Yikings and hip-hoppers in the classroom — An explorative case study of cultural conflict in an educational setting

Young ◽  
1995 ◽  
Vol 3 (3) ◽  
pp. 38-53 ◽  
Author(s):  
Anders Garpelin ◽  
Sverker Lindblad ◽  
Fritjof Sahlström
Author(s):  
Pauliina Mattila ◽  
Floris van der Marel ◽  
Maria Mikkonen

AbstractWhile the construction of knowledge hubs has gained recent traction, little is known on how networked actors perceive their collective culture. Authors looked at the topic through a single case study, the Design Factory Global Network, a network of 24 autonomous yet connected hubs for passion-based co- creation in an educational setting. Data was collected via questionnaires, asking 1) to describe their Design Factory in three distinct, words, 2) explicate these with exemplary stories, and 3) express future development wishes. 98 stories and future wishes were shared by representatives from 15 Design Factories. Excerpts reflecting cultural levels (attitudes, norms, manifestations) were identified and made sense of by looking at which level of stakeholder relationship (internal, host, network, wider environment) they targeted. 78 attitudes, 114 norms and 95 manifestations were mentioned, mostly targeting the internal community and the host levels. Authors draw some practical implications for each of the identified level or relationship, contributing to the knowledge of the creation and development of such innovation hubs. In addition, further research directions are proposed.


2016 ◽  
Vol 19 (4) ◽  
pp. 3-15 ◽  
Author(s):  
Maysaa Barakat ◽  
Jeffrey S. Brooks

There is ongoing debate about the benefits and dangers of globalization in education, yet it is not always clear how these dynamics manifest at the school level. Moreover, it is often unclear how leaders shape or respond to these dynamics in their day-to-day practice. This case highlights issues related to school culture and globalization as a means of illustrating the potential for leadership to positively and/or negatively influence educational processes and outcomes. More specifically, it examines various ways that globalization shapes cultural interactions in an American International School in Cairo, Egypt. Situating the case in this context allows students to learn about schooling as practiced in an under-studied educational setting, thereby teaching students both about cultural conflict and a part of the world with which they may not be familiar.


Author(s):  
Mark Doffman ◽  
Jean-Philippe Calvin

This chapter looks at collaborative work between composers and performers in an educational setting, and using the case study of a postgraduate programme at the Royal College of Music in London, it explores the values and meanings attached to creative collaboration for students preparing to enter the world of work. The study showed how students found this sort of collaborative work to be potentially career-enhancing and creatively fulfilling. The study also found however that composer–performer roles were demarcated strongly enough to constrain the degree of collaboration and learning to satisfy all the participants. The chapter concludes with questions about the degree to which such programmes challenge the assumptions and roles of performers and composers. How do conservatoires both prepare students for the world of work and provide models that might challenge that world?


2005 ◽  
Vol 49 (4) ◽  
pp. 711-728 ◽  
Author(s):  
Francis R. Jones

Abstract This is a participant-interpreter study of how issues of loyalty, ethics and ideology condition the action of a literary translator. A case-study is presented of the author’s socio-ethical dilemmas and decisions while translating Bosnian, Croatian and Serbian literature into English during the 1990s. This aims both to contribute to the socio-cultural historiography of that period and to illustrate how a literary translator might perform in settings of acute socio-cultural conflict. The case-study observations are then used to explore the nature of the literary translator as a textual and social actor. The “constrained autonomy” of the literary translator is seen as having several key implications. Among these are: that all translating acts have ethical and socio-political repercussions; that partiality informed by awareness of the demands of the wider social web may often be a more appropriate stance than neutrality; that the power structures within which the literary translator acts are more important than target language or translating strategy per se in determining source-culture representation, and that time/workload/chance factors may also play a role here; and that confronting Derrida’s indécidable is a defining feature of translator autonomy.


2005 ◽  
Vol 13 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Tjallie A.M. Scheltinga ◽  
Sebastiaan J.H. Rietjens ◽  
Sirp J. De Boer ◽  
Celeste P.M. Wilderom

2021 ◽  
pp. 136216882110124
Author(s):  
Xiaodong Zhang

This case study explores the trajectory of a reading teacher’s self-directed development when implementing drama-based pedagogy in an under-resourced College in China. Through qualitative analyses of multiple data sources collected over one semester, the study demonstrates that the teacher’s self-directed use of drama-based pedagogy following teacher student joint learning of reading texts was contextually driven with his use of drama-based pedagogy being partially motivated by its potential to engage his students’ interest in reading learning. The teacher was able to dynamically adjust and refine his implementation of drama-based pedagogy in relation to his students’ post-reading reading reflections, their drama planning and dramatic presentations, their post-performance reflections, as well as their in-class learning. The students’ increased interest for reading and improved literacy development in the latter part of the semester augmented the teacher’s confidence in drama-based pedagogy, and feelings of self-empowerment resulting from his self-directed development. The study concludes that, along with teachers’ efforts to deal with the dynamic complexities of better meeting students’ needs, the self-directed use of drama-based pedagogy can be a helpful and accessible tool to support reading teachers to re-conceptualize their self-directed development in an under-resourced educational context.


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