scholarly journals La construcción social y local del espacio áulico en un grupo de escuela primaria

2012 ◽  
pp. 25-51
Author(s):  
Dra. Gabriela Naranjo Flores
Keyword(s):  
Social Interactions ◽  
Social Inclusion ◽  
Social Space ◽  
Active Role ◽  
Ethnographic Study ◽  
Primary School Students ◽  
School Students ◽  
The Social ◽  
Pedagogical Relationships ◽  
Empty Chair

Se presenta un estudio etnográfico que muestra la construcción social y local que un grupo de escuela primaria de la ciudad de México hace de su espacio áulico y cómo con ello define el tipo de relaciones pedagógicas que ahí se sostienen. Para ello, se incorporan diversas herramientas teórico-metodológicas del enfoque multimodal (Kress et al., 2005), las cuales permiten, por un lado, abordar la materialidad del aula como un complejo de signos multimodales cuyos posibles significados regulan la vida social del aula y, por otro, ver a maestros y alumnos como activos productores de significados que contribuyen a constituir su espacio físico y social. Se destaca el ejemplo de un “asiento vacío”, el cual es constituido como un espacio de apoyo para la inclusión académica y social de un alumno ciego.AbstractThis paper is an ethnographic study about how a group of primary school students constructs their classroom as a social space, while at the same time defining the pedagogical relationships they hold. It incorporates the use of several methodological and theoretical tools from multimodal perspective, which allow: 1) to deal with the materiality of the classroom as a complex of multimodal signs whose potential meanings can regulate the social interactions and 2) to see the participants as active producers of meanings that play an active role in the physical and social construction of their space. One of the examples shown here is an ‘empty chair’ which is constructed as a supportive space for the academic and social inclusion of a blind student.Recibido: 2 de noviembre de 2009Aceptado: 20 de febrero de 2010

scholarly journals Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

2021 ◽  
Vol 17 (3) ◽  
pp. 135-142
Author(s):  
T.A. Yudina ◽  
S.V. Alekhina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Inclusive Education ◽  
Social Situation ◽  
Sentence Completion ◽  
Primary School Students ◽  
School Students ◽  
Age Dynamics ◽  
The Social

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

scholarly journals Estimating the Relationship between Reading in Primary Education, Educational Attainment and Social Welfare. The Case of Extremadura (Spain)

2020 ◽  
Vol 39 ◽  
pp. 59-86
Author(s):  
Francisco-Javier Jaraíz-Cabanillas ◽  
José Soto-Vázquez ◽  
José-Antonio Gutiérrez-Gallego ◽  
Ramón Pérez-Parejo
Keyword(s):  
Educational Attainment ◽  
Social Welfare ◽  
Economic Policies ◽  
Equal Opportunities ◽  
Primary School Students ◽  
Reading Habits ◽  
School Students ◽  
The Social ◽  
Welfare Index ◽  
The Relationship

The purpose of this paper is to analyse the relationship between the Social Welfare Index and the reading habits of primary school students in Extremadura (Spain). A study has been performed which consists of two parts. First, we conducted 4,288 surveys on reading habits in 87 municipalities. Second, we calculated the social welfare index. The statistical analysis refl ects two conclusions: firstly, educational and socio-economic policies have resulted in equal opportunities that allow for similar social possibilities throughout the territory; secondly, Educational Attainment of parents is the most decisive factor in obtaining the best results in terms of students' reading habits.

scholarly journals PRESENCE OF RISK FACTORS IN PRIMARY SCHOOL STUDENTS AND THE NEED FOR EARLY SOCIAL-PEDAGOGICAL INTERVENTION

2019 ◽  
Vol 9 (2) ◽  
pp. 33-39
Author(s):  
Adela Jahić ◽  
◽  
Emina Suljkanović-Djedović ◽  
Lejla Kuralić-Čišić ◽  
Meliha Bijedić ◽  
...  
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
Behavioral Problems ◽  
Typically Developing ◽  
Primary School Students ◽  
School Students ◽  
Pedagogical Intervention ◽  
Children And Young People ◽  
Care Chain ◽  
The Social

The school is an institution that represents an important link in the social care chain for children and young people, which also involves taking various measures to prevent the occurrence of undesirable behaviors. The aim of the study is to determine the prevalence of risk factors between adolescents with externalized and internalized problems and typically developing adolescents, and to determine in which segment, in the opinion of teachers, early social-pedagogical intervention is most needed. The research sample is made up of 450 students (233 male and 217 female) of the seventh and eighth grades of primary school. The results show that the highest risk factors are present in the group of students with externalized behavioral problems, slightly less in the group with internalized problems, and the least in students without behavioral and emotional problems. When it comes to early social-pedagogical interventions, in the opinion of teachers, they should be comprehensive and implemented by a competent expert.

scholarly journals Social Values Perceptions of Fourth Grade Primary School Students

