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Civil society organisations and Target 4.7 of the SDGs: towards intersectionality for promoting a more just and sustainable world
Get PDFTarget 4.7 of the United Nations Sustainable Development Goals can provide an opportunity for a more transformative approach to education. To consider this requires a new approach to learning that moves beyond subjects and disciplines to recognise intersectionality as being central to providing a radical rethinking of the purpose of education. Evidence from initiatives by civil society organisations in England shows that there are examples of these practices. At an international level, the Dublin Declaration on Global Education to 2050 provides an additional boost to calling for a major transformation in education
Exploring the link between adult literacy and textese: a multi-method approach
Get PDFThe research study aims to find the relationship between textese (using text
messaging as a way of communication) and adult literacy. The study was mixed
method in nature and was conducted on 60 participants from three different
countries – the UK, Uganda, and Bangladesh. Participants of this study were selected
conveniently from private and public HE institutions, whereas the countries were
selected purposively. Past research on literacy and textese was based on English-speaking countries and school-aged children. This study thus focused on comparing
adult participants from both English and non-English-speaking countries to test the
hypotheses of the relationship between textese and adult literacy.
The data was collected primarily through the survey (a questionnaire) in a
quantitative phase, which was followed by a qualitative phase (semi-structured
interviews) with 18 participants (6 participants from each country) from the 60
participants. The findings showed that a high rate of textese improves English
speaking. However, over 63% of the non-English speaking participants’ scores on the
two spelling tests (taken one week apart) declined due to exposure to textese. Textese
has been shown to impact spelling, leading to poor writing skills for both English and
non-English participants. However, the rise of textese with the utilisation of
informative content has been accompanied by a comparative increment in related
slang, images, and shorthand text during communication. Consequently, this
consideration explores the relationship between textese, content informing, and
grown-up education through the present media’s rumour
Promoting education, solidarity and engagement through international fieldwork: facilitating emotional responses to enhance transformative learning
No full textInternational fieldwork offers significant opportunities for experiential learning and forming “global” citizens, however, there are physical and socio-psychological challenges as well. Students are confronted with unfamiliar environments, mild culture shock, challenging physical and climatic conditions, the stresses of group work, intensity of field presentations, and fatigue during field trips, which can influence their affective domain. This results in differing individual behaviours, perceptions and performances of students. By placing students in unfamiliar locations, they demonstrate solidarity, through being challenged by “others”. This presentation examines how students’ emotional intelligence can be utilised through innovative pedagogies to make sense of the encounters experienced by students (and staff) during international fieldwork. Using a case-study of undergraduate fieldwork in Barcelona, Spain, we examine how the use of student-led peer teaching and learning, facilitated by tutors, and supported by self-reflectivity exercises, can be harnessed to facilitate students’ altruistic learning. This approach also helps students' resilience to cope with the challenges as well as the opportunities. The use of reflective field diaries is a powerful tool not only for enabling students to observe and record what they encounter but also to reflect on the meanings and positionality before, during and after being immersed in "place". Our studies show how the effective integration of peer learning with self-reflectivity enhances students’ emotional intelligence and resilience, a deeper understanding of a sense of place, with the potential to achieve transformative learning
Hazy pop cultural memories: an analysis of the shifting reader receptions of the prosumer publishing of Jane Pratt from 'Sassy Magazine' (1988-1996) to 'xoJane' (2011-2016)
Get PDFThis article will consider the publishing legacy of American editor Jane Pratt (b. 1962), both online and off. The American women’s lifestyle website xoJane (2011-2016) and the print magazine for teenage girls Sassy (1988-1996), both of which Pratt founded and edited, serve as the central examples for analysis. Positive audience receptions of Sassy are analysed against the more hostile responses to her later digital work. This is in order to understand how Pratt’s editorial work has developed in its shift from print to digital, and in audience, from teenage girls in the 1990s to adult women in the 2010s. This comparison is drawn with the aim of exploring shifting attitudes towards reader production. Here, xoJane’s prosumer model of digital production is compared and contrasted to Sassy’s DIY ethos of reader engagement. Whilst, elements of nostalgic readership that inform Pratt’s contested reception are explored. Finally, the impulse for, and limits of, authorial conclusion in digital spaces are considered in Pratt’s shifting of her first-person publishing format from print to digital
