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Culturally responsive pedagogies outside the classroom: rehearsing the capacity to aspire to new worlds in contexts of war [blog post]
No full textIn this blog post, part of the NORRAG Blog Series on the Role of Quality Education in Building Just and Sustainable Peace, Dr Yesid Paez, Lecturer in Education at Bath Spa University, reflects on the role of the school and education in the context of war and conflict. Drawing from examples of rural areas in Putumayo, Colombia, where schoolteachers, tired of the war on drugs, have devised strategies to reflect and address the conflict together with the community and the wider society, Dr Paez highlights that quality education has the potential to contribute to building societies free from violence and conflict
Postscript: revisiting the concept of the edited collection
No full textThis Postscript revisits the concept of the edited collection based on a set of conventions that emerged in the nineteenth century. Basically, the edited collection is a collection of original scholarly articles. As a book genre, it has become a standard vehicle in academic publishing. In this Postscript we support the call for greater openness, collaboration, trust and we return to the concept of ‘The Edited Collection in the Age of the Postdigital-Biodigital Convergence’. Finally, we reflect on our experiment with the genre of the edited collection conducted during the production of this book
Biodigital philosophy, technological convergence, and postdigital knowledge ecologies
No full textNew technological ability is leading postdigital science, where biology as digital information, and digital information as biology, are now dialectically interconnected. In this chapter we firstly explore a philosophy of biodigitalism as a new paradigm closely linked to bioinformationalism. Both involve the mutual interaction and integration of information and biology, which leads us into discussion of biodigital convergence. As a unified ecosystem, this allows us to resolve problems that isolated disciplinary capabilities cannot, creating new knowledge ecologies within a constellation of technoscience. To illustrate our arrival at this historical flash point via several major epistemological shifts in the post-war period, we venture a tentative typology. The convergence between biology and information reconfigures all levels of theory and practice, and even critical reason itself now requires a biodigital interpretation oriented towards ecosystems and coordinated Earth systems. In this understanding, neither the digital humanities, the biohumanities, nor the posthumanities sit outside of biodigitalism. Instead, posthumanism is but one form of biodigitalism that mediates the biohumanities and the digital humanities, no longer preoccupied with the tradition of the subject, but with the constellation of forces shaping the future of human ontologies. This heralds a new biopolitics which brings the philosophy of race, class, gender, and intelligence, into a compelling dialog with genomics and information
Here's mud in your eye!
No full textDr Tanvir Bush talked about how her own experience of sight loss led her to recognise the incredible value of the disabled community and how to fight for a future where all bodies and abilities are seen as truly human and absolutely integral to our survival
The FIFA World Cup, Russia (2018)
No full textDisplayed alongside a wide range of award winning artists and designers, Vyners' images record the experience of 'live' sport as he followed England fans across Russia in a FIFA World Cup, seen as much from the train stations, town squares and hotels as the stadiums.
His drawings were originally published daily in The Telegraph throughout the tournament in 2018 and are seen here on public display along with an animated film of his digital working process
Haymay: non-collocated, synchronous collaboration using multi-touch technology to scaffold rich dialogic interaction teachers in different education systems
No full textHaymay is an app that supports collaboration within and between groups of learners working to solve the same problems in Mathematics, History and Logic. Firmly rooted in iterative design-based research, it focuses teachers and teacher educators on the pedagogic challenges of effective computer supported collaborative learning.
There is considerable research to suggest that collaboration is an effective pedagogy for problem solving (e.g. Barron, 2000; Howe & Davenport, 1999), learning new skills (Azmitia, 1988) and conceptual development (e.g. Howe, et al., 1995).
Haymay is an innovative app that enables collaboration within and between groups working on all-in-one touchscreen computers. Participants work with partners using the same screen. They simultaneously work with partners in another location (anywhere in the world), sharing information using a single ‘flick’ gesture (Beauchamp, Joyce-Gibbons, et al., 2019; McNaughton, Crick, et al., 2017).
