Jennifer Diaz – författare
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Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.
710 kr
Läs direkt efter köp
Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.
702 kr
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While many accept that math is a universal, culturally indifferent subject in school, this book demonstrates that this is anything but true. Building off of a historically conscious understanding of school reform, Diaz makes the case that the language of mathematics, and the symbols through which it is communicated, is not merely about the alleged cultural indifference of mathematical thinking; rather, mathematical teaching relates to historical, cultural, political, and social understandings of equality that order who the child is and should be. Focusing on elementary math for all education reforms in America since the mid-twentieth century, Diaz offers an alternative way of thinking about the subject that recognizes the historical making of contemporary notions of inequality and difference.
702 kr
Läs direkt efter köp
While many accept that math is a universal, culturally indifferent subject in school, this book demonstrates that this is anything but true. Building off of a historically conscious understanding of school reform, Diaz makes the case that the language of mathematics, and the symbols through which it is communicated, is not merely about the alleged cultural indifference of mathematical thinking; rather, mathematical teaching relates to historical, cultural, political, and social understandings of equality that order who the child is and should be. Focusing on elementary math for all education reforms in America since the mid-twentieth century, Diaz offers an alternative way of thinking about the subject that recognizes the historical making of contemporary notions of inequality and difference.
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Life itself is full of trials and tribulations for the average person. If anyone understands this, it is Jennifer Diaz. Coming from a poor background, Jennifer started experiencing stomach problems in childhood. When her pain became unbearable, she sought help by first consulting her family. Met with resistance and a lack of understanding of what she was going through, she soon learned to live with her stomach problems which persisted and escalated into adulthood-suffering in silence.
Unfortunately, even trying to get help from medical professionals proved futile for a long period of time and Jennifer continued to suffer with her stomach problems. With persistence and her search for understanding what was truly wrong with her, in 2016, Jennifer was finally diagnosed with Gastroparesis. From doctors not taking her problem seriously to her love-hate relationship with her feeding tube, Diaz shares intimate details about her journey with gastroenteritis, so that readers across the globe can better understand the disease and get help with it.
This book flows over twelve chapters from discussing what the disease is along with its symptoms to the author describing her own surgery and life post-surgery. With pictures added to aid in explanation, the reader is able to fully grasp what living with this incurable disease looks like, see themselves and what they are living through in the pages, as well as learn things that will help them find a solution that works for them. It is aimed at helping Gastroparesis sufferers as much as those who support these individuals.