Metasemantics and Intersectionality in the Misinformation Age, Anderson

Автор: Hendricks, Vincent F. Vestergaard, Mads
Название: Reality lost
ISBN: 3030008126 ISBN-13(EAN): 9783030008123
Издательство: Springer
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Цена: 16290.00 T
Наличие на складе: Есть
Описание: This open access book looks at how a democracy can devolve into a post-factual state.The media is being flooded by populist narratives, fake news, conspiracy theories and make-believe. Misinformation is turning into a challenge for all of us, whether politicians, journalists, or citizens. In the age of information, attention is a prime asset and may be converted into money, power, and influence – sometimes at the cost of facts. The point is to obtain exposure on the air and in print media, and to generate traffic on social media platforms. With information in abundance and attention scarce, the competition is ever fiercer with truth all too often becoming the first victim.Reality Lost: Markets of Attention, Misinformation and Manipulation is an analysis by philosophers Vincent F. Hendricks and Mads Vestergaard of the nuts and bolts of the information market, the attention economy and media eco-system which may pave way to postfactual democracy. Here misleading narratives become the basis for political opinion formation, debate, and legislation. To curb this development and the threat it poses to democratic deliberation, political self-determination and freedom, it is necessary that we first grasp the mechanisms and structural conditions that cause it.

Автор: Colomina Alminiana, Juan Jose
Название: Words and meaning in metasemantics :
ISBN: 1793609462 ISBN-13(EAN): 9781793609465
Издательство: Rowman & Littlefield Publishers
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Цена: 114050.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In Words and Meaning in Metasemantics, Juan Jose Colomina-Alminana argues that language meaning determination requires close attention to the constant interaction between speech communities, speaker`s intentions, and the audience`s uptakes.

Автор: Jaszczolt Kasia M.
Название: Meaning in Linguistic Interaction: Semantics, Metasemantics, Philosophy of Language
ISBN: 0198832133 ISBN-13(EAN): 9780198832133
Издательство: Oxford Academ
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Цена: 64050.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book builds on Kasia Jaszczolt`s earlier work on Default Semantics. It draws on data from a variety of languages to show that meaning should be understood as a merger of information coming from different sources and via a variety of interacting processes.

Автор: Grant Carl A.
Название: Intersectionality and Urban Education
ISBN: 1623967333 ISBN-13(EAN): 9781623967338
Издательство: Mare Nostrum (Eurospan)
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Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: We perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences. Our collection invites urban educators, and educators in general to ask: “How can our work benefit by incorporating intersectionality theories in research and in practice?” “What might we be able to better see using an intersectional lens?” Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education. In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis. We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise.In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographicalcontext of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes.Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.

Автор: Grant & Zwier
Название: Intersectionality And Urban Education
ISBN: 1623967325 ISBN-13(EAN): 9781623967321
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: We perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences. Our collection invites urban educators, and educators in general to ask: “How can our work benefit by incorporating intersectionality theories in research and in practice?” “What might we be able to better see using an intersectional lens?” Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education. In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis. We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise.In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographicalcontext of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes.Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.

Автор: Terri Toles Patkin
Название: Who`s in the Game?: Identity and Intersectionality in Classic Board Games
ISBN: 1476676917 ISBN-13(EAN): 9781476676913
Издательство: Mare Nostrum (Eurospan)
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Цена: 56370.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Using popular mass-market games, this rhetorical assessment explores board design, game implements (tokens, markers, 3-D elements) and playing instructions. This book argues the existence of board games as markers of an ever-changing sociocultural framework, exploring the nature of play and how games embody and extend societal themes and values.

Автор: Stephen D. Hancock, Chezare A. Warren
Название: White Women`s Work: Examining the Intersectionality of Teaching, Identity, and Race
ISBN: 1681236478 ISBN-13(EAN): 9781681236476
Издательство: Mare Nostrum (Eurospan)
Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women’s work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color.While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book’s contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women’s role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.

Автор: Stephen D. Hancock, Chezare A. Warren
Название: White Women`s Work: Examining the Intersectionality of Teaching, Identity, and Race
ISBN: 1681236486 ISBN-13(EAN): 9781681236483
Издательство: Mare Nostrum (Eurospan)
Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women’s work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color.While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book’s contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women’s role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.

Автор: Sarah M Hall, Ralitsa Hiveta
Название: Engaging with Policy, Practice and Publics: Intersectionality and Impacts
ISBN: 1447350375 ISBN-13(EAN): 9781447350378
Издательство: Marston Book Services
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Цена: 56750.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Available Open Access under CC-BY-NC licence. This book examines the increasing importance of engagement with non-academic groups and actors in the co-production of knowledge and real-world influence in academic research.

Автор: Surtees Allison, Dyer Jennifer
Название: Exploring Gender Diversity in the Ancient World
ISBN: 1474447058 ISBN-13(EAN): 9781474447058
Издательство: Bloomsbury Academic
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Цена: 52350.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Gender identity and expression in ancient cultures are questioned in these 15 essays in light of our new understandings of sex and gender.

Автор: Olena Hankivsky; Julia S. Jordan-Zachery
Название: The Palgrave Handbook of Intersectionality in Public Policy
ISBN: 3319984721 ISBN-13(EAN): 9783319984728
Издательство: Springer
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Цена: 279500.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Grounded in black feminist scholarship and activism and formally coined in 1989 by black legal scholar Kimberle Williams Crenshaw, intersectionality has garnered significant attention in the field of public policy and other disciplines/fields of study.

Автор: Hutchinson Dawn, Hutchinson Dawn L., Underwood Lori
Название: The Intersectionality of Women`s Lives and Resistance
ISBN: 1793613729 ISBN-13(EAN): 9781793613721
Издательство: Bloomsbury
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Цена: 34650.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book uses the tools of the arts, humanities, social sciences, and other fields to address challenges faced by women and girls around the world, both historically and in modern day, with an emphasis on intersectionality.