Publicación bilingüe de algunos aspectos generales del sistema educativo como la legislación, la administración educativa, etc.

Retrospective exhibition on artist Lara's (b. Mexico 1956) prolific and diverse work: a selection of red and black paintings, artists books, ink and pencil drawings, tapestry, collages, ceramic pieces, prints, digital and video art, photographs and installations, where eroticism is also present. Includes texts by Magali Lara, Jose Luis Barrios and Nestor Garcia Canclini.

Obra que proporciona pautas comunes para unificar objetivos, contenidos y criterios de evaluación en los centros participantes.

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016). Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009). In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.

This bilingual work identifies and explains the subversive rewriting of ancient, medieval and modern myths in contemporary novels. The book opens with two theoretical essays on the subject of subversive tendencies and myth reinvention in the contemporary novel. From there, it moves on to the analysis of essential texts. Firstly, classical myths in works by authors such as André Gide, Thomas Pynchon, Julio Cortázar, Italo Calvino or Christa Wolf (for instance, Theseus, Oedipus or Medea) are discussed. Then, myths of biblical origin – such as the Flood or the Golem – are revisited in the work of Giorgio Bassani, Julian Barnes and Cynthia Ozick. A further section is concerned with the place of modern myths (Faust, the ghost, Ophelia…) in the fiction of Günter Grass, Paul Auster, or Clara Janés. The contributors have also delved into the relationship between myth and art – especially in the discourse of contemporary advertising, painting and cinema – and myth’s intercultural dimensions: hybridity in the Latin American novels of Augusto Roa Bastos and Carlos Fuentes, and in the Hindu-themed novels of Bharati Mukherjee. This volume emerges from the careful selection of 37 essays out of over 200 which were put forward by outstanding scholars from 25 different countries for the Madrid International Conference on Myth and Subversion (March 2011). Este volumen bilingüe identifica y explica la práctica subversiva aplicada a los mitos antiguos, medievales y modernos en la novela contemporánea. Abren el libro dos estudios teóricos sobre la tendencia subversiva y la reinvención de mitos en la actualidad. Prosigue el análisis de diversos textos de primera importancia. En primer lugar se revisan los mitos clásicos en autores como André Gide, Thomas Pynchon, Julio Cortázar, Italo Calvino o Christa Wolf (p. ej., Teseo, Edipo, Medea). En segundo lugar, la reescritura de los mitos bíblicos según Giorgio Bassani, Julian Barnes o Cynthia Ozick (p. ej., el diluvio o el Golem). En tercer lugar, mitos modernos en la ficción de Günter Grass, Paul Auster o Clara Janés (p. ej., Fausto, el fantasma, Ofelia). El volumen presta igualmente atención a las relaciones entre mito y arte (su recurrencia en la publicidad, la pintura y el cine contemporáneos) y a la vertiente intercultural de los mitos: el mestizaje en la novela latinoamericana de Augusto Roa Bastos y Carlos Fuentes, o en la de temática hindú de Bharati Mukherjee. La compilación resulta de una exquisita selección de 37 textos entre los más de 200 propuestos para el Congreso Internacional Mito y Subversión (Madrid, marzo de 2011) por investigadores de prestigio procedentes de 25 países.