Rewriting the History Books: The Magdalenian Art of Creswell Crags

2007 ◽  
Author(s):  
Claire Fisher ◽  
Rob Dinnis
Keyword(s):  
Good Reason ◽  
National Geographic ◽  
The Social ◽  
Social Centre ◽  
Ancient Monuments ◽  
The Uk ◽  
The University ◽  
The Guardian ◽  
English Heritage ◽  
Cave Art

The text books say that there is no cave art in Britain. These will now have to be rewritten. . . . There had been a psychological barrier to the existence of cave art in Britain . . . butnever a satisfactory explanationas to why there was none. (Jon Humble, Inspector of Ancient Monuments, English Heritage, in an interview with John Pickrell for National Geographic News) In April 2003 Britain’s first unequivocal Palaeolithic parietal art was discovered in Creswell Crags, a narrow limestone gorge located on the Derbyshire and Nottinghamshire border in the English North Midlands. The announcement of its discovery was accompanied by a furore of media attention. Archaeological dogma had long maintained that no such art would be discovered in Britain, although, as Bahn (2003) has suggested, there was no good reason for such art not to exist. As Bahn highlighted, Britain has plenty of caves with evidence of Upper Palaeolithic occupation, plus examples of portable art from the period, including two figurative engravings attributed to Creswell Crags. The Magdalenian era was the last time that Europe was unified ‘in a real sense and on a grand scale’ (Paul Pettitt, quoted in The Guardian, 15 April 2004) and the conference organizers realized that to fully appreciate and understand the Creswell art, it must be considered in its wider continental context. The conference in Creswell was conceived to bring together specialists from across Europe and to place the art of Creswell in its European setting. The conference was held at the Social Centre in Creswell from 15 to 17 April 2004, and was organized by the team who had discovered the art, along with Andrew Chamberlain of the University of Sheffield and Ian Wall of the Creswell Heritage Trust. The Creswell Crags project is at the heart of regeneration in this former rural coalfield area. Indeed, Jon Humble (English Heritage 2003) has described the project in glowing terms as, ‘quite possibly the best and most successful example of an archaeology-led project for social and economic regeneration anywhere in the UK’.

scholarly journals Critical and Cultural Studies

Communication ◽  
2011 ◽  
Author(s):  
Meenakshi Gigi Durham
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Cultural Studies ◽  
Social Power ◽  
Social Research ◽  
Fine Arts ◽  
Film Theory ◽  
The Social ◽  
The Uk ◽  
The University

Critical and cultural studies of communication are focused on the analysis of cultural artifacts and practices in relation to the social formations in which they exist. The interrelationships of cultural signs, their conditions of production, and their reception by audiences are at the core of such studies. Critical and cultural studies derive from Marxist approaches to society and culture but have expanded to engage a broad range of theoretical and methodological areas, including semiotics and structuralism, literary theory, rhetoric, philosophy, sociology, ethnography, film theory, gender studies, critical race theory, cybercultures, politics, and the fine arts, among others. Critical theory is generally associated with the ideas of the University of Frankfurt’s Institute for Social Research, often referred to as the “Frankfurt School,” while cultural studies had its genesis in the UK, principally at the Birmingham Center for Critical and Cultural Studies. But critical theory and cultural studies are deeply mutually implicated, and their interrelationships are significant. Critical and cultural studies have proliferated internationally, with distinct perspectives and approaches characterizing their various national, political, and societal contexts. The project of critical and cultural studies of communication is tied to praxis. Critical and cultural studies represent a radical and subversive intervention in the academy because of their basic goal of troubling the term “culture” and linking it to social power and the construction and dissemination of knowledge.

