14,377 research outputs found
Partnership Encounters in Literature(s), Poetry and Voices from Other Worlds
No full textThe academic bulk of this year’s Blue Gum contains texts in both English and Italian. Out of fourteen articles, seven are in Italian and seven in English. They all scrutinise and illuminate a diversity of relevant literary works under the lens of the biocultural partnership-domination theory (Eisler 1987). The literary texts in this issue range from the ancient to the contemporary, from ‘canon’ to post-decolonial literature, in a joyful variety of interrelated recurrences, connections and encounters. William Shakespeare, Walter Scott, Doris Lessing, Ursula Le Guin, Bram Stoker, David Malouf and Jean Rhys are just few of the many writers tackled
by our invited authors
Feeling and Healing in Languages / Sentir y sanar en mis lenguas
No full textThis piece presents a number of autotraslations by poet and academic Isabel Alonso-Breto, with acompanying illustrations by Sabrina Atanasiu Alonso
Wor(l)ds from Home and Beyond
No full textThis special edition of ‘Blue Gum 2023’ (University of Barcelona) gathers 2 dossiers and 7 essays on post-decolonial literatures, partnership studies and native traditions
Carpeta docent / Bienni 2011-2013 - Maria Grau Perejoan
No full textMàster de Docència Universitària per a Professorat Novell, Institut de Ciències de l'Educació, Universitat de Barcelona. Bienni: 2011-2013. Mentor: Isabel Alonso Breto.Es presenta la carpeta docent elaborada en el context del màster i l'aplicació a l'assignatura d’"Història i Cultures Postcolonials" de la Facultat de Filologia de la Universitat de Barcelona
Create to play, play to learn: gamification and game creation in EFL
No full textMàster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona. Curs: 2022-2023. Tutora: Isabel Alonso Breto[spa] En este documento se presenta una propuesta de secuencia didáctica fundamentada en la gamificación, con el objetivo de promover la motivación y el compromiso de los estudiantes en una clase de inglés como lengua extranjera para el cuarto año de educación secundaria. Las sesiones se enmarcarán en un contexto ficticio, asignando roles específicos a los alumnos. Se propondrá una amplia variedad de actividades que fomenten la participación activa de los estudiantes, estimulen su creatividad y les brinden nuevas estructuras y expresiones lingüísticas, al tiempo que promuevan la reflexión sobre las mismas. Los alumnos deberán hacer uso de su imaginación y creatividad, así como trabajar en colaboración para resolver diversos problemas a lo largo de todas las sesiones. Asimismo, se incorporará una tarea final en la que los estudiantes, organizados en grupos, deberán crear un nuevo juego y evaluar su desempeño mutuamente.[eng] This document presents a proposal for a didactic sequence based on gamification, aiming to foster motivation and engagement among students in an English as a foreign language class for the fourth year of secondary education. The sessions will be framed within a fictional context, assigning specific roles to the students. A wide variety of activities will be proposed to encourage active student participation, stimulate their creativity, and provide them with new language structures and expressions, while promoting reflection on the same. Students will be required to utilize their imagination and creativity, as well as work collaboratively to solve various problems throughout the sessions. Additionally, a final task will be incorporated where students, organized in groups, will have to create a new game and evaluate each other's performance
Do you dare to feel? The Use of SEL through Arts in the EFL Classroom
No full textMàster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona. Curs: 2020-2021. Tutora: Isabel Alonso Breto[eng] In the last few years, the term social-emotional learning (SEL) has become more and more relevant in the educational field. Research has shown (Niemi, 2020) that today’s teenagers are suffering from mental health issues more than ever before, and so it does not come as a surprise that there is a growing interest for the topic among the educational community. Moreover, the need of socialemotional learning has also been expressed by students (DePaoli et al., 2018) and therefore can no longer be ignored. The purpose of this dissertation is to demonstrate how SEL can help students to better understand their emotions and their relationships with others, as well as improve their English communicative skills. The aim of using SEL as a tool in the EFL classroom is to provide