scholarly journals Data (il)literacy education as a hidden curriculum of the datafication of education

2020 ◽  
Author(s):  
Pekka Mertala
Keyword(s):  
Functional Data ◽  
Formal Education ◽  
Hidden Curriculum ◽  
Literacy Education ◽  
One Dimensional ◽  
The Everyday ◽  
Cognitive Authority ◽  
Functional Forms ◽  
Heuristic Device ◽  
Contemporary Education

This position paper uses the concept of “hidden curriculum” as a heuristic device to analyze everyday data-related practices in formal education. Grounded in a careful reading of the theoretical literature, this paper argues that the everyday data-related practices of contemporary education can be approached as functional forms of data literacy education: deeds with unintentional educational consequences for students’ relationships with data and datafication. More precisely, this paper suggests that everyday data-related practices represent data as cognitive authority and naturalize the routines of all-pervading data collection. These routines lead to what is here referred to as “data (il)literacy”—an uncritical, one-dimensional understanding of data and datafication. Since functional data (il)literacy education takes place subconsciously, it can be conceptualized as a form of hidden curriculum, an idea that refers to lessons taught and learned but not consciously intended to be so.

scholarly journals Glocalization, Representation and Literacy Education

2009 ◽  
Vol 6 (3) ◽  
pp. 274-274
Author(s):  
Heather Lotherington
Keyword(s):  
Action Research ◽  
Emergent Literacy ◽  
Formal Education ◽  
New Literacies ◽  
Literacy Education ◽  
Collaborative Action Research ◽  
Theory And Practice ◽  
Action Research Project ◽  
Textual Representations ◽  
Narrative Thread

This article uses a comic program to graphically summarize a collaborative action research project that brings together York University researchers and elementary school teachers at Joyce Public School in northwest Toronto to experimentally develop multiliteracies pedagogies in a context of emergent literacy education. The project, which has been continuously developing since 2003, searches for ways of socializing both children and teachers into new literacies in the primary and junior grades from a grassroots perspective that operates within the constraints of the modern political machinery that organizes formal education. The teacher-researchers who work in this community of practice carve out preferred trajectories for new literacies action research through narrative projects, focusing on perspectives such as playing with the myriad junctures between and across alphabetic page and iconic screen; creating dynamic textual representations; including community languages towards globally focused linguistic learning; and creating multiple representations of a narrative thread across language, genre, and culture. We work collaboratively to bridge theory and practice using a blended model that includes regular face-to-face workshops. Now an online workspace, and in its seventh year of consecutive funding, the project is moving into ludic approaches to multimodal literacy education through gaming.

scholarly journals Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia

2018 ◽  
Vol 64 (2) ◽  
pp. 67-76
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Formal Education ◽  
Classical Music ◽  
School Students ◽  
Educational Structure ◽  
Live Music ◽  
The Everyday ◽  
The Relationship

The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.

scholarly journals O Cotidiano, o Científico e a Modelagem Matemática: Relações Complexas

2018 ◽  
Vol 11 (2) ◽  
pp. 172
Author(s):  
Lênio Fernandes Levy
Keyword(s):  
Mathematical Modeling ◽  
Present Article ◽  
Formal Education ◽  
Mathematical Education ◽  
The Everyday ◽  
Over Time

