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Date: 2017
Abstract: La tesis recoge una propuesta lexicográfica en jaquetía (etnovariedad del judeoespañol) a partir de los lemas que la comunidad judía de Melilla incluye en su habla entre 2014 y 2017. Dicha propuesta se ha elaborado combinando los datos obtenidos en entrevistas y cuestionarios de campo llevados a cabo a los miembros de esta comunidad y sus descendientes y relacionados que residen en la ciudad, en el resto de España o en el extranjero, especialmente en Israel (capítulos II y III). El marco teórico central se apoya en la sociolingüística cognitiva y las amplias posibilidades aplicadas que ofrece la corriente para el estudio de etnovariedades. La tesis igualmente relaciona el habla de las etnias con la percepción y la incidencia de esta en los hablantes y la academia. Se emplean, como novedad, distintas tomas de datos modulares que permiten reforzar la información en las diferentes fases del proceso. Asimismo, el estudio guarda una relación considerable con la antropología y la etnografía relacionándose algunos conceptos y métodos de estas ciencias con la producción lingüística de los hablantes (capítulo I). Tras presentar el papel de la jaquetía en la academia y en la política lingüística española, se contabilizan y analizan los principales rasgos y fenómenos lingüísticos observados, estos se relacionan con otras etnovariedades para comparar la similitud de patrones en cuanto a la evolución y/o vigencia de la jaquetía se refiere a la vez que se aporta una aproximación para contribuir y abordar en el futuro este tipo de estudios sobre hablas minoritarias (capítulos I, III y IV). La originalidad del trabajo reside en el enfoque comunicativo sobre un habla oral que en su estadio de extinción está incluso estandarizando su escritura a través de mensajes privados de WhatsApp y Facebook. Por otro lado, se muestra un uso intracomunitario relacionado con la intimidad de los hablantes no presentado con anterioridad para las etnovariedades, ya que normalmente estas se asocian con el humor en el caso de la jaquetía o la delincuencia si se hace referencia al caló (capítulos I y IV). El estudio trata de resolver la aparente antonimia entre lo que la jaquetía de Melilla es, es decir, energía, producción, uso, variedad cultural o etnovariedad; y lo que los lingüistas y los hablantes, aquí informantes, creen que es como resultado de sus investigaciones y percepciones respectivamente (capítulo IV). Por último, se presentan los fenómenos extralingüísticos relacionados con el habla y la evolución de esta en la comunidad de descendientes judíos melillenses en Israel así como la convergencia de la jaquetía al hebreo y al español y divergencia del elemento árabe (capítulo IV).
Author(s): Preser, Ruth
Date: 2017
Author(s): Stach, Sabine
Date: 2017
Date: 2017
Abstract: How is the Holocaust taught in schools? How do students make sense of this challenging subject? How are people affected by visits to Holocaust memorial sites?

Empirical research on teaching and learning about the Holocaust that tackles these and other questions has grown rapidly over the past fifteen years, a period marked by the professionalization and expansion of the field. In 2013, the International Holocaust Remembrance Alliance (IHRA) decided to carry out a study to establish a picture of this emerging field of research. A multilingual expert team mandated to collect and review research in fifteen languages identified nearly 400 studies resulting in more than 600 publications. Three years of work resulted in the book "Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders" (March 2017), which carries the field beyond anecdotal reflections and moral arguments.

Download a pdf copy of the publication

This systematic review includes research conducted in most IHRA Member Countries as well as several non-member countries. The multilingual focus of the project enables cross-cultural analyses and the transfer of knowledge between various regions and countries. The book’s two parts present the research first by language and then by selected themes. This innovative transnational, trans-lingual study reflects IHRA’s core mission: to shape and advance teaching and learning about the Holocaust worldwide.

The second outcome is a set of bibliographies in fifteen languages. These bibliographies comprise references to empirical research on teaching and learning about the Holocaust. They also include abstracts or summaries of most of publications. Each bibliography includes research from a single language or related group of languages (both geographically related or linguistically related).
Date: 2017
Abstract: From the Foreword:

The International Holocaust Remembrance Alliance (IHRA) Education Research Project aims to provide an overview of empirical research on teaching and learning about the Holocaust (TLH) with a cross-cultural and multilingual perspective. The outcomes include transferring knowledge between various regions and countries, intensifying dialogue between scholars and educational decision makers and enhancing networking among researchers.

To fulfill these aims, in 2012 the IHRA established a Steering Committee and tasked a team of researchers with skills in a large range of languages. Early in the process, the decision was made to focus upon research which deals with deliberate efforts to educate about the Holocaust and to limit the search accordingly. This decision
meant there was a focus on both teaching and learning. The teaching focused on school settings – although there is also some explicit instruction at museums and sites of memory. Certainly, learning takes place in both school settings and museums/ sites of memory. This focus meant that some areas of scholarship are generally not
included in this collection. Firstly, non-empirical work, which is extensive and important, was beyond the scope of this research. Secondly, analyses of materials such as curricula, films, and textbooks were also beyond the scope.

The Education Research Project culminated in the publication of volume 3 of the IHRA book series Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders, edited by Monique Eckmann, Doyle Stevick and Jolanta Ambrosewicz-Jacobs. The book is available in hard copy for purchase and as a free PDF download.

