scholarly journals Verdier i formålsparagraf og minnematerialet etter 22. juli 2011

Prismet ◽  
1970 ◽  
pp. 139-153
Author(s):  
Sidsel Lied ◽  
Ingebjørg Stubø
Keyword(s):  
Young People ◽  
Theoretical Perspective ◽  
Central Values ◽  
Education Act ◽  
Norwegian Education ◽  
Human Worth

Many of the texts and drawings from spontaneous memorial places in the Oslo area in the days after the bombing of government buildings and  the shooting and killing of young people on Utøya island on July 22nd 2011, are made by children. The main focus of this article is what values these memorial utterances show that children considered important and worth fighting for in the aftermath of this event. Love and togetherness, life and human worth were often in focus in these utterances – utterances that are closely related to central values in the objects clause («formålsparagrafen») of the Norwegian Education Act, such as love for one’s neighbour, respect for human worth, diversity and solidarity. But children’s memorial utterances also indicate that the very fight for these values sometimes puts the same values under pressure: in some texts and drawings the terrorist is dehumanised and deprived of his human worth. The article gives examples of and discusses these phenomena. The theoretical perspective used in the article is Gunther Kress and Theo van Leeuwen’s grammar of western visual design.Nøkkelord: verdier, 22. juli, barns verdier, verdier i norsk skole, visuell meningsskaping

scholarly journals Dialoger om verdier i grunnskolens formålsparagraf – med minnematerialet fra 22. juli som læremiddel

Prismet ◽  
1970 ◽  
pp. 171-184
Author(s):  
Ingebjørg Stubø ◽  
Synnøve Markeng
Keyword(s):  
Young People ◽  
Children And Adolescents ◽  
Theoretical Perspective ◽  
Central Values ◽  
Starting Point ◽  
Good Starting Point ◽  
Education Act ◽  
Norwegian Education ◽  
Human Worth

In the aftermath of the shooting and killing of young people on Utøya island and the bombing of government buildings on July 22nd 2011, children and adolescents put down texts and drawings on spontaneous memorials in the Oslo area1..Love and togetherness, life and human worth are often the values these utterances focus on. These are values closely related to central values in the objects clause («formåls-paragrafen») of the Norwegian Education Act, such as respect for human worth, compassion, diversity, equality and solidarity. This article highlights how children’s memorial texts can be a good starting point for conversation when the theme of the teaching is preamble values. The article deals with two forms of dialogue, philosophical conversations and teacher-led dialogues. The article’s main theoretical perspective is taken from Laila Aase’s presentation of the literary conversation in school, supplemented by perspectives that underlie the philosophical conversations and teacher-led dialogues.   Nøkkelord: Verdier, læringsverdier, 22. juli 2011, dialog, filosofisk samtale

scholarly journals Kids R Us: Online Social Networking and the Potential for Empowerment

2010 ◽  
Vol 8 (2) ◽  
pp. 151-165 ◽  
Author(s):  
Priscilla M Regan ◽  
Valerie Steeves
Keyword(s):  
Young People ◽  
Social Networking ◽  
Social Networking Sites ◽  
Theoretical Perspective ◽  
Social Experiences ◽  
Online Social Networking ◽  
Online Media ◽  
The Relationship

Our paper examines the dynamic of surveillance and empowerment from a theoretical perspective, identifies illustrative empirical examples, and perhaps most importantly investigates the practices that maximize the empowerment potential and minimize threats to that potential.In particular, we seek to understand the ways in which young people have adopted or adapted online media in order to deepen their social experiences, build community, and resist measures that seek to limit their online speech and access to information.We posit that there are four different models of the relationship between surveillance and empowerment in the context of young people on social networking sites (SNS).We introduce each of these with a discussion of the dynamic between surveillance and empowerment in each model and some representative examples.Finally, we explore whether there are particular conditions which permit empowerment to emerge in a surveillance environment.

scholarly journals Yes We Can! A Phenomenological Study of a Sports Camp for Young People With Cerebral Palsy

2017 ◽  
Vol 34 (4) ◽  
pp. 362-381 ◽  
Author(s):  
Kenneth Aggerholm ◽  
Kristian Møller Moltke Martiny
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Cerebral Palsy ◽  
Young People ◽  
Phenomenological Study ◽  
Qualitative Interviews ◽  
Body Schema ◽  
Adapted Physical Activity ◽  
Winter Sports ◽  
Central Values

This article contributes to the understanding of embodied practices and experiences within adapted physical activity. It presents a study of a 4-day winter sports camp for young people with cerebral palsy. The experiences of the participants were investigated through qualitative interviews. The findings are analyzed through a phenomenological framework of embodiment and the notions of body schema and body image. By paying special attention to the bodily experience of “I can,” this study shows that participants learned new ways of approaching challenges, gained bodily control in challenging situations, expanded their fields of possible actions through practicing, as well as learned to understand and accept themselves. These findings reveal central values of bodily interventions for people with cerebral palsy and have the potential to inform pedagogical work within the area of adapted physical activity.

