Getting Back to a “New Normal”

2022 ◽  
pp. 113-139
Author(s):  
Rosemary C. Reilly ◽  
Linda Kay
Keyword(s):  
Collective Memory ◽  
Young Woman ◽  
Qualitative Methodology ◽  
School Shootings ◽  
Educational Institutions ◽  
Senior Administrators ◽  
New Normal ◽  
A Site

Violence in educational institutions compounds and accumulates in our collective memory, as school shootings have become a ubiquitous phenomenon. When a young man carrying three guns entered Dawson College in Montréal, the downtown core came to a standstill. As bullets sprayed and ricocheted, one young woman was killed, 19 others wounded, and a community of 10,000 students, teachers, and staff were traumatized. This research employed a qualitative methodology, interviewing 10 senior administrators and managers in-depth. Findings document the salient role grief leadership played in restoring balance and an educational focus in the wake of a shooting on campus and served to reshape the community into one of learning, resilience, and courage. It details specific actions taken by administrators, which promoted healing and re-established equilibrium at a site of grief, loss, and terror. Administrative responses proved essential in helping to re-establish thriving at Dawson College.

CONTEXTUALIZING PALIMPSEST OF COLLECTIVE MEMORY IN AN URBAN HERITAGE SITE: Case Study of Chahar Bagh, Shiraz - Iran

2015 ◽  
Vol 9 (1) ◽  
pp. 218 ◽  
Author(s):  
Leila Mahmoudi Farahani ◽  
Marzieh Setayesh ◽  
Leila Shokrollahi
Keyword(s):  
Collective Memory ◽  
Active Part ◽  
Collective Memories ◽  
Cultural Life ◽  
Urban Heritage ◽  
Heritage Site ◽  
Historical Sites ◽  
A Site ◽  
Historical Centre

A landscape or site, which has been inhabited for long, consists of layers of history. This history is sometimes reserved in forms of small physical remnants, monuments, memorials, names or collective memories of destruction and reconstruction. In this sense, a site/landscape can be presumed as what Derrida refers to as a “palimpsest”. A palimpsest whose character is identified in a duality between the existing layers of meaning accumulated through time, and the act of erasing them to make room for the new to appear. In this study, the spatial collective memory of the Chahar Bagh site which is located in the historical centre of Shiraz will be investigated as a contextualized palimpsest, with various projects adjacent one another; each conceptualized and constructed within various historical settings; while the site as a heritage is still an active part of the city’s cultural life. Through analysing the different layers of meaning corresponding to these adjacent projects, a number of principals for reading the complexities of similar historical sites can be driven.

Incidencia de factores académicos en el fracaso escolar. Reflexiones derivadas de la experiencia de profesores jubilados

2017 ◽  
Vol 21 (2) ◽  
pp. 191-211
Author(s):  
Estefanía Martínez Valdivia ◽  
Enriqueta Molina Ruiz
Keyword(s):  
Data Analysis ◽  
Secondary Education ◽  
Educational Intervention ◽  
Qualitative Methodology ◽  
School Failure ◽  
Educational Institutions ◽  
Educational Context ◽  
Extensive Experience ◽  
Retired Teachers

Resumen:El estudio trata el tema del fracaso escolar centrado en el contexto educativo como posible marco generador del mismo, interesando averiguar el papel que tanto la escuela, -en cuanto institución mediante su organización y funcionamiento-, como el profesor, -a través de su actuación en el aula-, puedan jugar en su presencia y desarrollo. Se aborda desde una metodología cualitativa pretendiendo comprender el problema del fracaso escolar en profundidad, situándonos en Educación Secundaria Obligatoria y apoyándonos en relatos de profesores jubilados con amplia experiencia en situaciones de fracaso escolar. Los instrumentos de recogida de datos han sido las entrevistas. El análisis de los datos se ha realizado con ayuda del programa QRS Nvivo 11 Plus. Los resultados presentan posibles factores que, desde las propias instituciones educativas, pueden contribuir a generar fracaso escolar. Aparecen organizados en dos bloques: derivados de la escuela y su organización; derivados de la intervención docente.Resumen: El estudio trata el tema del fracaso escolar centrado en el contexto educativo como posible marco generador del mismo, interesando averiguar el papel que tanto la escuela, -en cuanto institución mediante su organización y funcionamiento-, como el profesor, -a través de su actuación en el aula-, puedan jugar en su presencia y desarrollo. Se aborda desde una metodología cualitativa pretendiendo comprender el problema del fracaso escolar en profundidad, situándonos en Educación Secundaria Obligatoria y apoyándonos en relatos de profesores jubilados con amplia experiencia en situaciones de fracaso escolar. Los instrumentos de recogida de datos han sido las entrevistas. El análisis de los datos se ha realizado con ayuda del programa QRS Nvivo 11 Plus. Los resultados presentan posibles factores que, desde las propias instituciones educativas, pueden contribuir a generar fracaso escolar. Aparecen organizados en dos bloques: derivados de la escuela y su organización; derivados de la intervención docente.Abstract:The study addresses the issue of school failure focused on the educational context as possible under the same generator, interesting to figure out the role that both the school as an institutionin through their organization and operation-, as the teacher, -through its performance in the classroom-, they can play in their presence and development. It is approached from a qualitative methodology pretending to understand the problem of school failure in depth, placing ourselves in Secondary Education and relying on accounts of retired teachers with extensive experience in situations of school failure. The instruments were the interviews. The data analysis was performed using the QRS NVivo 11 Plus program. The results show possible factors, from the educational institutions can contribute to the generation school failure. They are organized in two blocks: derived from the school and its organization; derived from the educational intervention.

