scholarly journals The Prison Camp as Pedagogy of Place

2021 ◽  
Vol 2 (3) ◽  
pp. 52-64
Author(s):  
Cathlin Goulding
Keyword(s):  
World War Ii ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Matter Content ◽  
Japanese Americans ◽  
Mind And Body ◽  
K 12 ◽  
Prison Camp ◽  
The Mind ◽  
Subject Matter Content

Place-based education usually refers to curricular work conducted in PK-12 settings that mobilizes local contexts to teach subject matter content. The education research reviewed here departs from this approach. Less interested in place as a means to transmit content, instead this article describes the often intangible learning that occurs in place. Place is a repository of lived experience, one in which the mind and body are intertwined. Place-based learning involves the knowledge and affective attachments provisioned by architectural arrangements and designs. Grounded in familial experience as Japanese Americans incarcerated in World War II-era prison camps, I research historic concentration camps, prisons, and other confinement spaces and how these sites educate contemporary audiences. Many of these historic prisons are places in which populations deemed security threats to the state were targeted, stripped of certain rights and obligations, forcibly removed, and sequestered. Treating these place-based projects as a kind of “curriculum,” my research also has implications for teaching and learning in K-12 classrooms.

Specialist Cognitive Behavioral Therapist in NEAD, 6 years’ experience, UK

2020 ◽  
pp. 264-268
Author(s):  
Markus Reuber ◽  
Gregg H. Rawlings ◽  
Steven C. Schachter
Keyword(s):  
Lived Experience ◽  
Family Members ◽  
Cognitive Behavioral ◽  
Growing Up ◽  
Mind And Body ◽  
Epileptic Attack ◽  
The Mind ◽  
Mind And Body Connection

This chapter describes the experience of a specialist cognitive behavioral therapist in Non-Epileptic Attack Disorder (NEAD). Offering therapy for people with NEAD can involve frustrations, difficulties, concerns, and, without a doubt, imposter syndrome. Nevertheless, knowing someone personally growing up with NEAD definitely inspired the therapist to work in this field. The therapist also had an understanding of what NEAD was as a layperson before the therapist became a professional. Moreover, the therapist had lived experience of how this condition affects the person and how it affects family members and friends, relationships, and careers. It creates worry and uncertainty in everyone around, in terms of what the problem is and how to help. Fortunately, the therapist learned quickly about the mind and body connection and how to explain this to patients, and it started to click with people and improve helpful engagement. The more the therapist became experienced, the more the therapist understood, and the less people had episodes in their assessments.

Introduction-Another Way in the World

PMLA ◽  
2016 ◽  
Vol 131 (5) ◽  
pp. 1193-1206 ◽  
Author(s):  
Simon Gikandi
Keyword(s):  
World War Ii ◽  
Lived Experience ◽  
Arabic Language ◽  
Modern World ◽  
Historical Event ◽  
New Delhi ◽  
Theoretical Problem ◽  
The World ◽  
Prison Camp ◽  
Globalized World

For Abiola Irele, friend, mentor, maître.Language for me is the soul of the text. I love the Arabic language, and I adore writing in it. It is the linguistic mold that I want to fill my personal stories and culture in, distinguished from that of Arabs.—Stella GaitanoI Will Start with Two Stories About This Thing Called Literature and the world it claims to name and possess.The first takes place in Shillong, in the northeast corner of India, a place far removed from the Indian heartland, closer to Bangladesh, Burma, and China than to New Delhi. The setting is the Shillong campus of the English and Foreign Languages University, where I have come to teach a seminar to junior academics and graduate students on decolonization as a theoretical problem. My students and I will embark on a two-week systematic rereading of the philosophical claims made for decolonization in the writings of canonical postcolonial writers, from Mahatma Gandhi's writing on nonviolence to Aimé Césaire's and Léopold Sédar Senghor's on negritude to Frantz Fanon's on the pitfalls of national consciousness to Gayatri Chakravorty Spivak's and Trinh T. Minh-Ha's on the figure of woman in difference. Although my students are attentive, their relation to these texts is ambivalent: they recognize the importance of these texts to understanding the making of the modern world, yet colonialism, as a world-historical event, occurred too long ago to be part of their lived experience. Their ambivalence is compounded by the fact that the urgency with which the authors of decolonization write, the sense that they are operating at the end of time—the time of Europe—belongs to a moment that no longer resonates with people struggling to survive in a more complex, globalized world. It is hard for my students to make the connection between Senghor's negritude and his incarceration in a Nazi prison camp in Poitiers during World War II or to see that event, the imprisonment of an African fighting for France, as connected to a paradigmatic break in the discourse of empire.

scholarly journals Taking The Students Lead In Teaching Tax

2010 ◽  
Vol 3 (7) ◽  
pp. 73-78
Author(s):  
DuWayne Dockter
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Matter Content ◽  
Academic Goals ◽  
Business Educators ◽  
Instructional Methodologies ◽  
Teaching And Learning Environment ◽  
Subject Matter Content ◽  
Goals And Objectives

Business education, as a discipline and profession, is evolving in response to changes in our domestic and global environment, technology, subject matter content, and needs of the end-user.  In response to these changes, business educators continue to evaluate and refine their instructional methodologies and other components of delivery systems within the learning environment.  As with courses, such as individual and corporate income tax, instructors for years have relied on the use of published course lecture materials, forms of media, and packaged supplements, such as tax software.  The delivery of information in the form of lectures or other conveyances is often followed up by open-ended and short-response questions, but this is only the beginning for one wishing to meet the needs and expectations of employers and students.  Seasoned teachers learn to modify the learning environment to meet the learning styles and special needs of their students.  The way in which this is accomplished can make the teaching and learning environment exciting and rewarding.  This article incorporates ways in which the teacher can build a successful learning environment while meeting the academic goals and objectives of the course.

