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Transdisciplinary Dialogues on AI in Education
No full textThe authors integrate the classical elements – earth, air, water, and fire – within post-human perspectives to explore the multifaceted integration of Artificial Intelligence (AI) in educational contexts. A transdisciplinary approach invited a fertile dialogue among three academic experts from distinct fields of study, who then examined the transformative impact of AI in education: transcending traditional anthropocentric perspectives. In the ‘Earth’ metaphor, the narrative likens AI’s role to Earth’s stabilizing properties. It critically analyzes AI simulations in various disciplines, emphasizing AI’s support in fundamental learning and cognitive development, yet maintaining skepticism about its effects on embodied cognition and experiential learning. Addressing ‘Water’, the authors underscore the need for fluid, adaptable educational governance in response to AI integration. This element resonates with post-human ideas of fluidity and hybridity, urging educational systems to be responsive while expressing concerns about rapid technological changes and their wider implications, calling for thoughtful policy revisions. The focus in ‘Fire’ shifts to AI’s transformative effects on educational governance, intertwining ethical and data privacy issues. The authors critique the potential centralization of power of educational technology companies and the importance of preventing educational inequities and biases. Transitioning to ‘Air’, the focus is upon AI’s exponential impact on pedagogy, just as air facilitates communication. The authors examine AI’s potential for personalizing learning and enhancing interactive dynamics. Examining this element also highlights the importance of algorithmic transparency and the risks of diminishing human roles in education. Finally, the authors examine and interpret the United Nations’ Agenda 2030 through a post-human perspective, advocating for an educational governance model and framework that acknowledges the interplay between human, non-human, and technological entities, thereby emphasizing the need for transdisciplinary perspectives on AI in education to capture the Zeitgeist of the Fourth Industrial Revolution
Decanonise the ‘forefather’: Situating Muska Mosston’s Contributions to Physical Education and Sport Pedagogy within the Context of Zionist Settler Colonization of Palestine
No full textCritical Commentary:
Muska Mosston, renowned as a forefather of pedagogical innovation in the field of physical education and sport pedagogy, is celebrated for his Spectrum of Teaching Styles, which has permeated the field for decades. However, an examination of his biography reveals problematic ties to Zionist settler colonialism, including active participation in the dispossession and erasure of Palestinian communities. Using a deco lonial lens, this paper critically interrogates the legacy of Mosston, challenging the normalisation of settler-colonial ideologies within academic discourse. In exploring Mosston\u27s legacy through a decolonial lens, we are also compelled to reflect: How do we engage with the work of scholars whose lives and ideologies are deeply intertwined with systems of oppression? Can we separate the value of their contributions from the oppressive systems they may have been a part of? Furthermore, we urge professional organizations and academic institutions to reflect on their complicity in idolatrizing and therefore normalizing such legacies; we suggest instead that they employ practices that uphold truth-telling, advance healing, embrace ethics and actively reduce violence. By foregrounding these self-and institutional-reflective questions, we seek to advance a more equitable, ethical and axiologically reflexive scholarly practice in physical education and the sport pedagogy community more broadly
Écrire contre l’hégémonie : résistance postcoloniale de l’Inde française dans Le thinnai d’Ari Gautier
No full textLa voix littéraire des écrivains francophones indiens est largement marginalisée par comparaison avec celle des anglophones. L’étude qui suit, se fond sur la mise en lumière d’un roman de l’écrivain franco-indien Ari Gautier, intitulé Le thinnai (2018). Situé dans un village des hors-caste à Pondichéry, ancienne colonie française en Inde, ce roman historique fait entendre des voix résistantes de personnages postcoloniaux : franco-indiens, créoles et colons français. Pris au piège du statut liminal entre français et indien, et du système de caste qui les entoure, ces personnages résistent à toute hégémonie. La présente étude identifie cette résistance non pas comme barrière à leur expression mais comme l’occasion de créer une production créative et subversive. C’est aux trois vecteurs de la voix résistante que s’intéresse cet article : le mythe (contre le mythe colonial), la mémoire (contre l’amnésie de l’histoire officielle), la langue (contre la pureté du français). Malgré sa marginalisation, l’écriture indienne d’expression française, comme Le thinnai, mérite d’être envisagée comme une voix indéniable dans les études postcoloniales francophones d’aujourd’hui
L\u27 écriture autobiographique dans Une femme d’Annie Ernaux
No full textTrès tôt dans sa carrière littéraire, Annie Ernaux a puisé dans son vécu pour construire un univers romanesque où se mêlent l’intime et le social. Dans ses écrits auto-socio-biographiques et notamment Une femme, Ernaux s’est engagée à décrire la situation sociale et, plus particulièrement, la condition des dominés en les intégrant dans ses écrits intimes pour former un tout imbriqué. L’auteure revendique « une écriture plate » et a banni par conséquent de son langage littéraire tout ornement ou fioriture stylistique. Ce geste traduit sa volonté d’établir une distance à la fois objectivante et objective quant à la réalité sociale qu’elle met en exergue. Cette contribution forme une approche narratologique, toutefois sans perdre de vue les dimensions sociologique et stylique que laisse entrevoir l’œuvre
In my father\u27s shoes: An anti-colonial autoethnography of a sporting Indo-Fijian girl
