scholarly journals Editorial

2019 ◽  
Vol 10 (2-3) ◽  
Author(s):  
Katie Strom ◽  
Jessica Ringrose ◽  
Jayne Osgood ◽  
Emma Renold
Keyword(s):  
Western Society ◽  
Political Movements ◽  
Critical Approach ◽  
The World ◽  
Karen Barad ◽  
Vitruvian Man ◽  
Teaching Learning ◽  
Materialist Feminist ◽  
Poverty Levels ◽  
Fundamental Shift

This Special Issue offers PhEmaterialisms as a way to explore the world asvital and complex, while simultaneously being response-able to the multiple ethical imperatives of late-stage capitalism. We argue that PhEmaterialist thinking and practices can help us grapple with growing educational complexities, enabling strategies toresist and create alternatives to the patterns of injustice occurring across the world, from burgeoning ethno-nationalist and neo-fascist political movements, to rising global poverty levels, to massive population displacements, to environmental degradation, to toxic internet movements grounded in misogyny, homophobia, transphobia, and xenophobia (Strom & Martin, 2017a). To understand, enquire into, and generate action worthy of the complexity of our times requires a fundamental shift in our thinking and research practice. This shift disrupts the foundational logic on which dominant thinking in education (and indeed, all Western society) is based—humanism and anthropocentrism (Braidotti, 2013; Murris, 2016; Snaza et al, 2014). Instead, we argue that we need to put theories/concepts to work in education and educational research which can better account for the multiple, entangled, ever-shifting, difference-rich nature of processes of teaching, learning, schooling, and activism. For this work, we also draw on a rich feminist legacy attentive to unequal power relations (e.g., Ahmed, 1998; Anzaldua, 1999; hooks, 1994; Spivak, 1978), and our critical approach to rethinking Vitruvian “man” is especially informed by posthuman/new materialist feminist thinkings and thinkers, including Rosi Braidotti, Donna Haraway, and Karen Barad.

scholarly journals Reflective or Diffractive Learning/Teaching? Concurrences of Paul Ramsden And Karen Barad’s Approaches

2020 ◽  
Vol 45 ◽  
pp. 175-183
Author(s):  
Karolina Rybačiauskaitė
Keyword(s):  
Iterative Process ◽  
Approach To Learning ◽  
Theoretical Assumptions ◽  
New Learning ◽  
The World ◽  
Karen Barad ◽  
Approach To Teaching ◽  
The Subject ◽  
Epistemological Position ◽  
Teaching Learning

In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, re-turning, and others, also may acquire new practical content.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

Does Modernization Breed Ethnic Political Conflict?

1991 ◽  
Vol 43 (3) ◽  
pp. 451-478 ◽  
Author(s):  
Saul Newman
Keyword(s):  
Ethnic Groups ◽  
Ethnic Conflict ◽  
Political Conflict ◽  
Political Activity ◽  
Political Movements ◽  
Melting Pot ◽  
Long Term Stability ◽  
Cultural Ideologies ◽  
The World ◽  
Economic Modernization

Until the early 1970s many scholars believed that the process of economic modernization would result in the decline of ethnic political activity throughout the world. This melting pot modernization perspective failed on both theoretical and empirical grounds. After its collapse, scholars promoted a new conflictual modernization approach, which argued that modernization brought previously isolated ethnic groups into conflict. Although this approach accounted for the origins of ethnic conflict, it relied too heavily on elite motivations and could not account for the behavior of ethnic political movements. In the last five years, scholars have tried to develop a psychological approach to ethnic conflict. These scholars see conflict as stemming from stereotyped perceptions of differences among ethnic groups. This approach fails to analyze the tangible group disparities that reinforce these identifications and that may serve as the actual catalysts for ethnic political conflict. The conflictual modernization approach is reinvigorated by applying it to the cases of ethnic conflict in Canada and Belgium. In both of these countries the twin processes of economic modernization and political centralization intensified ethnic conflict while stripping ethnic movements of the romantic cultural ideologies and institutional frameworks that could provide these movements with some long-term stability. Thus, by integrating the modernization approach with a resource mobilization perspective we can develop theories that can account for ethnic conflict throughout the world.

scholarly journals Risking hope in a worried world

2017 ◽  
Vol 18 (1) ◽  
pp. 91-98
Author(s):  
Jonathan Silin
Keyword(s):  
Early Childhood ◽  
Global Warming ◽  
Pedagogical Practices ◽  
Political Movements ◽  
Early Childhood Educator ◽  
Aging Parents ◽  
The Real ◽  
The World ◽  
Letting Go ◽  
The Moment

Hope is at the heart of the educational endeavour. Yet it is a challenge for educators to sustain a sense of hope in a worried world where terrorism, mass migrations, global warming and ultra-right political movements are on the rise. Acknowledging that hopefulness always involves risk, this article identifies three pedagogical practices which support potential and possibility in children: letting go of worry, engaging in the pleasures of forgetting, and learning to wait. Drawing on his work as an early childhood educator, AIDS advocate and caregiver to his aging parents, the author suggests that self-restraint – checking the impulse to fix and remediate – may be the most effective way to help others. Leaving aside excessive rules and abstract theories enables teachers to stay in the moment and in relation with others. Rejecting a blind hope that defends against remembering the ravages of personal and social histories, the author proposes embracing a modulated or educated hope (José Muñoz) that can keep us grounded in the real, even as we imagine the world differently.

