142 research outputs found
Plenary Presentation: The Past and Possible City: Reckoning with America\u27s Metropolitan History to Interpret Neighborhood Landscapes of Today
No full textCasual observers traversing the American metropolis can often be lulled into thinking that the visible disparities built into the landscape are somehow natural and inevitable, the result of immutable social processes rather than human choices or agency. However, understanding the divergent fates of individual neighborhoods with vastly different access to resources requires us to take seriously an array of forces — from policy decisions to forms of cultural representation — that operated at the metropolitan scale across numerous decades. In short, urban history matters if we’re to make sense of the city in the present day.
In this presentation, Dr. Benjamin Looker proposes several frameworks for fruitfully bringing such historical thinking to bear when interpreting and engaging with neighborhood spaces of the present. Along the way, he explores why numerous generations of American social thinkers, artists and activists have persistently attributed an immense power and significance to the neighborhood as a social form and arena for human interaction. And, highlighting the conference location, he illustrates these themes with examples of several St. Louis neighborhoods whose evolution has been especially consequential to the metropolis as a whole
Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School
No full textThis article presents previously unreported findings from a larger grounded theory study which explored the intersection between pupil–teacher relationships and secondary pupils who are experiencing school alienation. Mixed data were gathered, using a questionnaire exploring teachers’ perceptions of their relationships with their students, alongside semi-structured, exploratory interviews with teachers and alienated pupils. A critical realist grounded theory design was employed, identifying closeness and conflict as causative mechanisms contributing new insights into the phenomena of school alienation. This approach allowed for data to be triangulated, constantly compared, and used to verify findings. This study discovered some pupils experience a more pronounced subset of alienation, where teachers perceive their relationships with such pupils as being less close and more conflictual when compared to their peers. It also identified that these pupils place an emphasis on negative experiences early into the formation of relationships with their teachers. Such experiences are viewed as critical incidents which are difficult to forget by alienated pupils. A diagram summarising this mechanism is presented, and the paper concludes with some professional strategies for teachers to help repair the relationship and reduce pupils’ feelings of alienation
Voice production and analysis.
No full textCover title.The following articles ... appeared in the "Looker-on" during the summer of 1896."Mode of access: Internet
The discovery of the implicit pupil‐teacher social contract
No full textThe study takes a critical realist grounded theory approach to explore the intersection of pupil-teacher relationships and school alienation using experiences of secondary school pupils and teachers. Qualitative data were collected through semi-structured interviews with both pupils and teachers. Participants' perceptions and experiences were explored, both positive and negative, to develop an understanding of the perspectives of both actors in reciprocal relationships. The methodological framework for this grounded theory diverges from the popular constructivist design and is, instead, influenced by the classic approach. It is developed to be situated in a critical realist philosophy, emphasising the importance of the emancipatory goal of critical realism. Analysis of the data identified that alienated pupils frequently have difficult relationships with their teachers and discovered a subgroup of pupils who experienced more extreme forms of alienation. An implicit pupil-teacher social contract is presented, describing the emergence of observable actions through the causative mechanism inherent to critical realism. The social contract rests upon the concepts of mutual respect and power. When a pupil believes the contract to have been breached, through the perceived violation of one of these concepts, pupil-teacher relationships begin to deteriorate
Looker: Stories
No full textThe following stories, completed by the author between August 2013 and February 2015, deal with love, obscurity, isolation, failure, vulnerability and insecurity, looking and losing, the fears tied up in all these, and, once in a while, gaining
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