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Global Inclusive Education
This book addresses issues related to school inclusion from the perspective of systemic inclusion. It focuses on the need to face the challenges of inclusion in education from a broad perspective, including the classroom, the school as an institution, families, and the community. It also pays attention to the full interactions between them. The book demonstrates how inclusion can be carried out in very real, concrete and everyday ways. It also shows how researchers can work hand in hand with the professionals and other stakeholders who are developing their practices day by day. The book draws on a range of research projects of the Spanish and international research groups to provide both rich theoretical frameworks and rigorous research outcomes related to the four dimensions of the systemic inclusion perspective and its necessary networking: classroom, school, families and the community. Most of the chapters take Spain as the case study but, far from being a local book, it uses Spanish analysis to dialogue universally with current main debates and challenges in inclusion, almost 30 years after the Salamanca Statement.
Appearances Matter
The visual turn recovers new pasts. With education as its theme, this book seeks to present a body of reflections that questions a certain historicism and renovates historiographical debate about how to conceptualize and use images and artifacts in educational history, in the process presenting new themes and methods for researchers. Images are interrogated as part of regimes of the visible, of a history of visual technologies and visual practices. Considering the socio-material quality of the image, the analysis moves away from the use of images as mere illustrations of written arguments, and takes seriously the question of the life and death of artifacts – that is, their particular historicity. Questioning the visual and material evidence in this way means considering how, when, and in which régime of the visible it has come to be considered as a source, and what this means for the questions contemporary researchers might ask.
Con corazón y cerebro
El NET Learning o Aprendizaje basado en la Neurociencia, las Emociones y el Pensamiento conecta aspectos esenciales del ser humano que la educación tradicional ha desatendido o, en el mejor de los casos, agregado sin considerar sus posibles interacciones. A partir de los últimos hallazgos sobre cómo aprende el cerebro y entendiendo que son los procesos de aprendizaje los que deben decidir los de enseñanza, y no a la inversa, Pinos desarrolla seis recursos metodológicos contrastados: neuroeducación, educación emocional, aprendizaje basado en el pensamiento, aprendizaje cooperativo, metodología de proyectos y evaluación nutritiva, que vienen prologados por algunas de las más reconocidas personalidades en estos campos, como David Bueno, Robert Swartz, Roberto Aguado, Mila Naranjo, José Ramón Lago, Ana Basterra y Neus Sanmartí. \r Con corazón y cerebro nos aporta, desde una sólida base científica, seis herramientas claves para dar un vuelco a las aulas y avanzar hacia lo que ya se vienen calificando como los retos de la educación del siglo XXI: aprender a cooperar, aprender a comunicar, aprender a pensar con destreza y aprender a ser y estar.
The Farías Chronicles
José Antonio Farías appears in Coahuila, Mexico in 1777. He married Catarina Rodríguez. Their son, JoséAndrés Farías, born in Coahuila in 1780, came to Laredo, Texas ca. 1798. He married Guadalupe Sanchez in 1803. Includes early history of family in Portugal. Also includes family of Juan Martinez Guajardo who was born in Mexico City or Quéretaro, ca. 1580. He married Ursula Navarro Rodríguez. Descendants lived in Mexico, Texas, and elsewhere.
Germanistik im Umbruch – Linguistik, Übersetzung und DaF
Wie wirken sich Globalisierung, Digitalisierung und gesellschaftlicher Wandel auf die Germanistik aus? Welche Chancen ergeben sich daraus für Sprachwissenschaft, Sprachdidaktik und Translationswissenschaft? Expertinnen und Experten aus Spanien, Deutschland, Polen und der Schweiz identifizieren Umbrüche bei Themen und Methoden und beantworten Fragen nach deren Folgen aus germanistischer und kontrastiver Perspektive sowie vor dem Hintergrund zunehmender Mehrsprachigkeit. Dabei geht es um • Lexikografie, Lexikologie, Semantik und Syntax des Deutschen • Übersetzungsstrategien, Konstruktionen und Wortbildung • DaF-Didaktik und Germanistik im spanischen Kontext.
