| 000 | 03643nam a22005055i 4500 | ||
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| 999 |
_c98176 _d98176 |
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| 001 | 978-3-319-75367-6 | ||
| 003 | DE-He213 | ||
| 005 | 20191024180138.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 180312s2018 gw | s |||| 0|eng d | ||
| 020 | _a9783319753676 | ||
| 024 | 7 |
_a10.1007/978-3-319-75367-6 _2doi |
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| 040 | _cМУБИС | ||
| 050 | 4 | _aLC8-6691 | |
| 072 | 7 |
_aJNA _2bicssc |
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| 072 | 7 |
_aEDU040000 _2bisacsh |
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| 072 | 7 |
_aJNA _2thema |
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| 082 | 0 | 4 |
_a370.1 _223 |
| 100 | 1 |
_aLovern, Lavonna L. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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| 245 | 1 | 0 |
_aFostering a Climate of Inclusion in the College Classroom _h[electronic resource] : _bThe Missing Voice of the Humanities / _cby Lavonna L. Lovern. |
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2018. |
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| 300 |
_aVIII, 137 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aChapter 1. Introduction -- Chapter 2. Pedagogical Primer -- Chapter 3. Multiculturalism Primer -- Chapter 4. Minorities’ Views and Minorities Viewed: Embracing Diversity in the Classroom and in Visual Culture (Swan) -- Chapter 5. Making the Familiar Strange and the Strange Familiar: Meaningful Engagement with World Cultures (Swan) -- Chapter 6. Who’s on Top? Expanding What Counts as Legitimate Thought: a philosophical argument for the Inclusion of the Other. (Lovern) -- Chapter 7. Bridges of Understanding: Global Inclusion in Religious Studies (Lovern) -- Chapter 8. Conclusion. | |
| 520 | _aThis book examines inclusion teaching at the college and university level. It establishes the importance of the Humanities disciplines and the use of qualitative analysis as a means of understanding and encouraging democratic materials and classroom organization. The first section of the text provides two primers for those unfamiliar with pedagogical history and theory. These primers are designed to give basic information and sources for additional study. They trace pedagogical influences from foundationism, neoliberalism, conflict, and critical theories to critical race theory, Red pedagogy, and decolonization theories. The second half of the book focuses on strategies to assist those attempting classroom inclusion. These chapters are designed to assist with practical ways in which inclusion can be advanced as well as strategies to assist junior faculty in the navigation of the politics of inclusive education. . | ||
| 650 | 0 |
_aEducation _xPhilosophy. |
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| 650 | 0 | _aCritical Thinking. | |
| 650 | 0 | _aEducational sociology. | |
| 650 | 0 | _aGender identity in education. | |
| 650 | 1 | 4 |
_aEducational Philosophy. _0http://scigraph.springernature.com/things/product-market-codes/O38000 |
| 650 | 2 | 4 |
_aCritical Thinking. _0http://scigraph.springernature.com/things/product-market-codes/O53030 |
| 650 | 2 | 4 |
_aSociology of Education. _0http://scigraph.springernature.com/things/product-market-codes/O29000 |
| 650 | 2 | 4 |
_aEthnicity in Education. _0http://scigraph.springernature.com/things/product-market-codes/O49000 |
| 650 | 2 | 4 |
_aGender and Education. _0http://scigraph.springernature.com/things/product-market-codes/O45000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319753669 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319753683 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030092146 |
| 856 | 4 | 0 |
_uhttps://doi.org/10.1007/978-3-319-75367-6 _yElectronic version-Цахим хувилбар |
| 942 |
_2ddc _cEBOOK |
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