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The body as misinformation: Examining the role of bodily information in the formation of false health beliefs
No full textThese slides were used for the presentation of a short paper by the same name (https://publicera.kb.se/ir/article/view/51928) at the 12th International Conference on Conceptions of Library and Information Science – University of Strathclyde, Glasgow, UK, 2nd-5th June 202
Understanding Perspectives and Practices of “Learning through Play” in East African Refugee and Host-Country Schools
Full text linkIn this article, we investigate understandings and practices of learning through play (LtP) in refugee and host-country contexts in Ethiopia, Tanzania, and Uganda. This is an area in which international donors have increased their investments in recent years. We used a positive deviance approach to select 12 best practice preprimary and primary schools. We used ethnographic methods to study these schools for 14-20 days in order to learn from their existing play-based teaching and learning practices. Our findings draw from the research team’s observations, visually stimulated interviews, and focus group discussions with 205 teachers, parents, and headteachers, and 160 students. The findings reveal that most of these education stakeholders (teachers, students, and parents) understood play and formal learning to be mutually exclusive but also recognized the developmental benefits of play. The findings also describe various LtP and LtP-adjacent learning activities, such as guided play and games, storytelling and role-play, energizers, and structured playful learning. The factors found to be critical to the school-based implementation of LtP include supportive policies, school leadership, and parental support, professional development and support for teachers, and addressing schools’ capacity and structural limitations. Based on these findings, we recommend that LtP proponents frame LtP as connected to active learning methods in terms of definition, conceptualization, and advocacy for its integration into policy frameworks. We built on the extant constructivist pedagogy and play literature to develop a typology of classroom-based LtP activities with the aim of encouraging policymakers, practitioners, and researchers to strengthen education systems’ ability to provide targeted support for teachers that will enable them to gradually increase their implementation of quality LtP practices across typology zones
Book Review: Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies by Patricia K. Kubow
Full text linkIn Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies, Patricia K. Kubow explores constructions of citizen identity and sense of belonging through focus groups with Jordanian students and Syrian refugees who attend double-shift public schools in Amman, Jordan. In her review of Kubow’s book, Ozen Guven highlights how Syrian and Jordanian students construct their Arab-Islamic identities in the context of school interactions, and in parallel with the school curriculum. She also points out the challenges Syrian students face as they negotiate multiple identities and navigate feelings of inclusion in the context of the Jordanian education system. Guven highlights the book’s contribution to the education in emergencies literature, namely, that it reflects the broader global policy shift toward refugee inclusion in host-country education systems. She concludes that the book is a rich new source for scholars studying citizenship education
Book Review: Laboratories of Learning: Social Movements, Education and Knowledge-Making in the Global South by Mario Novelli, Birgül Kutan, Patrick Kane, Adnan Çelik, Tejendra Pherali, and Saranel Benjamin
Full text linkIn his review of Laboratories of Learning: Social Movements, Education, and Knowledge-Making in the Global South by Mario Novelli, Birgül Kutan, Patrick Kane, Adnan Çelik, Tejendra Pherali, and Saranel Benjamin, João Souto-Maior highlights the authors’ in-depth qualitative analysis of how social movements create spaces for learning, knowledge creation, and social transformation. Souto-Maior points out the unique contribution this book makes to the education in emergencies field through its discussion of the microlevel processes that shape social movements. Based on the authors’ participatory action research, this book is a meaningful methodological addition to the education in emergencies field for scholars and practitioners who are interested in forging meaningful relationships with individuals and organizations directly engaged in social change
"America Will Educate Me Now": What Do Iraqi Refugees with Special Immigrant Visas Deserve and Who Decides?
Full text linkAlthough thousands of Iraqi refugees who worked with the Allied Forces during the Iraq war have been resettled in the United States, little is known about their experiences. In the aggregate, they are a well-educated, multilingual subset of refugees who aspire to earn college and higher education degrees. In this article, I draw from a series of interviews conducted between 2011 and 2018 with 13 of these Iraqi refugees. My aim is to more fully understand and document their college-going experiences in the US. Framed by notions of deservingness and coloniality in education, this study is driven by two questions: In what ways and by whom are Iraqi refugees with Special Immigrant Visas positioned with regard to deservingness and worthiness in higher education? How do they position themselves? I explore how notions and discourses of deservingness, and their practical and political application, affect the resettlement experiences of these Iraqi refugees. The findings indicate that, because of their Special Immigrant Visa designation and their work with the Allied Forces, these refugees are positioned, and position themselves, not only as deserving but sometimes as being owed a college education. The study offers insights into the long-term effects crisis has on the education of those who are far removed, both geographically and temporally, from a crisis-affected area where they once lived
Pleiades Datasets 4.0.1
No full textThis is a package of data derived from the Pleiades gazetteer of ancient places. It is used for archival and redistribution purposes and is likely to be less up-to-date than the live data at https://pleiades.stoa.org
Drama as Embodied Learning: Moving from Theory into Action
Full text linkThe arts, especially Drama, are among the strongest ways to engage secondary school students in classroom activities that support and leverage embodied cognition—the concept that the whole body plays a part in grasping and communicating understandings of information and ideas. For a wide variety of reasons, however, many teachers, are reluctant to use drama as a learning modality. Because drama methods were not included in the pre-service training of most teachers, they are not aware of how drama can support the topics they teach. Teachers also fear that drama takes too much time to implement and can collapse into unproductive chaos in the classroom. After presenting the theoretical precepts of embodied cognition and its relationship to the educational uses of drama, this article shares detailed directions for an effective classroom drama activity that supports the learning of vocabulary words and guides teachers towards successfully implementing it in their work with students
Book Review: Girls, Performance, and Activism: Demanding to be Heard by Dana Edell
Full text linkIn this book review, the reviewer reflects on the quality, purpose, and argument of Dana Edell's book. The reviewer explains how the book fits into the current literature and provides critical evaluation, analysis of sources and methodology, and to whom they would recommend the book
