scholarly journals Alterliteraturas (Los 100 ojos de la Educacion literaria en la era poscovid)

2021 ◽  
Vol 12 (2) ◽  
pp. 1-21
Author(s):  
Eloy Martos Núñez ◽  
Keyword(s):  
History Of Education ◽  
National Literature ◽  
Dramatic Literature ◽  
Literary Education ◽  
Digital World ◽  
History Of ◽  
Marginal Literature

A panoptic (Foucault) and not synoptic vision of literature, and of literary education in particular, is needed. This is in order to “tear down” the categories or rigid borders that surround the “center” of the canon and so called marginal literature, which is full of prejudices, and from a time in the history of education anchored in stereotypes of national literature or in eurocentrism that decolonial thought is correctly taking apart. It is necessary to visualize diversity by integrating all the richness of expression from the artistic word, from ancestral orality, through classical written culture, and up to ciberculture, which has overcome the classical margins from the oral or written realm, to enter the terrain of multimodality. Of all the concurrent codes with the word that now, beyond theater or cinema, are also expressed literarily through new alphabets. In the same way that dramatic literature is discussed, now the field must be opened to television, anime and many other audiovisual expressions from the digital world. The change is that not only the margins of reading formats have been overcome (Chartier) but also the themes and genres and what was a “marginal” or “marginalized” literature (like LIJ) today moves to the center of the literary-educational universe. This is what is symbolized with the figure of the monster Argos Panoptes and the need of the 100 eyes of literary education, and didactic instruments, which has been symbolized in three parts: sharing the imaginary, creating “compasses” for reading itineraries, and promoting alternative methodologies.

A history of education.

1897 ◽  
Author(s):  
F. V. N. Painter
Keyword(s):  
History Of Education ◽  
History Of

Users behaviors: The Heritage of Digital World

2014 ◽  
Vol 13 (7) ◽  
pp. 4675-4682
Author(s):  
Atefeh Danesh Moghadam ◽  
Alireza Alagha
Keyword(s):  
Technology Development ◽  
Second Step ◽  
Information Communication ◽  
The Third ◽  
Digital World ◽  
New Concepts ◽  
Emerging Patterns ◽  
History Of ◽  
Fourth Step ◽  
Communication And Technology

In the advent of information era, not only digital world is going to expand its territories, it is going to penetrate into the traditional notions about the meaning of the words and also valorize new concepts. According to Oxford Dictionary, the word heritage is defined: The history, tradition and qualities that a country or society has had for many years and that are considered an important part of its character. In order to present how emerging patterns, as the consequences of technology development, are going to be considered as the new concept of heritage, we follow four steps. In the first step, we present the convergence of Information, Communication and Technology (ICT) and a concise history of its convergence. In the second step, we argue how convergence has culminated in emerging patterns and also has made changes in digital world. In the third step, the importance of users behaviors and its mining is surveyed. Finally, in the fourth step; we illustrate User Generated Contents (UGC) as the most prominent users behaviors in digital world.

Readers' Liberation

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Cultural History ◽  
Freedom Of Information ◽  
Human Communication ◽  
Human Right ◽  
Investigative Journalism ◽  
Literary Education ◽  
History Of ◽  
The Media ◽  
The Right ◽  
Promotion Campaigns

The Literary Agenda is a series of short polemical monographs about the importance of literature and of reading in the wider world and about the state of literary education inside schools and universities. The category of 'the literary' has always been contentious. What is clear, however, is how increasingly it is dismissed or is unrecognised as a way of thinking or an arena for thought. It is sceptically challenged from within, for example, by the sometimes rival claims of cultural history, contextualized explanation, or media studies. It is shaken from without by even greater pressures: by economic exigency and the severe social attitudes that can follow from it; by technological change that may leave the traditional forms of serious human communication looking merely antiquated. For just these reasons this is the right time for renewal, to start reinvigorated work into the meaning and value of literary reading. For the Internet and digitial generation, the most basic human right is the freedom to read. The Web has indeed brought about a rapid and far-reaching revolution in reading, making a limitless global pool of literature and information available to anyone with a computer. At the same time, however, the threats of censorship, surveillance, and mass manipulation through the media have grown apace. Some of the most important political battles of the twenty-first century have been fought--and will be fought--over the right to read. Will it be adequately protected by constitutional guarantees and freedom of information laws? Or will it be restricted by very wealthy individuals and very powerful institutions? And given increasingly sophisticated methods of publicity and propaganda, how much of what we read can we believe? This book surveys the history of independent sceptical reading, from antiquity to the present. It tells the stories of heroic efforts at self-education by disadvantaged people in all parts of the world. It analyzes successful reading promotion campaigns throughout history (concluding with Oprah Winfrey) and explains why they succeeded. It also explores some disturbing current trends, such as the reported decay of attentive reading, the disappearance of investigative journalism, 'fake news', the growth of censorship, and the pervasive influence of advertisers and publicists on the media--even on scientific publishing. For anyone who uses libraries and Internet to find out what the hell is going on, this book is a guide, an inspiration, and a warning.

History of Education Policymaking in India, 1947-2016

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Education Policy ◽  
History Of Education ◽  
Indian Education ◽  
The Political ◽  
Education Policies ◽  
Historical Perspectives ◽  
Education Commission ◽  
History Of ◽  
Judicial Policymaking ◽  
Political Economic

This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author’s experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.

Sign in / Sign up

Export Citation Format

Share Document