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11.
Lisa Hochtritt Willa Ahlschwede Bonnie Halsey‐Dutton Laura Mychal Fiesel Liz Chevalier Taylor Miller Chelsea Farrar 《The International Journal of Art & Design Education》2018,37(2):287-299
In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry. 相似文献
12.
Kirstie McAllum Anne Zahra 《Journal of International and Intercultural Communication》2017,10(4):291-308
Despite initial enthusiasm about the potential of voluntourism to promote sustainable development and intercultural learning, recent critiques have focused on voluntourists’ tendency to reinforce status differences by “Othering” their hosts. This study expands the literature on Othering in international voluntourism contexts by examining how local community members who interacted with voluntourists interpreted the Self–Other relationship. Based on longitudinal focus group data from four host communities, the findings showed that the categories of “Self” and “Other” were not fixed but fluid, permeable, and dynamic. The study suggests that the Othering process can open up unexpected relational spaces and reconfigure community–voluntourist relationships. 相似文献
13.
Ann Farrar 《Teaching Artist Journal》2017,15(1):28-32
Although there is no shortage of instruction in popular literature as to how to eat for health, live your best life, and above all lose weight, there is not a great deal of literature instructing young artists on ways to stay healthy and vibrant—nurturing creativity and longevity at the same time. This article proposes simple solutions to health and wellness concerns for teaching artists and outlines next steps related to self-care, action, and accountability. 相似文献
14.
This study, carried out by Bernadette Cairns, principal officer for Additional Support Needs and Early Education in the Highland Council Additional Support Needs Team, and Kirstie McClatchey, a research assistant in the Highland Council Psychological Service, explores children's attitudes towards disability, making a comparison between a school with a high number of pupils with additional support and complex needs where the philosophy was one of inclusion, and a school with few children with additional support needs. An opportunity sample of children (N = 82) in Scotland was obtained, and interview data were collected from pupils regarding video clips they had viewed of children with varying disabilities. Results found that children from the more inclusive school had a greater number of prior experiences of children with disabilities, made different suggestions for helping children with disabilities and had more positive attitudes towards having a pupil with disabilities in their own class. To conclude, these findings suggest that inclusion in schools may lead to a positive effect on children's acceptance and understanding of disabilities. 相似文献
15.
Kirstie M. Farrar Matthew A. Lapierre Rory McGloin Joshua Fishlock 《Communication Studies》2017,68(4):369-384
In addition to individual risk factors, recent findings surrounding the effects of violent video game play have provided compelling evidence that the contextual features of games also contribute to increased outcome aggression. The current study focuses on the relationship between violent video game play and the use of gun controllers on both social norms related to aggression and real-life behavioral aggression. As predicted, both violent video game play and gun controller use were positively related to behavioral aggression. The implications of these findings are discussed along with their influence on future research in this area. 相似文献
16.
In this study, an experimental design was utilized to test, first, the effect of a violent game versus a no game control on physical and verbal aggression and retaliatory aggression against a confederate. In addition, the effects of two internal video game manipulations were explored. Overall, those in the violent game condition were more verbally and physically aggressive than those in the no game condition. In terms of internal game features, third-person play with the blood on, especially when combined with aggressive cognitions and to some extent, hostile affect, encouraged more aggressive outcomes. 相似文献
17.
Kirstie Nicholson 《Public Library Quarterly》2013,32(3):331-347
Innovation in public libraries has been concentrated in the areas of participation, making & creating, learning, new outreach and partnerships. These trends represent the emerging areas of strategic focus for public libraries and are strongly influencing the development of library services towards a model that is collaborative, creative and participative, and that places the library at the centre of its user’s daily lives. This article provides an overview of these trends, with examples of how they are manifesting in library services, programming and strategy. 相似文献
18.
Steven Puttick Yvonne Hill Pat Beckley Elizabeth Farrar Antony Luby Adam Hounslow-Eyre 《Ethnography and Education》2020,15(2):137-154
ABSTRACTDespite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured interviews, photography and documentary analysis, findings were constructed through critical dialogue between the group of six researchers. A concept of liminal spaces is used to analyse the schools’ work in seeking to move individuals, families, and communities beyond that which they previously knew, foregrounding norms, practices, and discourses constructed on the ‘inside’, and highlighting aspects in tension with the imagined ‘outside’. These schools’ conceptualisations of poverty are shown to be complex and multifaceted, and suggestions are made to employ liminality for articulating and critically exploring the spaces and transformations that schools seek to construct. 相似文献
19.
Kirstie McAllum 《高等教育研究与发展》2017,36(4):763-776
Despite universities’ enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic – or audible – minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status. 相似文献
20.
Mary Thomas Farrar 《Instructional Science》1986,15(1):89-107
Three important ideological commitments form the basis for traditional wisdom about teacher questioning: first, it is useful to classify questions as either fact (lower level) or reason (higher level); second, higher level questions are better; third, questions are good in general because they stimulate thought. These ideological commitments must be considered suspect, however, because they are based on inadequate research which considers only a few of the cognitive functions of questions and none of the social functions. Further research examining question and responses in context is needed before any valid judgments can be made about the values of classroom questions. 相似文献