The Development of Streetwear and the Role Of New York City, London, and Supreme NY

The Supreme NY brand encompasses fashion and music, skateboarding, and art. This study explores streetwear subculture and Supreme NY ’s history, influence, and position within the market in a European context. The study interviewed shop owners, designers, and fashion icons in London, Berlin, Milan, Barcelona, Amsterdam, Paris, and New York to elicit their perceptions of Supreme NY and the evolution of streetwear since the late 1980s. Results reveal that study respondents were significantly influenced by emerging music and skateboard culture in New York City during the 1980s and 1990s. Due to the so-called information age and rising number of new brands and collaborative projects, the streetwear industry is experiencing greater online activity than storefront patronage by enthusiasts. Results suggest that streetwear may evolve into apparel with a heavier presence online than on the street due to the growing rate of e-shopping and editorials. The term streetwear was also not concretely definable and responses from interview candidates suggested that more than apparel, streetwear is a social interactionist object and connotes a state of mind rather than a style of dress.

The Development of Streetwear and the Role Of New York City, London, and Supreme NY

The Supreme NY brand encompasses fashion and music, skateboarding, and art. This study explores streetwear subculture and Supreme NY ’s history, influence, and position within the market in a European context. The study interviewed shop owners, designers, and fashion icons in London, Berlin, Milan, Barcelona, Amsterdam, Paris, and New York to elicit their perceptions of Supreme NY and the evolution of streetwear since the late 1980s. Results reveal that study respondents were significantly influenced by emerging music and skateboard culture in New York City during the 1980s and 1990s. Due to the so-called information age and rising number of new brands and collaborative projects, the streetwear industry is experiencing greater online activity than storefront patronage by enthusiasts. Results suggest that streetwear may evolve into apparel with a heavier presence online than on the street due to the growing rate of e-shopping and editorials. The term streetwear was also not concretely definable and responses from interview candidates suggested that more than apparel, streetwear is a social interactionist object and connotes a state of mind rather than a style of dress.

Emerging Sociolinguistic Teaching Trends of English as a First Language in Nigeria

This paper seeks to examine the emerging sociolinguistic trends in Nigeria with the view to ascertaining the use of English as a first language among its speakers particular in Calabar, Nigeria. The study adopts Vygotsky’s (1978) Social Interactionist Theory. The theory is relevant because it accounts for the intentional and changing linguistic attitudes of children believed to be influenced by their early exposure to English as the language spoken by adults and peers within their immediate environment. Data for the study were generated through primary sources, particularly by means of participant observation and administration of questionnaire. Using random sampling technique, 468 questionnaires were distributed to children within the school age bracket of 06 - 13 in 10 selected Private Primary and Junior Secondary Schools in Calabar. With the aid of 20 trained research assistants who are bi/multilinguals in some Nigerian indigenous languages and English, 400 questionnaires filled under supervision were retrieved from the respondents from where the data were extracted and collated for analysis. Findings indicate that 37 percent of the pupils/students are monolinguals who speak only English as their ‘first and native language’. Similarly, 32.5 percent of the target population understand their mother tongue(s) while 30.8 percent of affirm that they speak the indigenous language(s) fluently. Also, it is observed that a total of 63 percent are bi/multilinguals in their mother tongue(s) and English language and could switch or mix codes. The reasons for the increasing preference towards English language, the researchers have observed, range from the persuasive influence from parents, teachers and peers, and the consequences of globalization in addition to the multiple domains of use of English language. This trending communication practice would continue to increase the growing population of English speakers in Nigeria while the indigenous are further endangered.

