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APA handbook of consumer psychology / Lynn R. Kahle, Tina M. Lowrey, Joel Huber (editor)
Washington, DC : American Psychological Association, 2022
xxvi, 778 pages. : illustrations ; 29 cm.
Ký hiệu phân loại (DDC): 658.8342
The APA Handbook of Consumer Psychology presents a comprehensive survey of the field, including historical reviews and critical sources of information in both core and emerging literature. This 33-chapter handbook is designed as a library reference that captures up-to-date content on consumer psychology, with insights offered by an outstanding roster of contributors. Broad coverage areas include perspectives on consumer psychology, consumer characteristics and contexts, use of psychology to communicate with consumers, consumer cognitions and affect, and use of psychology to carry out business functions. Chapters pinpoint practical issues; probe unresolved and controversial topics in a balanced manner; and present future theoretical, research, and practice trends. The handbook provides a starting point for an examination of consumer psychology and ways to move the knowledge forward in this meaningful and vital area of human behavior
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Subjugated knowledge and the potential to foster changes in students’ attitudes towards history and their world view : A case study in an american history class / Cao Le Thanh Hai, Duong Phuoc Quy Chau, Pham Anh Huy // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2022. - p. 314-322. - ISSN: 2525-2674



Ký hiệu phân loại (DDC): 820
The concept of subjugated knowledge suggested by Foucault (1980) has been rigorously studied and applied by educators and scholars across disciplines in an effort to devise a transformative education approach that embraces multifaceted nature of knowledge, and simultaneously challenge the authority of the dominant epistemology. This paper presents the preliminary results of an experimental study in an American History class, in which subjugated knowledge is incorporated with an attempt to enable students to ‘think differently’ and to question the reality constructed in mainstream history textbooks. Findings reveal that regardless of the initial difficulties in familiarizing themselves with the concept and the practice, students are enthusiastically engaged throughout the process and signs of changes (though still modest) have been identified in the analysis of their final papers.
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