Curriculum in a Third Space

2021 ◽  
Author(s):  
Hongyu Wang ◽  
Jo Flory
Keyword(s):  
Interdisciplinary Collaboration ◽  
Third Space ◽  
Curriculum Studies ◽  
Power Relationships ◽  
Social Difference ◽  
Early 21St Century ◽  
Alternative Pathways ◽  
Pedagogical Relationships ◽  
The Individual ◽  
Dynamic Relationships

Curriculum in a third space has become an important theory in the field of curriculum studies in the postcolonial and postmodern context, in which new approaches to social and cultural differences in education have been developed. Curriculum and education in the early 21st century face the challenging tasks of responding in a time of uncertainty, complexity, paradoxes, and crisis: How do educators navigate the central relationship between the knower and the known while both are destabilized in a postmodern condition? What are curricular responses to the issue of identity, difference, and power relationships at schools in order to carve out alternative pathways beyond dualistic either/or thinking? How can differences and tensions be transformed into productive sites for curriculum and pedagogical creativity? The notion of the third space characterized by the alterity of psychical and social difference, the necessity for cultural translation, and the creativity of dynamic hybridity, addresses such critical questions. Curriculum in a third space embraces creative tensionality, decentering and estrangement, and making passages in the midst of hybridity. Translating between the planned curriculum and experienced curriculum mobilizes the highly contested site of identity, difference, and community into an ongoing process of attending to the language of the (maternal) other, building connections between the human subject and the academic subject, and nurturing a curriculum community that welcomes the stranger. As the notion of a third space is often formulated in intercultural, transnational, and global situations, internationalizing curriculum studies becomes a movement of differentiating and passaging within, between, and among the individual, the local, the national, and the global in a third space. Aligned with such a vision of curriculum, a pedagogy of a third space is also set in motion by hybrid resistance, openness to displacement, and fluid interdisciplinary collaboration. Pedagogies in specific subject areas open up third possibilities through building dynamic relationships between school knowledge and home experiences, transforming pedagogical relationships, and navigating blended classrooms of face-to-face and digital interactions.

Fattigdommens årsager

2013 ◽  
Vol 24 (1) ◽  
pp. 27-45
Author(s):  
Morten Ejrnæs ◽  
Jørgen Elm Larsen
Keyword(s):  
Life Course ◽  
Teenage Pregnancy ◽  
Local Conditions ◽  
Institutional Conditions ◽  
Life Trajectories ◽  
Life Trajectory ◽  
The Individual ◽  
Dynamic Relationships ◽  
Key Events ◽  
Causes Of Poverty

Fattigdom har fået fornyet aktualitet, fordi andelen af fattige i Danmark er steget kraftigt siden 2001. Denne stigning falder tidsmæssigt sammen med indførelsen af de såkaldte ”fattigdomsydelser”. Det har gjort spørgsmålet om årsagerne til fattigdom påtrængende, fordi det er blevet hævdet, dels at det lave ydelsesniveau ville øge incitamentet til lønarbejde og således reducere fattigdommen, dels at det netop ville skabe fattigdom. Derfor forsøger vi i denne artikel at nuancere belysningen af årsager til fattigdom. Årsager til fattigdom opdeles traditionelt i strukturelle, kulturelle og individuelle forhold eller karakteristika, uden at kausaliteten og deres indbyrdes sammenhæng diskuteres grundigt. I artiklen skelnes mellem: makrostrukturelle forhold som fx lavkonjunktur; institutionelle forhold som fx socialpolitiske tiltag; lokalsamfundsforhold der knytter sig til det boligområde eller den egn, man er bosat i; og individuelle karakteristika, der fremtræder som kendetegn ved individet. Endelig inddrages biografi i form af livsfaser og nøglebegivenheder gennem et livsforløbs faser som fx sygdom, skilsmisse og arbejdsløshed som perioder, begivenheder eller kæder af begivenheder, der kan forklare fattigdom. Med udgangspunkt i denne opdeling vises det, hvorledes forskellige faktorer, processer eller mekanismer i to konkrete cases bidrager til at skabe fattigdom for den enkelte, men også hvordan intentioner, valg og handlinger samt tilfældigheder i de enkelte livsforløb kan have en afgørende betydning. ENGELSK ABSTRACT: Morten Ejrnæs and Jørgen Elm Larsen: Causes of Poverty This article focuses on causes of poverty. Causes of poverty are normally divided into structural, cultural and individual conditions or characteristics without fully considering causality and the dynamic relationships between them. In this article we distinguish between macro structural conditions such as recession, institutional conditions such as social policy measures, local conditions related to the residential area where one lives, and individual characteris-tics. Finally we include biography in terms of life phases and constraining key events during a life course such as teenage pregnancy, illness, divorce or unemployment as periods, events or chains of events that can explain why and how poverty emerges. This perspective is shown to illustrate how different factors, processes and mechanisms contribute to throwing the individual into poverty, but also how intentions, choices, actions and coincidences in the individual’s life course may have a crucial impact. This is illustrated by two case studies in which the trajectory of one’s life shows how key events in the form of coincidences cause poverty. However, the analysis also shows that because of their different age, habitus and possession of various forms of capital, the two individuals examined here will develop different life trajectories and attachment to the labour market. Key words: Poverty, causes, habitus, capital, reflexion, life trajectory.

