UCC Journals (Univ. College Cork)
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Book Review Finding Ways Through Eurospace: West African Movers Re-Viewing Europe From the Inside, by Joris Schapendonk
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Performativer Fernunterricht aus der Perspektive angehender DaF-Lehrender: Eine qualitative Inhaltsanalyse
Get PDFIn diesem Beitrag wird der Frage nachgegangen, wie angehende DaF-Lehrende ihre Lernerfahrungen im performativen Online-Workshop bewerten. Zu diesem Zweck wurden verschiedene Drama-Aktivitäten per Videokonferenz mit Studierenden aus Deutschland und Serbien im Rahmen von Lehrveranstaltungen durchgeführt. Am Ende des Sommersemesters 2021 wurden sieben Studierende einzeln interviewt. Die leitfadengestützten Interviews wurden nach der zusammenfassenden Inhaltsanalyse von Mayring (2010) qualitativ ausgewertet. Die Ergebnisse weisen darauf hin, dass durch einen dramapädagogischen Ansatz Unterrichtsatmosphäre, Interaktion, Kommunikation, soziale Distanz und Lernmotivation optimiert sowie Sprechangst und Hemmungen abgebaut werden können
Transport in the quantum world
Get PDFThe relentless progression of technology is something we are all familiar with. Computers have gone from filling entire rooms to only taking up some desk space while at the same time becoming incredibly fast. Music was once stored on vinyl records but we can now store hundreds of albums on portable MP3 players. This progression is described by Moore\u27s law which says that technology is getting twice as small and twice as fast every eighteen months. However, this progression can only continue unhindered for so long until it hits a fundamental wall. The problem is that the miniaturization of technology is moving it out of the classical, everyday world and into the quantum world, and devices will soon reach the size of single or few atoms. Whilst moving into the quantum world presents a number of challenges, the benefits far out weigh them. Quantum computers, computers which utilize quantum mechanics, ..
L2 teaching and learning in Waldorf schools – why performative?
Get PDFThis paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative
The gappiness in Shakespeare: Performative possibilities
Get PDFIn this paper I outline a performative approach to working with Shakespeare in a Waldorf school, relating this to Smith’s notion of Shakespeare’s ‘gappiness’. It locates this teaching and learning in the context of block teaching, an innovative method used in some Waldorf schools. The paper offers a theoretical account of the performative approach based on the notion of learning in a community of practice and the immersion in unfamiliar landscapes of practice – in this case working with Shakespeare’s Macbeth- in relation to the developmental tasks of 17-18 year old school students. The workshop process in classroom learning is then described
Are unborn children rights-holders under the United Nations Convention on the Rights of the Child?
Get PDFIn September 1992, Ireland ratified the United Nations Convention on the Rights of the Child (CRC), committing itself to the promotion, protection and fulfilment of the rights of all children on a non-discriminatory basis as outlined in the Convention. But just who is a child under the wording of the CRC? Article 1 of the CRC defines the child as “every human being below the age of eighteen years, unless under the law applicable to that child majority is attained earlier”. So the CRC is clear on a maximum age limit for one to qualify as a ‘child’ and thus gain rights under the CRC. It makes no mention, however, of a minimum age limit for a human being to qualify as a ‘child’ under the Convention. Does a child gain rights under the Convention from the moment of his existence, i.e., immediately following conception, or from the moment of ..
Commentaries on the Role of the Irish Journal of Anthropology in Anthropology of Ireland by Past Editors: Interviews with Ioannis Tsioulakis and Carles Salazar
No full text\u27Alive with Seals\u27: Seal-Fishery Conflict and the Conservation Conversation in Ireland
No full textThis article presents Irish fishers’ perspectives on seal-fishery interaction as perceived increase in the population of seals causes a variety of issues including depredation of fish and damage to gear. The piece will juxtapose the fishers’ own understandings with an analysis of national public discussions of the seal-fishery problem over the past year as some developments have been made in the government’s willingness to engage with the issue. Grounded in recent developments of an anthropology beyond the human, this piece reflects on how anthropological knowledge can contribute to contemporary conversations around natural resource conservation in Ireland
