scholarly journals The Christchurch earthquake: lessons from the real-life experiences of early childhood teachers

2019 ◽  
Vol 41 (4) ◽  
pp. 325-337
Author(s):  
Amanda Bateman ◽  
Paula Robinson
Urban History ◽  
1977 ◽  
Vol 4 ◽  
pp. 48-54
Author(s):  
D. A. Reeder

The growing popularity of local history in towns and cities raises some questions for urban historians. What contribution is being made to our knowledge of the urban past by groups of people for whom local history is a leisure-time occupation? Are they poles apart from the interests and approaches of urban history? Can guide-lines be laid down? There is no general agreement on these matters. Opinions range from the view that local history is best left to develop its own canons, to the view that it can supply a source of labour for academics under their direction and control. Another, possibly more sympathetic view, is that the two kinds of work might feed into each other, provided that local historians are willing to move more purposively into the nineteenth and twentieth centuries. So they are urged to take on new subjects, to ‘flesh out’ the urban process, and to develop a more ‘vital approach’, making their ‘touchstone the real life experiences of people themselves’, But how responsive are local historians likely to be?


Hawwa ◽  
2003 ◽  
Vol 1 (2) ◽  
pp. 189-205 ◽  
Author(s):  
Samia Serageldin

AbstractAt a time when the American popular imagination is dominated by fun-house refractions of Arabs and Muslims as the ultimate "other," it is critical that these images be counterbalanced by unmediated, first-person, authentic reflections of the real-life experiences of writers of Middle Eastern heritage. This is where fiction and narrative non-fiction occupy a privileged position, creating an intimate, expansive space for empathy and identification, and serving generality through specificity.


2021 ◽  
Vol 116 ◽  
pp. 107729
Author(s):  
Barbara Fazekas ◽  
Becky Megaw ◽  
Damian Eade ◽  
Nicholas Kronfeld
Keyword(s):  

2016 ◽  
Vol 17 (4) ◽  
pp. 431-441 ◽  
Author(s):  
Veronica Pacini-Ketchabaw ◽  
Kathleen Kummen

In this article, the authors bring the new temporal theorizations of the Anthropocene into the pedagogical realm by grappling with the shifting time relationships the Anthropocene makes one aware of within the context of children’s common worlds. Using an actively inclusive more-than-human common worlds framework that reassembles worlds by countering the divisive distinction that is often drawn between sociocultural contexts (mostly dominated by clock time) and natural environments, the authors resist the epistemological division between society and/or culture as distinct from nature that underpins post-Enlightenment western thinking in early childhood pedagogies. The authors’ common world pedagogies are primarily interested in the real-life worlds that 21st-century children inherit, inhabit and share with human and more-than-human others. They acknowledge that these lifeworlds are imperfect and complex, and that they come with multiple legacies. In this article, the authors focus on the temporal legacies young children inherit and inhabit in their common worlds.


2000 ◽  
Vol 7 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Kevin David Kendrick ◽  
John Costello

Recent times have witnessed a groundswell in the number of British television programmes that deal with the ‘real life’ experiences of people in various health care settings. Such programmes tend to focus upon the two interrelated strands of the experience of those who deliver professional care and those who are at the receiving end of it. The usual rationale given for such programmes is that they offer insights about the delivery of health care that are not readily accessible to members of the public. This article will look beneath the rationale and reasons offered by programme makers for the existence of such documentaries. It will explore insidious and questionable elements that go beyond revealing the ‘lived experience’ of professional carers and those for whom they care. Emerging from this is the challenging notion that such programmes deliver the opportunity to experience the vulnerability, suffering and even death of others through a voyeuristic gaze.


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