Piecing Together the Lady Chatterley Puzzle: an Uncensored Investigation

2010 ◽  
Vol 26 (1) ◽  
pp. 71-76
Author(s):  
Poonam M. Ganglani
Keyword(s):  
International Study ◽  
British Library ◽  
European Universities ◽  
Study Programme ◽  
The Social ◽  
Theatrical Adaptation ◽  
Lady Chatterley's Lover ◽  
Post War ◽  
The Times ◽  
The University

In this article, Poonam M. Ganglani investigates how the preserved manuscripts in the Lord Chamberlain's archives of John Hart's stage version of Lady Chatterley's Lover in 1961 reflect the social and theatrical landscape of the times. The notion of the Lord Chamberlain as a custodian of morals, the dangerous power attributed to stage semiotics, and the response to sexual impropriety on stage are among the areas discussed. The Lord Chamberlain's correspondence files offer the only significant glimpse into this theatrical adaptation of Lawrence's novel, as into other unpublished plays of the time; this article also investigates the ways in which the Lord Chamberlain's archives in the British Library, London, serve as a unique and valuable tool for the post-war British theatre historiographer in research related to such unpublished plays. Poonam M. Ganglani is a postgraduate under the Mundus Masters ‘Crossways in European Humanities’ international study programme, having studied in three European universities over two years: the Université de Perpignan Via Domitia in France, the University of Sheffield in England, and the Università degli studi di Bergamo in Italy.

Relocalising academic literacy

2017 ◽  
Vol 10 (3) ◽  
pp. 34-55
Author(s):  
Nana Clemensen ◽  
Lars Holm
Keyword(s):  
Knowledge Production ◽  
Literacy Practices ◽  
Qualitative Interviews ◽  
Academic Literacy ◽  
International Study ◽  
Learning Potential ◽  
Anthropology Of Education ◽  
Study Programme ◽  
The Social ◽  
Institutional Contexts

Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

The American Musical and the American Dream: from ‘Show Boat’ to Sondheim

1985 ◽  
Vol 1 (1) ◽  
pp. 24-38
Author(s):  
David Hirst
Keyword(s):  
American Dream ◽  
Musical Form ◽  
Way Of Life ◽  
Theatre Arts ◽  
Critical Methodology ◽  
The Social ◽  
Post War ◽  
The University ◽  
Depression Era ◽  
International Success

The musical has long been recognized as one of the few distinctively American art forms. How far do these roots result in an ‘Americanism’ of ideological content – and how, indeed, does one measure the ‘content’ of a musical, with its fusion of the spoken word, song, and choreography? David Hirst, who teaches in the Department of Drama and Theatre Arts of the University of Birmingham, here examines the problems of critical methodology posed by the musical form, and also traces the development of the musical as an expression (at times a critical expression) of the American way of life and the ‘American dream’. After demonstrating its reflection of themood of the Depression era, he analyzes its response to the social and political mood of the war and post-war years, and to the changing standards which made Hair an international success, yet which have consigned the work of Sondheim to Broadway failure – in a world where ‘failure’ and ‘success’ carry their own, pervasively American connotations.

scholarly journals Uniwersytet socjalistyczny i jego współczesne neoliberalne analogie

2018 ◽  
Vol 62 (1) ◽  
pp. 273-287
Author(s):  
Agnieszka Dziedziczak-Foltyn
Keyword(s):  
Career Paths ◽  
Public Discourse ◽  
Higher Learning ◽  
The Public ◽  
The Social ◽  
Class Origin ◽  
Post War ◽  
The University ◽  
Economic Modernization

While referring to Agata Zysiak’s book Punkty za pochodzenie. Powojenna modernizacja i uniwersytet w robotniczym mieście [Points for Class Origin: Post-War Modernization and the University in a Working-Class City] (2016) the author’s intention is to provide an independent voice in the debate on plans to modernize the institution of the university, both in PPR times and at present. She describes the role of the university in Poland’s ideologically created socio-economic modernization. Both the communist and post-transformation reforms of the social system can be treated as being defined by the modernization imperative and a similarly legitimated attempt to overcome backwardness. The following points are raised: (1) the significance of the institution of higher learning in the modernization of the country; (2) the vision of a higher-learning institution guiding two outstanding academics of those times; (3) the university in the public discourse of the communist era; (4) the career paths of the recipients of university educations, that is, the students and graduates of the socialist university; (5) and the career paths of academics in the Polish People’s Republic. Consideration of these questions through the communist and capitalist prisms of modernization changes in Poland makes it possible to advance theses about the function of a higher-learning institution, regardless of the dominant political system.

scholarly journals Pedagogical Innovation of French-Language Teaching as a Tool for Educating Managers in the Context of Internationalization

