scholarly journals Image and Text

2021 ◽  
Vol 4 (2) ◽  
pp. 110-111
Author(s):  
Jason DeHart
Keyword(s):  
Social Justice ◽  
Children And Adolescents ◽  
Graphic Novels ◽  
Empirical Studies ◽  
Literary Work ◽  
Full Description ◽  
Educational Settings ◽  
Counter Narrative

Jones and Woglom (2014) pointed to the tensions that sometimes exist around using comics and graphic novels as literary work in the classroom. It is from this noted tension that we arrive at a call for both critical and empirical studies that examine this issue more closely. If, indeed, graphic novels have potential for instruction, then in what ways are teachers using them across educational settings? Beyond popularity, how do children and adolescents respond to these works? How do educators align themselves with the counter-narrative of comics as texts worthy of analysis and exploration, and how do they send this message to critics of the medium? In what ways do graphic novels sit within the context of antiracist and social justice-oriented pedagogy? Download PDF for full description and submission requirements. Submissions due November 15, 2021.

scholarly journals How does career guidance at schools encounter migrant young people? Interactional practices that hinder socially just guidance

2021 ◽  
Author(s):  
Sanna Vehviläinen ◽  
Anne-Mari Souto
Keyword(s):  
Social Justice ◽  
Young People ◽  
Career Guidance ◽  
Empirical Studies ◽  
Ethnographic Study ◽  
School Career ◽  
Interaction Research

AbstractThe aim of this article is to show how interaction research can contribute to the understanding and praxis of socially just guidance. The article is theoretical, but it makes use of our previous empirical studies. We combine the ethnographic study of school and racism, and interactional research on guidance. We define guidance for social justice, explaining how this translates to the level of interactional practices. We show two empirical examples of interactional phenomena hindering socially just praxis. We lastly discuss our practical conclusions on how to help school career counsellors change their interactional practices.

scholarly journals Graphic Narratives, Trauma and Social Justice

2018 ◽  
Vol 11 (2) ◽  
pp. 221-237 ◽  
Author(s):  
Courtney Donovan ◽  
Ebru Ustundag
Keyword(s):  
Social Justice ◽  
Graphic Novels ◽  
Social Recognition ◽  
Traumatic Experiences ◽  
Complex Nature ◽  
Visual Methods ◽  
Embodied Experience ◽  
Gender Based Violence ◽  
Written Text ◽  
Graphic Narratives

In this paper, we explore the relevance of graphic novels to understanding and responding to the complex nature of traumatic experiences. We argue that graphic narratives of trauma, which combine visual images and written text, significantly differ from biomedical and legal accounts by presenting the nuances of traumatic experiences that escape the conventions of written testimony. Building on the literature that integrates social justice concerns with visual methods and graphic medicine, we contend that graphic narratives effectively convey the complexities of traumatic experiences, including embodied experiences that are not always apparent, intelligible, or representable in written form, leading to greater social recognition of the dynamics and consequences of trauma. To illustrate this claim, we analyze Una’s Becoming Unbecoming (2015), a graphic novel that explores themes relating to trauma and social justice. Una relies on the graphic medium to explore the interconnections between personal and collective experiences of gender-based violence, and to show how physical embodied experience is central to her own experience of trauma. Graphic narratives like Becoming Unbecoming also offer a space for addressing the emotional, physical and financial costs of survivorship that usually are not available in legal written testimonies, potentially leading to better justice outcomes for trauma survivors in terms of social intelligibility and recognition, and access to social resources for healing.

scholarly journals SPECIAL CHARACTERISTICS OF TRANSLATING IRONIC EXPRESSIONS IN MODERN ENGLISH-LANGUAGE FILM DISCOURSE INTO UKRAINIAN