scholarly journals Foreword

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Mmaphaka Tau
Keyword(s):  
General Increase ◽  
Fast Growing ◽  
The World ◽  
Poverty Levels

The conditions prevailing in the world, where fast growing populations are coupled with rapidly expanding urbanization and a general increase in poverty levels, are greatly aggravating the disaster risks and vulnerabilities of a large part of the world’s populations.

scholarly journals Universidad en tiempos de Covid-19: tecnologías que acortan distancias

2021 ◽  
Vol 9 (18) ◽  
pp. 91-97
Author(s):  
Gloria María Pérez Montero
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Learning Environments ◽  
Self Management ◽  
Educational Context ◽  
Communication Course ◽  
The World ◽  
Teaching Learning ◽  
The University ◽  
Epidemiological Situation

The presence in the world of the pandemic known as Covid-19 has brought with it challenges and challenges in all areas, but especially in the educational context. The University of Granma responds to the intention of promoting the use of technologies in the improvement of Higher Education and in current times has had to enhance this aspect due to the need for social distancing. This work presents some of the alternatives that have been adopted in the House of Higher Studies and how young people have assimilated them, based on the experiences obtained in the teaching of the Communication course, which belongs to the Sociocultural Management for Development career from the Faculty of Economic and Social Sciences. The epidemiological situation has not prevented the training of comprehensive and competent professionals, on the contrary, it has enabled students to achieve self-management of knowledge and meaningful learning, using virtual teaching- learning environments.

scholarly journals The Evolving Interplay between Islam and Politics: From Islamist to Islamic Democrat

ICR Journal ◽  
2018 ◽  
Vol 9 (4) ◽  
pp. 154-164
Author(s):  
Waqas Ahmad
Keyword(s):  
Vital Role ◽  
The Other ◽  
Political Movements ◽  
Islam And Politics ◽  
Muslim Countries ◽  
The World ◽  
Inclusive Approach ◽  
Democratic Parties ◽  
The One ◽  
Democratic Elections

Islam is unique in its relationship with politics. It plays a vital role in politics and governance, initially under the Rashidun and subsequently in many Muslim empires. The collapse of the Ottoman caliphate in 1924 and the process of decolonisation which started in the mid-twentieth-century led to the start of many Islamic political movements in newly independent Muslim countries. These movements now sit at a critical juncture, with Muslims around the world being polarised around two political extremes. On the one hand, we have Islamic radical groups like ISIS and al-Qaeda, while on the other hand we have secular parties which do not see any role for Islam in politics and governance in Muslim countries. In response, many traditional Islamist parties are now evolving into Muslim democratic parties. Unlike Islamists, Muslim democrats take a more inclusive approach, preferring to integrate Islamic religious values into political platforms designed to win regular democratic elections. The Ennahda Party of Tunisia is one Muslim party that reflects this evolution. R. Ghannouchi, who outlined Ennahdas transition, has argued that Tunisians today are less concerned about Islamisation or secularisationthan with building a democratic government that is inclusive and meets their aspirations for a better life. This paper is an attempt to investigate this shift and its consequences for Islamism across the Muslim world.

scholarly journals Competențele – expresie a rezultatelor școlare

2020 ◽  
Vol 46 (3) ◽  
pp. 93-99
Author(s):  
Elena Ramona Cenușe
Keyword(s):  
Educational System ◽  
Social Expectations ◽  
Educational Organization ◽  
Know How ◽  
Modern Education ◽  
The World ◽  
Education School ◽  
The One ◽  
Teaching Learning

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.

Biology is a feminist issue: Interview with Lynda Birke

2010 ◽  
Vol 17 (4) ◽  
pp. 413-423 ◽  
Author(s):  
Cecilia Åsberg ◽  
Lynda Birke
Keyword(s):  
Animal Studies ◽  
Science Studies ◽  
Feminist Scholarship ◽  
Feminist Science ◽  
Karen Barad ◽  
Material Turn ◽  
Human Animal ◽  
Feminist Technoscience ◽  
The One ◽  
Materialist Feminist

This is an interview with Professor Lynda Birke (University of Chester, UK), one of the key figures of feminist science studies. She is a pioneer of feminist biology and of materialist feminist thought, as well as of the new and emerging field of hum-animal studies (HAS). This interview was conducted over email in two time periods, in the spring of 2008 and 2010. The format allowed for comments on previous writings and an engagement in an open-ended dialogue. Professor Birke talks about her key arguments and outlooks on a changing field of research. The work of this English biologist is typical of a long and continuous feminist engagement with biology and ontological matters that reaches well beyond the more recently articulated ‘material turn’ of feminist theory. It touches upon feminist issues beyond the usual comfort zones of gender constructionism and human-centred research. Perhaps less recognized than for instance the names of Donna Haraway or Karen Barad, Lynda Birke’s oeuvre is part of the same long-standing and twofold critique from feminist scholars qua trained natural scientists. On the one hand, theirs is a powerful critique of biological determinism; on the other, an acutely observed contemporary critique of how merely cultural or socially reductionist approaches to the effervescently lively and biological might leave the corporeal, environmental or non-human animal critically undertheorized within feminist scholarship. In highlighting the work and arguments of Lynda Birke, it is hoped here to provide an accessible introduction to the critical questions and challenges that circumvent contemporary discussions within feminist technoscience as theory and political practice.

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