Formando formadores: ensino e avaliação de produção textual em rede municipal

<p>Este estudo averigua percepções de participantes de formação em contexto sobre ensino e avaliação da produção textual, que tiveram por incumbência constituírem-se como multiplicadores dos docentes de Língua Portuguesa de rede municipal na região Sudeste. A análise dos dados aponta que as percepções dos sujeitos (i) destacam a colaboração como princípio estruturante da formação, compartilhando saberes e experiências entre formandos e formador em interatuação; (ii) espelham o papel da teoria de base sociointeracionista, sustentando a reflexão sobre a prática; (iii) elegem a transformação da prática pelo pressuposto teórico-metodológico da avaliação para a aprendizagem como processo formativo, evidenciando que a qualidade da avaliação do texto do estudante pode ser auferida pela compatibilização da abordagem criterial com as perspectivas experienciais dos sujeitos-professores.</p><p><strong>Palavras-chave</strong>: Avaliação para a Aprendizagem, Formação de Formadores, Produção Textual, Avaliação Formativa</p><p> </p><p>Formando formadores: enseñanza y evaluación de la producción textual en la red municipal</p><p>Este estudio indaga en la percepción de los participantes de formación dentro del contexto de la enseñanza y la evaluación de la producción de textos, que han tenido como objetivo constituirse en multiplicadores de los docentes de Lengua Portuguesa en la red municipal de la región Sudeste. Los análisis de los datos arrojan que en la percepción de los sujetos (i) se destaca la colaboración, como principio estructurante de la formación, compartiendo saberes y experiencia entre el formador y los que se forman; (ii) se refleja el papel de la teoría basada en la interacción social que sostiene la reflexión sobre la práctica; (iii) se elige la transformación de la práctica por el presupuesto teórico-metodológico de la evaluación para el aprendizaje como proceso formativo, evidenciando que la calidad de la evaluación del texto del estudiante, se puede obtener a través de la compatibilización del abordaje criterial con las perspectivas de las experiencias de los sujetos-profesores.</p><p><strong>Palabras-clave</strong>: Evaluación para el Aprendizaje, Formación de Formadores, Producción Textual, Evaluación Formativa</p><p> </p><p>Training trainers: textual production teaching and assessment in a municipal education system</p><p>This study examines the perceptions of training participants in a context of textual production teaching and assessment; the participants were being trained to be Portuguese teacher trainers for a municipal education system in Brazil’s Southeast region. The data analysis shows that the participants’ perceptions (i) highlight collaboration as a structuring principle of training, through the sharing of knowledge and experiences between participants and the trainer; (ii) reflect the role of social interactionist theory in supporting reflection about practice; (iii) choose the transformation of practice through the theoretical-methodological assumption of assessment for learning as a training process, thus showing that the quality of assessment of students’ texts can be reached by making the criterial approach compatible with the experiential perspectives of subject-teachers.</p><p><strong>Keywords</strong>: Assessment for Learning, Training of Trainers, Textual Production, Formative Assessment</p>

Closet cosplay: Everyday expressions of science fiction and fantasy fandom among women

Some American science fiction and fantasy (SF&F) female fans participate in Cosplay or costume play, the global practice of dressing in costume and performing fictional characters from popular culture. Cosplay is typically only socially sanctioned at conventions and other fan events, leaving fans searching for new ways to express their fandom in everyday life. Closet cosplay is one solution in which everyday clothing and accessories can be worn to express fandom. The motivations for wearing everyday fan fashion have been only briefly mentioned by other authors or studied within limited social contexts. Therefore, the purpose of this research was to explore SF&F female fans' participation in closet cosplay as it is worn in everyday contexts. An exploratory qualitative study was conducted using a social interactionist perspective, and Sarah Thornton's concept of subcultural capital and Pierre Bourdieu's theory of cultural capital. Semi-structured, online interviews were conducted with sixteen participants who wore closet cosplay related to SF&F films and/or television series, which included Star Wars, Marvel Comics, DC Comics, Disney films, Harry Potter and anime fandoms like Sailor Moon (1995‐2000). The interview data were analysed using NVivo qualitative analysis software and the constant comparison method. Two themes emerged from the data: the definition of closet cosplay and motivations for wearing closet cosplay. Through examining these themes, it was evident that female SF&F fans used closet cosplay to express a salient fan identity, which enabled them to simultaneously gain subcultural capital and feminized cultural capital.

A dialogue between Vygotsky’s learning theory and peer instruction in Astronomy classes

Active learning methodologies have been used to teach science, technology, engineering, arts and mathematics at higher education institutions in several countries. We report the results of using peer instruction in an Astronomy undergraduate course taught at a research university in Brazil. The course syllabus covered topics on astrometry and celestial mechanics at an introductory level and was offered in the second semester of 2018. In order to better investigate the effect of the interaction among students, we have asked them to talk to their peers after the first poll regardless of the outcome. We have then analyzed the outcomes of all peer instruction polls, before and after student interaction, as well as the course evaluation questionnaires answered by the students at the end of the semester. From these analyses we were able to establish an approximation between peer instruction and some key elements of Vygotsky’s social interactionist theory.

