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ویرایش:
نویسندگان: Ricardo Römhild
سری: Palgrave Studies in Education and the Environment
ISBN (شابک) : 3031446747, 9783031446740
ناشر: Palgrave Macmillan
سال نشر: 2023
تعداد صفحات: 346
[356]
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 6 Mb
در صورت تبدیل فایل کتاب Global Citizenship, Ecomedia and English Language Education به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب شهروندی جهانی، اکومدیا و آموزش زبان انگلیسی نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این کتاب یک چارچوب منحصر به فرد برای گنجاندن ecomedia در کلاس درس زبان انگلیسی ارائه می کند تا به زبان آموزان کمک کند تا شهروندی جهانی را پرورش دهند. نویسنده با پیشزمینهسازی آژانس یادگیرنده در جهانی در معرض خطر، چارچوبی را پیشنهاد میکند که به حقوق بشر و جهانوطنگرایی انتقادی وابسته است تا به یادگیرندگان کمک کند خود را در گفتمانهای مربوط به تغییرات آبوهوایی قرار دهند و برای دگرگونی اقدام کنند. این کتاب مستندهای زیست محیطی را به عنوان متون چندوجهی و جناحی در برابر پس زمینه تحقیقات پیشرفته مورد بحث قرار می دهد و تعریفی مبتنی بر دودویی داستان و غیرداستان را رد می کند. با ترجمه بینش به دست آمده از این بحث به زمینه آموزش زبان، زبان آموزان به عنوان طراحان فعال معناسازی در هنگام درگیر شدن با مستندهای زیست محیطی تصور می شوند. بر اساس این بحث، کتاب مفهومی مبتکرانه و چندسوادی را ارائه میکند که در آموزش امید محور پایداری گنجانده شده است، که فراگیران را به یادگیری و تمرین زبانهای امید و حمایت تشویق میکند. این کتاب مورد توجه محققان در زمینههای ecopedagogy، آموزش پایداری، آموزش شهروندی جهانی و یادگیری فرهنگی، آموزش فیلم و آموزش زبان، و همچنین مربیان زبان خواهد بود.
This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hinges on human rights and critical eco-cosmopolitanism to help learners position themselves in discourses on climate change and act for transformation. The book discusses eco-documentaries as multimodal, factional texts against the background of cutting-edge research, refuting a definition based on the binary of fiction and non-fiction. Translating the insights gained from this discussion to the language education context, learners are conceptualised as active designers of meaning making when engaged with eco-documentaries. Based on this discussion, the book puts forth an innovative, multiliteracies-informed concept which is embedded in a sustainability-oriented pedagogy of hope, which encourages learners to learn and practice languages of hope and advocacy. The book will be of interest to scholars in the fields of ecopedagogy, sustainability education, global citizenship education and cultural learning, film pedagogy and language education, as well as language educators.
Thank You Contents Abbreviations List of Figures List of Tables Chapter 1: Introduction: Perspectives from a Proleptical Position The Case for Eco-documentaries in the Language Classroom Eco-documentaries and Nature Films An Antinomy of Teaching and Learning with Eco-documentaries Structure of the Book Chapter 2: Discourse and Language Education Discourse Literacies as the Main Objective of English Language Education Towards ‘Critical’ Discourse Literacies Discourse Literacies: The Plural Matters Developing an Awareness of Discourse Structures Human Rights as a Value Base Discourse Literacies and the Ideal of Bildung Discourse Literacies and Education for Sustainable Development Sustainability as a Cultural Discourse Agenda 2030 and the Sustainable Development Goals Sustainability in Language Education in Germany Criticism of Education for Sustainable Development The SDGs and ESD Exhibit Too Strongly a Neo-liberal Focus Education Is Being Instrumentalised for Ideological Reasons There Is a Strong Anthropocentric Focus in the Notion of Sustainability and ESD First Steps Towards a Language Education for Sustainable Development Discourse Literacies and Education with and about (Documentary) Film Understanding Eco-documentaries as Discourse Fragments Synchronising Notions of Bildung Eco-documentaries as Experiences of Crisis Conceptualising Film Literacies in Language Education Film Literacies in German Curricula for English Language Education Film Literacies Versus Film Competence Intersections Between Film Literacies and Filmbildung Summary Chapter 3: Ecology and Citizenship Contours of Language Education for Sustainable Development Ecocriticism and the Environmental Turn in Literary and Cultural Studies Waves and Forces Common Threads in a Diverse Field of Study From Ecocritical Theory to Educational Principles for Transformative Action Greening the Language Classroom: Principles for Transformative Action Ecoliteracies: Concepts, Dimensions, Goals Knowing the Systems: The Functional Dimension of Ecoliteracies Asking the Right Questions: The Critical Dimension of Ecoliteracies Rethinking the Status Quo: The Cultural Dimension of Ecoliteracies The