За книгата: Мария Букур. Пол и модернизъм. Историческо преосмисляне на канона. 2020.
Book review: Maria Bucur. Gendering Modernism. A Historical Reappraising of the Canon.
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Book review: Maria Bucur. Gendering Modernism. A Historical Reappraising of the Canon.
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The marital partners in mixed families engage in a form of cultural transition as a result of negotiating the differences between them. This leads to the development of a new cultural model which is influenced by or even combines both partners’heritages. An important aspect of this intercultural interaction is the festivities, more particularly the manner of their functioning, especially within bi-religious families. Hence, the festive events appear to form an essential and very visible part of each partner's own cultural heritage, which the couple more or less incorporate into their mixed family’s life. This article focuses on several ethnocultural (including religious), as well as social aspects of the festivities of couples composed by Bulgarians and foreigners of the Middle East and North African countries. The text considers the place of the festivities in the lifestyle of the partners and their children, as well as the agents’attitudes, personal motivations and involvement in certain activities.
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This paper draws on the author’s ethnographic research with 11 – 15 years old adolescents conducted in a “prioriy” middle school in Normandy, France (2014 – 2017) and aims to explore these immigrant students’ experiences of acculturation, sociocultural adaptation and identity formation. In particular, I present the case study of a Moroccan boy in an attempt to uncover more profound aspects of these phenomena. I use the theoretical framework of Berry et al. (2006) regarding strategies for acculturation and identity processes in adolescence in order to analyse data gathered through ethnographic methods. Then, I illustrate how methodological pluralism can produce a nuanced picture and allow for alternative interpretations. In addition, followingPollock and Van Reken’s example of a third-culture kid, I use the concept of a third culture adolescent (Pollock and Van Reken 1999) to demonstrate how a migrant student with a diffuse profile, that defines him as marginal and confused, viewed through an ethnographic lens, can be thought of as someone creating “third culture”.
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In historical ethnology, women’s servants is a social phenomenon related to the so-called “West European” family model characterized by late matrimony. In Bulgaria, under the influence of socio-economic factors in the country and the modernization of the Bulgarian society in the first half of 20th century, the servantship developed and became very popular in the decades after World War I. In the next decades, it underwent numerous changes which led to slow but steady turn in the understanding of it. The study of its development and the outlining of the different stages with their age and gender characteristics allow us to trace the changes in the Bulgarian society in the previous century. It is also important to outline the regional characteristics which show important specifics of the existence and development of women’s servantship. Because of its strong influence over the life of different social groups in the society and its transformation into a vehicle of cultural exchange between them, the servantship could be defined also as a social mediator. It creates a peculiar bridge between the village and the city and facilitates the penetration of the new West European culture and urban patterns in the small local village community. The changes in the attitudes towards servantship as well as its popularity give us important information about the society as a whole and allow tracing the changes in the matrimonial models. The article is dedicated to the labour mobility of the young girls from the Tuzlukregion (Municipality of Antonovo, District of Targovishte) which expands in the course of time and to their hiring as housemaids mainly in the capital of Sofia. The study is based on the narratives of local people gathered during two short fieldworkresearches in the Municipality of Antonovo.
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The article raises the question of the reading literacy of the pedagogical students, future teachers in the initial stage of the primary-school education. It is a natural continuation of a study on the reading literacy of mature students who have crossed the threshold of the higher school. The skills to read and interpret scientific texts related to the work of the future teacher are discussed. Their skills for tabular presentation of text information, as well as the skills for its interpretation according to the PISA levels are also studied. Correlations are sought at the high levels of understanding related to the analysis and subsequent reflection on a given text.
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A variety of activities for influencing and support are applied when coping with the problematic behavior of a child or student, and alleviating the difficulties that a student encounters in the educational process. The standard requires that schools and kindergartens form teams to support the personal development of children. Involving the parents or the people who take care of the child when carrying out the activities to support the personal development of the child guarantees the good results of those activities. The general support of the personal development aims at developing the potential of each child or student in kindergarten or school. In the context of the standard for inclusive education, the author develops and presents a mechanism for practical training for working with parents to the needs of the education of students in pedagogical subjects, and Social Pedagogy in particular. Competencies for teamwork (in cross-institutional teams for general care and support as well as in order to work effectively with colleagues) and networking are formed. Such competencies are required in the future professional realization as pedagogical advisors or social workers.
