies as an academic discipline.

Edited by Helle Alrø, Ole Ravn and Paulo Valero

Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers. This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics such as the dialogical and political dimensions of teacher education, mathematical modeling, the philosophy of mathematics from social and political perspectives, teaching practices in classrooms, the connection between mathematics and society, the scope and limits of critical thinking in relation to mathematics and mathematics education, and the political dimension of researching mathematics education.
The book is not only a tribute to Ole Skovsmose’s long academic career; it is also a way of providing an overview of the roots of the critical mathematics education concerns, their current developments in different parts of the world, and their future directions. With a diversity of styles and forms of texts, this book is addressed to all those teachers and researchers who would like to be introduced or would like to go deeper into the types of insights that critical mathematics education offers.