scholarly journals POETRY OF NATASHA TRETHEWEY IN CONTEMPORARY CULTURAL DISCOURSE

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Oleksandr Lukyanenko ◽  
Keyword(s):  
African American ◽  
American Literature ◽  
The United States ◽  
Library Of Congress ◽  
Early 21St Century ◽  
Poet Laureate ◽  
The Usa ◽  
The Individual ◽  
State Registration ◽  
The Right

The article provides an analysis of the presence of the American poet-laureate Natasha Trethewey in modern literary discourse. The publication emphasizes the need to combine the methods of linguistics and culturology, anthropology and everyday history in the study of the construction of everyday USA in the works of the poet. The author explains the relevance of certain topics in the work of N. Trethewey to understand the psychology of the African American population in the USA. The state of studying the work of the poet-laureate in domestic science is determined. Remarks were made on the specifics of the creative search for the master of the word. The article illustrates the problem of reflection and national (ethnic) consciousness through the prism of the poetic word. She became the poetic voice of black America in the early 21st century. The ambiguous African-American side of the history of the United States awoke in the pages of her collections. With the deepening equality movement that swept North America during Donald Trump’s reactionary presidency, the lines of her poetry condemning racism, showing the country's participation in the American nation's foundation, and the often painful diffusion of white and black worldviews sound rather poignant. America. These reflections gained special strength with the development of the Black Lives Matter public initiative. The author’s work is gaining weight with the emphasis of the world community on gender issues. During the existence of the award in its various forms, women struggled to fight for the right to be the face of American literature. Of the 30 poetry advisers in the Library of Congress (the award was named from 1936 to 1986), only 6 were women. Since the renaming of the award in 1986, an unprecedented wave of feminization has begun. In 2012, Natasha Trethewey became the sixth woman to work among the nineteen winners in this office at the Library of Congress since the late 1980s. The work was carried out within the framework of the research theme of the Department of Culturology of the Poltava National Pedagogical University named after V.G.Korolenko “Polylogue of the global and regional in the formation of the socio-cultural identity of the individual” (state registration number 0120U103840).

scholarly journals Constructive Friction Creates A Third Space for Art/Science Collaborations

2020 ◽  
Author(s):  
aaron ellison ◽  
David Buckley Borden
Keyword(s):  
Common Ground ◽  
Interdisciplinary Collaboration ◽  
Third Space ◽  
Joint Work ◽  
New Ways Of Working ◽  
Shared Language ◽  
Working Together ◽  
New Space ◽  
Open Dialogue ◽  
The Creation

Successful interdisciplinary collaboration between artists and scientists is not about discovering “common ground,” but about deliberately creating a new space for collaboration. This novel space includes physical, virtual, and intellectual elements brought together through creation of a shared language and using it in open dialogue. Communication not only shapes the collaboration and leads to the creation of joint work, but also engenders new ways of working together and new levels of understanding. The co-authors interrogate a series of their art/science collaborations to identify essential, general principles for synergistic communication and productive collaborations between artists and scientists.