2018 ◽  
Vol 10 (2) ◽  
pp. 71-97
Author(s):  
Jan Strelinger ◽  
Pavol Kita ◽  
Jaroslav Kita ◽  
Veronika Kitova Mazalanova ◽  
Ferdinand Dano
Keyword(s):  
Educational Institution ◽  
Value Added ◽  
Language Education ◽  
International Study ◽  
University Education ◽  
French Language ◽  
Pedagogical Innovation ◽  
Study Programme ◽  
Pedagogical Innovations ◽  
The University

Abstract Objective: Characterize pedagogical innovation in the context of internationalization of French-language education on the example of international study programme in French language - Sales management at the Faculty of Trade of the University of Economics in Bratislava and testing of its attractiveness from the perspective of the relationship between students and educational institution. Methodology: Article deals with the analysis of the influence of internationalization of the university education within the study programme Management of sale, as well survey of the opinions of its graduates. Findings: Pedagogical innovation is not only the tool of the educational policy but also creates conditions of the project European term and excellence in the development of Professional competences of the future managers. Value Added: International study programme in French language overcomes cultural and disciplinary barriers and contributes to offsetting of the national and international differences. Recommendations: Introducing of pedagogical innovations is the tool of new approaches, strategies, methods, as well as new content and new organization of education to guarantee employability of students on the home and international markets.

Relocalising academic literacy

2017 ◽  
Vol 10 (3) ◽  
pp. 34-55
Author(s):  
Nana Clemensen ◽  
Lars Holm
Keyword(s):  
Knowledge Production ◽  
Literacy Practices ◽  
Qualitative Interviews ◽  
Academic Literacy ◽  
International Study ◽  
Learning Potential ◽  
Anthropology Of Education ◽  
Study Programme ◽  
The Social ◽  
Institutional Contexts

This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

Displacement and the Post-war Reconstruction of Education: Displaced Persons at the UNRRA University of Munich, 1945–1948

2008 ◽  
Vol 17 (2) ◽  
pp. 167-195 ◽  
Author(s):  
ANNA HOLIAN
Keyword(s):  
Intellectual History ◽  
Educational Institution ◽  
Displaced Persons ◽  
University Of Munich ◽  
The Social ◽  
History Of ◽  
Post War ◽  
The University ◽  
Second World

AbstractIn the first years after the Second World War, Munich was home to a unique institution, the UNRRA University. Created by and for Europe's displaced persons, the university was defined as a new kind of educational institution, dedicated to the cause of reviving humanism and promoting internationalism. By virtue of their experiences of occupation, persecution and dislocation, the university argued, displaced persons were uniquely qualified to spearhead the post-war reconstruction of education and culture. This article traces the social and intellectual history of the UNRRA University. It examines the university's ideas on nationalism and internationalism, the reconstruction of higher education and the role of the intellectual in the post-war world. It argues that while much of the literature on displaced persons has focused on national communities, wartime and post-war displacement also gave rise to new transnational solidarities and imaginaries among the displaced.

Promoting significant learning in a cultural craft course

2020 ◽  
Vol 11 (2) ◽  
pp. 211-236 ◽  
Author(s):  
Tarja Kröger
Keyword(s):  
Cultural Heritage ◽  
Learning Experiences ◽  
International Study ◽  
Cultural Learning ◽  
Learning Framework ◽  
Study Programme ◽  
Craft Education ◽  
Cultural Dialogue ◽  
Reflective Evaluation ◽  
The University

The study explores creating intentional cultural dialogue through craft and cultural heritage and examines significant learning experiences of a cultural craft course reported by thirty-two (N = 32) exchange students. The students were from ten countries and studied Cultural Heritage and Craft Education in the International Study Programme at the University of Eastern Finland during the academic year 2018–19. The methods applied in the course were significant learning and collaborative designing for supporting cultural dialogue. Data were collected through reflective essays and reported in Dee Fink’s taxonomy of significant learning framework. The analysis identified six types of significant learning experiences and confirmed that cultural heritage embodied in crafts serves as a significant platform for cultural dialogue. That is, a holistic craft process including designing, making and reflective evaluation can support cultural learning. The research contributes to the development of international study courses and provides means to enhance cultural dialogue in the context of craft education.

scholarly journals Content Analysis of Technology Teacher Training Programmes of Some European Countries

Pedagogika ◽  
2014 ◽  
Vol 113 (1) ◽  
pp. 112-122
Author(s):  
Ariana Numgaudienė ◽  
Birutė Žygaitienė
Keyword(s):  
Content Analysis ◽  
Teacher Training ◽  
Education Policy ◽  
Point Of View ◽  
European Universities ◽  
Study Programme ◽  
Technology Teacher ◽  
Training Programmes ◽  
The University ◽  
Technology Teacher Training

The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

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