1,461 research outputs found
Book review: They eat our sweat: transport labor, corruption, and everyday survival in urban Nigeria by Daniel E. Agbiboa
No full textIn They Eat Our Sweat: Transport Labor, Corruption, and Everyday Survival in Urban Nigeria, Daniel E. Agbiboa challenges simplistic understandings of corruption by offering a captivating study of Lagos’s informal transport sector. This deft and rigorous examination is an important read not only for scholars of corruption, but also those interested in transport, urban informality and urban governance, writes Daniela Schofield. They Eat Our Sweat: Transport Labor, Corruption, and Everyday Survival in Urban Nigeria. Daniel E. Agbiboa. Oxford University Press. 2022
Maud (Peverley) Schofield
No full textMaud Schofield came to Trail with her husband in 1899, had three children and dies at the family home on Daniel Street
Stephen Schofield
No full textTisseron analyses the multiple aspects of Schofield's recent soft-sculptures. The author notes their characteristic relationship with depth, links them to the preverbal experience of maternal touching, and examines the interface function of the materials. Artist's statement. Biographical notes. 11 bibl. ref
Persian Poets on the Streets: The Lore of Indo-Persian Poetic Circles in Late Mughal India
No full textA good deal of the work on literature in the North Indian vernaculars over the last decades has been, perhaps out of necessity, somewhat narrowly philological. This volume, however, marks a new stage of collective development in the field. Any scholar interested in current directions in South Asian humanities should find the papers exciting. Tellings and Texts, however, is much more than the sum of its parts. Indeed, it is hard to express how well put-together this volume is. Much too often edited books even on a fairly well-defined topic consist of separate chapters that appear mostly independent of one another, with section divisions that seem somewhat forced and not particularly coherent. This volume, by contrast, really does read as a well-executed whole, with the papers referencing one another generously and a progression from one nicely conceived section to the next.
— Daniel Gold, Professor of South-Asian Religions, Cornell University
Examining materials from early modern and contemporary North India and Pakistan, Tellings and Textsbrings together seventeen first-rate papers on the relations between written and oral texts, their performance, and the musical traditions these performances have entailed. The contributions from some of the best scholars in the field cover a wide range of literary genres and social and cultural contexts across the region.
The texts and practices are contextualized in relation to the broader social and political background in which they emerged, showing how religious affiliations, caste dynamics and political concerns played a role in shaping social identities as well as aesthetic sensibilities. By doing so this book sheds light into theoretical issues of more general significance, such as textual versus oral norms; the features of oral performance and improvisation; the role of the text in performance; the aesthetics and social dimension of performance; the significance of space in performance history and important considerations on repertoires of story-telling. The book also contains links to audio files of some of the works discussed in the text.
Tellings and Texts is essential reading for anyone with an interest in South Asian culture and, more generally, in the theory and practice of oral literature, performance and story-telling.
King’s College London has generously contributed towards the publication of this volume
Reflexive Media Education:Exploring Mediagraphy as a Learning Activity in Upper Secondary School
No full textDenne avhandlingen fokuserer på kritisk refleksjon som en sentral del av media literacy. Media
literacy forstås her som et sett av kompetanser som ligger implisitt i den nye mediebruken og i de
nye medieformene, men som også er noe som kreves for å fullt ut kunne delta og kommunisere i
dagens samfunn. Avhandlingen posisjoneres innenfor fagfeltet mediepedagogikk, og er basert på
en empirisk case-studie som utforsker mediegrafi som læringsaktivitet i videregående skole.