The second outcome is this set of eight bibliographies. These eight bibliographies comprise references to empirical research on teaching and learning about the Holocaust. They also include abstracts or summaries of most of publications. Each bibliography includes research from a single language or related group of languages
(both geographically related or linguistically related). The research team identified almost 400 studies resulting in roughly 640 publications in fifteen languages that are grouped in the following eight language sets:
German, Polish, French, the languages of the Nordic countries, Romance languages other than French (specifically Spanish, Portuguese and Italian), East-Slavic languages (Belarussian, Russian and Ukrainian), English and Hebrew.

The bibliographies presented here contain titles in the original language and translations in English, as well as abstracts in English that were either written by the original authors, written by the research team or its contributors (or translated into English by the team). This set of bibliographies provides a unique tool for researchers
and educators, allowing them to gain insight into educational research dealing with teaching and learning about the Holocaust, not only in their own language, but also in languages they are not familiar with. We hope that this publication and these abstracts will provide a tool that facilitates research across language borders and contributes to further exchange, discussion and cooperation between researchers and educators as well as the creation of international and cross-language networks.
Author(s): Kuklik, Jan
Date: 2017
Date: 2017
Abstract: Η μακρόχρονη ελληνο-εβραϊκή παρουσία στην Ελλάδα παρακολουθεί τις πολιτικές και κοινωνικές αλλαγές που επισυμβαίνουν στην ελληνική κοινωνία, η οποία βαθμιαία εκκοσμικεύεται και εκσυγχρονίζεται. Εξετάζοντας την περίπτωση της ελληνο-ισραηλιτικής παρουσίας, βάση οργάνωσης των Ισραηλιτικών Κοινοτήτων είναι η κοινότητα (ένας κοσμικός θεσμός) και όχι η θρησκεία (ο θρησκευτικός θεσμός), κατά συνέπεια η ταυτότητα των σύγχρονων Ελληνίδων Εβραίων γυναικών παρουσιάζεται εκμοντερνισμένη. Και αυτό, επειδή αφενός ο θρησκευτικός προσδιορισμός έχει λάβει περισσότερο πολιτιστική σημασία και αφετέρου, διότι οι γυναικείοι ρόλοι διαδραματίζονται εντός και εκτός του εβραϊκού περιβάλλοντος, αφού οι δρώντες άνθρωποι περιδιαβαίνουν τόσο εντός των ιουδαϊκών ορίων, όσο και εντός της εκκοσμικευμένης ελληνικής κοινωνίας.

Στο πλαίσιο της μοντέρνας αυτής πραγματικότητας, ο ρόλος των γυναικών κινείται ανάμεσα στην παράδοση και στη νεωτερικότητα, εφόσον τα γυναικεία υποκείμενα από τη μία πλευρά αποδέχονται την πλήρη ενσωμάτωσή τους στην κοσμική ελληνική κοινωνία, και από την άλλη πλευρά θεωρούνται άτυποι φορείς διατήρησης της ιδιαίτερης παραδοσιακής εβραϊκής τους ταυτότητας. Στόχος της παρούσας εισήγησης, είναι να διερευνήσει τον τρόπο με τον οποίο οι Εβραίες γυναίκες στην Ελλάδα διαχειρίζονται την παραδοσιακή και ηθική πλευρά της ταυτότητάς τους, σε πλήρη συνάρτηση με το εκκοσμικευμένο ελληνικό πλαίσιο.
Author(s): Jong-min, Jeong
Date: 2017
Abstract: What have those living with dementia lost? If they have lost aspects of their mind and self, who are they now? Are they 'normal'? Prevailing medical, therapeutic and sociopsychoanalytic interventions and studies on dementia, largely influenced by Tom Kitwood's person-centred approach, have focused mainly on revealing and evaluating the remaining intact bodily abilities and functions beyond loss. In contrast to this predominant understanding of dementia, my decade-long involvement in a Jewish Care Home as a volunteer and researcher has raised ontological, epistemological and practical critiques, acknowledging that we are never beyond loss but always alongside it, and that we simply do not know how to dwell well with it. Although the expressive and performative words, gestures and behaviours of those with dementia are often regarded as inarticulate, repetitive and nonsensical, these are the lived worlds of dementia that those affected feel, experience and live through, whilst continuously making relations and familiarising themselves with people, things, and their surroundings. This demands a paradigm shift in the ontological, epistemological and practical horizon within the study of dementia. Critically developing Canguilhem's notion of the normal and the abnormal, Ingold's dwelling perspective and Deleuze's concept of becoming, I redefine dementia not as a fixed mode of being but as a continuous process of becoming-dementia through an attentive engagement with one's immediate surroundings. In more detail, this study explores the ways in which people challenge the taken-for-granted concepts of loss and abnormality in five different dementia contexts: ethics, repetition, time, agency and emplacement. By rejecting medical preconceptions or categorisations, this study focuses on uncovering what loss does in everyday life rather than asking what loss means or what people lose. In particular, this study emphasises bodily movement, sensory perception and affect, not because of the language deterioration during dementia trajectories but because of a new way of understanding and new reality that those affected practise in daily life. Consequently, this study illustrates the immanent potential of the anthropological view for thinking and dwelling with those living with dementia alongside their limits and implications. This study is thus an autobiographical ethnographic testimony of my past decade living, learning, volunteering, studying and most importantly co-dwelling with those living with dementia. This is a collaborative co-production created with those involved, as without the participation of those affected and the co-presence of significant others, my work could not be done. Accordingly, there is neither a beginning nor end to this study, but a moving forward and generating dementia becoming as the lives of those affected and those who care for them unfold.