Crusade

Rebel Barons ◽

10.1093/oso/9780198788485.003.0006 ◽

2017 ◽

Author(s):

Luke Sunderland

Keyword(s):

Travel Writing ◽

Hero's Journey ◽

Western Civilization ◽

Integrative Approach ◽

Christian Community ◽

Chansons De Geste ◽

Eastern Empire

This chapter argues that the expansion of Christendom functioned as an outlet for antagonisms between sovereigns and barons. Crusade in medieval epics allows barons to escape oppression and to become sovereigns: the Crusade Cycle makes Godefroi de Bouillon a Christian hero equal to Charlemagne, whereas the hero of Huon de Bordeaux, exiled by Charlemagne, becomes heir to a marvellous eastern empire. Roland in the Franco-Italian L’Entrée d’Espagne, also cast out, brings Western civilization to Persia. Another Franco-Italian work, Huon d’Auvergne, tells the hero’s journey to hell at the request of Charles Martel, whose fantasy of complete earthly jurisdiction turns nightmarish. The dream of a world Christian community shapes a utopian, integrative approach to other genres in these texts, which bring travel writing to describe the East that the heroes conquer. The chansons de geste dialogue with other generic material to find new solutions to the old king–baron antagonism.

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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