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The Changing Shape of Support in the Work of Port Chaplains
No full textThis article draws on historical and ethnographic data from port chaplains working with the Mission to Seamen/Seafarers in the United Kingdom in the 1950s and the 2010s to chart a shift in the shape of that work. Relationships with seafarers are at the core of the work in both decades. We describe this work through individual support for seafarers, work around death, support for community building, and religious gatherings and events. While we find evidence for each of these components of the work in each decade, there is a clear shift in the shape of pastoral or caring work which became more individualized and practically oriented over time. This shift likely results from automation and shorter turn-around times for vessels as well as changes in the spiritual and religious identities of the seafarers and the port chaplains
UNIC Dialogues: Our Experiences of Partnership as Student Representatives in a European University Alliance
No full textFrom Pedagogical Crisis to Partnership: Experiences of a Student-Teacher Partnership Approach
No full textMirabile Dictu: the Bryn Mawr College Library Newsletter 28 (2025)
No full texthttps://repository.brynmawr.edu/mirabile/1029/thumbnail.jp
From ‘Me’ to ‘We’: How Perspective Shifts in Language Can Shape Children’s Judgments about Kindness, Caring, and Inclusivity
No full textCore to kindness, compassion, or consideration of others is the ability to move beyond one\u27s own perspective to imagine how someone else would think or feel. We reasoned that subtle shifts in language may facilitate this process, hypothesizing that speakers who adopted a generalized perspective (generic you, we) versus an individual (me) or specific (another\u27s name) perspective would be viewed by children as more kind, compassionate, and generous. We conducted three experiments with children 6-9 years of age (N = 376) as well as adults (reported in the Supplemental Materials; N = 781) to test this hypothesis. In Experiment 1, participants inferred that an adult speaker was more kind, compassionate, and generous when they used generic pronouns to frame a child\u27s mistake (e.g., Sometimes you/we drop things ). In Experiment 2, participants inferred that a child speaker was generous when the speaker used generic pronouns to describe classroom norms. In Experiment 3, participants made judgments about the group to which a speaker belonged, inferring that a child speaker was part of a cooperative, inclusive class when they used generic pronouns. In Experiments 2 and 3, results were stronger for we than generic you, a finding we discuss. Altogether, these results suggest that children and adults are attentive to subtle linguistic signals that convey a general, shared perspective, using them to draw inferences about how kind, compassionate, and considerate other people are, and the groups to which they belong
Co-Creating Courses with Students: The Power of Partnership
No full textCo-creation both enacts and fosters the enactment of inclusive student-centered pedagogies. Adapted from a keynote address delivered at the International Conference on Inclusive Student-Centred Pedagogies at the University of Crete, this article defines co-creation, summarizes the most common outcomes for students of this work, and shares examples of co-creation before,while, and after a course is taught. It reflects on how this work both enacts and supports the further development of inclusive student-centered pedagogies through positioning students as partners in the co-creation of entire courses, components of courses, classroom learning environments, course content, and assessment