2017 ◽  
Vol 13 (19) ◽  
pp. 88
Author(s):  
Hakan Cetin ◽  
Ozlem Kaf
Keyword(s):  
Social Values ◽  
Fourth Grade ◽  
Education Level ◽  
Social Value ◽  
Primary School Students ◽  
School Students ◽  
Value Perceptions ◽  
The Social ◽  
Significant Difference ◽  
Fourth Grade Students

This study was conducted with the aim of determining the perceptions of social values of fourth grade primary school students. The research is a descriptive study based on survey model. The study sample group is composed of 451 fourth grade students studying in four different schools in Siirt city center selected via convenience sampling method. The Perception Scale for Social Values developed by Bakaç (2013) was used as data collection instrument. There are a total of 23 five-point likert-type items on The Perception Scale for Social Values, of which 19 items are designed to measure positive perceptions and 4 items are designed to measure negative perceptions. Cronbach-Alpha reliability coefficients of the scale are .88 for the first sub-scale, .72 for the second sub- scale and .86 for the total scale. Descriptive statistics, Mann-Whitney U-Test and Kruskal Wallis methods were used for data analysis. The findings of the study indicate that the social value perceptions of fourth grade students show no significant difference with regard to gender or education level of mother. Whereas it was concluded that the social value perceptions of fourth grade students show a significant difference with regard to place of residence and education level of father

scholarly journals Conditioning Weapons: Ethnography of the Practice of Martial Arts Training

Societies ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 80 ◽  
Author(s):  
Lorenzo Domaneschi
Keyword(s):  
Martial Arts ◽  
Social Practice ◽  
Social Space ◽  
Active Role ◽  
Ethnographic Study ◽  
Kung Fu ◽  
Affective Component ◽  
Cognitive Components ◽  
The Difference ◽  
The Relationship

Drawing on the inspiring work by Wacquant about apprenticeship in boxing, I present data generated from a five-year ethnographic study of one Wushu Kung Fu Association in Italy. Drawing on a Bourdieusian version of theories of social practice, the aim is to investigate in depth the relationship between habitus and materials, as it seems an underestimated issue both in Wacquant’s presentation and in most martial arts studies developed from his work. The aim is to explore the relationship between the practitioner and the set of weapons—a chief part of the martial art training—as an endless work of conditioning. To this aim, according to what Wacquant calls “enactive ethnography”, I completely immersed myself inside the fieldwork in order to be able to explore the phenomenon and to personally test its operative mechanism. The challenge here is to enter the theatre of action and, to the highest degree possible, train in the ways of the people studied so as to gain a visceral apprehension of their universe as materials and springboard for its analytic reconstruction. Drawing on the difference between the cognitive, conative, and emotive components of habitus through which, according to Bourdieu, social agents navigate social space and animate their lived world, I show how conditioning works not only on the conative or cognitive components (learning techniques and incorporating kinetic schemes), but how a deeper psychological form of conditioning also comes into play, which aims to neutralize the shock due to the fear generated by the threat of a contusion. It is at this point, therefore, that the affective component of the habitus becomes crucial in constructing a sort of intimacy bond with the tool. The detectable transformation in the habitus of the practitioner, eventually, can be deciphered, starting from the characteristics of the tool that produces, in the ways and limits given by its material features, such a transformation. In the end, I stress the relevance of recognizing the active role of objects in transforming the habitus and I briefly discuss the potentiality of enactive ethnography in analyzing social practices.

From imagined community to imagined social space: The case of three international students

2021 ◽  
Vol 5 (2) ◽  
pp. 123-143
Author(s):  
Behnam Soltani ◽  
Ly Tran
Keyword(s):  
International Students ◽  
Social Space ◽  
Ethnographic Study ◽  
Imagined Community ◽  
Tertiary Institution ◽  
Production Of Space ◽  
Dynamic Interactions ◽  
Future Aspirations ◽  
The Social ◽  
Space Data

Drawing on the concepts of imagined community and production of space, this article introduces the concept of imagined social space to understand hopes, dreams, worries, fears, sadness and happiness of three international students who have left their homelands to study in an unfamiliar academic social space. Data from qualitative in-depth interviews with three focal participants from an ethnographic study in a tertiary institution are presented to show that students’ desires, goals and future aspirations are determined by the interplay between social relationships and social conditions governing the social space. The findings of the study give insights into the development of an academic social space framework to capture the dynamic interactions of students’ investments, positionings and negotiations in their imagined space that can shape and reshape their identities.