Pleistocene environments, climate, and human activity in Britain during Marine Isotope Stage 7: insights from Oak Tree Fields, Cerney Wick, Gloucestershire
Get PDFInvestigations at Oak Tree Fields, Cerney Wick, Gloucestershire, in western England have revealed a sequence of fluvial deposits dating from Marine Oxygen Isotope Stage (MIS) 7 to 5. At the base of the sequence, a series of gravel and sand facies were deposited, initially as part of a meandering river. Reductions in flow energy of the latter and avulsion led to the development of short-lived channels and episodic backwater environments, the deposits of which are recorded as Facies Associations 1–3. Poorly sorted, probably colluvial deposits formed beyond the limit of the channel (Facies Association 4). Mollusca, Coleoptera, plant macrofossils, pollen and vertebrates recovered from the channel facies indicate broadly similar climatic conditions throughout accretion. Temperature ranges derived from mutual climatic range analysis of the Coleoptera almost completely overlap with those of Cerney Wick at the present day, albeit that winters may have been cooler when the channel was active. Further, the floral and faunal data suggest that the meandering river flowed through an open grassland environment, the latter heavily grazed by large vertebrates, most notably mammoth. Most of the botanical and faunal remains, together with four optically stimulated luminescence (OSL) age estimates ranging from 225 ± 23 to 187 ± 19 ka, suggest correlation of the channel deposits with MIS 7. The basal deposits (Facies Association 1) yielded the majority of vertebrate remains and all the lithic artefacts, most of which seem likely to have travelled only a short distance. Although only a few artefacts were recovered, they add to the relatively limited evidence of human activity from the upper Thames. The channel deposits are overlain by sheet gravels (Facies Association 5) which are attributed to the Northmoor Member of the Upper Thames Formation. These were likely to have been deposited as bedload in a braided stream environment, while two OSL age estimates of 129 ± 14 and 112 ± 11 ka suggest accumulation during MIS 5
How can values within global citizenship education achieve greater social justice?
No full textThis paper analyses the place of values within UNESCO’s Global Citizenship Education (GCE) and considers how the role of values may be reconceptualised to increase GCE’s effectiveness. It is based on a multimodal critical discourse analysis of ‘values’ within UNESCO texts (Hatley 2018, 2019). Values motivate action and through values people evaluate what is worthwhile which then regulates people’s actions. Education amplifies values and so how values are promoted becomes an important question. Whilst UNESCO’s approach of universal values provides aspirational ideals which are arguably needed their application universally suggests the unintended denial of cultural uniqueness and the misrecognition of ways of being a global citizen more suited to national or local contexts and this can be considered unjust (Fraser 2010, Hatley 2019). Analysis reveals that promoting the universal denies evidence that values are volatile and exist in distinct cultural zones and in so doing may unintentionally disconnect from communities rather than assist them, undermining UNESCO’s GCE. This contrasts with the Dublin Declaration (GENE, 2021) and Futures of Education initiative (UNESCO, 2021) which emphasise community negotiation. The position of values within GCE need to be reconceptualised such that it can more effectively achieve its aims and bring greater social justice
'Walking the Names': sensing presences and absences in a contested memory landscape
Get PDFBath (UK) is a designated UNESCO World Heritage site. A National Lottery funded Landscape Partnership, Bathscape, seeks to articulate a vision for the city as a Landscape City. Walking the Names (2019–21) was a cycle of slow participatory walks reading the names of those who had died of poverty in the Bath Union Workhouse. The site-specific work took place in the burial ground of the nineteenth-century institution where the dead were buried in unmarked graves. The paper reviews the project in the context of the emergence of uneasy memories and silenced voices in the contested spaces of Bath’s memory landscape. A walking arts process is presented as slow activism, offering a participatory, corporeal, sensory engagement with landscape, power and memory. Drawing on the vision of the Landscape City, reflecting on the city as ‘wounded’, the essay explores a co-creative process of embodied critical re-memorialisation generating contemporary resonances
Measuring is making: the radical indeterminacy of music
Get PDFIn Meeting the Universe Halfway, the feminist theorist Karen Barad explores the indeterminate nature of measurement. Drawing on empirical research into quantum entanglement, they develop an axiomatic approach to configuring the fundamental interconnections between processes of measurement and making. This article builds on this aspect of Barad’s work and uses it to consider how an indeterminate measuring-as-making process might manifest in music. By staging an encounter between the composer John Cage’s investigations of indeterminacy and two contemporary pieces of music—Space Golf by Hen Ogledd and Wildfires by SAULT—the author considers how a Baradian theory of measuring-as-making can be used to offer new perspectives on musical creativity