Adam Schwartz

Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers. Additional resources for the book are available to download here: https://www.multilingual-matters.com/page/ssw/.

Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers. Additional resources for the book are available to download here: https://www.multilingual-matters.com/page/ssw/.

The songs of the Royal Zhou (“Zhou Nán” ??) and of the Royal Shào (“Shào Nán” ??) have formed a conceptual unit since at least the late Spring and Autumn period (771–453 BC). With this book Meyer and Schwartz provide a first complete reading of their earliest, Warring States (453–221 BC), iteration as witnessed by the Anhui University manuscripts. As a thought experiment, the authors seek to establish an emic reading of these songs, which they contextualise in the larger framework of studies of the Shi (Songs) and of meaning production during the Warring States period more broadly. The analysis casts light on how the Songs were used by different groups during the Warring States period.

Ana is a little girl on the Autism spectrum. Ana has a hard time fitting in. One day, there is a substitute teacher who takes her teacher and classmates prisoner and it is up to Ana to save them.

Platon er en af den vestlige verdens mest betydningsfulde filosoffer, og hans værker læses af mange studerende på landets gymnasier og universiteter, men hidtil har kun et mindre udsnit af hans dialoger været tilgængelige i moderne udgaver. I forbindelse med udgivelsen af Platons Samlede Værker i ny oversættelse (2009-2015) udsender Gyldendal derfor studieudgaver af de mest læste dialoger. Oversættelserne er sammen med indledninger og oversigter de samme som i den samlede udgave, men studieudgaverne indledes med en generel introduktion til det athenske samfund, som dialogerne udspiller sig i, og til Platon og hans værk. Introduktionen er skrevet med særligt henblik på førstegangslæsere.

For most of modern history, Roman Catholics in Britain were a “rejected minority,” facing hostility and estrangement from a culture increasingly at odds with traditional Christianity. Yet British Catholicism underwent a remarkable intellectual and literary renewal, especially in the twentieth century, drawing a disproportionate number of the age’s leading minds into its ranks. The Third Spring unravels this paradox of a renascent Catholic culture within a post-Christian society. It does so through detailed profiles of the spiritual journeys and religious and cul¬tural beliefs of four seminal members of that twentieth-century revival: G. K. Chesterton, Graham Greene, Christopher Dawson, and David Jones.

HoplitkrigsfRelse I Arkaisk OG Klassisk Tid.