Promoting Social Connections Across Environments for Students With Severe Disabilities

2017 ◽  
Vol 41 (3) ◽  
pp. 190-195
Author(s):  
John M. Schaefer ◽  
Helen Cannella-Malone ◽  
Matthew E. Brock
Keyword(s):  
High School Students ◽  
Social Relationships ◽  
Social Inclusion ◽  
Severe Disabilities ◽  
Intervention Strategies ◽  
Social Connections ◽  
School Students ◽  
The Social ◽  
Students With Severe Disabilities

Building and maintaining positive social relationships is important to every young adult’s quality of life. However, supporting the social inclusion of middle and high school students with severe disabilities can be extremely challenging. Moreover, promoting social inclusion in one classroom may have little impact on social outcomes in other classrooms, in the hallway, in the lunchroom, or out in the community. This article provides a practical framework for how professionals and peers can partner to support the social inclusion of students with severe disabilities across environments. In addition, easily accessible descriptions of research-based assessment and intervention strategies along with references to other tools and practitioners’ guides are included.

scholarly journals Gündelik Nesnenin Sanatsal Dönüşümü: Sıradan Nesnelerin Sanat Eserine Dönüşüm Süreci Üzerine Sosyolojik Bir Değerlendirme / Artistic Transformation of Casual Objects: A Sociological Evaluation on the Process of Transformation of Ordinary Objects into Art

2018 ◽  
Vol 7 (5) ◽  
pp. 524
Author(s):  
Hasan Sankır
Keyword(s):  
Social Context ◽  
Social Space ◽  
Active Role ◽  
Transformation Process ◽  
Ordinary Object ◽  
Ordinary Objects ◽  
Cultural Character ◽  
Art Objects ◽  
The Social

<p><strong>Abstract</strong></p><p>All products in the art field have a cultural character and reflect the characteristics of the social space in which they are situated. Objects have no meaning in their own rights and all objects, including art objects, acquire its meaning through social construction. In this respect, the meaning of artwork is symbolic and conceptual. The purpose of this work is to reveal how and by what conditions ordinary objects are transformed into artworks by artists. It is aimed to determine which social mechanisms take place in the process of artistic transformation of objects and what the role of social space and artists is in the construction and operation of these mechanisms. For this purpose, the study is composed of two parts. In the first part, how social context of an artwork is being constructed and according to this context how an object and space acquire artistic meaning have been set forth through semiotics approach. In the second part, an approach to the artistic transformation of an ordinary object through the role of artist and construction of social context with the examples selected from the art history have been put forward. In this section, the "bed" was chosen as the ordinary object and a discussion was made about the transformation process of the bed into a work of art through the work of Tracy Emin's "My Bed". As a result of the study, it was understood that ordinary objects have their own unique cultural spaces, and that they have an active role in the social context in which these objects have their meaning. Through the action of the artist towards an artistic goal, it has been specified that at the end of processes such as the removal of an ordinary object from the cultural space and its isolation from its functions, it is possible to change its social context and corresponding meaning. After this process, it has become possible to evaluate the object as an art work with the expansion of its meaning by turning it into an indicator.</p><p><strong>Öz</strong></p><p>Sanat alanındaki tüm üretimler kültürel bir nitelik taşır ve içerisinde yer aldığı sosyal alanın karakteristiklerini yansıtırlar. Nesnelerin kendi başına anlamları yoktur ve sanat nesneleri de dahil her türlü nesne anlamını toplumsal inşa süreciyle kazanır. Bu bakımdan sanat eserinin anlamı sembolik ve kavramsaldır. Bu çalışmanın amacı sıradan nesnelerin sanatçılar tarafından sanat eserine nasıl ve hangi koşullarda dönüştürüldüğünün ortaya konmasıdır. Nesnelerin sanatsal dönüşümü sürecinde hangi sosyal mekanizmaların yer aldığı ve bu mekanizmaların inşası ve işleyişinde sosyal mekânın ve sanatçının rolünün ne olduğunun belirlenmesine yöneliktir. Bu amaçla çalışma iki kısma ayrılmıştır. Birinci kısımda sanat alanında bir nesnenin sosyal bağlamının nasıl inşa edildiği ve bu bağlama göre nesnenin ve mekânın nasıl sanatsal bir anlam kazandığı göstergebilim yaklaşımı üzerinden ortaya konulmuştur. İkinci kısımda ise sanat tarihinden seçilen örneklerle sosyal bağlamın inşası ve sanatçının rolü üzerinden sıradan bir nesnenin sanatsal dönüşümüne yönelik bir yaklaşım ortaya konulmuştur. Bu kısımda sıradan nesne olarak “yatak” seçilmiş ve Tracy Emin’ in “My Bed” (benim yatağım) isimli çalışması üzerinden yatağın sanat eserine dönüşüm sürecine yönelik bir tartışma gerçekleştirilmiştir. Çalışmanın sonucunda sıradan nesnelerin kendilerine özgü kültürel mekânlarının olduğu ve bu mekânların nesnelere yönelik anlamın ortaya çıkmasını sağlayan sosyal bağlamın inşasında etkin bir role sahip olduğu anlaşılmıştır. Sanatsal bir hedefe yönelmiş olan sanatçının eylemselliği aracılığıyla sıradan bir nesnenin kültürel mekânı dışına çıkartılması ve işlevlerinden soyutlanması gibi süreçler sonucunda sosyal bağlamının ve buna bağlı olarak anlamının değiştirilmesinin mümkün olduğu belirlenmiştir. Bu süreç sonrasında nesnenin göstergeye dönüşerek anlamının genişlemesiyle birlikte sanat yapıtı olarak değerlendirilmesinin imkanlı hale geldiği görülmüştür.</p>

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