From Picturebooks to Propaganda

2019 ◽  
pp. 70-92
Author(s):  
Dani Kachorsky ◽  
Frank Serafini
Keyword(s):  
High School ◽  
World War Ii ◽  
Classroom Instruction ◽  
First Century ◽  
Visual Design ◽  
World War ◽  
Multimodal Literacy ◽  
High School English ◽  
Multimodal Texts ◽  
English Classroom

Literacy researchers and educators assert that expanding the ELA curriculum to include visual and multimodal literacy is necessary to meet the demands of the twenty-first century. Researchers suggest that developing visual and multimodal literacies can be accomplished by teaching students to use a metalanguage of visual grammar. This gives students the tools they need to discuss and analyze visual and multimodal texts. This chapter considers how a metalanguage of visual grammar is developed in one high school English classroom during World War II literature unit that featured a number of multimodal texts. The authors explore 1) how wordless picturebooks can be used to scaffold students reading of multimodal texts, 2) how wordless picturebooks can be used to develop students' metalanguage of visual design, and 3) how students utilize their developing metalanguage when analyzing and discussing multimodal texts. Insights for classroom instruction are provided.

Designing interpretive communities toward justice: indexicality in classroom discourse

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scott Storm ◽  
Karis Jones ◽  
Sarah W. Beck
Keyword(s):  
High School ◽  
Social Design ◽  
High School English ◽  
Multimodal Texts ◽  
Literary Scholarship ◽  
Content Type ◽  
Social Nature ◽  
The Social ◽  
English Classroom ◽  
Interpretive Communities

Purpose This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality. Findings The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community. Originality/value This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

Catastrophic narratives

2018 ◽  
Author(s):  
Andrew Kahn ◽  
Mark Lipovetsky ◽  
Irina Reyfman ◽  
Stephanie Sandler
Keyword(s):  
World War Ii ◽  
Social Criticism ◽  
Russian Literature ◽  
Historical Change ◽  
First Century ◽  
Holocaust Literature ◽  
World War ◽  
Important Trend ◽  
Narrative Forms ◽  
Personal Trauma

The chapter considers how, beginning with the Revolution and continuing across the centry, new narrative forms in prose and poetry fashion a discourse of national destiny. As narratives conceptualize historical change and convey the meanings of catastrophe, they develop new plotlines, metaphoric systems and mythological visions. The chapter argues that Russian literature on the Great Terror, collectivization, and Gulag achieves a focus on historical and personal trauma comparable to Holocaust literature. Soviet narratives of World War II also form an important trend from the 1940s through twenty-first century, serving simultaneously as the source of social criticism and the sustained attempt to redefine national identity.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

scholarly journals After Liberal Hegemony: The Advent of a Multiplex World Order

2017 ◽  
Vol 31 (3) ◽  
pp. 271-285 ◽  
Author(s):  
Amitav Acharya
Keyword(s):  
World War Ii ◽  
Culturally Diverse ◽  
World Order ◽  
First Century ◽  
World War ◽  
Donald Trump ◽  
The West ◽  
Major Powers ◽  
China And India ◽  
International Stability

While the West woke up to the threat to the liberal international order when Donald Trump was elected U.S. president, its decline was apparent even at the height of the Obama-Clinton era. What follows the end of the U.S.-dominated world order is not a return to multipolarity as many pundits assume. The twenty-first-century world—politically and culturally diverse but economically and institutionally interlinked—is vastly different from the multipolar world that existed prior to World War II. China and India are major powers now; and globalization will not end, but will take on a new form, driven more by the East than the West and more by South-South linkages than North-North ones. The system of global governance will fragment, with new actors and institutions chipping away at the old UN-based system. Liberal values and institutions will not disappear, but will have to coexist and enmesh with the ideas and institutions of others, especially those initiated by China. This “multiplex world” carries both risks and opportunities for managing international stability. Instead of bemoaning the passing of the old liberal order, the West should accept the new realities and search for new ways to ensure peace and stability in partnership with the rising powers.

After Cloven Tongues of Fire: Ecumenical Protestantism and the Modern American Encounter with Diversity

2013 ◽  
Author(s):  
David A. Hollinger
Keyword(s):  
World War Ii ◽  
First Century ◽  
World War ◽  
Historical Significance ◽  
Protestant Churches ◽  
Evangelical Churches ◽  
Early Twenty ◽  
Twenty First Century ◽  
Numbers Game ◽  
Mainline Protestant

This chapter addresses the question of why “mainline” Protestant churches experienced a dramatic loss of numbers from the mid-1960s through the early twenty-first century, while the evangelical churches grew. It argues that evangelicals triumphed in the numbers game by continuing to espouse several ideas about race, gender, sexuality, nationality, and divinity that remained popular with the white public when these same ideas were abandoned by leaders of the mainline, ecumenical churches as no longer defensible. The chapter also considers the historical significance of ecumenical Protestantism for U.S. history since World War II. It argues that it facilitated an engagement with many aspects of a diverse modernity that millions of Americans would not have achieved without the support and guidance of the ecumenical churches.

Contemporary Issues

2012 ◽  
Author(s):  
John Tolan ◽  
Gilles Veinstein ◽  
Henry Laurens
Keyword(s):  
Human Rights ◽  
World War Ii ◽  
First Century ◽  
Muslim World ◽  
World War ◽  
Independent States ◽  
Twenty First Century ◽  
Newly Independent States

This chapter chronicles the struggles of the Muslim world and Europe during World War II as well as its aftermath. It shows how the war had helped to end European rule and begin the process of decolonization for Muslim nations such as Libya. And with the Muslim state now independent of direct European domination, the second half of the chapter explores the ways in which the Muslim world tackled the issue of development as well as a fresh wave of problems regarding human rights, universality, and other pitfalls of newly independent states struggling to survive in a world that has changed profoundly after a series of major conflicts. The chapter also reflects on the still-intertwined relationships between the Muslim world and Europe as history progresses into the twenty-first century.