As tecnologias como ferramentas na educação linguística: a BNCC e a visão dos professores

RESUMO: Conceitos como Letramento digital, hipertextualidade e multimodalidade já se encontram difundidos nos movimentos educacionais. Nesse sentido, o presente trabalho tem como objetivo verificar a visão dos docentes sobre abordagens didático-metodológicas que envolvam as tecnologias. Além disso, objetiva-se observar se as práticas desses professores efetivam essas abordagens, além de analisar em que perspectiva a Base Nacional Comum Curricular (BNCC) do Ensino Médio orienta o trabalho com as tecnologias no eixo “Códigos, Linguagens e suas tecnologias”. Esta pesquisa desenvolve-se por meio de dois objetos de análise: o documento BNCC do ensino Médio e um questionário aplicado aos professores de Língua Portuguesa das terceiras séries das escolas estaduais de Quirinópolis (Goiás). Consiste, portanto, em uma pesquisa qualitativa, com parte dos dados extraídos de uma investigação documental e outra parte extraída da pesquisa de campo conforme metodologia de observação-participante. Apoiou-se nas postulações teóricas sobre a tecnologia na educação, o letramento digital, os gêneros multimodais e a abordagem sociointeracionista de linguagem, respectivamente, em: Bakhtin (2000), Rojo (2013, 2015), Kramer et al. (2007) e Silveira e Bazzo (2009) e Almeida e Silva (2011). Observou-se que a BNCC apresenta incisivos encaminhamentos que evocam os recursos didáticos digitais. Identificou-se também que os professores têm articulado suas abordagens didático-metodológicas, inserindo, de maneira significativa ou pontual, os eventos tecnológicos, conforme a disponibilidade dos escassos recursos e das condições de trabalho. PALAVRAS-CHAVE: ensino de Língua Portuguesa; tecnologias; letramento discursivo; multiletramentos. ABSTRACT: Concepts such as Digital Literacy, hypertextuality and multimodality have already been diffused in educational movements. In this sense, the present work aims to verify the vision of teachers about didatic-methodological approaches that involve technologies and observe if the practice of these professionals executes such approaches, besides analyzing in what perspective the National Common Curricular Base (BNCC) for high school degree guides the work with technologies on the axis “Codes, Languages and their technologies”. This research has been developed through two analysis goals: the BNCC high school document and a questionnaire applied to Portuguese Language teachers of the senior year in Quirinópolis (Goiás) state schools. This investigation is thus of qualitative nature, consisting of one part of the data being extracted from a documental investigation and another from a field research in accordance with the observation-attendant methodology. Theoretical background on technology in education, digital literacy, multimodal genres and the social-interactionist approach of language has supported this research, by respectively drawing on the following authors: Bakhtin (2000), Rojo (2013, 2015), Kramer et al. (2007) and Silveira e Bazzo (2009) and Almeida e Silva (2011). It has been observed that the BNCC presents incisive orientations that call for digital didactic resources. It has also been identified that the teachers have articulated their didactic-methodological approaches by inserting technological events in significant or punctual ways, depending on the availability of resources and proper conditions. KEYWORDS: Portuguese language teaching; technologies; discursive literacy; multi-literacy.

Cognition in a Social Context: A Social-Interactionist Approach to Emergent Phenomena

The formation of collective memories, emotions, and beliefs is a fundamental characteristic of human communities. These emergent outcomes are thought to be the result of a dynamical system of communicative interactions among individuals. But despite recent psychological research on collective phenomena, no programmatic framework to explore the processes involved in their formation exists. Here, we propose a social-interactionist approach that bridges cognitive and social psychology to illuminate how microlevel cognitive phenomena give rise to large-scale social outcomes. It involves first establishing the boundary conditions of cognitive phenomena, then investigating how cognition is influenced by the social context in which it is manifested, and finally studying how dyadic-level influences propagate in social networks. This approach has the potential to (a) illuminate the large-scale consequences of well-established cognitive phenomena, (b) lead to interdisciplinary dialogues between psychology and the other social sciences, and (c) be more relevant for public policy than existing approaches.

Watchdogs, Advocates and Adversaries: Journalists’ Relational Role Conceptions in Asylum Reporting

Journalistic role conceptions are usually understood as internalised professional conventions about the tasks reporters pursue in society. This study insists that more attention be put on the relational and context-dependent nature of journalistic role conceptions. Adopting a social-interactionist approach to journalistic roles, the study examines how Finnish journalists conceived of their professional roles when covering asylum issues during the so-called “refugee crisis” of 2015–2016. Based on an analysis of open-ended, semi-structured interviews with 24 journalists, we highlight how considerations of the political context and interactions with three key reference groups—officials, asylum seekers and anti-immigrant publics—shaped the journalists’ conceptions of their tasks and duties. The article contributes to the study of journalistic role conceptions by illustrating how the conceptualisation of journalistic roles in relation to reference groups takes place in practice. It also sheds light on the tensions involved in journalistic balancing and negotiation between various available role conceptions, especially in the shifting societal and political contexts of a Europe marked by multiculturalism and the simultaneous rise of anti-immigrant movements.