International Migration and Power Relationships

2015 ◽  
pp. 80-93
Author(s):  
Shadrack B. Ramokgadi
Keyword(s):  
Civil Society ◽  
International Migration ◽  
Human Mobility ◽  
Regulatory Framework ◽  
Geographic Mobility ◽  
Power Relationships ◽  
Successful Implementation ◽  
Individual Choice ◽  
Regulatory Frameworks ◽  
The Individual

The individual choice to decide where to live bears directly on personal freedom, and the desire for survival and economic development. The right to geographic mobility is ideally safeguarded by international migration regulatory frameworks that derive from country-specific constitutions and inter-states arrangements. On the other hand, empirical evidence suggests that some countries restrict human mobility to take predetermined migration patterns. This chapter presents that the historical evolution in the relationship between the natural environment and human activities offers the opportunity to explore requirements for the successful implementation of any International Migration Regulatory Framework (IMRF). In doing so, the author contends that extant geopolitical conditions defining such relations need to be explored within state-centric political practices and civil society perceptions, put differently, through the dialogue between the state and civil society on migration processes necessary for successful implementation of regulatory framework while surfacing resources-power relationship between migratory states and citizens.

Time – Space – Matter Emergent Materials in Architecture

2015 ◽  
Vol 1800 ◽  
Author(s):  
Martina Decker
Keyword(s):  
Development Process ◽  
Phase Change Materials ◽  
Interdisciplinary Collaboration ◽  
Complex Nature ◽  
Performance Requirements ◽  
Time Space ◽  
And Performance ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship

ABSTRACTThis paper investigates the development process of emergent materials for architecture by looking at the example of Phase Change Materials. In the context of the complex nature of the constructed environment and the functional and performance requirements for buildings, emergent materials have to be carefully tuned for maximum performance. Investigating the relationship of time, space and matter in the design and development process through interdisciplinary endeavors is at the heart of this investigation. Furthermore, a shift from multidisciplinary endeavors to truly interdisciplinary collaboration that crosses the traditional boundaries of the individual fields is suggested.

scholarly journals Für eine Feministische Politische Ökologie des Klimawandels

2014 ◽  
Vol 44 (174) ◽  
Author(s):  
Sarah Hackfort
Keyword(s):  
Climate Change ◽  
Political Ecology ◽  
Climate Adaptation ◽  
Social Difference ◽  
Adaptation To Climate Change ◽  
Specific Effects ◽  
Reflective Power ◽  
The Individual ◽  
Political Economic

Social science climate research falls significantly short of the reflective power of feminist thought when it comes to the role of gender and its intersection with other categories of social difference and hierarchy in adaptation to climate change. This article seeks to narrow this gap by broadening the perspectives for an analysis of gender and adaptation to climate change from an intersectional and Political Ecology perspective. It argues for an multi-level framework that considers and relates three analytical levels: the political economic mechanisms of hierarchization, which shape the individual and collective scope of action through their material gender-, and class- or age specific effects, the effects of hegemonic representations and discourses, and the subject level in order to capture the identity political dynamics that contribute to unequal options for climate adaptation among subjects. It provides empirical illustrations from a case study in Mexico/Chiapas.

scholarly journals The Gendered Construction of Interpersonal Power in Political Office

2011 ◽  
Vol 1 (10) ◽  
Author(s):  
Sara Beth Kimmel ◽  
Lane Chasteen Miller ◽  
David Butler ◽  
M. Ray Grubbs ◽  
Shirley Olson ◽  
...  
Keyword(s):  
Social Acceptance ◽  
Strong Support ◽  
Power Relationships ◽  
Gender Schema ◽  
Expert Power ◽  
Interpersonal Power ◽  
Political Office ◽  
Individual Cognition ◽  
Direct Linkage ◽  
The Individual

This study examines the use of interpersonal power by women in elected political positions. Power relationships, access to power, and the way in which power is perceived and wielded, are heavily influenced by the individuals gender schema. Gender schema, by nature of its social construction and reliance on individual cognition, is influenced by the power relationships that the individual engages in. At the hub of the schemas attempt to evaluate and organize information are interaction and the reinforcing power that is achieved through social acceptance of the individual. The basis of interaction, then, becomes the gender appropriate use of power. The analyses of data test a single hypothesis: H1: Female and male political leaders will differ in their uses of interpersonal power. Strong support is seen in the findings for the gendered construction of interpersonal power in political office. The differences between males and females identified in the findings indicate that females receive different information than males about the acceptability of their roles and that females both process information differently from males and employ different sources and levels of interpersonal power to achieve their goals. Males are more likely to rely on both coercion and expert power, while females are more likely to rely on connection power, the power of important relationships. This reliance on social network suggests a direct linkage between gender and the formation of interpersonal power.