I mediegrafi tar elevene rollen som forskere. De intervjuer individer fra tre tidligere
generasjoner av sin egen familie om hvordan de har opplevd utviklingen i media, teknologi,
samfunn, kultur og historie. Dette komplementerer elevene med informasjon om seg selv og sitt
hverdagsliv, og skriver et mediegrafi-essay. Her diskuterer de likheter og forskjeller på tvers av
generasjoner. Elevene kan også inkludere multimodale uttrykk. Det primære datamaterialet i
denne avhandlingen er elevenes tekster og multimodale uttrykk, sammen med data fra
klasseromsobservasjoner og intervjuer med utvalgte elever. Disse dataene tolkes som medierte
handlinger, og læringsaktiviteten mediegrafi ses som et medierende verktøy. Den sentrale
analysemetoden er narrativ analyse, eller mer spesifikt, analyse av narrativer. De ulike medierte
handlingene analyseres som refleksjoner som igjen tolkes som deler av narrativer. Analysen søker
å kategorisere og forstå elevenes narrativer ved hjelp av teori og begreper som i hovedsak er
relatert til fagfeltene mediepedagogikk og media literacy.
Hovedmålet med studien er å utforske ulike uttrykk for elevers refleksjoner i
læringsaktiviteten mediegrafi, og den overordnede problemstillingen er: Hva kjennetegner
videregående elevers refleksjoner og meningsskaping i prosessen med å gjennomføre mediegrafi? De viktigste
funnene presenteres i fire artikler. To av artiklene er publisert, én er i trykking og den fjerde er
innsendt til et internasjonalt tidsskrift.
Den første artikkelen fokuserer på hva som kjennetegner elevenes refleksjoner på sine
mediepraksiser. Artikkelen trekker frem to sentrale aspekter: For det første indikerer dataene at
visse former for kritisk refleksjon er implisitte i deltakernes mediepraksiser, og for det andre ser
det ut til at mediegrafi potensielt medierer kritisk refleksjon. Betydningen av kritisk refleksjon i et
mediemettet og mediedominert samfunn diskuteres også. Den andre artikkelen omhandler
elevenes refleksjoner på sin identitet, og hvordan de opplever mediene som agenter i deres sosiale
praksiser. Det fokuseres på hvordan medieopplevelser kan være nært knyttet til identitet. Et
viktig funn er at mediegrafi kan bidra til forståelse av ens identitet og gi innsikt i kultur, samfunn
og media fra et personlig synspunkt. Den tredje artikkelen utforsker perspektiver på opplevd
verdensborgerskap og kosmopolitanisme. Artikkelen utforsker hvordan deltakerne reflekterer
over opplevelsen av tilhørighet til - og posisjon i - det globale samfunnet. Et sentralt funn er at få
elever uttrykker at de etablerer og opprettholder faktiske sosiale relasjoner på et globalt nivå gjennom sosiale medier. Likevel ser deltakerne seg selv som en del av verden og en global kultur,
og det kan synes som mediegrafi kan mediere en bevissthet om og forståelse av det globale,
multikulturelle samfunnet. Den fjerde artikkelen belyser elevenes refleksjoner på sine opplevelser
av tid og rom. Her ses opplevd tid og rom som grunnleggende dimensjoner av vår livsverden. Et
viktig fokus er hvordan opplevelsen av tid og rom har endret seg, og i artikkelen utforskes det
hvordan temporale og romlige opplevelser spiller inn i hverdagslivet til individene i de fire
generasjonene i elevenes familier. Det konkluderes med at mediegrafi involverer et tankesett som
betegnes som ’global imagination’, som innebærer at elevene ser for seg verden på en måte som
gjør dem i stand til å plassere seg selv i verden og samtidig relatere seg emosjonelt til mennesker
på et globalt nivå.