No presente artigo, defende-se a ideia de que processos cotidianos podem, com o decorrer do tempo, transformar-se a ponto de originarem-se processos científicos correlatos, e vice-versa, havendo, nesse sentido, um dialogismo antagônico/contraditório e, concomitantemente, complementar, portanto complexo; dialogismo esse que se estende à interface que denota relações entre o ensino espontâneo e o ensino pautado por sistematizações. Além do citado diálogo, argumenta-se, neste artigo, em prol de uma circularidade agregando causas e efeitos, de tal modo que a causa gera o efeito, que retroage sobre a causa, (re)gerando-a ou contribuindo para a sua (re)geração. A referida circularidade é igualmente complexa, havendo, entre outras, ingerências causais de alguns aspectos do ensino cotidiano no bojo do ensino dito formal, e vice-versa. Levando-se em consideração os princípios complexos dialógico e recursivo, nas próximas laudas (i) admite-se a possibilidade de transformações nas tendências metodológicas já existentes em Educação Matemática, a exemplo de transformações a que a Modelagem Matemática no Ensino é suscetível; bem como (ii) admite-se a possibilidade do surgimento e do desenvolvimento de tendências inéditas em Educação Matemática, enfatizando-se, em ambas as eventuais situações, processos didáticos cotidianos e científicos que se relacionem e que se modifiquem reciprocamente com o passar do tempo.Palavras-chave: Cotidiano. Sistematizado. Ensino. Modelagem. Complexidade.AbstractIn the present article, we defend the idea that everyday processes may, over time, be transformed to the point of the origin of correlated scientific processes, and vice-versa. There is, in this sense, an antagonistic/contradictory dialogism and, concomitantly, complementary, therefore complex; this dialogism extends to the interface which denotes the relationships between spontaneous teaching and teaching guided by systematizations. In addition to the aforementioned dialogue, we argue, in this article, in favor of a circularity that englobes causes and effects, in such a way that the cause generates the effect, that (the effect) acts on the cause, regenerating the cause or contributing to its regenation. This circularity is also complex, and there are, among others, causal interferences of some aspects of everyday teaching in the sphere of formal education, and vice-versa. Taking into account the dialogical (complex) principle and the recursive (complex) principle, in the next pages (i) we admit the possibility of transformations take place in existing methodological tendencies in Mathematical Education, such as transformations to which Mathematical Modeling in Teaching is susceptible; as well as (ii) we admit the possibility of the emergence and the development of unprecedented tendencies in Mathematical Education, emphasizing, in these two possible situations, the everyday didactic processes and the scientific didactic processes that relate to one another and that modify each other over time.Keywords: Everyday. Systematized. Teaching. Modeling. Complexity.

scholarly journals Inside Out Literacies

2019 ◽  
Vol 4 (1) ◽  
pp. 82-99
Author(s):  
Alex Kendall ◽  
Thomas Hopkins
Keyword(s):  
Adult Literacy ◽  
Social Practice ◽  
Social Inclusion ◽  
Formal Education ◽  
Literacy Education ◽  
Policy Makers ◽  
Learner Identity ◽  
Social Actors ◽  
Adult Literacy Education ◽  
Qualitative Phase

Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in deficit models of the prisoner as learner that impose ‘spoiled educational identities' and fail to engage prisoners as active, agentic participants in their learning. In this article, the authors draw on data produced in the qualitative phase of a year-long study across the English prison estate of Shannon Trust's prison-based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner, and 37 mentor participants engaged in the Shannon Trust peer-reading programme. The authors listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson's concepts of educentricity and third space literacies to read participants' experiences of formal and informal literacy education. They make use of this analysis to identify and describe a ‘grounded pedagogy' approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. The authors conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education.

The Use of Dual-Number-Automatic-Differentiation With Sensitivity Analysis to Investigate Physical Models

2013 ◽  
Vol 135 (6) ◽  
Author(s):  
Malcolm J. Andrews
Keyword(s):  
Automatic Differentiation ◽  
Liquid Droplet ◽  
Free Fall ◽  
Physical Models ◽  
Test Problems ◽  
One Dimensional ◽  
Physical Systems ◽  
Dual Number ◽  
Functional Forms ◽  
Sensitivity Studies

Local sensitivities are explored using dual-number-automatic-differentiation (DNAD) across three mathematical models of physical systems that have increasing complexity. The models are: (1) a model for the approach of a sphere to free fall; (2) the Taylor-analogy-breakup (TAB) model for liquid droplet atomization; and, (3) an evaluation of the BHR model of turbulence for the development of one-dimensional Rayleigh–Taylor driven material mixing. Sensitivity and functional shape parameters are developed that permit a relative study to be quickly performed for each model. Furthermore, compensating errors, measurement parameter sensitivity, and feature sensitivities are investigated. The test problems consider transient (initial condition effects), steady state (final functional forms), and measures of functional shape. Reduced model forms are explored and selected according to sensitivity. Aside from the local sensitivity studies of the models and associated results, DNAD is shown to be one of several useful, quickly implemented tools to investigate a variety of sensitivity effects in models and together with the present results may serve as a means to simplify a model or focus future model developments and associated experiments.

scholarly journals Reactive Attention: Video Surveillance in Berlin Shopping Malls

2002 ◽  
Vol 2 (2/3) ◽  
Author(s):  
Frank Helten ◽  
Bernd Fischer
Keyword(s):  
Video Surveillance ◽  
Social Practice ◽  
Shopping Malls ◽  
One Dimensional ◽  
Economic Support ◽  
The Social ◽  
The Everyday ◽  
Multiple Tasks ◽  
Video Systems ◽  
Targeted Observation