This workshop will give attendees the chance to explore the possibilities and pedagogic interactions that Haymay provides. Discussion will be focused on issues including: i) fostering dialogic interaction; ii) intercultural teacher education using Haymay; iii) developing professional learning networks supported by Haymay, and; iv) Successful pedagogies for supporting collaboration
Building Things
No full text'Building Things' imagines that a camera is dropped off the side of an office building. As it travels downward and looks into room after room, different actions unfold. Each room is the vernacular of an office, with all its standard accoutrements: a table, a desk, a clock, a filing cabinet, a cupboard, a suspended ceiling, light panels and a wastepaper bin. We’re somewhere and yet these imagined interior spaces could be anywhere, housed in a tower of glass and steel and concrete. Under Wood and Harrison’s exacting yet playful approach, the rooms become sites for a comedic send-up of everyday events and office culture
Building constituencies for flood risk management: critical insights from a flood defences dispute in Ireland
Get PDFStakeholder consultation and participation are often viewed as an essential component of hazards governance and disaster risk reduction. However, an extensive literature in the fields of hazards management, disaster risk reduction, planning, and environmental governance has highlighted numerous challenges that have constrained attempts to increase participation in decision-making. Some scholars have called for transformative alternative approaches based on engaging broader constituencies of interest or on refocusing decision-making from knowledge transfer to relationship building. This paper contrasts consultative and constituency building models of hazards governance through an examination of a disputed flood relief scheme in Cork, Ireland. Despite extensive stakeholder consultation, the proposed Lower Lee Flood Relief Scheme has been the subject of an ongoing dispute between local groups supporting and opposing its implementation. This dispute has prompted a range of interested parties to become involved in debating flood risk management options for Cork City. This has increased both the number of people engaging with issues related to flood risk management and the basis on which they have done so. The ways in which these wider constituencies of interest have emerged highlight important challenges and opportunities for flood risk management, as well as for hazards governance more generally
Writing through
Get PDFWriting Through is a thesis in two parts.
Part A - the creative component - is a script for television, a work of nonfiction and a bridging piece of prose. The script, the pilot episode of a drama set in the north-west of England, is the story of a troubled forensic psychiatrist, his urgent assessment of a man accused of murdering his family and the impact this has on the psychiatrist's increasingly desperate state of mind. The nonfiction is a full length memoir and story about what it means to be a father, a husband and a man. The prose is the story of a story of a story, or a story about a writer who falls apart and then writes, in turn, about falling apart.
Part B - the contextual component - considers the structure of writing through. This thesis is a unique approach to the degree of Doctor of Philosophy, with Part A integrated through practice and Part B providing context. The result is a deeply personal contribution to the knowledge of creative writing and, specifically, writing through
Eternal ice [group exhibition]
No full textWho hasn't longed to experience the vastness of secluded glacier landscapes? How fascinating is it to see the meticulous structure of a snow crystal in microscopic detail? How do you survive in icy worlds and which cultures developed there over the course of thousands of years? What was the nature of the Taunus Mountains during the last glacial maximum around 20,000 years ago? How can we imagine the flora and fauna on site in a future of geological times? Or the roaring energy of a calving glacier, documented and visualized by the technology of a thermal imaging camera or with the help of large-format photography? And how can we protect the "eternal ice" in the face of global warming?
The exhibition "Eternal Ice" invites visitors to explore the cold zones of the earth with their unique landscapes and habitats as well as various forms of ice and snow. 17 artistic positions illustrate how close to each other the overwhelming beauty and also the fragility of the disappearing ice masses lie. Artists from all over the world provide deeply moving insights into the icy regions of the earth that are worth protecting and illustrate the deep interconnections between humans and nature.
Artists: Ignacio Acosta, Brian Adams, Olaf Otto Becker, Julian Charrière, Olafur Eliasson, Daniel Gilgen (Institute for Digital Museum Media), Nathalie Grenzhaeuser, Tiina Itkonen, Britta Marakatt-Labba, Tyrone Martinsson, Ivan Murzin, Mariele Neudecker, Aka Niviâna & Kathy Jetñil-Kijiner, Wilhelm Scheruebl, Susan Schuppli, Doug & Mike Starn, Thomas Wrede