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Rezension: Sieferle, Barbara (2023) Nach dem Gefängnis: Alltag und unsichtbare Bestrafungen. Bielefeld: transcript Verlag
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Faire parler la ville: Écritures berlinoises chez Cécile Wajsbrot
Full text linkFor French writer Cécile Wajsbrot, the fall of the Berlin Wall opens up a new access to the traumatic past of the German capital – and above all to the palimpsest of the reunified city. In her anthology Berliner Ensemble (2015) and in her novel L’Île aux musées (2008), she lets the city speak by exposing the layers of the Berlin palimpsest. The narrator of Berliner Ensemble appropriates the city through walking, superimposing multiple perspectives to create a polyphonic structure. The plurality of voices is also one of the main strategies for giving voice to the experience of the wounds left by the city’s past. From this perspective, Berliner Ensemble enters into dialogue with L’Île aux musées. The narrative voice of the novel is conveyed by a collective of statues. In a movement of human decentring, this collective questions human consciousness and collective memory, thereby reconfiguring the urban space.Pour l’écrivaine française Cécile Wajsbrot, la chute du Mur de Berlin ouvre un nouvel accès au passé traumatisant de la capitale allemande – et surtout au palimpseste de la ville réunifiée. Dans son anthologie Berliner Ensemble (2015) et dans son roman roman L’Île aux musées (2008), elle fait parler la ville en mettant à nu les strates du palimpseste berlinois. La narratrice de Berliner Ensemble s’approprie la ville à travers la marche en superposant plusieurs regards pour en créer une structure polyphonique. La pluralité des voix est également l’une des stratégies principales pour donner une voix à l’expérience des blessures laissées par le passé de la ville. Dans cette optique, Berliner Ensemble entre en dialogue avec L’Île aux musées. La voix narrative du roman est transmise à un collectif de statues. Dans un mouvement de décentrement humain, ce collectif interroge la conscience humaine et la mémoire collective et reconfigure ainsi l’espace urbain
What am I? What are you? Cosmopolitan, transnational or victim?: An impression to think about actors and clothes in an interconnected world
Full text linkWhat am I? What are you? Cosmopolitan, transnationalor victim?: An impression to think about actors and clothes in aninterconnected worl
The Ways of Revenge in Chilas, Gilgit-Baltistan, Pakistan: Shia-Sunni Clashes as Blood Feuds
Full text linkThe Ways of Revenge in Chilas, Gilgit-Baltistan, Pakistan: Shia-Sunni Clashes as Blood Feud
Review of MORENO VERGARI, ed., with the contributions of AHMEDSAAD MOHAMMED OMER, GIORGIO BANTI, GIANNI DORE, MORENO VERGARI, and ROBERTA VERGARI, Housing and Dwelling Among the Saho-speaking Communities of Eritrea and Ethiopia: History, Anthropology and Lexicography
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A Critical Text Edition, Translation, and Analysis of a Gǝʿǝz Tǝrgwame to the Book of Daniel
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Educational robotics and human emancipation in the adult education: Socioconstructivist research
No full textHuman emancipation is a relevant characteristic for the educational subjects of adult education, as it enables participants in an educational modality marked by denials to free themselves from tutored and hegemonic thinking through the exercise of awareness and critical thinking. Considering that the process of human emancipation of these educational subjects can be enhanced through the use of educational robotics when based on a socioconstructivist pedagogical design imbricated in emancipatory principles, this article presents partial data from a doctoral research project that addresses this issue and is currently underway. The section presented here discusses issues inherent to the second and third phases of the doctoral research, with the aim of announcing the characteristics of Design-Based Research that justified its adoption, revealing the methodology used in the construction of the socioconstructivist pedagogical design responsible for conducting the iterative cycles of application and improvement of the interventionist action, present the design developed and, finally, discuss the partial findings revealed at the end of the first cycle, pointing out the variables investigated that achieved satisfactory success from the application of the design created, as well as those that need attention and will consequently determine the redesign of the solution developed
Educational Digital Games RPG: development of applications for education of public security forces with design-based research - DBR
No full textThis article presents the results of more than a decade of research, work and master\u27s and doctoral research using design-based research (DBR) by our research group. During this time, we have been able to refine and perfect the phases that make up DBR, creating our own model based on 4 execution cycles: 1) context; 2) gathering the elements that will be part of the conceptual articulation; 3) elaborating the solution itself; 4) cycles. Among the various projects developed, we concentrated our actions in 4 areas: building virtualities, especially virtual museums; building proposals for digital role playing games (RPGD) for education; developing solutions for educational WEB TV; and building community-based and social technology. We conclude that DBR is a methodology that allows projects to be developed with and for the community, respecting its idiosyncrasies while proposing a practical solution
A three-step framework to develop the visual aspects of Learning Design
Full text linkThis article contributes to the ongoing efforts to use visualizations as a means to develop, communicate, and represent learning design. We introduce a novel visual framework for Learning Design, inspired by The Larnaca Declaration and visual theorist Johanna Drucker\u27s insights. We propose a three-step approach for educators and educational researchers to effectively represent teaching and learning sequences.
The article builds from a brief introduction to the field of Learning Design and especially the metaphor of musical notation, which in Learning Design literature has been used as a driver for understanding the ambitions of the approach. This introduction ties into current issues within the field of Design-Based Research concerning generalization, definitions of interventions and the iterative manner in which DBR projects ideally progress. Utilizing Drucker\u27s visualization purposes and Jacques Bertin\u27s graphic variables, we explore how size, color, shape and texture can convey educational information, both qualitatively and quantitatively. Our analysis of existing learning designs illustrates the potential for increased rigor and readability when applying the framework. Furthermore, the article offers two re-interpretations of an existing learning design to provide a starting point for further exploration of meaningful and rigorous ways to communicate intended teaching and learning sequences and environments.
This work pioneers the fusion of Drucker\u27s theories with Learning Design, and offers an innovative, albeit tentative, methodology for educators and designers to visualize and disseminate educational strategies and ideas