![]() We believe that this theoretical perspective, which examines memory and language together, offers greater ecological validity to our research findings and is a promising approach in the empirical study of brain–behaviour relationships. We have been developing rich communicative environments that support social interaction as a way to study the real-world demands that communication places on language-and-memory-in-use and to systematically examine interactional aspects of communication. Traditionally this research has employed structured tasks in controlled laboratory environments that work to differentiate and isolate memory and language abilities. This article does not seek to provide definitive answers but instead to bring together a variety of viewpoints that help to identify areas for future educational research that may aid us in better understanding this contentious and important topic.Exploring the interdependent relationship between language and memory is a core theme in cognitive neuroscience and speech-language pathology. Whether a renewed focus on imperial history helps to create a cohesive identity, greater understanding, or exacerbates feelings of difference, is a debate that divides commentators and has yet to be answered. Where some see learning about the UK’s imperial history as essential for young people to understand a multicultural twenty-first century Britain, others see its inclusion in the curriculum as an attempt to celebrate or glorify Britain’s imperial past. ![]() By looking into the debates and research that has been undertaken in these areas, this article seeks to identify the varied challenges that teaching the history of the British Empire pose for educators. With this essential context established, the article then moves on to look at three other important areas of concern for History educators: significance, mediation and identity. This article brings recent UK coalition government moves for curriculum reform under the spotlight and relates the place of imperial history in the curriculum to both recent proposals for change and curriculum theory more broadly. Despite differences of country and socio-political and cultural conditions, the similarity in the life experience of the two communities derives from the fact that both were targets of excess injustice and exploitation - their experience of pain is of a world-scale. Both literatures speak about struggles for human rights and against exploitation. There are numerous instances of painful experiences and fighting instincts that find expression in these literatures. The author has explicitly highlighted how Dalit and Aboriginal literatures are mirror images of the lives of the people in terms of sorrows, problems, pains and revolts of Dalit and Aboriginal societies. The study investigates the characteristics of these convergences and divergences between the two literatures. ![]() Given the fact that the two societies are different in terms of place and time, country, region, conditions and languages, it is understandable that while there are certain similarities, there are limitations and differences as well, convergences as well as divergences. To accomplish this, the author has taken into consideration some of the most important autobiographies from the two domains of writings. The present book is essentially a comparative discourse on literatures of margin -marginality/subalternity- i.e., between Dalit literature in India and Aboriginal literature in Australia that seeks to look more closely at one of the most important literary genres - autobiography.
0 Comments
Leave a Reply. |