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Puppetify! A creative advocacy and wellbeing project
No full textThe Puppetify! project is exploring how creative activities can help young people understand and advocate for their own mental health and wellbein
A poet who climbed or a climber who writes poetry: The Poetry of cinema and movement in the Rock-Climbing documentary
No full textWith regard to any understanding of the poetic nature of documentary cinema I imagine many chapters in this volume will refer to Lindsay Anderson’s famous comments about the seminal and genre defining work of Humphrey Jennings when he famously championed the documentary filmmaker, one of the key members of the British Documentary movement, as, ‘the only real poet the British cinema has yet produced’ (1954: 181). In Anderson’s view, the Griersonian tradition, ‘into which Jennings only fitted uneasily - was always more preachy and sociological than it was either political or poetic’ (1954: 181). Thus we land on a compellingly useful definition or understanding of a certain tendency of the documentary cinema to be poetic. This relationship between documentary cinema and the poetic gets particularly strong in the tradition of sport documentaries but most compellingly in that of the rock climbing documentary
Introducing the Scale of Perceived Affect Response to Online Worship (SPAROW): A psychometric assessment of ritual innovation during the pandemic
Get PDFThe COVID-19 pandemic led to an increase in the use of online platforms for Christian worship and emphasised the need for a simple psychometric instrument that is sufficiently general to assess affect responses to a range worship services. This paper reports on the development of the six-item Scale of Perceived Affect Response to Online Worship (SPAROW) during the third UK pandemic lockdown in 2021. The scale items were included in an online survey completed from January to July 2021 by 2,017 Anglicans living in England and 1,713 Roman Catholics from the UK or the ROI. Exploratory Factor Analysis (principal components extraction and varimax rotation) in the Anglican sample indicated a single-dimensional scale which had excellent internal consistency reliability for those who accessed pre-recorded services, (α = .90, n = 1,238) and live-streamed services (α = .91, n = 1,492). Confirmatory Factor Analysis on the Roman Catholic sample using a Structural Equation Model showed good fit to a single-dimensional scale
The Trickster Priest and the Gift of Non-Belonging for Ordained Women in the Church of England
No full textOn the 12th of March 1994, 32 women were ordained into the
priesthood of the Church of England. However, many in the Church remained opposed to the ordination of women and, to help prevent schism, the Church’s structure was split to accommodate those who wished to avoid the ministry of ordained women. Parishes may vote to only accept the ministry of male priests and to seek oversight from bishops who have never ordained a woman. In 2020 The Church of England’s Ministry Statistics reported that over 33% of those in ordained ministry were women, however:
[t]here were 590 parishes in which a resolution under the House of Bishops’ Declaration on the Ministry of Bishops and Priests had been passed at the end of 2020, accounting for 4.8% of all parishes. (2020, p. 32)It is evident that the battle for parity and acceptance continues, and after 30
years of women’s ordination into the Church of England, Sharon Jagger’s research suggests that female priesthood is constructed as problematic by institutional discourse and structure, and that the notion of an exclusively male priesthood is protected and legitimised. She argues that the Church’s structure, originally known as the two integrities, is experienced by ordained women as masculine domination (Bourdieu, 2001), which keeps female priests in a state of theological and doctrinal precarity and liminality. Whilst
many women priests are resistant to, and challenging of, theological positions that undermine their ontological existence, this research highlights stories of
gendered power being exercised at multiple levels of the organisation, manifesting as ambivalent sexism (Glick and Fiske, 2011). Drawing on interviews with 26 female clergy in the Church of England, Jagger explores their relationships with male clergy who do not accept women’s ordination
and how women priests often play a trickster role, (Hyde, 2008) to subvert and challenge the boundaries that prevent full belonging. The question explored in this chapter is whether women can shape their own belonging in the priesthood of the Church of England to circumvent the structural liminality in which they currently reside. Ultimately, Jagger suggests that belonging in the
priesthood of the Church, since its maleness has not been deconstructed, is not a goal for women priests. Rather, non-belonging is a gift that yields a far richer and more creative religious experienc
On the Significance of Religion for Human Rights
Get PDFThis book furthers the interreligious, international and interdisciplinary understanding of the role of religion in the area of human rights.
Building bridges between the often-separated spheres of academics, policy makers and practitioners, it draws on the expertise of its authors alongside historical and contemporary examples of how religion's role in human rights manifests. At the core of the book are four case studies, dealing with Hinduism, Judaism, Christianity and Islam. Authors from each religion show the positive potential that their faith and its respective traditions has for the promotion of human rights, whilst also addressing why and how it stands in the way of fulfilling this potential.
Addressed to policy makers, academics and practitioners worldwide, this engaging and accessible volume provides pragmatic studies on how religious and secular actors can cooperate and contribute to policies that improve global human rights
The Role of Artificial Intelligence in Education
No full texthe paper depicts the design of the Intelligent
Tutoring System for computing to assist students learn Computing. The essential thought of this tutoring system is an orderly presentation into the idea of computing. The system presents the subject of computing and manages naturally created problems for the student to understand. The Tutoring System incorporates three fundamental model architectures: Domain knowledge model architecture, student model architecture, and Pedagogical Module Architecture. Utilizing the domain knowledge module architecture, the ITSs ought to have the option to take care of issues concerning the academic module which is given to the students. The incorporation of cognitive science concepts into ITSs culminated, is what currently considered an intelligent tutoring program. Such structures provide knowledge of pedagogical methods and the knowledge of the student as a pedagogical module and a student module, in addition to the information about the teaching content. One of the limitations that influenced the development of ITS is the difference in time zone. ITS development exceptionally relied upon the teamwork of the project team. The members of the team can identify and remove the bugs in codes via common cooperation, but the time zone difference can affect
the bug removal process because of changing time plans
‘You just need to work harder’: misalignments between the rhetoric of social mobility and education for social justice.
Get PDFExamining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed