434 research outputs found
Stranger in our Midst::The Becoming of the Queer God in the Theology of Marcella Althaus-Reid
No full textThis is the author accepted manuscript. The final version is available from the publisher via the link in this record.Book description: Marcella Althaus-Reid was one of the most fascinating and controversial theologians of the twentieth and early twenty-first century. Her strong personality and her iconoclastic work inspired a whole generation of theologians in the UK and worldwide. Marcella's creative life was cut short by her death from cancer in 2009. Yet she lives on, not least in those who have been inspired by her work and continue to engage with it. "Dancing Theology in Fetish Boots" draws together a number of world-class scholars and others who engage with the main themes of Marcella's work and show how the critical and controversial conversations which Marcella has begun can and do continue. It is therefore far more than a Festschrift, but a celebration of an intellectual life Marcella-style
A 4th millennium temple/palace complex at Arslantepe-Malatya. North-South relations and the formation of early state societies in the northern regions of Greater Mesopotamia
No full textThis article reconsiders the nature of relations between the southern and northern communities of "Greater Mesopotamia " during the Late Uruk period and- the effects that the so-called, expansion of southern groups had on the formation of the first state societies in the northern regions of Syria and Eastern Anatolia. The author stresses the earlier historical roots of the unitv of Greater Mesopotamia as well as the importance of local components in the development of new centralised political structures. The changes in interregional and intersite relations during this time also seem to be inainly a result of structural changes which took place in the individual societies both in the north and, in the south. The analysis is based on the emblematic case of Arslantepe (Malatva), where the wealth of data from a large public area has made it possible to reconstruct an earlv "State" svstem stronglv interacting with the southern societies, but based on the growth of local organisational structures.Nouvelle étude de la nature des rapports entretenus entre les communautés du Nord, et du Sud de la, « Greater Mesopotamia » au cours de l'Uruk récent, plus particulièrement de l'influence que l'expansion de groupes venant du Sud a pu avoir, dans les régions septentrionales de la Syrie et de l'Anatolie orientale, sur la naissance et l'évolution des premières formes de l'État. Sont mises en évidence aussi bien les racines historiques de l'unité culturelle qui caractérise la « Greater Mesopotamia » que l'importance des composantes locales et, le rôle que les unes et les autres jouèrent dans le développement d'organisations politiques centralisées. Les changements observés tant au niveau inter- régional qu 'au niveau des sites à cette époque sont dus principalement aux changements structuraux qui prirent place, et dans les sociétés du nord et dans celles du sud. Cette analyse est fondée sur le cas exemplaire que nous offre le site d'Arslan Tepe (Malatya) où la richesse des données provenant d'une vaste zone d'édifices publics a permis de proposer une reconstruction d'une proto-organisation d'un État avant de fortes interactions avec les sociétés du Sud, mais qui, en même temps, reposait sur le développement de structures tout à fait locales.Frangipane Marcella. A 4th-millennium temple/palace complex at Arslantepe-Malatya. North-South relations and the formation of early state societies in the Northern regions of Greater Mesopotamia.. In: Paléorient, 1997, vol. 23, n°1. pp. 45-73
UNESCO, Adult education and political mobilization
No full textIn this article the author examine the type of mobilization processes that occur via interactions between the UNESCO and other political actors, and how these processes led to the creation of standard-setting and monitoring instruments, like the Belém Framework for Action (UNESCO 2009) and the Global Report on Adult Learning and Education (UIL 2003, 2013). The findings point at three concurrent processes or modes of mobilization in adult education: landmarking, brokering and framing. Landmarking refers to the process of co-constructing a shared past for a broad set of actors with policy will in adult education; Brokering captures the process of supporting the transaction of values, ideas and information to envision a viable future for adult education; finally framing addresses the structuring of information and intentions to produce materials changes at governmental level in the field of adult education. Drawing on different data sources, for each mode the author present and discuss few of its incidences and visible marks
Global polity in adult education and UNESCO: landmarking, brokering and framing policy
No full textAknowledging the complexity of local–global interconnections, the author argues for the adoption of a global polity perspective in adult education, here applied to study mobilisation processes that occur through UNESCO. The findings point to three processes that cross geopolitical borders and professional interests: ‘landmarking’, by which a shared sense of a common past is created; ‘brokering’, which helps shape a common future direction; and ‘framing’, which is used to convert ideational landscapes into material government-led actions. The theoretical perspectives and analytical insights presented could be used in analogous studies in other areas of education or with a focus on different political actors
Who’s Afraid of the White Sheet?: The Art of Alessandro Sanna.
No full textAn inquiry about the art of Alessandro Sanna, illustrator and author of picturebook, In light of his special relationship with the white space in the page, the poetic search for silence and his eloquent line
UNESCO, educação de jovenes e adultos e mobilização política
No full textUNESCO is a supranational actor, whose political action contributes to the mobilization of a range of social actors around the governance of youth and adult education.
In this article the author examines the types of mobilization processes that occur through interactions between UNESCO and other political actors.
The results bring to light three modes of mobilization through which: 1) a shared past in youth and adult education is co-constructed (landmarking), 2) a viable future is envisioned through interactions between UNESCO and other political actors (brokering), and 3) specific standard-setting and monitoring instruments are created, in an attempt to produce material changes in youth adult education (framing).
In conclusion the author stresses the need for further research to deepen the understanding of these processes and the materiality of the changes they are (or are not) able to produce
Adult Education in Changing Times: Policies, Philosophies and Professionalism, M. Bowl (2014)
No full textThis book is an interesting contribution to unveiling the changing landscape for adult educators’ work, professional development and career progression in two
national contexts under heavy neoliberal influences, England and New Zealand. It draws on qualitative research undertaken by the author in 2011–12, but benefits
also from the author’s managerial experience in community-based adult education in England, and in adult and community education teaching and research in New
Zealand. Professional interest in and passion for giving visibility to the perspectives of adult educators, while enquiring the broader socio-political context that
frames their practice, is evidenced all through the book, as is the positioning of the author as an insider of the phenomenon under consideration, with her own
values, political awareness and preferences
Globalisation, transnational policies and adult education
No full textGlobalisation, transnational policies and adult education – This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author’s main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then exam- ines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem ‘‘repre- sentations’’ that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations
Note bibliografiche: Ramazzotti P., Frigato P. e Elsner W. (a cura di): Social Costs Today. Institutional Analyses of the Present
No full textÈ nella direzione di valutare come le crisi vadano collocate nelcontesto della relazione tra sviluppo civile e sviluppo economico, che l'autore ha apprezzato alcuni degli spunti provenienti dal volume curato daRamazzotti et al., e in questo articolo, ne riprende dei passaggi.It is in the direction of assessing how the crisis should be placed in the context of the relationship between civil development and economic development, which the author has enjoyed some of the ideas from the book edited by Ramazzotti et al., and in this article, it takes up the steps
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