4. History paintings in Amsterdam households, 1650-1699 : Social class and subject matter

The complexity of the challenges posed by teaching staff who are not ready and do not understand multicultural education today has become a major obstacle, especially in the 4.0 era as it is today. In addition, materials and resources must be free from biases, such as social class, gender, ethnicity, religion, and urban bias. Thus, authors of sources, materials, need to use the perspective of multicultural education, democracy and human rights in Era 4.0 in terms of implementing Islamic education in Indonesia. The purpose of this study is to determine the urgency and reflection of multicultural education, democracy and human rights in Indonesia, where Islamic education today continues to experience its own complexities of challenges. The results of the study show that multicultural education can be implemented for teachers, leaders, school members and campus communities who have a multicultural attitude and have the ability to properly organize Islamic education in the era 4.0 which is full of challenges. This will also be a challenge, because schools in general cannot be separated from stereotypes and prejudices that stem from a sense of primordialism, ethnicity, religion and social class. There is the Islamic concept of Rahmatan Lil 'Alamin as a solution, and also a method of paying attention to the situation in the delivery of subject matter without disturbing the students' souls.

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Harrison as Elegist

New Light on Tony Harrison ◽

10.5871/bacad/9780197266519.003.0001 ◽

2019 ◽

pp. 3-12

Author(s):

Blake Morrison

Keyword(s):

Social Class ◽

Personal Identity ◽

Subject Matter ◽

Urban Setting ◽

Seamus Heaney ◽

Class Politics ◽

Relevant Today ◽

Key Issues ◽

To Come ◽

Narrative Poem

Among Tony Harrison’s outstanding achievements are the elegies written for his parents that appear in his School of Eloquence sequence and his long narrative poem ‘v.’. Morrison’s chapter explores the various ways in which these poems challenge and disrupt the conventions of the genre, by introducing subject matter and themes usually considered alien to the form—among them class, politics and personal identity—and by rooting them in a contemporary urban setting. The chapter also argues that Harrison’s elegies are cerebral as well as highly emotive; public as well as private; laboured rather than fluent (thereby expressing solidarity with the poet’s proletarian ancestors); and that they occupy a zone between inarticulacy (as exemplified by his father) and learned discourse. The poet’s acquisition of language is seen to come at a price: that of guilt towards his parents, from whom he feels cut off by virtue of his education and profession. After noting performative and acutely self-conscious elements in Harrison’s work, highlighting moments of humour, and touching on links to or departures from other poets (including Milton, Meredith, Yeats and Seamus Heaney), the chapter examines a single poem, ‘Marked with D’, in extensive detail. It concludes that although the poems under consideration were published over thirty years ago they are still striking relevant today—and indeed might be said foresee the key issues (of social class, affluence, regionalism and racism) that divide and disfigure the British nation today.

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Words

PMLA ◽

10.1017/s003081290013041x ◽

1935 ◽

Vol 50 (4) ◽

pp. 1320-1327

Author(s):

Colbert Searles

Keyword(s):

Subject Matter ◽

Assistant Professor ◽

The Subject

THE germ of that which follows came into being many years ago in the days of my youth as a university instructor and assistant professor. It was generated by the then quite outspoken attitude of colleagues in the “exact sciences”; the sciences of which the subject-matter can be exactly weighed and measured and the force of its movements mathematically demonstrated. They assured us that the study of languages and literature had little or nothing scientific about it because: “It had no domain of concrete fact in which to work.” Ergo, the scientific spirit was theirs by a stroke of “efficacious grace” as it were. Ours was at best only a kind of “sufficient grace,” pleasant and even necessary to have, but which could, by no means ensure a reception among the elected.

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