students with the necessary vocabulary and communicative skills as well as to further develop their emotional intelligence, as there is evidence that some of them find self-expression more attractive in a foreign language. In this sense, using arts as the driver for such discussion is a natural choice as art is a very powerful form of self-expression. All these will be explored in the theoretical framework, and then supported by the practical framework, where a didactic unit to work on students’ social-emotional learning through arts is proposed. Such unit, Do you dare to feel?, consists of six lessons focusing on emotions and feelings through poetry, music, fiction, visual arts and drama
The unspoken stories of LGBTQ+ refugees : healing personal trauma and social prejudices through storytelling and writing
No full textTreballs Finals del Grau d'Estudis Anglesos, Facultat de Filologia, Universitat de Barcelona, Curs: 2018-2019, Tutor: Isabel Alonso Breto[eng] LGBTQ+ refugees are a minority social group that suffers attacks and persecution in
several parts of the world, resulting in the violation of their human rights. The traumatic
experiences confronted weight and pressure on their identities which result in grave
psychological burden. This paper aims to provide a current overview of the situation of
LGBTQ+ refugees, along with an exploration of the theory of storytelling as a healing
method. According to the literature, storytelling contributes to personal healing. The
stories of five LGBTQ+ refugees are told with the aim to empower their voices and break
the silence they endure. In addition, the present dissertation shows that visibility and
consciousness are needed for social change. Finally, the paper remarks the need for
further work on emotional therapy and psychological aid for persons escaping sexual
persecution around the world.[cat] Els refugiats LGBTQ+ son un grup social minoritari que pateix la violació dels seus drets
humans a través d’atacs i persecucions a diverses parts del món. Les experiències
traumàtiques que afronten afecten les seves identitats que resulten en greus càrregues
psicològiques. Aquest treball presenta un resum de la seva situació actual juntament amb
una exploració de la teoria de la auto-narració com a eina de cura emocional. Alhora,
s’exposen les històries de cinc refugiats LGBTQ+ amb la intenció de donar veu a aquest
col·lectiu, trencant amb el silenci que pateix. Igualment, aquest treball mostra que la
visibilitat i la consciència son necessàries per aconseguir un canvi social. Finalment,
s’emfatitza la necessitat que existeix per trobar futures teràpies emocionals i ajudes
psicològiques professionals per les persones perseguides per raons d’orientació sexual i/o
identitat de gènere
The unspoken stories of LGBTQ+ refugees : healing personal trauma and social prejudices through storytelling and writing
No full textTreballs Finals del Grau d'Estudis Anglesos, Facultat de Filologia, Universitat de Barcelona, Curs: 2018-2019, Tutor: Isabel Alonso Breto[eng] LGBTQ+ refugees are a minority social group that suffers attacks and persecution in
several parts of the world, resulting in the violation of their human rights. The traumatic
experiences confronted weight and pressure on their identities which result in grave
psychological burden. This paper aims to provide a current overview of the situation of
LGBTQ+ refugees, along with an exploration of the theory of storytelling as a healing
method. According to the literature, storytelling contributes to personal healing. The
stories of five LGBTQ+ refugees are told with the aim to empower their voices and break
the silence they endure. In addition, the present dissertation shows that visibility and
consciousness are needed for social change. Finally, the paper remarks the need for
further work on emotional therapy and psychological aid for persons escaping sexual
persecution around the world.[cat] Els refugiats LGBTQ+ son un grup social minoritari que pateix la violació dels seus drets
humans a través d’atacs i persecucions a diverses parts del món. Les experiències
traumàtiques que afronten afecten les seves identitats que resulten en greus càrregues
psicològiques. Aquest treball presenta un resum de la seva situació actual juntament amb
una exploració de la teoria de la auto-narració com a eina de cura emocional. Alhora,
s’exposen les històries de cinc refugiats LGBTQ+ amb la intenció de donar veu a aquest
col·lectiu, trencant amb el silenci que pateix. Igualment, aquest treball mostra que la
visibilitat i la consciència son necessàries per aconseguir un canvi social. Finalment,