Graffiti as a site for cultural literacies in Zimbabwean urban high schools

2018 ◽  
Vol 22 (3) ◽  
pp. 334-348 ◽  
Author(s):  
Hugh Mangeya
Keyword(s):  
Informal Education ◽  
School Curriculum ◽  
Cultural Knowledge ◽  
Educational Institutions ◽  
Student Perspective ◽  
Cultural Education ◽  
A Site ◽  
Learning Institutions ◽  
Socially Situated ◽  
Formal School

It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.

scholarly journals The “new-normal” OSCE examination: Executing in the COVID-19 era

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Shazia Babar Matin ◽  
Azam Saeed Afzal
Keyword(s):  
Health Professionals ◽  
Original Work ◽  
Clinical Skills ◽  
Educational Institutions ◽  
New Normal ◽  
Face To Face ◽  
Creative Commons ◽  
Shared Experiences ◽  
Special Challenge ◽  
Open Access Article

In this unprecedented situation of COVID-19 era, the educational institutions have to attune not only the teaching strategies but also the assessment. Similarly, just as COVID precautions have become the “new normal” practice, hence implementation changes during face-to-face examinations may become standard practice in the Post- COVID era. The Objective structured clinical exams (OSCEs) which usually require a face-to-face assessment of skills, posed a special challenge to health professionals in COVID-19. This commentary paper is written on shared experiences of the examination cell principal resource faculty for OSCE and exam coordinators. It addresses how to plan and implement objective, valid, feasible and reliable clinical skills examinations (OSCEs) keeping in place COVID precautions to ensure the utmost wellbeing of all stakeholders involved. doi: https://doi.org/10.12669/pjms.37.7.4568 How to cite this:Babar S, Afzal A. The “new-normal” OSCE examination: Executing in the COVID-19 era. Pak J Med Sci. 2021;37(7):---------.  doi: https://doi.org/10.12669/pjms.37.7.4568 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals A Comparative Study of Conflicts Experienced Between Immigrant Parents in Canada and in Israel and Professionals in Educational Institutions about Appropriate Responses to Children's Misbehavior

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Ron Shor
Keyword(s):  
Soviet Union ◽  
Comparative Study ◽  
Former Soviet Union ◽  
Qualitative Methodology ◽  
Educational Institutions ◽  
Immigrant Parents ◽  
Actual Behavior ◽  
Two Samples ◽  
Student Misbehavior ◽  
The Impact

One of the barriers which immigrant parents may encounter in the process of acculturation into their new country is differing expectations about ways in which teachers and other professionals involved in the educational system should relate to their children’s misbehavior. To examine the potential sources of conflicts relating to disciplinary measures, a comparative study utilizing a qualitative methodology was conducted with 65 immigrant parents from Latin America in Canada and with 103 immigrant parents from the Former Soviet Union in Israel. The findings indicate that, in the two samples, participants experienced differences between their expectations about the way in which teachers should handle student misbehavior and the actual behavior of the teachers. The differences which the immigrant parents indicated could be characterized primarily as culturally based disagreements about (a) the types of misbehaviors which justify intervention by teachers, (b) the kind of disciplinary measures which should be used, (c) the factors that should be considered when deciding about disciplinary actions, and (d) the lack of sensitivity to the impact of immigration related difficulties on the behavior of children. The immigrants’ current expectations of teachers’ behavior was based on their experiences in their country of origin, and these were often in contradiction with the common approach in Canada and Israel. Ways of developing reciprocal channels of communication between professionals in schools and kindergartens and immigrant parents are suggested in order to overcome barriers and bridge gaps in communication.

scholarly journals Manufactured landscapes: the collective memory in industry’s architecture

2021 ◽  
Author(s):  
Kathryn Douthart
Keyword(s):  
Collective Memory ◽  
Urban Environment ◽  
First Century ◽  
Cultural Resource ◽  
Urban Fabric ◽  
Site Specific ◽  
Industrial Sites ◽  
Urban Model ◽  
A Site ◽  
Post Industrial