Review Essay– David Singh Grewal's Network Power: The Social Dynamics of Globalization (2008)

2009 ◽  
Vol 10 (9) ◽  
pp. 1277-1289
Author(s):  
Tiffany Wong
Keyword(s):  
Social Dynamics ◽  
Cultural Theory ◽  
Harvard University ◽  
Law School ◽  
Popular Discourse ◽  
The Social ◽  
The World ◽  
The Uk ◽  
The Guardian ◽  
Network Power

Networks have been discussed extensively in different ways within social and cultural theory as well as in economic scholarship. Author ofNetwork Power, David Singh Grewal, participates in a popular discourse by describing globalization as a series of networks of power in contemporary society. In the same year that his book was published, Grewal writes a response to these theories of a globalized “flat” society in an article for the UK newspaper,The Guardian.Entitled “The World Isn't Flat – It's Networked,” the preface reads: “Globalisation does not 'flatten opportunity in the world: rather it forces everyone to conform to an underlying standard, specifically that of the already privileged nation.” A young scholar, Grewal holds a J.D. from Yale Law School and is currently Ph.D. student at the Department of Government at Harvard University.

‘Radicalization’

2020 ◽  
pp. 146-168
Author(s):  
Alison Scott-Baumann ◽  
Mathew Guest ◽  
Shuruq Naguib ◽  
Sariya Cheruvallil-Contractor ◽  
Aisha Phoenix
Keyword(s):  
Social Contexts ◽  
Identity Transformation ◽  
University Campus ◽  
Perceptions Of Risk ◽  
The Social ◽  
The Uk ◽  
The University ◽  
Strategy Building ◽  
Previous Scholarship

This chapter examines the ways in which the policy language of radicalization contributes to the securitization of the university campus. It addresses the phenomenon of ‘radicalization,’ not as a process of identity transformation but as a discursive element of campus life that refracts wider perceptions of risk and risky identities. The chapter offers a critical engagement with the UK Government’s Prevent Strategy, building on previous scholarship in highlighting the importance of addressing the social contexts of policy implementation. The remainder of the chapter analyses evidence gathered from across our six case study campuses, tracing how perceptions of Islam and Muslims are framed by the idea of ‘radicalization’, particularly via a heightened anxiety and suspicion about extremism and a complex stigmatization of Muslims. It considers institutional variations of these patterns, including among Muslim colleges, before commenting on how the emergent picture speaks to current sociological debates about surveillance.

Is co-curricular engagement the key to success for ‘hard to reach’ students at the University of Exeter?

2017 ◽  
Vol 3 (1) ◽  
pp. 110
Author(s):  
Chris Guggiari-Peel
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Engagement ◽  
Ethnic Minority ◽  
Change Agents ◽  
The Social ◽  
Potential Link ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

In the UK higher-education sector there are currently groups of students, such as those from an ethnic minority, who tend to achieve less well than their peers (Richardson, 2008). There are also students, currently ill-defined, who engage less with their university and are hence perceived as ‘hard to reach’. Although there has been much research into the social benefits of student engagement, the potential link with academic success has not yet been formally investigated in the UK. This study explores this missing factor by looking at specific forms of co-curricular engagement alongside particular demographics of students and their levels of retention, attainment, and Destination of Leavers from Higher Education (DLHE) outcomes so as to understand better the link between student engagement and academic performance. The study used data from the University of Exeter, dating back to the 08/09 academic year, as well as definitions of ‘engagement’ and ‘hard to reach’ that are unique to this study. ‘Engaged’ denoted participation with one of four, long-running, co-curricular activities: Change Agents, Grand Challenges, Peer Support and Student Representatives. ‘Hard to reach’ students were chosen as those who were from an ethnic minority, lower performing schools and low socio-economic backgrounds. These three groups do not represent all potentially ‘hard to reach’ students at Exeter, but data on ten further groups were not available for research purposes. Across all students in the study, and for each specific ‘hard to reach’ group, those who engaged with a co-curricular activity achieved a higher proportion of 1st and 2:1s, were less likely to withdraw and reported a higher proportion of positive DLHE outcomes. The question of who exactly are ‘hard to reach’ at Exeter was hence made more difficult, as it transpired that those groups selected were actually proportionally more engaged than the wider cohort. Also, the usefulness of grouping various disadvantaged groups together as ‘hard to reach’ was questioned. This was because the three ‘hard to reach’ groups’ levels of success were found to be more different from each other, than the collective ‘hard to reach’ group was from the ‘not hard to reach’. Overall, engagement with co-curricular activities seems to act as a leveller and as a means for all students to reach their academic potential. 