The Inter-Life Project: Inter-Cultural Spaces for Young People to Use Creative Practices and Research to Assist with Life Changes and Transition

2012 ◽  
Vol 7 (4) ◽  
pp. 480-502 ◽  
Author(s):  
Vic Lally ◽  
Madeleine Sclater
Keyword(s):  
Young People ◽  
Virtual Worlds ◽  
Virtual World ◽  
Design Education ◽  
Theoretical Perspective ◽  
Extended Period ◽  
Life Transition ◽  
Art And Design ◽  
Life Project ◽  
Research Activities

The aim of the Inter-Life Project was to investigate the use of virtual worlds and creative practices to support the acquisition of transition skills for young people to enhance their management of important life events. In particular, the authors have been investigating the role of the Inter-Life virtual worlds in supporting the development of life transition skills in young people, some of whom were in the care of local authorities. Creative practices, such as photography, digital storytelling and filmmaking, were used as a vehicle to enable young people to access and develop new personal and shared narratives as they worked together with researchers over an extended period on ‘Inter-Life Island’. The Inter-Life Project created an embryonic virtual social research laboratory in order to study how young people can use a virtual world creatively, working together as a research community to develop skills that will help them navigate their key life transitions. The project focuses on how participants act and develop in Inter-Life, while engaged in co-designed creative and research activities. It also examines how the skills and understandings that were developed through a range of creative practices map onto their real-world experience. The project environments (based upon the commercial platform ‘Second Life’) incorporate ‘in-world’ data-gathering tools (as distinct from the ‘transition tools' created for the participants' use) that support content analysis. Such data enable the analysis of complex activities in the virtual world using activity theory as a theoretical perspective. The skills acquired and the development of identities as young people engage in shared activities are reported and analysed. The article concludes by assessing the potential of augmented 3D digital technologies to assist young people in the social and emotional challenges of transition in their lives. It also considers the potential of 3D environments to support student transitions in higher education, with particular reference to art and design education.

scholarly journals Ungdomens poetiska form

Barnboken ◽  
2021 ◽  
Author(s):  
Evelina Stenbeck
Keyword(s):  
Young People ◽  
Theoretical Perspective ◽  
Contemporary Poetry ◽  
Poetic Language ◽  
Poetic Form ◽  
Love Poetry ◽  
Symbolic Form ◽  
Young Readers ◽  
Power Of Language

The Poetic Form of Youth: The Rebellious Power of Language and Desire in the Anthologies Kärlek och uppror and Berör och förstör Siv Widerberg and Anna Artén’s poetry anthology Kärlek och uppror: 210 dikter för unga människor (Love and Rebellion: 210 Poems for Young People, 1989) is something of a classic when it comes to Swedish contemporary poetry explicitly addressing young readers. Thirty years after its publication another poetry anthology, Berör och förstör: Dikter för unga (Affect and Destroy: Poems for Youth, 2019), edited by Athena Farrokhzad and Kristofer Folkhammar, was published. Both books tap into a long tradition of lyrical anthologies. Neither of the anthologies contain poetry written primarily for young readers. On the contrary, the anthologies include poems from the Swedish lyrical canon. Although the two anthologies share a similar structure and joint themes such as youth, love, poetry, and rebellion, they are significantly different in regard to poetic form and the conceptualizations of youth. The main theoretical perspective in this study is that the form of the anthologized poems can be understood as ideological expressions of an interplay between the genre's tradition and its specific aesthetic context. By historizing the genre and comparing the different paratexts of the anthologies, the article shows that adult conceptions of youth hides behind the editorial choices. In a quest to (re)create new writing subjects, through the rebellious powers of poetic language and love, the symbolic form of youth poetry both challenges and negates adult notions of youth in the two anthologies.

