iannacci luigi (29 risultati)

Paperback. Condizione: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Condizione: good. Book is in good condition and may include underlining highlighting and minimal wear. The book can also include "From the library of" labels. May not contain miscellaneous items toys, dvds, etc. . We offer 100% money back guarantee and 24 7 customer service.

paperback. Condizione: Acceptable. Acceptable, Reading copy only, with writing/markings, bumps/creasing, and heavy wear. Standard-sized.

Softcover. Condizione: As New. First Edition. Unpaginated [32pp.] 14 full-page plates. With essays in English and Italian by Anthony Iannacci and Frederick Mario Fales. Published in conjunction with the exhibition, 1997. Tight, clean and crisp. The book appears unread and looks New. Collectible.; 4to - over 9 3/4" - 12" tall.

Paperback. Condizione: New. My shelf location we-a-10*.

Softcover. Condizione: Near Fine. In excellent condition with no signs of having been read. The binding is tight and the pages are clean and crisp. The cover may have incidental marks from handling and storage. Satisfaction guaranteed with 30-day return policy. Ships from Canada. ; 6.03 X 0.57 X 9.05 inches; 208 pages; R0 763k/763k s0.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: Very Good. Minor wear only. Clean with no highlighting or writing detected on any pages. 30-day returns. Free shipping within Canada. For shipments outside of Canada, custom duties or other charges may be levied on receipt. ; 152.91 X 1.11 X 217.68 inches; 146 pages.

Condizione: New.

hardcover. Condizione: Good.

Condizione: New. pp. 208.

Condizione: New. Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood. Num Pages: 208 pages, 2 tables. BIC Classification: JNLA. Category: (P) Professional & Vocational. Dimension: 230 x 153 x 14. Weight in Grams: 280. . 2009. Illustrated. paperback. . . . .

Paperback. Condizione: Brand New. 1st edition. 208 pages. 9.00x6.00x0.75 inches. In Stock.

Hardcover. Condizione: Very Good. Condizione sovraccoperta: Very Good. 2nd Edition. Clean In Very Good Condition, 203 Pages With The Index, Hardcover With A Dust Jacket.We will state signed at the description section. we confirm they are signed via email or stated in the description box. - Specializing in academic, collectiblle and historically significant, providing the utmost quality and customer service satisfaction. For any questions feel free to email us.

Paperback. Condizione: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Condizione: New.

Condizione: New. Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood. Num Pages: 208 pages, 2 tables. BIC Classification: JNLA. Category: (P) Professional & Vocational. Dimension: 230 x 153 x 14. Weight in Grams: 280. . 2009. Illustrated. paperback. . . . . Books ship from the US and Ireland.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: New. In.

Paperback. Condizione: Brand New. 146 pages. 9.00x6.00x0.50 inches. In Stock.

Condizione: New.

Condizione: New.

SOFTCOVER. Condizione: Fine. 1st Edition. 4to in stiff card covers, 47pp on thick art paper, colour plates, illustrations in text, etc. Dual text in English and Italian . [CONDITION: A well preserved FINE very clean and tight unmarked copy (slight tanning to end-leaves) ] . . . We always ship in STRONG PROTECTIVE CARD PARCELS.

PAP. Condizione: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condizione: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condizione: new. Paperback. Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized.As the book is grounded in reconceptualist theorizing, it draws on multiple perspectivesincluding critical disability theory, post-modernism, critical theory, critical pedagogy, and social constructivismto deconstruct and destabilize what is currently taken for granted about disability and those ascribed disabled identities within education. A variety of personal, professional, research experiences and data are offered and drawn on to critically address questions regarding philosophical, epistemological, pedagogical, organizational, economic, and leadership issues as they relate to disability in education. Critical incidents, interviews, documents, and artifacts are drawn on and narratively presented to explore how disability is presently configured in language, identification, and placement processes, discourses, pedagogies, and interactions with students deemed disabled, as well as their parents/caregivers. This critical narrative approach fosters alternative ways of thinking, speaking, being, and doing that forward a human rights focused model of disability that sees as its mandate the amelioration of people with disabilities within education. This book provides an essential critical exploration of how disability is presently understood and responded to within the field of education. It forwards a human rightsfocused model of disability that mandates the amelioration of people with disabilities within education. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: new. Paperback. Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized.As the book is grounded in reconceptualist theorizing, it draws on multiple perspectivesincluding critical disability theory, post-modernism, critical theory, critical pedagogy, and social constructivismto deconstruct and destabilize what is currently taken for granted about disability and those ascribed disabled identities within education. A variety of personal, professional, research experiences and data are offered and drawn on to critically address questions regarding philosophical, epistemological, pedagogical, organizational, economic, and leadership issues as they relate to disability in education. Critical incidents, interviews, documents, and artifacts are drawn on and narratively presented to explore how disability is presently configured in language, identification, and placement processes, discourses, pedagogies, and interactions with students deemed disabled, as well as their parents/caregivers. This critical narrative approach fosters alternative ways of thinking, speaking, being, and doing that forward a human rights focused model of disability that sees as its mandate the amelioration of people with disabilities within education. This book provides an essential critical exploration of how disability is presently understood and responded to within the field of education. It forwards a human rightsfocused model of disability that mandates the amelioration of people with disabilities within education. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized.As the book is grounded in reconceptualist theorizing, it draws on multiple perspectives-including critical disability theory, post-modernism, critical theory, critical pedagogy, and social constructivism-to deconstruct and destabilize what is currently taken for granted about disability and those ascribed disabled identities within education. A variety of personal, professional, research experiences and data are offered and drawn on to critically address questions regarding philosophical, epistemological, pedagogical, organizational, economic, and leadership issues as they relate to disability in education. Critical incidents, interviews, documents, and artifacts are drawn on and narratively presented to explore how disability is presently configured in language, identification, and placement processes, discourses, pedagogies, and interactions with students deemed disabled, as well as their parents/caregivers. This critical narrative approach fosters alternative ways of thinking, speaking, being, and doing that forward a human rights focused model of disability that sees as its mandate the amelioration of people with disabilities within education.