No full textWhile there is substantial literature on the sporting experiences of girls and women from the Global North and increasing contributions from the Global South, there remains a scarcity of narratives focused on minority and marginalised young non-Indigenous women and their athletic pursuits in involuntary postcolonial spaces, such as Indo-Fijians in Fiji. I am a fourth-generation descendant of Indian indentured labourers, who were brought to Fiji by British colonizers with false promises of a brighter future, only to become bound in servitude on the sugarcane plantations. Sports and physical activities have been an important part of my life since I was a child. I loved the thrill I got from playing soccer with my male cousins and the excitement I felt whilst sprinting barefoot under the blazing Fijian sun. The sweet ache in my small muscles and the sweat streaming from my nine-year-old frame made me feel like the fastest girl on earth. I must have been a brave child to embrace such a narrative in a postcolonial home where rugby is religion, and associated with Indigenous Fijian men, who are predominantly Christian. Soccer on the other hand is often seen as a migrant (Indian) sport associated with people perceived as \u27softer.\u27 The colonizers had meticulously separated the Indian indentured labourers from the Indigenous Fijians, and after they left, the two races struggled to coexist in harmony. During my childhood, I couldn\u27t understand that my place in this "Promised Land," shaped by colonial history and defined by my gender and race, was subtly constraining my affordances and potential in sports. I reject all Fijian stereotypes that depict Indo-Fijian women as fragile and unathletic. How could such notions hold when my foremothers laboured from dawn till dusk in the Fijian sugarcane fields -putting their bodies on the line and their strength and endurance tested daily? This anti-colonial autoethnography channels my voice and lived experiences through an intersectional lens to unveil the multifaceted layers of marginalisation that Indo-Fijian girls face in both formal and informal Fijian sports arenas. Its aim is to craft counter-narratives and elevate the voices of those whose experiences have been overshadowed or ignored by colonial and outsider viewpoints
Challenges and Perceptions of Mathematical Modelling Among Norwegian Pre-Service Teachers
No full textMathematical modelling can be described as “[…] the process of translating between the real world and mathematics in both directions” (Blum & Ferri, 2009, p. 45). Both students and teachers often find mathematical modelling challenging. Thus, it is important that future teachers are aware of the challenges their students might encounter when working on this topic. Based on observations and interviews, this study examines obstacles that Norwegian pre-service teachers face in mathematical modelling, and how they perceive their own solution process after learning about mathematical modelling. The study draws on a seven-step modelling cycle described by Blum (2015), and reveals that the pre-service teachers, due to the lack of assumptions, struggle to give meaningful interpretations of their mathematical results. Their perceptions about having to provide their answer as a general expression, are found to be related to their expectations stemming from classroom activities different from student-centered modelling sessions
Condemning Intersectionality: Online Conservative News Media and Intersectional Panic
No full textResearch has increasingly drawn attention to the role of online conservative news media in propagating disinformation and reinforcing social inequalities. Scholarship, however, has yet to explore how these media represent intersectionality. Using a grounded theory approach, I examined how 427 online conservative news reports, from nine widely searched websites in the U.S., portrayed intersectionality. The authors of the reports employed a complex set of discourses to condemn intersectionality, constructing it as limited, hierarchical, and divisive, while also conveying panic over its ability to bring individuals on the Left into coalitions. I thus develop the concept intersectional panic to account for how these media responded to intersectionality with a considerable amount of fear or anxiety. Findings reveal that intersectional panic overlaps with, yet also operates differently from, other forms of panic, such as racist, sexist, or anti-LGBTQ fears, because the former involves anxiety over multiply-marginalized individuals advancing in U.S. society. I further reveal that these conservative news media sometimes used intersectional discourses to condemn intersectionality. Building on Patricia Hill Collins’s (2019) understanding of intersectionality as a critical tool for social justice, I argue that emphasizing intersectionality’s expansive and beneficial capacities would help challenge such panic
Feminist Communities of Practice: Building Stronger Research Coalitions to Counter Antagonism in the Academy
No full textIn the face of academic antagonism, this article argues that feminists must build caring and careful communities of practice to sustain ourselves. In it we explore the importance of creating intentional, feminist-oriented spaces of actionable solidarity to protect activists and academics from institutional antagonisms. Through our encounters as researchers working within feminist archives, and as academics who are part of feminist research collectives, we have developed a process for creating provisional solidarities that protect both our persons and our activisms. This process is based on our lived experiences, archival explorations, and social media research that informs our sometimes messy and often nuanced praxes of community-building as a counterpoint to increasing neo-liberal co-option of discourses of solidarity. In this paper we provide some guideposts for how we do our work as a way of inviting further conversation around how to manage the antagonisms we face as feminist scholars
Purity and Persecution: Histories of Race and Afro-German Children Before, During and After Nazi Germany
No full textThis paper examines the complex intersection of racial purity ideologies in Nazi Germany and the subsequent sterilization and displacement of mixed-race children during and after World War II. Drawing on colonial historical records, and personal testimonies, this paper investigates how the Nazi regime\u27s commitment to racial hygiene and the purity of the Aryan race led to the systemic persecution of children born to German mothers and non-German fathers, particularly those of African descent. The regime viewed these children as threats to racial integrity, subjecting them to forced sterilization. In the post-war period, these children—now adults—faced continued marginalization with strained familial connections due to lingering prejudices and emerging third-party fostering and adoption practices. This paper also explores the enduring impact of these policies on the social and psychological well-being of survivors, addressing issues of identity, displacement, and the long-term consequences of racial purity doctrines. By linking the ideological roots of racial exclusion in the Nazi era to the personal stories of mixed-race individuals, this paper provides a critical lens on the enduring legacies of racial discrimination in pre-and post-war Germany