Puppets on a string in a theatre of display? Interactions of image,text, material,space and motion in The Family of Man (ca. 1950s–1960s)     

Karin Priem  Geert Thyssen 《Paedagogica Historica: International Journal of the History of Education》2013,49(6):828-845

In the past few decades, increasing attention has been devoted within various disciplines to aspects previously considered trivial, among which are images, material objects and spaces. While the visual, the material and the spatial are receiving ever more consideration and the myriad issues surrounding them are being tackled, their convergence in educational settings across time and space has thus far remained underexplored. A travelling photo exhibition, The Family of Man, will serve as a starting point in this paper for addressing some of the complexities inherent in this convergence and thus highlight an essential yet neglected feature of education: its reliance on, and creative use of, multiple “modes” of communication and representation when attempting to produce learning effects. As a particular educational constellation that went on to travel throughout the world and interact with the contexts in which it moved, The Family of Man was anything but neutral in design. The paper will show just how carefully it was composed to promote meaning-, power-, and knowledge-making in accordance with its mission. This border-crossing installation thus constituted a spectacle of different interacting views, forms, surfaces, lighting effects, panoramas, movements, captions and other factors that aimed to create order among things and people. Nevertheless, the paper argues, “theatres of display” in education such as this do not imply determination and causality of effects, but rather provide “uncertain conditions” within a spectrum of “actors” and “actants”. The paper relates this to the manifold affordances of objects, images, places and so on, to disruptions of meaning in their convergence across time and space and to “emancipation” on the part of learners.  相似文献   

Symptomatology in adolescents following initial disclosure of sexual abuse: The roles of crisis support, appraisals and coping     

Sarah Bal  Geert Crombez  Ilse De Bourdeaudhuij  Paulette Van Oost 《Child abuse & neglect》2009,33(10):717-727

ObjectiveThe present study examined possible explanations for symptom development and variability in sexually abused adolescents. A theoretical model of sexual abuse, in which appraisal, coping and crisis support play prominent roles, was tested in a clinical group of 100 sexually abused adolescents.MethodParticipants, aged 12–18 years, completed questionnaires regarding severity of abuse, negative appraisals, crisis support, coping strategies, and trauma-related stress symptoms.ResultsSince severity of abuse had no influence on the association between appraisals and symptoms it was eliminated from our model. Structural equation modeling analyses showed a significant interrelationship between the examined concepts. Adolescents who appraised the abuse as more threatening showed more internalizing and externalizing trauma symptoms. Moreover, more negative appraisals were associated with more avoidance as well as with more active coping strategies. Direct crisis support was associated with less negative appraisals and with the use of more active coping strategies.ConclusionsThe study showed that especially the buffering role of crisis support and the role of negative appraisals explained symptom development and variety in sexually abused adolescents.Practice implicationsAdaptation to sexual abuse includes the ways in which adolescents perceive the event as threatening and harmful, how they cope with the abusive experience, and how they receive direct support from their family. Clinicians, therefore, need to expand the focus of their assessments beyond age- and trauma-specific symptoms, to age- and trauma-specific appraisals, coping, and social support. The assessment of these factors should take place as soon as possible after the disclosure of the abuse. Individualized treatment plans and clinical interventions need to be based on these personal and environmental variables, rather than reliance on the influence of abuse-related characteristics, such as the severity or type of abuse.  相似文献   

Rethinking agency as an assemblage from change management to collaborative work     

Inge Van de Putte  Elisabeth De Schauwer  Geert Van Hove  Bronwyn Davies 《International Journal of Inclusive Education》2018,22(8):885-901

The movement towards inclusion comes together with a neoliberal audit mentality whereby individuals are held responsible for the transformations. The Special Educational Needs Coordinators (SENCOs) are seen as ‘change agents’ whose task it is, to support teachers in adapting their approach to optimise the chances for children with special needs in regular schools. In this paper, we want to problematise the ‘responsibility-blame discourse’ and look differently at agency. By using a diffractive methodology based on collaborative work, in which we have used material images of the workplace of the SENCO, and read-the-data-while-thinking-with-theory, we deconstruct the individualisation of agency. The SENCOs are no longer seen as separate individual humanist subjects where agency is solely lodged in the body of an individual agent [Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press] but the SENCOs are part of the intra-active entanglement of multiple agencies, of an assemblage. This re-conceptualisation of agency leads to a different approach to inclusion, in which the participants in any encounter can work as part of the assemblage to develop communities capable of re-thinking practice and transforming it into a place where children with special needs become legitimate members of the school.  相似文献   

Gender and learning: Comparing two theories     

Sabine Severiens  Geert Ten Dam 《Higher Education》1998,35(3):329-350

The research domain of gender and learning seems to develop in two different areas. In one area learning is investigated by using general theories on learning and instruction. In the second area, gender plays a central role in the theoretical frameworks. The present article compares two theories from these areas using a general perspective and a gender perspective. By doing this, we intend to combine knowledge resulting from the two distinct areas and possibly take the research domain of gender and learning a step further. The theories in the comparison concern Vermunt's learning conceptions (1996) and Baxter Magolda's ways of knowing and patterns of reasoning (1992). It turns out that a number of relations seems to exist on a conceptual level between these two theories, but the relations could not be confirmed empirically. In the discussion, the results are elaborated upon and possible future research is suggested.  相似文献   