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Alina Ihnatova ◽  
◽  
Valentyna Marchenko ◽  
Keyword(s):  
English Language ◽  
Mutual Influence ◽  
Syntactic Structure ◽  
Empirical Studies ◽  
Literary Work ◽  
Big Bang ◽  
Linguistic Knowledge ◽  
Cultural Character ◽  
Semiotic Systems ◽  
Film Discourse

The article is devoted to topical problems of translation of modern English-language film discourse (based on the TV series "The Big Bang Theory"). Stylistic features of English-language film discourse are characterized. It is noted that the language of English-language film discourse has certain features and directions for certain categories of speakers and recipients. In the course of the analysis of English-language film discourse, a direct relationship between the degree of complexity of the selected language tools and socio-cultural specific features of the target audience is proved. The irony is a move to challenge norms, rules, common sense. It easily turns into a paradox and a joke. Comparisons of two or more textual worlds, styles, paradoxical comparisons, quotations, parodies lead to endless possibilities for variations in the understanding of ironic means. Socio-cultural linguistic elements that complicate film translation include realities (non-equivalent vocabulary), proper names, idiomatic expressions and jargon, dialect and variant features, humor. Non-linguistic features of the socio-cultural character contained in the visual and sound plans of a motion picture can also affect translation. At the same time, empirical studies of the application and methods of film translation testify to the existence of specific operational rules, that is, the patterns of behavior of the translator in some sociocultural situation – the situation of translation for film screening. Thus, the conducted study shows that "film discourse" is a "broader concept than cinema text” and “film dialogue”, which includes various correlations with other fields of science, such as literature, theater, art, etc. In addition, it is in the cinema discourse that the final interpretation of sen sous, embedded in the movie. In this case, cinema text is a fragment of cinema discourse and includes two heterogeneous semiotic systems: linguistic and non-linguistic, the film dialogue appears as the linguistic component of the film. Therefore, the audiovisual images operated by cinema become an indispensable element of the new discourse of modernity, which is the source of social, cultural, psychological as well as linguistic knowledge. This is why book adaptations are so popular because they save time and effort. However, as a result of a comparative lexical stylistic analysis of the book and its TV version, it was found that the number of lexical means and stylistic figures in the literary work is much greater and striking in its diversity, especially when it comes to descriptions. In the film, the language becomes poorer because dialogic speech is a predominantly spoken-and-everyday style characterized by general vocabulary and changes in the syntactic structure of sentences. The sentences in the movie are usually simple, not complex, full of exclamations and pauses and easy to hear. Film discourse should be understood as the process of play and perception of a film, the meaning of which is the mutual influence of several semiotic systems. Cinema discourse involves participants in the discourse, time and space of their interaction. The main difficulty in translatable movie text is the possibility and degree of adaptation of the text to a foreign language culture, built on a different system of values and concepts, and this factor causes the inevitable loss in the perception of translatable cinema with other subjects and / or incompatible with other linguistic culture failures of a large number of films.

scholarly journals Global learning: Educational research in an emerging field

2020 ◽  
Vol 20 (1) ◽  
pp. 3-13
Author(s):  
Annette Scheunpflug
Keyword(s):  
Climate Change ◽  
Social Justice ◽  
Educational Research ◽  
Research Agenda ◽  
Empirical Studies ◽  
World Society ◽  
Social Solidarity ◽  
Global Learning ◽  
Wide Range

Global learning may be understood as an educational response to the development towards a world society. The development of world society is accompanied by a wide range of adaptation challenges, such as the development of global social justice, the overcoming of paternalism or the facilitation of social solidarity and dealing with migration in an era of climate change. This paper reflects the learning of the understanding of world society by empirical studies. The paper shows some challenges for the research agenda, especially concerning the Organisation for Economic Co-operation and Development’s framework of global competences and suggests a framework for further research.

