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Networks of Learning
Cultures of learning and practices of education in the Middle Ages are drawing renewed attention, and recent approaches are questioning the traditional boundaries of institutional and intellectual history. This book assembles contributions on both Byzantine and Latin learned culture, and locates medieval scholars in their religious and political contexts, instead of studying them in a framework of 'schools.' The contributions offer complementary perspectives on scholars and their work, discussing the symbolic and discursive construction of religious and intellectual authority, practices of networking, and adaptations of knowledge formations. (Series: Byzantinistische Studies and Texts / Byzantinistische Studien und Texte - Vol. 6) [Subject: Medieval Studies, History, Education]
Norman Tradition and Transcultural Heritage
The Normans have long been recognised as one of the most dynamic forces within medieval western Europe. With a reputation for aggression and conquest, they rapidly expanded their powerbase from Normandy, and by the end of the twelfth century had established themselves in positions of strength from England to Sicily, Antioch to Dublin. Yet, despite this success recent scholarship has begun to question the ’Norman Achievement’ and look again at the degree to which a single Norman cultural identity existed across so diverse a territory. To explore this idea further, all the essays in this volume look at questions of Norman traditions in some of the peripheral Norman dominions. In response t...
The Pseudo-historical Image of the Prophet Muhammad in Medieval Latin Literature: A Repertory
Exploring and understanding how medieval Christians perceived and constructed the figure of the Prophet Muhammad is of capital relevance in the complex history of Christian-Muslim relations. Medieval authors writing in Latin from the 8th to the 14th centuries elaborated three main images of the Prophet: the pseudo-historical, the legendary, and the eschatological one. This volume focuses on the first image and consists of texts that aim to reveal the (Christian) truth about Islam. They have been taken from critical editions, where available, otherwise they have been critically transcribed from manuscripts and early printed books. They are organized chronologically in 55 entries: each of them provides information on the author and the work, date and place of composition, an introduction to the passage(s) reported, and an updated bibliography listing editions, translations and studies. The volume is also supplied with an introductory essay and an index of notable terms.
Traffic and Turning
It will be of interest to all those interested in questions of early modern contact history, English relations with Islam and the East, English theater history, and cultural politics."--BOOK JACKET.
Content Matters
An authoritative guide for improving teaching, learning, and literacy in content area classrooms This book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their...
Class Politics
Class Politics The Movement for the Students’ Right to Their Own Language (2e) is a response to histories of Composition Studies that focused on scholarly articles and university programs as the generative source for the field. Such histories, particularly in the 1980s and 1990s divorced the field from activist politics—washing out such work in the name of disciplinary identity. Class Politics shows the importance of political mass movements in the formation of Composition Studies—particularly Civil Rights and Black Power. Class Politics also critiques how the field appropriates these movements. The book traces a pathway from social movement, to progressive academic groups, to their work in professional organizations, to the formation of the Students’ Right to Their Own Language. Stephen Parks then shows how the SRTOL was attacked and politically neutralized by conservative forces in the 1980s and 1990s, arguing for a return to politics to reanimate it’s importance—and the importance of politics in the field. “Stephen Parks restores politics to the history of Composition Studies.” —Richard Ohmann
Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions
How does one spread a successful educational reform? The essays here recount the authors?' experiences with the scale-up process. Among their lessons are the importance of building the capacity to implement and sustain the reforms, adjusting for local culture and policy, ensuring quality control, providing the necessary infrastructure, and fostering a sense of ownership. The process is iterative and complex and requires cooperation among many actors who must ensure that the results align with goals.
Visions of Community in the Post-Roman World
This volume looks at 'visions of community' in a comparative perspective, from Late Antiquity to the dawning of the age of crusades. It addresses the question of why and how distinctive new political cultures developed after the disintegration of the Roman World, and to what degree their differences had already emerged in the first post-Roman centuries. The Latin West, Orthodox Byzantium and its Slavic periphery, and the Islamic world each retained different parts of the Graeco-Roman heritage, while introducing new elements. For instance, ethnicity became a legitimizing element of rulership in the West, remained a structural element of the imperial periphery in Byzantium, and contributed to ...
Victors and Vanquished in the Euro-Mediterranean
The volume presents a comparative perspective on victors and vanquished according to the categories of remembering victory and defeat, practices of celebrating victory and triumphs as well as the culture of dealing with the vanquished. Specifically, the representation of victory and defeat in Byzantine literature of the 10th–12th centuries is contrasted with commemorative practices in early Russia, and the reflection of military events in courtly music of the 15th century is examined. In addition, the practices of celebrating victories in England in the High and Late Middle Ages are explored, as is the treatment of the defeated and the subjugated in the Frankish Empire of the 9th century, in Norman southern Italy and in Byzantium.
