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Linnea Bodén 《Learning, Media and Technology》2017,42(4):406-419
Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways. 相似文献
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Marta Infante 《International Journal of Inclusive Education》2018,22(3):252-267
The aim of this article is to analyse how 15 students at a public elementary school detach from immobile representations of identity through aesthetic self-expressive work with cinema. Drawing on Deleuze and Guattari’s concept of assemblage, I interrogate students’ experiences of discrimination and challenge their processes of developing a short film within cinema workshops at school. I find that when new components regarding cinema, such as material apparatuses (e.g. cameras, stages, sound recorders) and expressive devices (e.g. improvisation, dialogues, corporeal movements), are applied to both the school and subjectivities, there is a rupture of rigid systems of representation and the creation of novel assemblages. 相似文献
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Sungyong Ahn 《传播与批判/文化研究》2018,15(3):213-231
Targeting, to aim a crosshair at an object, is the most basic skill for a gamer to survive from enemies, solve puzzles, and make a story unfolded in videogames. As the trigger for the game objects’ reciprocal operations, this simple action functions to individuate the objects kept in their abstract initial state into the concrete functional units participating in a topological network operational in a videogame to achieve the gamer’s goal. In today’s open-world games, these objects disclose their agencies through the auras perceivable when the player characters use certain magical skills and technological aids. In this genre, a gamer’s narrative and ludic experiences, all triggered by one’s performance to target at the objects on the human side of the interface, are translated, on the machinic side, into the topological transformations of the objects’ network. As an experiment for a nonhuman turn in videogame studies, this essay examines how this topological network behind an open-world mobilizes the ludic and narrative behaviors of gamers for its never-ending transformation. 相似文献
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Radhika Gorur 《Critical Studies in Education》2017,58(3):341-355
ABSTRACTInternational large-scale assessments and comparisons (ILSAs) in education have become significant policy phenomena. How a country fares in these assessments has come to signify not only how a nation’s education system is performing, but also its future prospects in a global economic ‘race’. These assessments provoke passionate arguments at specialist conferences and in scholarly journals and they are just as passionately debated in the media. Within academe, ILSAs are researched by sociologists and psychometricians, policy experts and statisticians. This multidisciplinary, multi-voice discussion has not always served to highlight the complexity of the issues involved. Instead, discussions across various groups of actors have often led to a polarisation of views and a hardening of stances. Large-scale comparisons have deeply divided academic opinion with regard to their validity, usefulness and use. The divergence in ontological commitments, methodologies and paradigms of research makes discussions among one set of scholars almost incomprehensible to another. New theories, concepts and vocabularies are urgently required to engage productively with this important phenomenon. Borrowing concepts from Science and Technology Studies (STS) and the history and sociology of numbers, I argue that understanding such comparative exercises as socio-technical assemblages would move the critique of large-scale comparisons in education in more productive directions. 相似文献
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Alan Ovens Sue Sutherland Rod Philpot Jennifer L. Walton-Fisette Joanne Hill 《Physical Education & Sport Pedagogy》2018,23(5):484-496
ABSTRACTBackground: For over four decades, there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others.Purpose: The purpose of this paper is to examine the multiple socio-political networks or assemblages in which PETE is embedded and explore how these shape the possibilities for students to engage with the concept of social justice and sociocultural issues (SCI) when learning to teach PE. Two research questions guided this study: How does an orientation for social justice education (SJE) within education policy affect the standards for enacting PETE programs? How is SJE encouraged within PETE programs?Methodology: Drawing from a broader study of over 70 key personnel in more than 40 PETE programs, we examined how faculty in PETE understand their professional world, identify their subjective meanings of their experiences, and address SCI andSJE within PETE. Data sources included an initial survey, a semi-structured interview, and program artifacts. We analyze the ways that SJE/SCI was represented in three national settings (England, the United States, and New Zealand) and identified common themes.Results: Examination of each national setting reveals ways that SJE and SCI were enabled and constrained across the national, programmatic, and individual level in each of the countries. The coherence of explicit National policy and curricula, PETE program philosophies, and the presence of multiple individual interests in social justice served to reify a sociocultural agenda. Conversely, possibilities were nullified by narrow or general National Standards, programs that failed to acknowledge sociocultural interests, and the absence of a critical mass of actors with a socio-critical orientation. These differences in assemblage culminated in variations in curriculum time that served to restrict or enable the breadth, frequency, and consistency of the messages surrounding SCI in PETE.Conclusion: These findings highlight the importance of acknowledging socio-political networks where PETE operates. The agency of PETEs to enact pedagogies that foreground sociocultural interests is contingent on congruity of the networks. The authors caution that although the ‘perfect storm’ of conditions has a profound influence of the possibility of transformational learning of SCI in PETE, this arrangement is always temporary, fluid, and subject to changes in any of the three network levels. Additionally, the success of PETE in enabling graduating PE teachers to recognize the inequities that may be reinforced through the ‘hidden curriculum’ and to problematize the subject area is contingent on the expectations of the schools in which they teach. 相似文献
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高海宁 《安徽广播电视大学学报》2010,(1):12-16
基于传统的用益物权系指土地用益物权,本文首先认为海域使用权和土地使用权应分别设置,自成体系,共同构成我国的用益物权制度,接着以空间权理论为引线,进一步提出我国的用益物权体系可以客体为标准分为三类：海域使用权、土地使用权和空间使用权。同时,本文认为海域物权制度对传统集合物理论和不动产判断标准理论进行了发展和完善。 相似文献
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This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations (governments and community groups), inorganic matter, microorganisms, and plant/animal populations. 相似文献
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成矿热力学参数是矿床成因研究的重要内容,共生的矿物必然能共同反映其形成时的成矿热力学环境。基于此,通过分析兰家沟钼矿不同成矿阶段的矿物共生组合,利用流体包裹体测定不同成矿阶段的成矿温度和压力范围,并基于热力学计算获得不同成矿阶段的矿物共生组合相图,进而得到兰家沟钼矿床3个成矿阶段的成矿热力学参数。在石英斑晶阶段,氧逸度的区间范围为10-40~10-25,硫逸度的区间范围为10-40~10-5。在斑岩型矿化阶段,pH值为6.9~6.1,氧化还原电位在-1.3~0.3 V。在石英大脉型矿化阶段,氧逸度应小于10-13,硫逸度为10-14~10-6,矿床的成矿环境属于弱还原环境。这些研究结果有助于对兰家沟钼矿成矿环境的认识。 相似文献
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基于对雅鲁藏布江流域东西方向的70个表土孢粉样品,进行孢粉现代过程的分析和研究,获得以下认识。研究区不同植被带下孢粉组合存在明显差异,如松林带以松属花粉为主,冷杉和云杉林带以冷杉属-松属-云杉属组合为主,阔叶林和灌木带以栎属-桦属-松属组合为主,高寒草甸带以莎草科-蒿属-菊科组合为特征,高寒草原带以蒿属-莎草科组合为特点。其中,AP/NAP（乔木与非乔木花粉）比值可很好地指示植被变化。利用花粉含量的PCA分析,重新建立2个花粉-气候指标（Pi,Ti）,它们分别与年均降水量和年均温度有较高的相关系数,并通过0.01显著性检验,说明它们能够用来定量重建该地区过去气候的变化。 相似文献
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