Mathematics teachers and social justice: a systematic review of empirical studies

2020 ◽  
pp. 1-17
Author(s):  
Constantinos Xenofontos ◽  
Sally Fraser ◽  
Andrea Priestley ◽  
Mark Priestley
Keyword(s):  
Systematic Review ◽  
Social Justice ◽  
Mathematics Teachers ◽  
Empirical Studies

Revisão Sistemática sobre a Exploração Sexual Comercial de Crianças e Adolescentes

2017 ◽  
Vol 18 (3) ◽  
pp. 258
Author(s):  
Raquel Martins Fernandes Mota ◽  
Luiz Augusto Passos ◽  
Cleonice Terezinha Fernandes ◽  
Degmar Francisco dos Anjos
Keyword(s):  
Children And Adolescents ◽  
Child Pornography ◽  
Empirical Studies ◽  
Sexual Exploitation ◽  
Human Condition ◽  
Commercial Sexual Exploitation ◽  
The Public ◽  
Phenomenological Perspective ◽  
Sexual Tourism ◽  
Sexual Trafficking

Revisão sistemática - RS é um processo metodológico que sintetiza resultados de estudos sobre determinado tema. A RS seleciona pesquisas relevantes no âmbito teórico-prático para a pesquisa bibliográfica. A presente RS teve como objetivo conhecer a realidade da ESCCA – Exploração Sexual e Comercial de Crianças e Adolescentes em nosso país em uma perspectiva fenomenológica, a partir do olhar de pesquisas empíricas. Descritores em língua portuguesa foram: exploração sexual comercial, violência sexual contra crianças e adolescentes -abuso sexual contra crianças e adolescentes, tráfico sexual de crianças e adolescentes, turismo sexual, pornografia infantil e pedofilia. Foram encontradas 76 publicações nas bases de dados eletrônicas: Google acadêmico, Scielo e Portal de periódicos da Capes, sendo que 22 estudos preencheram os critérios de inclusão: i) estudos empíricos: ii) entre 1990 e 2011; iii) publicados em Língua Portuguesa; iv) sobre quaisquer tipos de exploração, exclusivamente, para o público de crianças e adolescentes. Constatou-se que a problemática da ESCCA está banhada de pluridimensionalidade, que não se esgota na violência da opressão socioeconômica e de reconhecimento da condição humana; implica na produção de um sistema simbólico gerador de estigma cultural, que traz impactos sobre todas as dimensões do ser com implicações locais, pessoais, políticas e planetária. A partir do diálogo teórico entre as pesquisas empíricas desta RS e estudiosos da área, pode-se concluir que a temática precisa ser aprofundada, em suas especificidades, para que os vulneráveis invisíveis e suscetíveis a todo tipo de violência simbólica da nossa sociedade desigual não permaneçam nesta situação.Palavras-chave: Ensino. Educação. Exploração Sexual Comercial. Violência.AbstractSystematic review - RS is a methodological process that synthesizes results of studies on a given theme. The RS selects relevant research inthe theoretical-practical scope for the bibliographic research. The purpose of this present RS was to know the reality of ESCCA - Commercial Sexual Exploitation of Children and Adolescents in our country in a phenomenological perspective from the perspective of empirical research. Descriptors in Portuguese: sexual violence against children and adolescents, sexual abuse of children and adolescents, sexual trafficking of children and adolescents, sexual tourism, child pornography and pedophilia; 76 publications were found in the electronic databases: Google academic, Scielo and Portal of journals of Capes, 22 studies fulfilled the inclusion criteria: i) empirical studies: ii) between 1990 and 2011; iii) published in Portuguese; iv) on any kind of exploitation exclusively for the public of children and adolescents. It was verified that the ESCCA problem is loaded with multidimensionality, which is not barred with the violence of socioeconomic oppression and recognition of the human condition; It implies the production of a symbolic system that generates cultural stigma, which impacts on all dimensions of being with local, personal, political and planetary implications. From the theoretical dialogue between the empirical researches of this RS and scholars in the area, it can be concluded that the theme needs to be deepened in its specificities, so that the vulnerable individuals which are invisible and susceptible to all kinds of symbolic violence of our unequal society do not remain in this situation.Keywords: Teaching. Education. Commercial Sexual Exploitation. Violence.

