Writing Histories of the Present

Historical research in the area of curriculum studies has tended to hew quite closely to traditional understandings of history as a matter of individuals, events, and causes and effects. Foucauldian discourse analysis (FDA) offers an alternative perspective on the past and present, one that sees history as erratic, discontinuous, and the result of operations of power and knowledge that exceed the level of the individual. This chapter begins with a brief overview of some of the theoretical underpinnings of FDA which make it unique among research methodologies in the field of educational research. The chapter then goes on to explore the types of questions that an FDA might pursue, the methodological tasks of FDA (including “archaeology” and “genealogy”), and closes with a discussion of two examples of FDA in curriculum studies.

Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning

Dr. Lissa D’Amour brings together relational psychoanalysis and developmental theory to offer practitioners of education an opportunity to unify theories of learning into a cohesive “dialectic model of learning and of learning’s refusal” (D’Amour, 2020, p. 142), a unification sorely needed in mathematics education as educators in Alberta feud over ‘back-to-basics’. Dr. D’Amour’s (2020) book, entitled Relational Psychoanalysis at the Heart of Teaching and Learning: How and Why It Matters, attempts to kick-start conversations about the relationships present in classrooms and offers respite from, and an alternative perspective of, the educational behemoth I have become a part of, one that increasingly ignores us humans, the relationships we have and our affective attunement with all that is around us.

The Intersection of Grand Strategies in Turkey-Russia Relations: Reflections of Smart Alignment and Flexible Competition in the International Arena

Evaluating Turkey-Russia relations is a dilemma, as the two countries fluctuate between perceptions of mutual historical hostility and strategic partnership. An alternative perspective is needed to get beyond the impasse of this dilemma. The main purpose of this study is to explain the common aspects of the grand strategies of Turkey and Russia within the framework of the pattern and to evaluate the policies of both countries in Syria, Libya, and the South Caucasus where the interests of both intersect and occasional conflict. We propose that Turkey-Russia relations can best be defined around the concepts of ‘smart alignment’ and ‘flexible competition.’ Their bilateral relations cannot be considered black or white in the abstract, but rather take place in the ‘gray zone.’ Alternative scenarios for the future of bilateral relations are presented in the conclusion.

Inner-city possibilities: using place and space to facilitate inter-ethnic dating and romance in 1960s–1980s Leicester

Applying a spatial lens to the oral histories of heterosexual women who had intercultural romantic relationships in Leicester from the 1960s to the 1980s provides an alternative perspective on their experiences. This article examines these women's movements into and around the inner city, eliciting discussion about the concept of ‘safe’ places and spaces and the factors that determined the transient nature of these spaces. It illustrates opportunities created for intercultural mixing, away from familial gaze and public hostility. Utilizing such spaces to develop and sustain their relationships reveals a previously unacknowledged female agency that also enabled an ‘everyday multiculturalism’ in the British city.

Towards emotional responsive mentoring of at-risk students in last-resort programs

Background Mentors guide students in their challenges at school and in life. At-risk students in last-resort programs who are at a high risk of leaving school unqualified are especially in need of highly competent and adaptive mentors. This study therefore aimed to identify mentor qualities as perceived by at-risk students and their mentors that meet students’ needs and mentors’ capabilities. Methods Face-to-face individual semi-structured interviews were conducted with students and mentors of two specialized programs in the Netherlands. Sensitizing concepts, derived from literature, were used to identify themes. Data analysis was conducted using thematic analyses and was validated by performing an audit. Results The mentor qualities that at-risk students and their mentors reported were classified in three different themes. Mentor tasks consisted of guiding and motivating students and providing them with tangible methods of support. Relationships between mentor and student were based on levels of respect, equality, and bonding. Characteristics of mentors related to empathy, care, and trust. Research implications Emotional responsiveness deserves further exploration as it appears to be an underlying concept of being a good mentor. Future research might explore mentor qualities in the context of other last-resort programs for at-risk students. Practical implications Findings implicate that mentors have to walk a tightrope between keeping professional distance and being sensitive, suggesting constant attention to their professional development is needed. Originality In the context of last-resort programs, an alternative perspective on mentoring at-risk students is outlined, based on perceptions of both students and mentors.

Multiple evanescent white dot syndrome (MEWDS): update on practical appraisal, diagnosis and clinicopathology; a review and an alternative comprehensive perspective

Background Multiple evanescent white dot syndrome (MEWDS) is a rare inflammatory eye condition affecting the outer retina as a consequence of choriocapillaris non perfusion. The pathophysiology of MEWDS will be discussed based clinical appraisal and on multimodal imaging appraisal. Methods Narrative review and perspective opinion. Results Literature review results helped us to put forward (1) the specific symptomatology (decreased/blurred vision, photopsia, subjective scotomas), (2) the ill-asserted character of clinical findings (foveal granularity, white dots in fundoscopy), (3) and the crucial importance of multimodal imaging with the diagnostic triad of ICGA hypofluorescent areas, BL-FAF hyperautofluorescent areas and loss/damage of IS/OS-ellipsoid zone on SD-OCT that characterise the disease and can practically help the clinician to diagnose MEWDS. A comprehensive alternative perspective of the disease was formulated. Conclusions The bulk of evidence that we are presenting in this review, thanks to new performing non-invasive and invasive imaging modalities, is sufficiently compelling to consider MEWDS as a primary choriocapillaritis/inflammatory choriocapillaropathy. Multimodal imaging allows the clinician to diagnose MEWDS with a high level of certainty and ensures a precise follow-up.

Learning of uncertainty in an introductory astronomy course in remote asynchronous delivery during Covid-19 lockdown

The teaching of an introductory astronomy course in remote delivery during Covid-19 lockdown encountered a unique issue in terms of a mixture of three student groups. They are the science majors, science-interested students, and non-science majors to satisfy science requirement in our Two-year community college located in New York City. The learning of how to assess uncertainty would be of a universal concern in the three groups. Uncertainty examples includes shoe size selection experience in daily life for non-science majors, distance measurement uncertainty for science-interested students who are parents, and simulation uncertainty for science majors. Reciting or memorizing a narrative in remote learning should be supplemented with a discussion using an alternative perspective with intellectual maturity, and the uncertainty theme would fit well for the learning of any chapters in an astronomy textbook. Assessment exercise questions are developed. The strategy to discourage rote learning and plagiarism in the remote asynchronous delivery of introductory astronomy at the college level is discussed.