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Ambient stories in practice and research: digital writing in place
No full textFrom a range of academic and practice-led perspectives, this book explores how a combination of place-based writing and location-based technologies are producing new kinds of experimental ambient literary experience. In so doing, it unpacks how situated literary experiences delivered through text, audio and sensor-based delivery offer distinctive new forms of reading and listening and lay the ground for a new poetics of situated writing practices.
Exploring an experimental, practice-based approach to digital literary forms and its emerging poetics, this book critically examines the ecology of ambient literature from a range of perspectives, including researchers and practitioners working in the fields of digital writing, sonics, visual art, performance, literary studies, creative writing and computer science
Understanding leadership role in local councils for effective service delivery: a staff-centric perspective
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The role of social justice theory in education studies
Get PDFThis chapter argues for a deeper approach to social justice which can support the interconnected thinking that education studies programmes aim to foster. Beyond ‘harmony, equity and justice’ which can arguably present a surface-level and easily dismissed notion aligned simply with ‘fairness’, including a theory of social justice throughout a degree programme can enable students to more fully appreciate the systemic nature of justice on multiple scales and equip them to truly understand and navigate the systems they will work within as future educators. Nancy Fraser’s theory of Democratic Justice, with its focus on recognition, redistribution, representation and participatory parity, provides a more thorough exploration of issues and supports the critical questioning and orientation towards social justice that education studies degree programmes aspire to foster
If you’re not in an existential crisis as a designer in Sustainable Design, you’re not doing it right!
Get PDFSustainability discourses in design have grown and diversified. Originally preoccupied with the remediation of industry processes and practices to drive resource efficiencies (i.e., doing more with less), the field has broadened to recognise a much wider range of ways that design theory and practice can generate ecological value and social justice. This period of history has also witnessed alarming decreases in planetary health, evidenced through the overshoot of many ecological ‘planetary boundaries’ such as a warming climate, ocean acidification, high levels of biodiversity loss and extinctions. Alongside these physical impacts are a series of cultural ones found in the under-representation of voices from people with economic, health, security, and habitat poverties.
The position and power of design education and design research for sustainability in creating both strategic and practical positive impact is fractured. The definition of ‘sustainability’ is a case in point. Shifting the language and activity of sustainability from responses favouring amelioration, ecoservice logics and resource efficiencies, to one instead revealed through critical ecological and social value, proves challenging.
Misappropriation of the terms ‘sustainability’ and ‘sustainable’ further complicate ways in which new knowledge and understanding can be adequately authenticated against pervasive green-washing, techno-fix reliance and oversimplifications of complex transition imperatives. We now face a critical, ecological turn. The crux of this shift for design research is the need to redefine this discipline space in transitionary times to create the ecological imagination of, and ways for design, as this century progresses
Psychology and educational inclusion: identifying and supporting learners with SEN
No full textThis book offers a holistic evidence-based approach to special educational needs and inclusive practice.
Psychology has an important role within the inclusive process, but it can be misused and so must be understood and adopted critically and reflectively to prevent exclusion.
The book draws on psychological and educational theories, research, and practice in order to increase students' and practitioners' understanding of issues related to identifying, assessing, and supporting learners with neurodivergences, difficulties, or Special Educational Needs (SEN) within educational settings