Development of interpersonal trust among children and adolescents

2012 ◽  
Vol 43 (1) ◽  
pp. 50-58 ◽  
Author(s):  
Małgorzata Szcześniak ◽  
Melusina Colaço ◽  
Gloria Rondón
Keyword(s):  
Children And Adolescents ◽  
Interpersonal Trust ◽  
Academic Discipline ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Point Of View ◽  
School Age Children ◽  
The Past ◽  
Human Functioning ◽  
Developmental Point

Development of interpersonal trust among children and adolescentsThe main purpose of the present article is to introduce a topic related to the development of interpersonal trust among children and adolescents. Although this subject, since the beginnings of psychology considered as an academic discipline, has been regarded as an essential component of human functioning, there are still very few theoretical and empirical studies that approach the issue from a developmental point of view. In this paper the three-dimensional conceptualization of interpersonal trust is provided. Furthermore, the article highlights the past and current theoretical and empirical research on the development of interpersonal trust in infants, preschool and school-age children. Finally, some challenges are presented in the field of interpersonal trust studies.

Child Debriefing: A Review of the Evidence Base

2015 ◽  
Vol 30 (3) ◽  
pp. 306-315 ◽  
Author(s):  
Betty Pfefferbaum ◽  
Anne K. Jacobs ◽  
Pascal Nitiéma ◽  
George S. Everly
Keyword(s):  
Children And Adolescents ◽  
English Language ◽  
Motor Vehicle ◽  
Empirical Studies ◽  
Evidence Base ◽  
Bibliographic Databases ◽  
Publication Type ◽  
Vehicle Accidents ◽  
Lack Of Information ◽  
Randomized Design

AbstractIntroductionDebriefing, a controversial crisis intervention delivered in the early aftermath of a disaster, has not been well evaluated for use with children and adolescents. This report constitutes a review of the child debriefing evidence base.MethodsA systematic search of selected bibliographic databases (EBM Reviews, EMBASE, ERIC, Medline, Ovid, PILOTS, PubMed, and PsycINFO) was conducted in the spring of 2014 using search terms related to psychological debriefing. The search was limited to English language sources and studies of youth, aged 0 to 18 years. No time limit was placed on date of publication. The search yielded 713 references. Titles and abstracts were reviewed to select publications describing scientific studies and clinical reports. Reference sections of these publications, and of other literature known to the authors that was not generated by the search, were used to locate additional materials. Review of these materials generated 187 publications for more thorough examination; this assessment yielded a total of 91 references on debriefing in children and adolescents. Only 15 publications on debriefing in children and adolescents described empirical studies. Due to a lack of statistical analysis of effectiveness data with youth, and some articles describing the same study, only seven empirical studies described in nine papers were identified for analysis for this review. These studies were evaluated using criteria for assessment of methodological rigor in debriefing studies.ResultsChildren and adolescents included in the seven empirical debriefing studies were survivors of motor-vehicle accidents, a maritime disaster, hostage taking, war, or peer suicides. The nine papers describing the seven studies were characterized by inconsistency in describing the interventions and populations and by a lack of information on intervention fidelity. Few of the studies used randomized design or blinded assessment. The results described in the reviewed studies were mixed in regard to debriefing’s effect on posttraumatic stress, depression, anxiety, and other outcomes. Even in studies in which debriefing appeared promising, the research was compromised by potentially confounding interventions.ConclusionThe results highlight the small empirical evidence base for drawing conclusions about the use of debriefing with children and adolescents, and they call for further dialogue regarding challenges in evaluating debriefing and other crisis interventions in children.PfefferbaumB, JacobsAK, NitiémaP, EverlyGSJr.Child debriefing: a review of the evidence base. Prehosp Disaster Med. 2015;30(3):110.

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