School Choice and Educational Pluralism

2020 ◽  
Author(s):  
Giuseppe Bertagna ◽  
Francesco Magni
Keyword(s):  
School Choice ◽  
Individual Responsibility ◽  
Freedom Of Choice ◽  
Early 21St Century ◽  
Educational Pathways ◽  
Subsidiarity Principle ◽  
The Government ◽  
The Individual ◽  
Private Investors ◽  
State Schools

The early 21st century is an age in which freedoms seem to expand continuously and without limits; in addition to the traditional market freedoms, there is freedom of choice related to gender, to sex, to family, to health, to life and to end of life—to name just a few domains that have embraced the ethos of individual freedom. Nonetheless, in this context of growing freedom for everybody, there is a particular freedom whose “domain” has been limited, especially in Italy: the freedom of choice related to school and education. The constraints placed upon freedom of educational choice defaults, perhaps unintentionally, to a standard orthodoxy enforced by the state and its supposedly omniscient bureaucracy. What is meant by “school choice”? It means the freedom to choose the school, the teachers, the educators, the experiences, and the educational pathways that one supposes best for one’s children, without incurring legal and economic penalties. It also means accepting that the government may regulate the system of state and non-state schools (i.e., it sets out the rules and main goals in terms of the learning and educational values with which teaching institutions should comply). Yet, to balance this, the government, except in cases of exceptional and regulated substitution according to the subsidiarity principle, may not ordinarily manage the organization and functioning of state schools and—more evidently—of non-state schools through a centralized governmental administration. These activities should be left to the individual responsibility of schools, families, companies, private investors, and the institutions of civil society. Last but not least, “school choice” means that the government bears the key responsibility of checking that schools comply with the established rules and values, and that students receive a satisfactory education, and of then making the results of those checks transparent and available for the public. This way, the government can give families very useful information that equips them to make their school choice responsibly.

Constructing and Applying Cognitive Models to Mission Management Problems in Air Anti-Submarine Warfare

1989 ◽  
Vol 33 (2) ◽  
pp. 129-133 ◽  
Author(s):  
Monica C. Zubritzky ◽  
Wayne W. Zachary ◽  
Joan M. Ryder
Keyword(s):  
Decision Making ◽  
Intelligent Systems ◽  
Information Needs ◽  
Intelligent Interface ◽  
Management Problems ◽  
Mission Management ◽  
Machine Systems ◽  
The Individual ◽  
Dynamic Relationships ◽  
New Generation

The ever-increasing capabilities of computers have resulted in a new generation of man-machine systems in which the machine acts in an intelligent manner to enhance the operator's decision-making capabilities in real-time multi-tasking (RTMT) situations. In such situations, the operator's information needs constantly change as he/she must attend to several events simultaneously and often switch from one decision-making task to another. The ability of the intelligent systems to aid humans in a flexible interactive fashion depends on the capability of the machine to predict these switches and the resulting changes in the human's information needs at a given time. These systems must therefore incorporate a model of the human operator's tasks based on information about the individual tasks and the dynamic relationships between the tasks and the occurrence of outside events. This paper focuses on the construction of such a model in the context of mission management problems of airborne Tactical Coordinators (TACCOs) in anti-submarine warfare (ASW). The model is built as a Cognitive Network of Tasks (COGNET) and is based on the integration of GOMS notation and the Blackboard architecture and is now being used to develop an adaptive intelligent interface for TACCOs.

Psychology of Crisis and Trauma

2021 ◽  
Author(s):  
Ann Enander
Keyword(s):  
Ethical Issues ◽  
General Concept ◽  
Coping With Stress ◽  
Early 21St Century ◽  
Making Sense ◽  
Crisis Events ◽  
Strong Focus ◽  
Negative Impacts ◽  
The Individual ◽  
And Coping

The psychology of crisis and trauma is concerned with attitudes, reactions, and behaviors related to extreme events and conditions. Facing a crisis poses a number of challenges to the individual in terms of preparation, making sense of the situation, taking decisions, and coping with stress. Thus research on human reactions to crisis spans a broad range of theories and analytical frameworks. Traditionally there has been a strong focus on vulnerabilities and on the negative impacts of crises in terms of stress and traumatic responses. However, in the early 21st century research has increasingly moved toward investigating resilience factors and the ways in which people actually cope under extreme conditions. Although the term crisis is often used as a general concept, the reality of critical events can vary widely, each posing particular challenges to those affected. This can be illustrated by examples from natural disasters, toxic incidents, and socially generated threats of violence and terror, where the psychological contexts of such events differ considerably. While learning from the experiences of crisis events is important, research on human reactions does raise a number of practical and ethical issues of which the researcher needs to take heed.

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