Acts of Irreconcilable Mourning: Post-Holocaust Witness and Testimony     

Jill Petersen Adams 《Culture, Theory & Critique》2013,54(2):228-244

Abstract

This essay revisits the question of post-Shoah responses to cataclysm in light of the now-urgent question of transmission – the shift in mourning and memory between first-generation survivors and later generations. Offering a different but complementary analysis to those in trauma or memory studies, I argue that post-Shoah witness and testimony are acts of ‘irreconcilable mourning’. This sense of mourning departs from post-Freudian approaches that focus on closure. Instead, irreconcilable mourning is a non-totalising approach to loss that resists ‘redemption’ and instead necessitates an ongoing, creative, and critical response to loss. In the course of this argument, I examine first-generation accounts such as Primo Levi's and Elie Wiesel's to highlight the necessity and contingency of transmission by interrogating concepts such as the ‘unsayable’ and the remnant. I then focus on Art Spiegelman's second-generation Maus: A Survivor's Tale, bringing cross-generational questions of witness and testimony as acts of irreconcilable mourning into the fold of Marianne Hirsch's ‘postmemory’ and Edith Wyschogrod's heterological history-telling.  相似文献   

Imagining the possibilities: qualitative inquiry at the intersections of race,gender, disability,and class     

Amy J. Petersen 《International journal of qualitative studies in education》2013,26(6):801-818

This paper reflects upon the methodology and methods of a qualitative study that examined the lived educational experiences of four African-American women labeled with disabilities and from low socioeconomic backgrounds. This paper offers discussion as to the usefulness of alternate methods of representing data, specifically poetry and narrative, as a means of circumventing dilemmas associated with intersectional research and promoting more equitable research processes for individuals that have been historically marginalized by traditional research methods. How qualitative inquiry may enhance and bring about new insights into the lived experiences of individuals located at marginalized and intersecting discourses is explored.  相似文献   

How science works – exploring effective pedagogy and practice     

Nadine Johnson 《Curriculum Journal》2013,24(4):595-598

  相似文献   

Stop,Think, Do! Treating and Preventing Social-Behavioural Problems in School     

Lindy Petersen 《Pastoral Care in Education》2013,31(2):17-22

Most teachers will come into contact with pupils who are experiencing or have experienced a loss or bereavement and they often feel ill equipped to offer the kind of support they would like to. This paper offers insights into the nature of this area and a specific approach through which children may be supported. The writer discusses some research and thinking on loss and bereavement and the implications of this. She presents two case studies of work with individual students using the creative arts. She also discusses the connections between behavioural problems, loss and the use of the arts in supporting the students.  相似文献   

Can more become less? Effects of an intensive assessment environment on students’ learning performance     

M. Asif Khawaja  Gangadhara B. Prusty  Robin A.J. Ford  Nadine Marcus  Carol Russell 《European Journal of Engineering Education》2013,38(6):631-651

Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their previous responses. Feedback, assessment and remediation are also adapted. Over a three-year period we progressively blended ATs into notoriously challenging courses in introductory Engineering Mechanics. We assessed the impact of this initiative by reviewing three lines of data: (i) the built-in diagnostics of the system, (ii) changes in student grades from year-to-year and (iii) supplementary surveys. Generally, students liked the new blended system and grades improved. Detailed analysis revealed nuances in the measures of student learning, such as differences between high-performing and low-performing students. With these insights we are able to further adapt the system to meet the learning needs of our students.  相似文献   

Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension     

Nina Schünemann  Nadine Spörer  Joachim C. Brunstein 《Contemporary educational psychology》2013

In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills.  相似文献   

Cultivating disability arts in Ontario     

Eliza Chandler  Nadine Changfoot  Carla Rice  Andrea LaMarre  Roxanne Mykitiuk 《Review of Education, Pedagogy & Cultural Studies》2018,40(3):249-264

  相似文献   

Comparison of Hualapai school children to national norms on measures of receptive vocabulary and verbal ability     

James N. Wolfe  Neil H. Schwartz  Jerry D. Petersen 《Psychology in the schools》1996,33(3):245-250

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.  相似文献   

Reforming teacher evaluation policy: A qualitative study of the principal's role     

Nadine Binkley 《Educational Assessment, Evaluation and Accountability》1995,9(3):223-242

  相似文献   

Effects of endurance training on transient oxygen uptake responses in cyclists   总被引：1，自引：0，他引：1  

Norris SR  Petersen SR 《Journal of sports sciences》1998,16(8):733-738

The aim of this study was to determine the alterations in oxygen uptake kinetics following endurance training in previously trained athletes. Sixteen competitive cyclists completed 8 weeks of supervised endurance cycle training. Ventilatory threshold, maximal oxygen uptake (VO2max), oxygen uptake kinetics and simulated 40-km time-trial tests were performed three times over a 4-week period before training, and then after 4 and 8 weeks of training. The protocol for measuring oxygen uptake kinetics consisted of three square-wave increments from unloaded cycling to a power output of 78 W followed by a single increment from 78 to 156 W. No significant differences in any variables were observed over the pre-training period. The ventilatory threshold and VO2max increased, and the time for 40 km decreased (P < 0.05) with training. Shorter VO2 time constants and lower heart rates were observed during the protocol for measuring oxygen uptake kinetics (same absolute power output) post-training. These results indicate that oxygen uptake kinetics may be improved with endurance training in previously trained athletes.  相似文献