scholarly journals The Cultural Orientation Phenomenon and Direction of Literature Education

2018 ◽  
Vol 24 (3) ◽  
pp. 205-220
Author(s):  
kim hye young
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.


2014 ◽  
Author(s):  
Andrew J. Shelton ◽  
Gabriel Zamudio ◽  
Diana C. Askings ◽  
Chiachih D. C. Wang

2014 ◽  
Author(s):  
Lei Wang ◽  
Jennifer J. Bordon ◽  
Jeffrey G. Yeung ◽  
Tzu-Yu Chen ◽  
Kenneth T. Wang

2019 ◽  
Vol 7 (4) ◽  
pp. 43-49
Author(s):  
Katyaa Nakova-Tahchieva

The present work is part of a research paper for which I extend my heartfelt thanks to Assoc. Prof. Dr. Valko Kanev. It examines some specifics of the artistic creation process that lead to the creation of one of the types of written student texts - the narration. Its variations - "narration by imagination" and "narration by set supports" are regulated in the new fifth grade curriculum. The requirements for writing a narration and the exemplary thematic curriculum of optional literature classes in the 7-tgrade have proven to be applicable in the literature education process.


Author(s):  
William F. McCants

From the dawn of writing in Sumer to the sunset of the Islamic empire, this book traces four thousand years of speculation on the origins of civilization. Investigating a vast range of primary sources, some of which are translated here for the first time, and focusing on the dynamic influence of the Greek, Roman, and Arab conquests of the Near East, the book looks at the ways the conquerors and those they conquered reshaped their myths of civilization's origins in response to the social and political consequences of empire. The Greek and Roman conquests brought with them a learned culture that competed with that of native elites. The conquering Arabs, in contrast, had no learned culture, which led to three hundred years of Muslim competition over the cultural orientation of Islam, a contest reflected in the culture myths of that time. What we know today as Islamic culture is the product of this contest, whose protagonists drew heavily on the lore of non-Arab and pagan antiquity. The book argues that authors in all three periods did not write about civilization's origins solely out of pure antiquarian interest—they also sought to address the social and political tensions of the day. The strategies they employed and the postcolonial dilemmas they confronted provide invaluable context for understanding how authors today use myth and history to locate themselves in the confusing aftermath of empire.


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