Det viktigste overordnede funnet i avhandlingen er at mediegrafi kan utgjøre en refleksiv
læringsaktivitet innenfor mediepedagogikk. I avhandlingens konklusjon foreslås refleksiv
mediepedagogikk som et begrep med visse kjennetegn:
Kritisk refleksjon fra elevene inkluderes og forutsettes. Data fra denne studien antyder at kritisk
refleksjon er en integrert del av elevenes kommunikasjon, identitet og mediebruk, men også at
læringsaktiviteter som mediegrafi kan mediere kritisk refleksjon. Læringsaktiviteten relaterer til elevenes
identitet. Elevene får mulighet til å fortelle historier fra sine egne livsverdener. Dette blir sett på
som et viktig pedagogisk utgangspunkt. Narrativ meningsskaping forstås som spesielt viktig i en
mediemettet kultur. Gjennom å konstruere narrativer, kan elevene potensielt koble
fragmentariske opplevelser sammen, knytte disse opplevelsene til vitenskapelige begreper, samt til
en historisk tidslinje og en utvidet romlig dimensjon. Refleksiv mediepedagogikk representerer en
”dobbelt åpning”. Mediegrafi eksemplifiserer en slik dobbelthet, fordi elevene åpner seg for verden,
og verden åpner seg for elevene. Videre kan mediegrafi også være et eksempel på en
læringsaktivitet som medierer en dobbel åpning mellom de som underviser og de som lærer.
Multimodal refleksjon og multimodal forskning inkluderes og anerkjennes. Mediegrafi-prosjektet illustrerer
hvordan multimodale uttrykk kan komplementere skriftlige og muntlige uttrykksformer.
Uttrykksformer fra de unges hverdagsliv utenfor skolen vektlegges og verdsettes i en pedagogisk
sammenheng i skolen. Kunnskap ses som noe som skapes i sosiokulturelle sammenhenger. Deltakerne
gjennomførte forskningslignende øvelser, noe som utfordrer det tradisjonelle synet på ”hva som
teller” som kunnskap. Kunnskapsutviklingen blir refleksiv, altså noe som kontinuerlig kan
diskuteres og evalueres. Refleksiv mediepedagogikk er knyttet til elevenes verdensbilde. Læringsaktiviteter
som mediegrafi kan mediere kritisk refleksjon over deltakernes posisjon og tilhørighet i verden.
Dette innebærer å forstå og evaluere sitt ståsted i historien, i verden og i kulturen, og belyse og
problematisere medienes rolle i hverdagslivet.This thesis focuses on critical reflection as an important part of media literacy. Media literacy is
seen as a set of competencies that are implied in the new uses and forms of media, but that also
are required to fully participate and communicate in the present society. The thesis is positioned
in media education, and is based on an empirical case study that explores the learning activity of
mediagraphy in upper secondary school.
In mediagraphy, students are appointed as researchers. They interview individuals from
three earlier generations of their own family about their experiences of the development in
media, technology, society, culture and history. The students also provide information about
themselves and their everyday lives, and write a mediagraphy essay, where they discuss similarities
and differences across generations. The students can also include multimodal expressions. The
primary data in the thesis are the students’ texts and multimodal expressions, but data from
interviews with selected students and classroom observations are also analysed. These data are
interpreted as mediated actions, and the learning activity of mediagraphy is seen as a mediational
means. The key analytical method is narrative analysis, or more specifically, analysis of narratives.
The different mediated actions are analysed as reflections, which in turn are seen as parts of
narratives. The analysis seeks to categorise and understand the students’ narratives in terms of
theory and concepts primarily from the fields of media education and media literacy.
The main aim of the study is to explore the students’ reflections as they participated in
the learning activity of mediagraphy, and the overarching research question is: What characterises
upper secondary students’ reflections and meaning making during the process of conducting mediagraphy? The key
findings are discussed in four articles, where two are published, one is in press and the fourth is
submitted. The first article asks what characterises the students’ reflections on their media
practices. Two important issues are addressed: The first is that it seems the students’ media
practices imply certain forms of critical reflection, and the second issue is that the data indicates
that mediagraphy potentially mediates critical reflection. In particular, the importance of critical
reflection in the media-dominated contemporary society is discussed. The second article concerns
what characterises the students’ reflections on their identity and how they depict the media as an
agentive factor in their social practices. An important focus here is how media experiences can be
related to identity. The article finds that mediagraphy can contribute to understanding of one’s
identity and insight into culture, society and media from a personal point of view. The third article
explores perspectives on experienced global citizenship and cosmopolitanism. The article
addresses how the students reflect on their sense of belonging to – and position in – the global
community. A key finding is that few students express using social media to establish and
maintain actual social relations on a global level. However, the students see themselves as a part of the world and a global culture, and it seems that mediagraphy can mediate an awareness of the
global, multicultural society. The fourth article deals with the students’ reflections on their
experiences of time and space. Experienced time and space are seen as fundamental dimensions
of our lifeworld. An important focus is on how the experience of time and space have
transformed, and the article explores how temporal and spatial experiences play into the everyday
lives of the individuals in the four generations of the students’ families. The article finds that
mediagraphy involve a mode of thought that is termed ‘global imagination’, which implies that
the students envision the world in a way that enables them to place themselves in the world and
relate to people on a global level.
