Seeking Justice in Your Own Backyard

This chapter analyzes a summer workshop that invited middle and high school students to create digital public service announcements (PSAs) about a social justice topic of their choice. In this chapter, the author investigates the concepts of media literacy, critical literacy, and critical media literacy, then describes in detail the two-week workshop, ending with examples of student work as well as student reflections and instructor recommendations for future workshops. Detailed lesson plans are included to encourage teachers to replicate this workshop in their own classrooms as part of a unit on critical media literacy.

The Excellence Award at the Fonds Ricœur’s Summer Workshop 2021 - “Ricœur rhétorique. The Missed Encounter with Chaïm Perelman in The Rule of Metaphor”

This paper argues that Ricœur’s philosophy operates on the basis of a more expansive conception of rhetoric than it first appears. To show this, I reread The Rule of Metaphor through the “new rhetoric” of Chaïm Perelman. First, I survey Ricœur’s understanding of rhetoric in the 1950s and 60s. Second, I examine Ricœur’s relation to Perelman within the context of the broader “rhetorical turn” of the 1970s. After examining their respective positions, I argue that Ricœur fails to appreciate the full significance of Perelman’s conception of audience. In doing so, I draw attention to the central role that Ricœur himself ascribes to the audience or reader in the “work of meaning.” I conclude by proposing that the rhetorical triad of logos/ethos/pathos may serve as a conceptual matrix with which the rhetorical aspects of Ricœur’s philosophy can be interpreted.

Accomplishing Career Transitions 2019: facilitating success towards the professoriate

The Minorities Affairs Committee of the American Society for Cell Biology through its Accomplishing Career Transitions (ACT) program aims to ease critical transitions for postdocs and junior faculty from underrepresented backgrounds in STEM or from minority-serving institutions as they work towards promotion and tenure at a wide range of academic institutions. The ACT program is a 2-year cohort-based professional and skills development program that kicks off with a summer workshop and continues with additional online training sessions on selected topics, forging the creation of a permanent mentoring community for the participants. In this BMC Proceedings Supplement, we highlight selected content from the first ACT summer workshop held in 2019 at the Rizzo Center in Chapel Hill, NC. The goal of this BMC Proceedings Supplement is to amplify impact of ACT programming in a way that transcends the ACT Fellow community to benefit an increased number of scientists.

Refugee Girlhood and Visual Storied Curriculum

Decolonizing girlhood illuminates an attempt to refuse and recover the pathological representation of Indigenous refugee girls by going beyond the discourse of the Western construction of girlhood. It takes an anticolonial, critical race feminist approach to the understanding of girlhood that challenges the intersectional, racialized exclusion and the deficit representations of Indigenous refugee girls, which are often reinforced by humanitarian schemes of embodied vulnerability. The digital visual fiction stories created by Karen tribe refugee girls in a media arts summer workshop reposition their presence by creating spaces in which they can speak their own desires, share their imaginings, and portray their struggles. Through this experience, these girls challenge colonial social realities and the fantasies of democracy. Ultimately, their futuristic visual fiction acts as a form of counter-storytelling that illustrates an alternative curriculum space and flips the hegemonic script for empowerment.

Lesson Study in Matematics: Means, Aims and Obstacles

This paper, reflecting my talk at the XIIth summer workshop in mathematics, has three related aims: (1) to give a concise introduction to the phenomenon called "Lesson Study", particularly in mathematics, based on a selection of scientific literature and the authors' experience (mainly from Japan and Denmark); (2) to discuss the potentials of lesson study and some of the obstacles which the activity has met when transferred to schools outside of Japan; (3) to introduce and briefly discuss a research question which has been latent in research on Lesson Study since the late 1990's, and that is currently being addressed in the framework of the Anthropological Theory of the Didactic.

História do Ensino de Geometria e Formação de Professores: Algumas Reflexões

O artigo tem por objetivo elaborar um panorama das articulações de estudos da História da Educação Matemática e a Formação de professores que ensinam matemática, no cenário brasileiro atual, e relatar e tecer primeiras considerações e reflexões sobre o workshop “Ensino de geometria nos anos iniciais: conhecendo o passado, refletindo sobre o presente”, desenvolvido durante o XII Summer Workshop in Mathematics, e sobre outras oportunidades na modalidade remota. Como conclusões, indica-se a necessidade de parcerias entre pesquisadores dos dois campos de investigação – Formação de Professores que ensinam matemática e da História da Educação Matemática –, de modo a agregar e reunir resultados de pesquisas em prol de respostas mais eficazes para a formação e a atuação de professores que ensinam matemática.