“All we wanted to do, now that we were back in the world, was forget”: On Remembrance and Forgetting in Julie Otsuka’s novels

2015 ◽  
Vol 47 (2) ◽  
pp. 81-101
Author(s):  
Lena Ahlin
Keyword(s):  
World War Ii ◽  
Lived Experience ◽  
Japanese Culture ◽  
Japanese Americans ◽  
World War ◽  
The World ◽  
The Buddha ◽  
The Impact

This article considers Julie Otsuka’s representations of the World-War-II internment of Japanese Americans in When the Emperor Was Divine (2002) and The Buddha in the Attic (2011) from the perspective of collective remembrance, thus highlighting the interconnectedness of remembrance, forgetting, silence and race. Remembering and forgetting are understood as contingent on one another, and on the ideological currents and countercurrents that affect the construction of collective remembrance. The article argues that the content and form of Otsuka’s novels mediate the cultural silence of the internment. In addition, they illustrate the changing nature of the narrativized remembrance of the internment as accounts of the lived experience of the Japanese Americans who went to camp are being replaced by transgenerationally transmitted, imaginatively recreated memories. The historical silence of the incarceration and its aftermath is sometimes explained in terms of “Japanese culture,” but such a description risks reducing the impact of the racialization of Japanese Americans, and obscuring its effect on resistance. Finally, the analysis demonstrates that in Otsuka’s texts, remembrance of the internment is characterized by a negotiation between repressive erasure and restorative forgetting.

scholarly journals Impact of Minnesota's "Profile of Learning"

2003 ◽  
Vol 11 ◽  
pp. 7
Author(s):  
Patricia G. Avery ◽  
Richard Beach ◽  
Jodiann Coler
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Matter Content ◽  
The State ◽  
Preparation Time ◽  
Secondary English ◽  
Beneficial Effects ◽  
Negative Perceptions ◽  
Profile Of Learning ◽  
Subject Matter Content

In 1990, the Minnesota State Board of Education declared its intention to develop a "results-oriented graduation requirement" based on student achievement as opposed to the usual credit/course completion requirement. In addition to a traditional test of basic skills, the state began developing the Profile of Learning, a set of performance-based standards grounded in a constructivist educational philosophy, an approach that differs from the content-based standards found in many states. The Profile was controversial from its inception. Conservatives characterized the Profile as too process- oriented and as lacking subject-matter content; teachers reported that the Profile required a significant amount of additional teacher preparation time; and parents, who were not adequately informed about the Profile, questioned the purpose of the Profile. Teachers were frustrated with the confusing and sometimes contradictory directions they received from the Minnesota Department of Children, Families, and Learning charged with implementing the Profile. In 2000-2001, we surveyed and interviewed selected secondary English and social studies teachers in the state about their perceptions of the Profile’s impact on teaching and learning. Among the positive perceptions was an increase in students’ higher order thinking, students’ understanding of criteria for quality work, and teachers conversations with one another about instructional issues. Increased teacher preparation time and decreased enjoyment of teaching were among the negative perceptions. Teachers also experienced difficulty adopting performance assessment techniques. When teachers believed they received effective preparation and adequate resources for working with the Profile, they were much more likely to report beneficial effects in terms of teaching and learning. The majority of teachers, however, rated their preparation and resources as "fair" or "poor." Results are discussed in terms of school and instructional change.

Infrahumanizing Praise

2016 ◽  
Vol 47 (4) ◽  
pp. 187-200 ◽  
Author(s):  
Mark H. White ◽  
Ludwin E. Molina
Keyword(s):  
College Athletes ◽  
Black Athletes ◽  
Mind And Body ◽  
The Mind

Abstract. Five studies demonstrate that athletic praise can ironically lead to infrahumanization. College athletes were seen as less agentic than college debaters (Studies 1 and 2). College athletes praised for their bodies were also seen as less agentic than college athletes praised for their minds (Study 3), and this effect was driven by bodily admiration (Study 4). These effects occurred equally for White and Black athletes (Study 1) and did not depend on dualistic beliefs about the mind and body (Study 2), failing to provide support for assumptions in the literature. Participants perceived mind and body descriptions of both athletes and debaters as equally high in praise (Study 5), demonstrating that infrahumanization may be induced even if descriptions of targets are positively valenced. Additionally, decreased perceptions of agency led to decreased support for college athletes’ rights (Study 3).

A Study on the Function of Healing the Mind and Body of Sati

2018 ◽  
Vol 40 (2) ◽  
pp. 615-644
Author(s):  
Pilwon Lee
Keyword(s):  
Mind And Body ◽  
The Mind

Variations of the Mixed Discourse

2018 ◽  
Author(s):  
Chantal Jaquet
Keyword(s):  
The Body ◽  
States Of Mind ◽  
Mind And Body ◽  
The Mind ◽  
Shed Light

Lastly, on the basis of this definition, the author shows how affects shed light on the body-mind relationship and provide an opportunity to produce a mixed discourse that focuses, by turns, on the mental, physical, or psychophysical aspect of affect. The final chapter has two parts: – An analysis of the three categories of affects: mental, physical, and psychophysical – An examination of the variations of Spinoza’s discourse Some affects, such as satisfaction of the mind, are presented as mental, even though they are correlated with the body. Others, such as pain or pleasure, cheerfulness (hilaritas) or melancholy are mainly rooted in the body, even though the mind forms an idea of them. Still others are psychophysical, such as humility or pride, which are expressed at once as bodily postures and states of mind. These affects thus show us how the mind and body are united, all the while expressing themselves differently and specifically, according to their own modalities.

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

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