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Available from: PubMed Central
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ABSTRACT: Alexander of Tralles, writing in the late sixth century, combined his wide-ranging practical knowledge with earlier medical theories. This article shows how clinical experience is used in Alexander's works by concentrating on his therapeutic advice on epilepsy and, in particular, on pharmacology and the group of so-called natural remedies. I argue that clinical testing is used not only for the introduction of new medicines but also as an instrument for checking the therapeutic effect of popular healing practices. On another level, this article discusses Alexander's role as the author of a medical compendium; it suggests that by marking the cases of clinical testing with a set of recurrent expressions, Alexander leads his audience to reflect on his medical authority and personal contribution.
Available from: Vally Lytra
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ABSTRACT: In this paper, I examine the teaching of language and culture and in particular the use of songs as curriculum in two London Turkish complementary schools. Drawing on a series of interconnected classroom vignettes, I look at how children weave together their semiotic resources to negotiate and transform two songs and the talk and action around them during Turkish literacy teaching. I situate these negotiations in the emergent classroom interactional order, the official curriculum and the recurring pedagogical practices of the complementary schools which in turn I link to widely circulating understandings of Turkish language and culture valued in Turkey and among Turkish-speaking transnational communities in London. I explore how through these transformations, children introduce localized understandings of Turkish language and culture into classroom discourse, negotiate an agentive self and bridge complementary school curricular objectives with their own lives. I show how these localized understandings are filtered through the children's personal, family, peer, and transnational experiences and aesthetic preferences and reflect the different ways the children, produce nuanced and sophisticated understandings of Turkish language and culture “as something that is used in the present or that can be projected in the future” as opposed to “something one holds onto to vaguely as one's remembrances” (Garcia, 2005, p. 601). The data illustrate the interplay between pupil agency and social structure involved in “bringing the outside in” classroom discourse.Research highlights► This paper examines teaching language and culture in Turkish complementary schools. ► Pupils draw on a range of semiotic resources in talk and action during lessons. ► They produce localised understandings of language and culture. ► They negotiate agency and bridge curricular objectives.
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