Current Paradigm: Intercultural Learning The Incompatibility of ICC and Language Education for Sustainable Development Climate Change as a Question of Dignity: Human Rights Education and Pedagogies of Hope Slow Violence and Slow Hope Human Rights Education as Pedagogy of Hope Contouring a Global Citizenship Education Framework Global Citizenship Education as Discourse: A Short Overview Soft Versus Critical GCE Philosophical Approaches to GCE and the Role of Culture Conceptual Orientations of GCE Pertinent to Environmental Learning A Closer Look: Cosmopolitan Readings of Global Citizenship Education Walks and Journeys: An Eco-cosmopolitan Approach to Citizenship From Citizenship to Citizenships: A Short Conceptual Overview Environmental Citizenships The Environment, Cosmopolitanism, and Risk: Towards Eco-cosmopolitan Global Citizenship The Walk Within: Introspection, Situatedness, and Response-Ability The Journey Outside: Concentric Circles, Scaling, and Discourse Literacies Summary The Theoretical Framework: Eco-cosmopolitan Global Citizenship Education The Methodological Framework: Classroom Principles for Language Education for Sustainable Development Chapter 4: Documentary Film The Challenge of Defining Documentary in the Digital Age (1) Through the Self-understanding of Its Practitioners (2) The Texts That Are the Products of That Practice (3) A Constituency of Viewers The Treatment of Actuality Over Time: A Short History of Documentary From the Origins of Documentary to Its Golden Years War-Time Documentary The Post-war Era and the Golden Age of Documentary Documentary in the Twenty-First Century: The Ship of Theseus Satellite TV and the Internet: Revolution in Distribution The Hollywoodisation of Documentary The Status Quo: Recent Approaches to Defining Documentary in Academic Discourse A History of Change A Question of Treating Which Actuality: What Constitutes Realities of Film Reality Film and the Claim to Truth Self-reflexivity Faction Documentary as an Argument About Reality Classifying Documentary: Non-fiction Models and Cinematic Modes Classification Within Documentary I: Non-fiction Models Classification Within Documentary II: Cinematic Modes Documentary Is in the Eye of the Beholder: On the Role of Reception in Defining Documentary Documentary as a Mode of Reception Pragmatics Versus Semiotics Factuality Contract The Feeling Recipients: Documentary’s Emotional Appeal Willing Suspension of Disbelief Experiencing Film The Acting Recipients: From Viewers to Prosumers A Genre That Defies Definition: Documentary Between Objectivism and Relativism Documentary as a Fluid Genre Genre as a Circular Process Eco-documentaries as Multimodal Designs Documentary Between Objectivism and Relativism Summary Implications for Eco-documentaries Chapter 5: Eco-documentaries in English Language Education Focus on the Learners’ Role: Experiencing Film and Viewer Response Experiencing Eco-documentaries in English Language Education Viewer Response and Reception Aesthetics On the Importance of Integrating Emotions and Rationality Focus on the Literacies Involved: Multitudes and Pluralities I Multimodal Literacies Aesthetic and Genre Literacies Narrative Literacies Communicative Literacies Critical Literacies Cultural Literacies Ecoliteracies A Multitude of Literacies Focus on the Learning Process: Multitudes and Pluralities II Principles for Deeper Learning Teachers as Designers The Dialogic Classroom Explicitness and Transparency Learner Centredness Multimodality and Multiliteracy Scaffolding Four Knowledge Processes Experiencing the Known, Experiencing the New Conceptualising by Naming, Conceptualising with Theory Analysing Functionally, Analysing Critically Applying Appropriately, Applying Creatively Task-Based Film Education Six Principles and Four Knowledge Processes Summary Chapter 6: The Framework Creating the Framework The Designing Process and the Outcome Working with the Framework Main Objectives and Key Principles Literacies Development with A Life on Our Planet Towards a Sense of Agency: Experiencing A Life on Our Planet Biodiversity and Storytelling: Conceptualising with A Life on Our Planet Narratives and Perspectives: Analysing A Life on Our Planet Grassroot Projects: Applying A Life on Our Planet Staging a Screening at the Local School: Active Participation for Global Citizenship Summary Chapter 7: Conclusion: Cultivating Global Citizenship Education Through Eco-documentaries in the English Language Classroom One: Critical Eco-cosmopolitanism—Global Interconnectedness, Shared Responsibility, and Multiple Citizenships Two: Multiliteracies and Faction—Multimodal Storytelling in Documentaries Three: Learner Agency—Empowerment and Active Citizenship from the Onset Four: Necessary Change for Global Citizenship Outlook References Filmography Index