s’emfatitza la necessitat que existeix per trobar futures teràpies emocionals i ajudes
psicològiques professionals per les persones perseguides per raons d’orientació sexual i/o
identitat de gènere
"We don't think about it, we focus on living". American influence in the Philippines
No full textTreballs Finals del Grau d'Estudis Anglesos, Facultat de Filologia, Universitat de Barcelona, Curs:
2019-2020, Tutora: Isabel Alonso Breto[eng] The aim of this paper is to analyze and discuss the influence of the American colonization
in the Philippines. The perspective meant to be portrayed is the Filipino perspective
regarding the change in their culture and minds. Although the main focus is the society
nowadays, this paper includes a brief explanation of the historical background of the
country. Postcolonial theory and, specifically, the contributions of three important
postcolonial intellectuals as Frantz Fanon, Ngũgĩ wa Thiong’o and Homi Bhabha, are
used as a frame to understand the colonial mind after the political independence. Apart
from being analyzed from the outside, this paper includes a study of the perception of the
influence of the US in young Filipino people that were interviewed. The results show how
the Filipino society is not very aware of the real role of the United States and the fact that
the Philippines is a neocolony.[spa] El objetivo de este artículo es analizar y poner en cuestión la influencia de la colonización
norte-americana en Filipinas. La perspectiva que se pretende mostrar es la perspectiva
filipina con respecto al cambio en su cultura y su mentalidad. Aunque el enfoque principal
es la sociedad hoy en día, este trabajo incluye una breve explicación de los antecedentes
históricos del país. La teoría poscolonial y, específicamente, las contribuciones de tres
importantes intelectuales poscoloniales como son Frantz Fanon, Ngũgĩ wa Thiong’o y
Homi Bhabha, se utilizan como un marco para comprender la mente colonial después de
la independencia política. Además de ser analizado desde el exterior, este escrito incluye
un estudio de la percepción de la influencia de los Estados Unidos en jóvenes filipinos
que fueron entrevistados. Los resultados muestran como la sociedad filipina no es muy
consciente del papel real de los Estados Unidos y el hecho de que Filipinas es una
neocolonia
Fashion as a Narrative System: A Decolonial Approach
No full textTreballs Finals del Grau d'Estudis Anglesos, Facultat de Filologia, Universitat de Barcelona. Curs: 2022-2023. Tutora: Isabel Alonso Breto[cat] Aquest article examina com funciona la moda com a sistema narratiu i com es pot utilitzar com a eina per a la narració, així com per explorar temes tan complexos com la decolonialitat. Advoca per la democratització de l'art i la cultura mitjançant la vinculació dels temes de moda amb el que concerneix l'individu comú. La decolonialitat de la moda es discuteix amb l'ajuda de la teoria semiòtica i decolonial, així com analitzant el treball de creatius i dissenyadors africans.
Incorporant idees de la semiòtica de la moda –i l'obra de Roland Barthes– i de teòrics decolonialistes com Walter Mignolo, aquest article pretén defensar la moda com un sistema narratiu fort que manté la capacitat de conversar amb diversos camps acadèmics. El text emfatitza dissenyadors i marques, com Wanda Lephoto, que representen missatges importants a través de la moda. Finalment, aconsegueix la seva intenció d'aprofundir en els materials per transmetre una idea de l'estat de la conversa decolonial en el món de la moda.[eng] This paper examines how fashion works as a narrative system and how it can be used as a tool for storytelling, as well as to explore issues as complex as decolonialization. It advocates for the democratization of art and culture by linking fashion themes to what concerns the common individual. Fashion decolonialization is discussed with the help of semiotic and decolonial theory, as well as by analysing the work of African creatives and designers.
Incorporating ideas from fashion semiotics –and the work of Roland Barthes– and from decolonial theorist like Walter Mignolo, this paper intends to defend fashion as a strong narrative system that holds the ability to converse with diverse academic fields. The text emphasizes the work of designers and brands, like Wanda Lephoto, that represent important messages through fashion. Ultimately it achieves its intention to delve into the materials to convey an idea of the state of the decolonial conversation in the fashion world
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