The Future of the Arts in Education? Alternative Strategies

1992 ◽  
Vol 9 (1) ◽  
pp. 3-17
Author(s):  
Robert Long
Keyword(s):  
Young People ◽  
Performing Arts ◽  
Arts Education ◽  
Alternative Strategies ◽  
Arts In Education ◽  
The Arts ◽  
The Future ◽  
Art Forms ◽  
Education Act ◽  
Sustained Responses

Much speculation exists as to the prospect Music and the Performing Arts face in the wake of the 1988 Education Act. Research shows that interaction and fusion, which exist between Music and the Performing Arts, intensify expressive character for young people, and generate more powerful and sustained responses, in comparison with single art forms.Results of experiments show the value of fused artefacts with significant implications for future Arts education, as regards both making and appraising.

Identidad, Memoria Colectiva y Pertenencia social. El caso de una muestra de jóvenes del Valle de Mexicali, México / Identity, Collective Memory and Social Membership: The Case of a Sample of Young People in the Mexicali Valley, Mexico

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Angelica Flores Gonzalez
Keyword(s):  
Young People ◽  
Collective Memory ◽  
Symbolic Interaction ◽  
Theoretical Perspective ◽  
Family Tradition ◽  
Social Belonging ◽  
Collective Beliefs ◽  
Mexico Border ◽  
Psychosocial Processes ◽  
Continuity And Discontinuity

ABSTRACTIn this work, the theme of identity is approached from the theoretical perspective of Symbolic Interaction. The focus is to argue as the identity of a group of young people from various communities in the Mexicali Valley, rural area of northern Mexico border with Arizona, United States, it integrates the processes of continuity and discontinuity that are regulated by through social interaction, collective memory and sense of social belonging. Results: we realize the degree of self whose group through psychosocial processes such as construction of meanings, collective memory and identity. The changes that occur and continuity practices they do have to do with the dynamics of these processes, rather than external media or impositions. According to Giddens (2000), for example a family tradition is the mainstay because, as he says, "last structure in the tradition to present through shared collective beliefs and feelings" (p. 59).RESUMENEn este trabajo se aborda el tema de la identidad desde la perspectiva teórica del Interaccionismo Simbólico. El objetivo se centra en argumentar como la identidad de un colectivo de jóvenes originarios de varias comunidades  del valle de Mexicali, zona rural del norte de México, frontera con  Arizona, Estados Unidos, se integra de los procesos de continuidad y ruptura que son regulados por medio de la interacción social, la memoria colectiva y el sentido de pertenencia social.  Resultados: pudimos darnos cuenta del grado de autorregulación que tienen como grupo por medio de procesos psicosociales como la construcción de significados, la memoria colectiva y la identidad. Los cambios que se producen y las prácticas de continuidad que realizan, tienen que ver con la dinámica de estos procesos, más que con las imposiciones externas o mediáticas. Según Giddens (2000), la tradición familiar por ejemplo, es el principal apoyo ya que, como dice “en  la tradición el pasado estructura al presente a través de creencias y sentimientos colectivos compartidos” (pág. 59). Contacto principal: [email protected]

scholarly journals Hva settes i spill når ledere i kulturskolen planlegger elevenes timeplaner? Om en rhizomatisk forståelse av organisasjonen kulturskole og hvordan en slik forståelse kan berike kulturskolens samarbeid med andre aktører

2021 ◽  
pp. 49-75
Author(s):  
Mali Hauen ◽  
Anne Berit Emstad
Keyword(s):  
Basic Education ◽  
Learning Goals ◽  
Deleuze And Guattari ◽  
Education Act ◽  
Norwegian Education ◽  
Compulsory Schools ◽  
Missed Opportunity

This article presents a study that has examined the factors that come into play when “kulturskolen” sets its timetable for teaching. The findings indicate that kulturskolen must relate to internal considerations such as aspects concerning cooperation on pupils, teachers, localities and locations, but also external considerations such as political documents and interpretation of the Norwegian Education Act. To discuss the complexity that emerges in the analyzes, we look at the data material in the light of the philosophers Deleuze and Guattari (1988) and Rosi Braidotti (2013). We argue that the complexity taken into account when scheduling timetables is describing a certain understanding of kulturskolen as an organization. Kulturskolen is understood as a rhizome, and the complexity propels the school forward in constant evolution. This complexity is also important when kulturskolen is to collaborate with others. If kulturskolen is to collaborate well with compulsory schools, the complexity presents some challenges. Where kulturskolen can be described as a web of various influencial factors, we find compulsory schools better regulated and perhaps more linear, with clear requirements for learning goals and skills in the curriculum for basic education (Kunnskapsdepartementet, 2017). We believe there is a missed opportunity for collaboration when seeing kulturskolen in a rhizomatic context.

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