Historiographie contemporaine sur la religion vandale et byzantine (1785-2020)

The present chapter examines the historiography of Vandal and Byzantine religion from ca. 1785 to the present. Until relatively recently, extended studies of post-Roman North Africa were scarce. The works of Charles Diehl (1896) and Christian Courtois (1955) are striking exceptions within a field primarily interested in earlier periods of North African history. During the 19th century, the Vandals were primarily viewed for their military and political activity, rather than their religious policies, and Byzantine Africa was generally presented as a coda to Roman and early Christian periods of occupation. The dramatic expansion of archaeological and philological scholarship in the latter part of the twentieth century had an important effect upon the understanding of these groups, but it is only in the last twenty years that detailed scrutiny of the later periods of pre-Islamic North Africa have become widespread.Ce chapitre examine l’historiographie de la religion vandale et byzantine depuis 1785 environ jusqu’à nos jours. Jusqu’à une époque relativement récente, les études approfondies sur l’Afrique du Nord post-romaine étaient rares. Les travaux de Charles Diehl (1896) et de Christian Courtois (1955) sont des exceptions dans un domaine qui s’intéresse principalement aux périodes antérieures. Au cours du XIXe siècle, les Vandales étaient principalement considérés pour leur activité militaire et politique, plutôt que pour leur politique religieuse, et l’Afrique byzantine était généralement présentée comme une coda des périodes d’occupation romaine et des premiers chrétiens. L’expansion spectaculaire de la recherche archéologique et philologique dans la dernière partie du XXe siècle a eu un effet important sur la compréhension de ces groupes, mais ce n’est qu’au cours des vingt dernières années que l’examen détaillé des périodes ultérieures de l’Afrique du Nord préislamique est devenu courant

Essays on International Disputes

Book review of: International Dispute Settlement (Mary Ellen O'Connell ed.). Aldershot, UK & Burlington, VT: Dartmouth/Ashgate Publishing, 2003.Published in cooperation with the American Bar Association Section of Dispute Resolutio

Re-Positioning Latino Heritage Language Learners: The Case of one adolescent's experiences in two different pedagogical spaces.

To improve the education of heritage language learners, more research is necessary to understand alternative educational practices and learning contexts that tap into and further develop heritage language learners' bilingual competence. This inquiry investigates how one Latino heritage language learner (HLL), Yolanda, experienced distinct opportunities to use and develop her heritage language as she participated in a bilingual extra-curricular program and in a world language classroom. Drawing upon Positioning Theory (Davies & Harré, 1999; Harré & Moghaddam, 2003; Harré & van Langenhove, 1999), this study explored how her positioning promoted languaging and language use. Drawing from sociocultural theory, this study applied the concept of languaging to understand language learning (Swain, 2002, 2005, 2006; Swain et al, 2009). I use the term languaging to describe metalinguistic discourse in which students explain or discuss a linguistic problem to others or the moments when learners talk aloud to themselves to mediate understanding of language (Swain, 2006). This study provides an analysis of how the HLL's different positionings influenced the amount of languaging and the type of language (Spanish, English or both) she decided to use. This single-case study incorporated both qualitative and quantitative methodologies with exploratory purposes. Methods of data collection included observations, field notes, audio-recording, video-recording, and student interviews. Data analysis was guided by interactional ethnography, conversation analysis and grounded theory. I also used Dedoose software to code transcripts and identify the co-occurrence of languaging and positioning. This study found that a bilingual extra-curricular program afforded Yolanda positionings that promoted a higher quality and quantity of opportunities for languaging and use of linguistic multicompetence due to collaborative opportunities with linguistically diverse students. This study contributes to research on HLLs by focusing on classroom practices that promote languaging and use of linguistic multicompetence. This study has implications for teachers and teacher education by providing a rich description of an academic space that re-positions a heritage language learner as a multilingual expert and learner

Factors affecting nontraditional African American students' participation in online world literature classes

The purpose of this qualitative study was to examine how communication preferences, learning preferences, and perceptions about online learning affect nontraditional African American students' participation in online world literature courses at a historically Black university (HBCU) in the southeastern United States. An instrumental case study was the research design used. Data were collected from individual interviews of participants and non-participatory observations of Blackboard course shells and analyzed through content analysis (Babbie, 2003). Chen's Learner-to-Learner Transactional Distance, Learner-to-Content Transactional Distance, and Learner-to-Interface Transactional Distance theory (2001), along with Moore's Theory of Transactional Distance (1996) informed the data analysis. Analysis occurred in two stages. Within-case analysis was used to understand the experiences of online learning with individual participants. Later, a cross-case analysis was used "to build abstractions across cases" (Merriam, 1998, p. 195) as well as to compare participants' experiences to ascertain a grander view of participation of African American nontraditional students in online world literature classes. The findings of the study explained nontraditional African American student preferences for frequent oral communication among students, preferably face-to-face. In addition, students wished to make oral contact with online instructors; however, they desired to have the instructor to communicate with them via email. In addition, findings also revealed how African American students could often be overwhelmed with long reading requirements. Their preferences were to have content condensed for learning. They also preferred to have study guides which highlighted key information to which one's focus should be placed. Furthermore, students preferred to work and learn in groups. In order to enhance their enjoyment and participation in the course, participants preferred to make connections with subject matter, topics, and peers. For the most part, participants were drawn to online learning for the convenience, though their learning preferences were not often met in the online learning environment. While many participants found learning to be accessible and convenient through online courses, many of them were frustrated by slow response and feedback by online instructors and technical problems which may have occurred due to lack of savvy with online learning or Blackboard technicalities. Implications for higher education administrators, university professors, and students as related to online learning are provided

Domestic adjudicative institutions, developing countries and sustainable development: Linkages and limitations

The chapter draws insights from the institutional theoretic model to investigate the role of courts and other formal adjudicative institutions in promoting sustainable development. Its tripartite institutions framework emphasises the knowledge and communicative elements of sustainable development flowing from key social actors such as adjudicative institutions to other segments of society. Using environmental protection as a case study and making references to national laws and judicial decisions, the chapter demonstrates that adjudicative institutions can manifest a commitment to sustainable development, affirm applicable global standards influence other actors in, and segments of, society. It is argued that the regulatory role of adjudicative institutions includes constitutionalisation of sustainable development, empowerment of individuals and stakeholder groups and addressing vulnerability of victims while the normative role ensures the internalisation and transmission of sustainable development values. The cognitive role includes reshaping local practices by promoting effective glocalisation and appropriate corporate governance and social responsibility for sustainable development. While it shows adjudicative institutions as a key champion for sustainable development in the public and private spheres, the chapter proposes solutions to overcoming impediments to such as lack of explicit provisions, narrowly focusing on compensatory remedies, locus standi, forum non conveniens and choice of law