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Three lenses on lurking: making sense of digital silence
Get PDFIn this chapter, the authors provide a critical exploration of the concept of lurking in online learning spaces through a phenomenological inquiry. The authors begin from a position that lurking is often misunderstood – or perhaps not understood – in education, and that the term itself is quite problematic, as it is typically applied to a disparate range of behaviors by those who perceive them as problematic. The authors then propose three heuristic lenses to make sense of lurking behaviors: 'lurking as troublesome', 'lurking as ordinary', and 'lurking as political'. These lenses demonstrate that lurking behaviors not only stem from a range of different motivations but are also situated in a variety of contexts, that is, lurking is personal and contextual. The authors’ aim is not to define or redefine lurking for readers but to provide a critical analysis of what digital silence might mean for their students based on their contextual experience and in the light of critical literature. The authors invite readers to be part of the reflexive analysis by considering what lurking might mean in their own teaching contexts
‘Hang on, she just used that word like it’s totally easy’: encountering ordinary racial affects in early childhood education and care
Get PDFAt a time when racism remains prevalent in educational spaces, this paper addresses what else we can know about the ways in which race and racism manifest and are experienced in practice. This paper draws on continual mobilisations of affect and new materialist theory to examine the conditions of emergence through which race and racism are experienced within ordinary, yet affective, encounters. I propose that drawing attention to how race surfaces in affective encounters may allow us to develop more critical interventions that challenge racisms in process
‘Never mind the bullocks’: animating the go-along interview through creative nonfiction
No full textRecent years have seen increasing enthusiasm for the use of go-along interviews to attend to the fleeting, more-than-human relational encounters that co-constitute people’s everyday experiences of health and wellbeing. Go-alongs are an approach to qualitative fieldwork in which research participants literally walk (or drive, swim, wheel, kayak and so forth) the researcher through their place experiences. While such approaches have wide-ranging advantages, there are growing calls to better animate the go-along encounter; to capture and convey go-alongs that are more vivid, sensuous and entangled with the dynamic meanings and materialities that shape everyday life. This methodological paper presents a creative non-fiction, produced as a tentative response to these calls, and designed to invite further reflection on some of the key challenges and opportunities of using such emplaced mobile methods within the social sciences. Situated at the under-researched intersection of critical disability and mobilities research, it draws on the findings of a two-year study that examined how people with sight impairment in the UK negotiate and experience a sense of wellbeing (or otherwise) with and through diverse types of everyday nature
How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties
Get PDFThere is on-going debate about whether children with PMLD should attend mainstream schools or special schools. Whilst the United Nations has declared the right of all children to an ‘inclusive’ education, some commentators have argued that special schools provide the resources and teaching approaches that children with PMLD require. This paper questions the logic of this debate. It presents research that explored the experiences of children with PMLD who attended mainstream schools. The research found that some mainstream schools were similar to special schools in terms of how children with PMLD were supported. However, the research also found that the specialist approaches used by mainstream staff created barriers to peer interaction. If peer interaction is a central goal of ‘inclusion’ then more work is needed to explore how school staff can balance specialist teaching approaches with genuine opportunities for peer interaction
Divination as storytelling: dealing (with) death and extinction [blog post]
No full textStories and storytelling in time of pandemics
Birthweight predicts individual differences in adult face recognition ability
Get PDFIt has long been known that premature birth and/or low birthweight can lead to general difficulties in cognitive and emotional functioning throughout childhood. However, the influence of these factors on more specific processes has seldom been addressed, despite their potential to account for wide individual differences in performance that often appear innate. Here, we examined the influence of gestation and birthweight on adults’ face perception and face memory skills. Performance on both sub-processes was predicted by birthweight and birthweight-for-gestation, but not gestation alone. Evidence was also found for the domain-specificity of these effects: No perinatal measure correlated with performance on object perception or memory tasks, but they were related to the size of the face inversion effect on the perceptual test. This evidence indicates a novel, very early influence on individual differences in face recognition ability, which persists into adulthood, influences face-processing strategy itself, and may be domain-specific
Understanding how university students use perceptions of consent, wantedness, and pleasure in labeling rape
Get PDFWhile the lack of consent is the only determining factor in considering whether a situation is rape or not, there is sufficient evidence that participants conflate wantedness with consent and pleasurableness with wantedness. Understanding how people appraise sexual scenarios may form the basis to develop appropriate educational packages. We conducted two large-scale qualitative studies in two UK universities in which participants read vignettes describing sexual encounters that were consensual or not, wanted or unwanted and pleasurable or not pleasurable. Participants provided free-text responses as to whether they perceived the scenarios to be rape or not and why they made these judgments. The second study replicated the results of the first and included a condition where participants imagined themselves as either the subject or initiator of the sexual encounter. The results indicate that a significant portion of our participants held attitudes reflecting rape myths and tended to blame the victim. Participants used distancing language when imagining themselves in the initiator condition. Participants indicated that they felt there were degrees of how much a scenario reflected rape rather than it simply being a dichotomy (rape or not). Such results indicate a lack of understanding of consent and rape and highlight avenues of potential educational materials for schools, universities or jurors
Sensory gating is related to positive and disorganised schizotypy in contrast to smooth pursuit eye movements and latent inhibition
Get PDFSince the characteristics and symptoms of both schizophrenia and schizotypy are manifested heterogeneously, it is possible that different endophenotypes and neurophysiological measures (sensory gating and smooth pursuit eye movement errors) represent different clusters of symptoms. Participants (N = 205) underwent a standard conditioned-pairing paradigm to establish their sensory gating ratio, a smooth-pursuit eye-movement task, a latent inhibition task, and completed the Schizotypal Personality Questionnaire. A Multidimensional Scaling analysis revealed that sensory gating was related to positive and disorganised dimensions of schizotypy. Latent inhibition and prepulse inhibition were not related to any dimension of schizotypy. Smooth pursuit eye movement error was unrelated to sensory gating and latent inhibition, but was related to negative dimensions of schizotypy. Our findings suggest that the symptom clusters associated with two main endophenotypes are largely independent. To fully understand symptomology and outcomes of schizotypal traits, the different subtypes of schizotypy (and potentially, schizophrenia) ought to be considered separately rather than together