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.

Dowagers, Debs, Nuns and Babies: The Politics of Nostalgia and the Older Woman in the British Sunday Night Television Serial

2013 ◽  
Vol 10 (4) ◽  
pp. 769-784 ◽  
Author(s):  
Estella Tincknell
Keyword(s):  
Older Women ◽  
Social Role ◽  
Mature Female ◽  
Older Woman ◽  
Distinctive Features ◽  
The Past ◽  
Political Position ◽  
The Social ◽  
The Uk ◽  
Popular Television

The extensive commercial success of two well-made popular television drama serials screened in the UK at prime time on Sunday evenings during the winter of 2011–12, Downton Abbey (ITV, 2010–) and Call the Midwife (BBC, 2012–), has appeared to consolidate the recent resurgence of the period drama during the 1990s and 2000s, as well as reassembling something like a mass audience for woman-centred realist narratives at a time when the fracturing and disassembling of such audiences seemed axiomatic. While ostensibly different in content, style and focus, the two programmes share a number of distinctive features, including a range of mature female characters who are sufficiently well drawn and socially diverse as to offer a profoundly pleasurable experience for the female viewer seeking representations of aging femininity that go beyond the sexualised body of the ‘successful ager’. Equally importantly, these two programmes present compelling examples of the ‘conjunctural text’, which appears at a moment of intense political polarisation, marking struggles over consent to a contemporary political position by re-presenting the past. Because both programmes foreground older women as crucial figures in their respective communities, but offer very different versions of the social role and ideological positioning that this entails, the underlying politics of such nostalgia becomes apparent. A critical analysis of these two versions of Britain's past thus highlights the ideological investments involved in period drama and the extent to which this ‘cosy’ genre may legitimate or challenge contemporary political claims.

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

National Astronomy Meeting, Portsmouth (United Kingdom), 23rd–26th June, 2014

2015 ◽  
Vol 1 (1) ◽  
pp. 133-137
Author(s):  
Pamela Armstrong
Keyword(s):  
United Kingdom ◽  
Annual Meeting ◽  
Solar Physics ◽  
Industrial Applications ◽  
Physics Community ◽  
The Uk ◽  
The University

Around six hundred astronomers and space scientists gathered at the University of Portsmouth in June 2014 for the Royal Astronomical Society’s National Astronomy Meeting (NAM). NAM is one of the largest professional astronomy conferences in Europe, and this year’s gathering included the UK Solar Physics annual meeting as well as attendance from the magnetosphere, ionosphere and solar-terrestrial physics community. Conference tracks ranged from discussion of the molecular universe to cosmic chronometers, and from spectroscopic cosmology to industrial applications of astrophysics and astronomy.

A Futures Study on the Quality Of Life from the Point Of View of Iranian Youth

2017 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Sina Saeedy ◽  
Mojtaba Amiri ◽  
Mohammad Mahdi Zolfagharzadeh ◽  
Mohammad Rahim Eyvazi
Keyword(s):  
Quality Of Life ◽  
Life Satisfaction ◽  
Mixed Model ◽  
Satisfaction With Life ◽  
Point Of View ◽  
Human Society ◽  
Futures Studies ◽  
The Social ◽  
The University

Quality of life and satisfaction with life as tightly interconnected concepts have become of much importance in the urbanism era. No doubt, it is one of the most important goals of every human society to enhance a citizen’s quality of life and to increase their satisfaction with life. However, there are many signs which demonstrate the low level of life satisfaction of Iranian citizens especially among the youth. Thus, considering the temporal concept of life satisfaction, this research aims to make a futures study in this field. Therefore, using a mixed model and employing research methods from futures studies, life satisfaction among the students of the University of Tehran were measured and their views on this subject investigated. Both quantitative and qualitative data were analysed together in order to test the hypotheses and to address the research questions on the youth discontentment with quality of life. Findings showed that the level of life satisfaction among students is relatively low and their image of the future is not positive and not optimistic. These views were elicited and discussed in the social, economic, political, environmental and technological perspectives. Keywords:  futures studies, quality of life, satisfaction with life, youth

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