Post-Industrial infrastructure is disconnected from the active urban environment. As such, post-industrial sites are socially underutilized, economically unproductive, and ecologically damaging to the urban fabric. Because these sites are often seen as undesirable or lacking value they are frequently wiped out, erased from the landscape forever. This thesis addresses this challenge by re-imagining industrial infrastructure as a valuable cultural resource deserving of reclamation and remediation. Taking Windsor as a site-specific example, the thesis demonstrates the opportunity to preserve industrial infrastructure as a cultural resource that maintains the industrial character and collective memory of the place. The proposal reconnects to the urban environment, creates an urban model for industry in the twenty-first century, and maintains the collective memory of a particular place for its people.

scholarly journals Instructional Leadership Framework in the New Normal Education

2020 ◽  
Vol 2 (1) ◽  
pp. 01-13
Author(s):  
Christopher DC. Francisco
Keyword(s):  
Instructional Leadership ◽  
Situational Leadership ◽  
Vital Role ◽  
Educational Institutions ◽  
Goal Theory ◽  
New Normal ◽  
Organizational Goals ◽  
Healthy Environment ◽  
Leadership Framework ◽  
Diverse Environment

Leadership, in general, is about influencing other people towards the actualizing of the organizational goals and objectives. In this paper, it emphasized the situational leadership and how could be applied in a more realistic sense and vital in any educational institutions. This paper used qualitative-hermeneutical approach in the sense that it extends various instructional leadership framework or model in the new normal education. Results revealed that: (1) A Situational Leader is a very flexible leadership. In this sense, this leader could be able to manage a diverse environment, community, and individuals; (2) Path-goal theory of leadership maximizes the capabilities and potentials of each members in order to achieve the organizational goals which means to say that the leader of this kind might have a very healthy environment where all its members work together and open for collaborations until the end; (3) Leadership and culture are two important elements in every organization because a leader must be sensitive enough to respect the relativity of each culture in the organization and yet leading it towards schools’ excellence; (4) Leadership and ethics also play a vital role in the organization in the sense that a leader must possess integrity and truth. This leader also has a heart for its members where he or she is able to care for its members. He or she also preserves the dignity of the whole organization. It was recommended that leaders in the new normal should be flexible and willing to accept changes, leaders should maximize potentials, sensitive to one’s culture, and ethical in term of their commitment towards the attainment of quality education despite pandemic.

scholarly journals Changes of Learning Communication Models in New Normal Adaptation: From Classroom Learning to Distance Learning Environment

2021 ◽  
Vol 2 (4) ◽  
pp. 309-318
Author(s):  
Joko S. Dwi Raharjo ◽  
Dony Hendartho ◽  
Endang Susanti ◽  
Retno Ekasari
Keyword(s):  
Educational Institutions ◽  
Communication Model ◽  
New Normal ◽  
Work From Home ◽  
Learning Patterns ◽  
Communication Models ◽  
Policy Work ◽  
The Government ◽  
Home And School ◽  
Depth Interviews

Covid-19 pandemic has a significant impact on various aspects of life, both individually, organizationally and nationally. The decision of various countries in the world to do a "lockdown" in order to limit the transmission of the plague has an impact on continuity of economic wheels to education. Educational institutions began to close because of scarcity of students and difficulties in covering operational costs so that many teachers and management were laid off. For educational institutions that still survive must play a strategy to stay afloat and maintain their students able to learn, with the policy ‘Work from Home’ and ‘School from Home’. The pandemic to this day is not over yet and it is predicted that it will last long until the antivirus is found. However, in anticipation of bankruptcy, the government adopted adaptation of new habits (New Normal), habits that emphasize the implementation of health protocols in every activity. To carry out health protocols, educational institutions change the learning patterns from learning in classrooms to online learning. This has an impact on lecturers with demands to adapt quickly to existing changes. This study tries to analyze and examine the ability of lecturers to adapt learning communication models from classroom-based learning to online-based learning. With hope that this research will become a reference for the developed communication model and its application in adaptation of new habits (New Normal). The study was conducted by examining the results of previous study and in-depth interviews with lecturers to get a diverse picture so that generic conclusions can be drawn.

Digital Archiving and School Cultural Heritage

2012 ◽  
Vol 3 (2) ◽  
pp. 38-57
Author(s):  
Antonella Nuzzaci ◽  
Luisa Revelli
Keyword(s):  
Cultural Heritage ◽  
Collective Memory ◽  
Significant Role ◽  
Digital Library ◽  
Collective Identity ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Institutions ◽  
Cultural Institutions ◽  
History Of

Cultural institutions such as libraries and archives play an important role in the preservation of, and access to, cultural heritage. The digitization of documents of an historical educational nature is essential to ensure the preservation of the collective memory of certain generations for schoolchildren, and its use for educational purposes allows a collective identity to be re-established, suitable for use on increasingly large subject groups. This article examines the benefits of digitizing a specific type of material related to school culture, exercise books, which have played a significant role in the history of the teaching and learning processes. It examines issues related to the conservation of these items and access to them, given their cultural heritage and their impact on the preservation and upkeep of the history of educational institutions. The main aspects and stages of the CoDiSV project, which aims to build a digital library of cultural assets, and educational and historical ones in particular, will then be discussed.

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