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The paper presents an attempt to gamify the process of teaching Bulgarian syntax. It is based on a university course in Modern Bulgarian Syntax for the philological and educational programs in the Department of Philology at the University of Plovdiv. The theoretical model of the sentence follows the rules of the phrase structure. The main principle of language analysis, which is presented as a game, is focused on the sentence structure in Bulgarian. The skills for presenting structural graphic representations are being developed. The function of words as parts of the sentence are presented through syntactic projections which are being configured by the students and this develops their critical thinking. The authors provide students with a completely new educational tool by creating the pilot version of 'The MeSiZa's Questions' /grammar game for Meta Language Symbolic Representation/. Scientifically, the implications belong to the e-Science paradigm. The authors offer a further collaboration and partnership to the teachers in Bulgarian language to apply this innovative approach, i.e the use of grammar games, into school teaching practice.
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The objective of the present article is to discuss and explore relevant indicators for assessing the possibilities for the realisation of the concept of “smart cities”. Therefore, as a characteristic of primary importance regarding the potential and the expected benefits from the realisation of the “smart cities” concept, we have highlighted the level of urbanization. Supplied and analysed is data about the urban population within the European Union, by country, as well as data about the regions around Bulgaria. As a second most significant indicator is singled out the access to financial resources, which are measured by GDP per capita of the population, as well as employment rates. Thirdly we have singled out a group of indicators which assess the level of technological advancement of a population.
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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.
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The greatly examined story of A Lost Lady usually depicts Mrs. Forrester’s success in meeting and adapting to the challenges of a changing world, a world characterized by materialism and self-fulfilment. However, the overlooked story, one far more disturbing than the privileged story in the text, is the narrative of oppressed groups of people of other races and the lower class. Drawing on some aspects of postcolonial theory, this paper explores Willa Cather’s own reactions to real changes in her society, to the waning power of imperialism, and of her nostalgic longing for the western prairies of her youth, without showing any sympathy for the dispossessed Native Americans and other oppressed races. It will also disclose the unmistakable colonial overtones, which remarkably resonate with the common discourse of “Manifest Destiny” during the time period of American expansion to the Wild West.
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This paper discusses the politics and multi-functionality of storytelling in Diana Abu-Jaber’s novel Crescent (2003). I argue that the strategic use of storytelling places Crescent as a complex hybrid text that projects the nature, and development, of Arab American literature in the contemporary era. In addition to having the practice of storytelling as an apparatus to project identity in Crescent, Abu-Jaber reappropriates its empowered status in Arab culture as well as politicizes its image in the mind of her readers. Besides employing critical and analytical approaches to the novel, this paper relies on arguments and perspectives of prominent postcolonial and literary critics and theorists such as Edward Said, Suzanne Keen, Walter Benjamin, and Samaya Sami Sabry, to name a few.
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The current work presents a study of some attitudes of high school students about the aggression and their knowledge of the subject. The article discusses some of the main features of the aggression and its manifestations at school. The concept of preventing and building tolerance in the educational environment is concerned. A questionnaire survey of 90 high school students was proposed to outline their attitudes about school aggression and the causes of its manifestations. On the base of the critical analysis of the research results, there are formulated conclusions and recommendations for a possible model of practical pedagogical intervention. This model involves working with pupils in order to develop and deepen social skills and competencies related to dealing with aggression and overcoming challenging behavior at school.
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The article aims to explore the social distance of high-school students towards certain vulnerable categories (people with disabilities, those of different religions, those without income, foreigners, refugees, Romani, people infected with HIV, homosexuals), as well as identifying the manner in which these social categories are discriminated against at school and in other public places. In the context of the current study, social distance is expressed through the level of acceptance by the respondents of persons from the aforementioned categories, as neighbours, classmates and friends. Our study shows the students' reluctance to co-exist with certain categories of vulnerable persons by stigmatizing and using social exclusion (homosexuals, Romani, people infected with HIV, immigrants). These aspects draw attention to the need to fight against ethnocentric, xenophobic or homophobic attitudes in school. At the same time, the study shows that the manifestation of intolerant attitudes coincides in many cases with the posture of victim of discriminatory manifestations.