Digitization, Virtual Collections, and Total Archives in the Twenty-First Century

2021 ◽  
pp. 148-173
Author(s):  
Jason Lustig
Keyword(s):  
New York ◽  
World War Ii ◽  
Case Studies ◽  
Jewish History ◽  
First Century ◽  
World War ◽  
Historical Materials ◽  
The World ◽  
Cairo Genizah

This final chapter argues that struggles over archival ownership and the possibility of archival totality continue far beyond the years immediately following World War II. It considers three case studies to consider new forms of total archives being created through virtual collections and digitization: The Center for Jewish History in New York City (formed in 1994/1995 and opened in 2000), the efforts by the YIVO Institute for Jewish Research to digitize materials found in Lithuania and reunite them with their own files, and the Friedberg Genizah Project’s initiative to digitize and join together fragments of the Cairo Genizah found in repositories around the world. These case studies showcase enduring visions of monumentality and indicate how archival construction is not merely the province of the past. Instead, the process of gathering historical materials is a continual process of making and remaking history.

Intermezzo

2014 ◽  
Author(s):  
Subrata Dasgupta
Keyword(s):  
High School ◽  
World War Ii ◽  
A Priori ◽  
World War ◽  
Structure Of Scientific Revolutions ◽  
Scientific Context ◽  
Computational Paradigm ◽  
Doctoral Work ◽  
Mature Science ◽  
Dominant Paradigm

By the end of World War II, independent of one another (and sometimes in mutual ignorance), a small assortment of highly creative minds—mathematicians, engineers, physicists, astronomers, and even an actuary, some working in solitary mode, some in twos or threes, others in small teams, some backed by corporations, others by governments, many driven by the imperative of war—had developed a shadowy shape of what the elusive Holy Grail of automatic computing might look like. They may not have been able to define a priori the nature of this entity, but they were beginning to grasp how they might recognize it when they saw it. Which brings us to the nature of a computational paradigm. Ever since the historian and philosopher of science Thomas Kuhn (1922–1996) published The Structure of Scientific Revolutions (1962), we have all become ultraconscious of the concept and significance of the paradigm, not just in the scientific context (with which Kuhn was concerned), but in all intellectual and cultural discourse. A paradigm is a complex network of theories, models, procedures and practices, exemplars, and philosophical assumptions and values that establishes a framework within which scientists in a given field identify and solve problems. A paradigm, in effect, defines a community of scientists; it determines their shared working culture as scientists in a branch of science and a shared mentality. A hallmark of a mature science, according to Kuhn, is the emergence of a dominant paradigm to which a majority of scientists in that field of science adhere and broadly, although not necessarily in detail, agree on. In particular, they agree on the fundamental philosophical assumptions and values that oversee the science in question; its methods of experimental and analytical inquiry; and its major theories, laws, and principles. A scientist “grows up” inside a paradigm, beginning from his earliest formal training in a science in high school, through undergraduate and graduate schools, through doctoral work into postdoctoral days. Scientists nurtured within and by a paradigm more or less speak the same language, understand the same terms, and read the same texts (which codify the paradigm).

Overview: Toward a Better World for Our Grandchildren

2004 ◽  
Author(s):  
David A. Hamburg ◽  
Beatrix A. Hamburg
Keyword(s):  
World War Ii ◽  
First Century ◽  
Recent Book ◽  
The Internet ◽  
World War ◽  
Small Arms ◽  
The Holocaust ◽  
Killing Fields ◽  
The World ◽  
Prime Problem

The growing destructive capacities of humanity make this the prime problem of the twenty-first century. How we cope with this problem will have a profound bearing on the world of our grandchildren. The twentieth century was the bloodiest ever. World War II caused at least 50 million deaths. Six million died in the Holocaust. At Hiroshima, one bomb caused 100,000 deaths. Now thousands of such bombs (smaller and more conveniently transportable tactical bombs) are housed in Russia. Many are poorly guarded, susceptible to theft and bribery. Others may be made elsewhere. Danger increases with the number of such weapons existing in the world.Why? There is a greater chance of error, theft, and bribery—and ultimately their use in war or terrorism. Therefore, we should diminish the numbers as much as we can and secure responsible stewardship for those that remain. Moreover, there are still thousands of nuclear weapons that are far more powerful than the smaller tactical weapons. Biological and chemical weapons are easier to make than nuclear warheads and therefore have special appeal to terrorists. Small arms and light weapons now cover the world wall-to-wall. They include highly lethal machine guns, mortars, automatic rifles, and rocket launchers. Altogether, the destructive capacity of humanity is almost beyond imagination. Moreover, there is an exciting effect of today’s vast weapons on political demagogues, religious fanatics, and ethnic haters—and plenty of them exist in the world. Incitement to hatred and violence can occur with radio, TV, the Internet, and many other media. Thus, we can more powerfully incite violence, utilize more lethal weapons, and do much more damage than ever imaginable before. No group is so small or so far away as to prevent it from doing immense damage anywhere. The time has come to move beyond complacency, fatalism, denial, and avoidance. We must urgently seek to understand and strengthen an array of institutions and organizations that have the capacity to use tools and strategies to prevent deadly conflict. The first author (D.A.H.) considered many such possibilities in his recent book, No More Killing Fields: Preventing Deadly Conflict. Overall, this gives humanity a greater range of possibilities than ever before for building a system for preventing war and genocide. It will not be easy.

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