Adult Education and the History of Cultural Studies

1999 ◽  
Vol 6 (2) ◽  
pp. 237-249 ◽  
Author(s):  
Stephen Woodhams
Author(s):  
Nisha P R

Jumbos and Jumping Devils is an original and pioneering exploration of not only the social history of the subcontinent but also of performance and popular culture. The domain of analysis is entirely novel and opens up a bolder approach of laying a new field of historical enquiry of South Asia. Trawling through an extraordinary set of sources such as colonial and post-colonial records, newspaper reports, unpublished autobiographies, private papers, photographs, and oral interviews, the author brings out a fascinating account of the transnational landscape of physical cultures, human and animal performers, and the circus industry. This book should be of interest to a wide range of readers from history, sociology, anthropology, and cultural studies to analysts of history of performance and sports in the subcontinent.


Linguaculture ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 13-26
Author(s):  
Adrian Poruciuc

The present article is based on the material of a keynote presentation that was delivered at the International Conference From Runes to the New Media and Digital Books, which took place at Alexandru Ioan Cuza University of Iaşi on 30-31 May, 2019. In order to make that material more coherent, the author of that presentation will add supplementary clues and comments, all meant to sustain the idea that the Old Germanic runes – although commonly considered to be just alphabetic signs – have peculiar features that resemble the ones of much earlier historical scripts, and even of prehistoric ones, such as the now much discussed Danube Script. The issues and illustrations of this paper may be of interest not only for linguistic and cultural studies, but also for the domain of European history.


Author(s):  
Olga V. Prokudenkova ◽  

The article is devoted to the formation and the development of the academic, creative and organization path of Svetlana N. Ikonnikova – Doctor of Philosophy, Professor, Academician of the Russian Academy of Natural Sciences, International Academy of Sciences of Higher School. The main stages of the biography and the results of her academic activity are considered in this article. It is shown that Svetlana N. Ikonnikova made the great contribution to the formation of such branch of Humanities as the Sociology of Youth. The separate stage is the creation of the Department of Theory and History, which played an important role in the development of the St. Petersburg School of Cultural Studies as well as the study of problems of theory and history of culture. The author shows the development of Svetlana N. Ikonnikova’s biographical method in Cultural Studies. This method played an important role in the study of personal contribution of creative personalities to the development of culture. The author analyzes the personal contribution of Svetlana N. Ikonnikova to the institutionalization of Cultural Studies as an academic and educational subject.


Author(s):  
Jason Groves

Already in the nineteenth century, German-language writers were contending with the challenge of imagining and accounting for a planet whose volatility bore little resemblance to the images of the Earth then in circulation. In The Geological Unconcious, Jason Groves traces the withdrawal of the lithosphere as a reliable setting, unobtrusive backdrop, and stable point of reference for literature written well before the current climate breakdown, let alone the technologies that could forecast those changes. Through a series of careful readings of romantic, realist, and modernist works by Tieck, Goethe, Stifter, Benjamin, and Brecht, the author traces out a geological unconscious—in other words, unthought and sometimes actively repressed geological knowledge—where it manifests in European literature and environmental thought. This inhuman horizon of reading and interpretation offers a new literary history of the Anthropocene in a period where this novel geological epoch, though arguably already underway, remains unnamed and otherwise unmarked. These close readings also unearth an entanglement of the human and the lithic in periods well before the geological turn of cotemporary cultural studies. In those depictions of human-mineral encounters on which The Geological Unconcious lingers, the minerality of the human and the minerality of the imagination becomes apparent. While The Geological Unconcious does not explicitly set out to imagine alternatives to fossil capitalism, in elaborating a range of such encounters and in registering libidinal investments in the lithosphere that extend beyond Carboniferous deposits and beyond any carbon imaginary, it points toward alternative relations with, and less destructive mobilizations of, the geologic.


Author(s):  
M.V. Sherstyuk ◽  

The proposed textbook takes into account the peculiarities of teaching the disciplines "Cultural Studies" and "History (history of Russia, general history)" to students of higher agricultural educational institutions. This textbook is intended for self-study as a supplement to the lecture courses "Cultural Studies" and "History (history of Russia, general history)" for students studying in the following areas: 36.03.02 Animal Science, 06.03.01 Biology, 36.05.01 Veterinary Medicine and 36.03.01 Veterinary and sanitary examination


2014 ◽  
pp. 143-153 ◽  
Author(s):  
Marianne Robin Russo

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.


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