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The objectives of the research consist in carrying out a synthesis-analysis of the epistemological history of the pedagogy in Russia, by capitalizing on the epistemological valences identified and sressing the impact of the valences of the Russian pedagogy on the epistemic development of the education sciences. The historical research methodology was used to highlight the evolution of the domain in conceptual and institutional plan, in synchronic and diachronic perspective. The paper aims to capture the specificity of education in Russia that is anchored, equally, in the problems of modernization, but also in the maintenance of its own cultural and psychosocial identity. The stages of education development, the periodizations made by pedagogues and historians of pedagogy, the features of the four education reforms, the roles of personalities in the development of education, significant pedagogical ideas that have revolutionized pedagogy / didactics in the world are reviewed.
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Our work is based on a common sense observation of the relational difficulties betweenparents and teenagers, trying to place emphasis on their perspective on the familyenvironment. The psycho-social investigation followed the analysis of student opinionregarding the quality of the family environment as a whole, as well as on the following levels:the frequency and quality of communication, manifestation of affection, mutual gratificationand encouragement, giving the right to an opinion and the exercising of autonomy. A deeperknowledge of the problems which could influence adolescent behaviour could serve as astarting point for practical attempts at educational counselling.
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The present study sets up to investigate possible changes in the manner of manifesting violence involving middle school and high school students in Suceava county. Taking into consideration the tremendous impact of social networks on establishing means of communication and of free time, it is inevitable for the cybernetic environment to be a place where certain forms of violence can manifest themselves. By applying a questionnaire adapted by A.N.Grigore (2016) and used on the Romanian school population, we have proposed to investigate the incidence of the cyberbullying phenomenon in middle schools and high schools from Suceava county. Once finished, the study confirms cyberbullying isn’t a pseudo phenomenon, which justifies the need for nonformal education and school counselling programs to take into cyberbullying into account, as a form of violence in which students might be involved.
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One of the important components considered in this research approach is given by the study on teaching-learning strategies, methods and techniques in the lessons aimed at organizing economic activities. It is understood that such a topic takes into account, on the one hand, a series of aspects related to an economic issue, and on the other hand, issues of a methodological / didactic nature found in the teaching-learning-assessment activity. At the same time, the approach that is intended to be highlighted reflects the practical-theoretical dimension of such a possible approach in class.Under these conditions, the research approach assumed involves an analysis focused, on the one hand, on the theoretical aspects related to the approached topic, and on the other hand, on the conceptual-theoretical operationalization with practical implications. In other words, there is an interest in valorizing and capitalizing on the contents approached both theoretically and practically. Therefore, it is considered that we will analyze, from a theoretical and pragmatic perspective, the strategies, methods and teaching-learning techniques at the level of economic-themed classes, also revealing the impact it has in the economic-educational dimension.
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Audiovisual media services providers play informational, educational, social, cultural roles and therefore it is of extreme importance all parts of their programmes to be easy of reach for every consumer. At high level that is to be obligatory for people with specific difficulties of usage of the media, such as the visually and hearing impaired persons/blind or deaf –TV media content should be naturally accessible via various tools and no extra charge. At high extend the legislation in Bulgaria is appropriate and well prescribed but in practice that presentation is out of time and humiliatingly small in quantity and access tools.The media providers should deliver to that specific part of the audience full access to their programmes by using different approaches – the sign-language translation, audiodescriptions and audiosubtitles, subtitles in multiplex platforms, as well as news scrolls as an alternative tool. That is a mark of the democratic society – not to exclude that part of the public but on the contrary – the visually and hearing impaired persons should get media content at ease anytime and anywhere.
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The text presents Bulgarian language web radio based on research in 2014 and 2017. It touches on highlights of its development after the first web radios appeared at the beginning of the new century. The article studies the changes in practices of listening portals. It compares data on web radio stations: number, distribution by format and address. It identifies trends: development of music web radios toward alternative group offers, sustainability of radios of idea-based communities, establishment of the 'marketing' radio, emergence of web radio community initiatives.
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