The paper examines the practice of use of video-surveillance in Berlin Shopping Malls. The video systems observed here do not seem to be an efficient instrument of social control and exclusion. They are used more on demand for various purposes such as the monitoring of daily tasks and the co-ordination of persons working inside the mall. The objectives publicly claimed by management – crime prevention and the like – could not be achieved because the everyday practice presents other tasks to the operators. The workplace, the personnel, their multiple tasks, their qualifications support more a reactive use of video surveillance than a proactive targeted observation of individuals, even if the equipment would allow for that. It may turn out that the CCTV infrastructure of Berlin shopping malls can be characterised best as test-beds – open for various applications. There are, however, obstacles to this in the form of data protection concerns and the lack of political and economic support to go further (tied of course to financial constraints). Finally, as shown in our study, the social practice in everyday life continues to resist one-dimensional expectations of the technological possibilities of CCTV.

scholarly journals Standardizing Differences? Standards for Intercultural Competence in Formal Education

2019 ◽  
Vol 26 (1) ◽  
pp. 249-265
Author(s):  
Ana Jovanović
Keyword(s):  
Intercultural Competence ◽  
Critical Analysis ◽  
Formal Education ◽  
Communicative Competence ◽  
Fundamental Question ◽  
Foreign Languages ◽  
Intercultural Communicative Competence ◽  
Self Evaluation ◽  
Contemporary Education ◽  
Do So

The importance intercultural communicative competence plays in contemporary education of foreign languages has provided the latter with an approach that is frequently termed intercultural education. Nevertheless, the topic is still quite controversial, to say the least, and especially so in respect to issues related with the evaluation of intercultural communicative competence. In addition to the difficulties of defining the concept and criteria for its evaluation, we need to address the fundamental question of whether it is possible to evaluate intercultural competence at all, and, if this is the case, whether it is moral to do so. Here we explore the case of Serbia and a project whose goal was to define the standards of competence for foreign languages in formal primary education. As a member of the working group, and thus with the privilege of an insider’s perspective, I analyse the steps that were followed in the development of the standards for intercultural competence. This auto-ethnographic exposition aims at offering a critical analysis of intercultural competence in the curricular documents of foreign languages, but also at providing a space for reflection and self-evaluation.

Schooling, Language, and Knowledge in Literate and Nonliterate Societies

1992 ◽  
Vol 34 (1) ◽  
pp. 68-109 ◽  
Author(s):  
F. Niyi Akinnaso
Keyword(s):  
Social Reproduction ◽  
Formal Education ◽  
Literacy Education ◽  
Systematic Comparison ◽  
Form Function ◽  
American Concept ◽  
Major Medium

The relationships among schooling, language, and knowledge—especially through the systematic comparison of the organization, form, function, and acquisition of institutionalized knowledge—in literate and nonliterate societies has hardly been examined. This essay attempts such an analysis, focusing on knowledge acquired through the use of language, because language is the major medium for imparting knowledge in schools and for social reproduction in the larger society, because knowledge acquired through the use of language is readily identifiable and testable, and because language is one of the major terms of the present analysis. The proposed elastic concept of schooling views schooling as a cover term for institutionalized learning in any society, literate or nonliterate. It thus questions the analytical adequacy of the received, Euro-American, concept of schooling as a unitary phenomenon based on the dual assumption that the school specializes in the transmission of literate knowledge and that literacy education is coterminous with formal education.

Values, edusemiotics, and intercultural dialogue: From Russia with questions

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 111-127
Author(s):  
Inna Semetsky ◽  
Sergey Gavrov
Keyword(s):  
Lived Experience ◽  
Formal Education ◽  
Values Education ◽  
Academic Disciplines ◽  
Intercultural Dialogue ◽  
Learning From Experience ◽  
Pursuit Of Happiness ◽  
Cultural Education ◽  
Contemporary Education ◽  
Self Formation

AbstractEven after the “perestroika” and “glasnostj” in Russia, and increased communication in the interconnected world, the state of contemporary education there remains relatively unknown to Western scholars. This paper aims to ameliorate this problem by examining some of the signs comprising the system of education in Russia against the problematic of the historically American pursuit of happiness. While formal education in the West explicitly focuses on academic disciplines, in Russia there always existed an element of “bringing up” as a sign of the value-dimension infusing, sometimes implicitly, both formal and informal (or cultural) education. The paper intends to demonstrate the ubiquity and the importance of the edusemiotic conception of values-education irreducible to inculcation but oriented to self-formation embedded in human experience. An edusemiotic perspective problematizes the aims of education and emphasizes learning from experience, dialogue, coordination, meaning, and values. Values “reside” in lived experience, and edusemiotics surpasses education reduced to teaching of brute facts. The paper also critically examines education as socialization via social media and affirms spiritual education in contrast to persistent secularization.

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