Designing innovative learning environments to foster communities of learners for students in initial vocational education     

Annoesjka Boersma  Geert ten Dam  Willem Wardekker  Monique Volman 《Learning Environments Research》2016,19(1):107-131

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities.  相似文献   

Leadership and decision-making practices in public versus private universities in Pakistan     

A. Zulfqar  M. Valcke  G. Devos  M. Tuytens  A. Shahzad 《Asia Pacific Education Review》2016,17(1):147-159

The goal of this study is to examine differences in leadership and decision-making practices in public and private universities in Pakistan, with a focus on transformational leadership (TL) and participative decision-making (PDM). We conducted semi-structured interviews with 46 deans and heads of department from two public and two private universities in Pakistan. Our findings indicate that leadership and decision-making practices are different in public and private universities. While differences were observed in all six types of TL-behaviour, the following three approaches emerged to be crucial in both public and private universities: (1) articulating a vision, (2) fostering the acceptance of group goals, and (3) high-performance expectations. In terms of PDM, deans and heads of department in public and private universities adopt a collaborative approach. However, on a practical level this approach is limited to teacher- and student-related matters. Overall, our findings suggest that the leadership and decision-making practices in Pakistani public and private universities are transformational and participative in nature.  相似文献   

Young people’s everyday romance and sexual experiences in relation to sex-related conversations with parents: a diary study in the Netherlands     

Wieke G. Dalenberg  Margaretha C. Timmerman  E. Saskia Kunnen  Paul L. C. Van Geert 《Sex education》2016,16(6):692-706

This study builds on existing research into how young people’s emergent sexual development is connected to parent–child sex-related communication through avoidance vs. disclosure. Over the course of one year, a total of 21 young people (age range 12–17.5) reported in longitudinal qualitative diaries their (1) everyday sexual experiences and (2) sex-related conversations with their parents. Using a mixed-methods approach, findings show that less sexually experienced participants reported greater avoidance of parent–child sex-related conversations than more experienced participants. The sex-related conversations of more experienced participants mainly concerned overt experiences in the form of everyday issues with their romantic partner, while the conversations of less experienced participants were characterised by more covert experiences such as opinions about romantic relationships in general. These results suggest that the degree to which young people feel comfortable talking about sexuality with their parents partly depends on when the conversation takes place during a young person’s romantic and sexual development.  相似文献   

Looking at lived experiences of self‐advocacy through gendered eyes: becoming femme fatale with/out ‘learning difficulties’     

Griet Roets  Rosa Reinaart  Marie Adams  Geert Van Hove 《Gender and education》2008,20(1):15-29

In this article, we attempt to intersect the interdisciplinary characters of disability studies and gender studies, in order to make sense of the activism and lived knowledge of/with two women with the label of ‘learning difficulties’. Inspired by Deleuze and Guattari’s anti‐essentialist notion of devenirs‐particules, we find our multiple selves involved in cross‐cutting relational storytelling, as such destabilising essentialist, biological determinism towards women with/out the label of ‘learning difficulties’. Thus in becoming femme(s) fatale(s), we make the most of a science capable of grasping the continual interplay between agency, structure and context, creating a ‘becoming space’ where we, as activists with our academic allies, can think and act with one another.  相似文献   

Where enterprise and equity meet: the rise of mentoring for women in Australian universities     

Anita Devos 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):195-205

In this paper I use a governmentality framework to explore the growth of women's mentoring programmes in Australian universities over the last 10–15 years. These programmes are supported because they speak to institutional concerns with improving performance in a performative culture, while being seen to deal with the problem of gender inequity. I draw on the mentoring experiences of two women academics from a larger study to illustrate the ways women are governed and self-govern, and negotiate subjectivities through mentoring. This reading locates mentoring within a network of institutional power relations, in so doing unsettling the truths we hold about mentoring as always good and unproblematic. It offers an important account of why mentoring has become so popular in these places in these times and reflects on the implications for feminist political goals.  相似文献   

Academic Standards,Internationalisation, and the Discursive Construction of "The International Student"   总被引：2，自引：1，他引：2  

Anita Devos 《高等教育研究与发展》2003,22(2):155-166

The release in early 2001 of a study of Australian social science academics perceptions of the impact of commercialisation on academic freedom (Kayrooz, Kinnear & Preston, 2001) led to sustained public debate over the issue of academic standards and the internationalisation of higher education in Australia. This debate gave expression to growing disaffection amongst Australian academics with the pressures for increased com mercialisation and entrepreneurialism in their work. In this paper I use the tools provided through the work of Michel Foucault to critically examine the terms of the debate as it was conducted in the public arena. The purpose of this analysis is to explore the ways in which international students were represented in the discourses of academic standards, and the conflation of the alleged decline in academic standards with the internationalisation of higher education, and in particular, with the presence of international students on Australian campuses.  相似文献