The main overarching finding in the thesis is that mediagraphy can constitute a reflexive
learning activity in media education. In the conclusion of the thesis, a reflexive media education is
proposed, a term that has certain characteristics:
It opens for and requires students’ critical reflection. The empirical data suggest that critical
reflection is an integral part of the students’ communication, identity and media practices, but
also that learning activities such as mediagraphy can mediate critical reflection. It relates to the
students’ identities. The students are given the opportunity to tell stories from their own lifeworlds.
This is seen as an important pedagogical starting point. Narrative meaning making is understood
as essential in the media saturated culture. Through constructing narratives, the students can
potentially connect fragmentary experiences, and link these experiences to scientific concepts as
well as to a historical timeline and an expanded space. It represents a double opening. Mediagraphy
exemplifies such ’doubleness’ as the students open up to the world, and the world opens up to
the students. Moreover, a double opening seems to be mediated also between those who teach
and those who learn. It includes and acknowledges multimodal reflection and multimodal research. The
mediagraphy project illustrates how multimodal expressions complements written and oral
expressions. Expression forms from young people’s everyday lives outside of school are
emphasised and appreciated in an educational context in school. It acknowledges knowledge as
something that is created in sociocultural contexts. The students conducted research-like exercises, which
implies that the traditional view on ‘what counts’ as knowledge is challenged. The construction of
knowledge is reflexive, which means it is continuously discussed and evaluated. It relates to the
students’ worldviews. Learning activities such as mediagraphy can mediate critical reflection on the
students’ position and sense of belonging in the world. This implies understanding and evaluating
one’s standpoint in history, the world and in culture, and problematizing the role of media in
everyday life
Encountering a surprising response to cyberbullying among an immigrant community
No full textLynn Schofield Clark draws on her ethnographic research at a U.S. high school and reflects on the role of digital media in immigrant groups, online harassment and the opportunities provided by strong communities. Lynn is Professor and Chair in the Department of Media, Film, and Journalism Studies at the University of Denver. She is also the author of “The parent app: Understanding families in a digital age”, a book also recently reviewed on this blog
Day: a study of the presentation of bereavement in novels for secondary level children
No full textThis thesis comprises critical reflection and novel. Claims for originality in the novel lie in the combination of the specific geographical location of Leeds, the 1970s setting, the narrative time frame of twenty?four hours, and the use of the mundane not as a setting from which to escape but as one in which epiphanous moments can be found. These key decisions were made early in the evolution of the novel and are discussed, along with other issues such teenage sexuality, in the first section of the critical reflection. The novel’s main character, fourteen?year?old Daniel, is grieving over the loss of his mother, and bereavement becomes the focus of the second section, which comprises the main thrust of the reflection. In response to similar research undertaken in 1985, I take forty?nine novels for ten to fourteen?year?olds written between 1997 and 2010 and analyse the presentation of bereavement therein, providing original data and opening up the novels to a scrutiny to which many have never been subjected. The previous research concludes that children’s novels offered little of value for bereaved children. I question whether writers for children have a duty to do anything but entertain by engaging with critical opinion past and present, and argue that it is impossible for a writer to avoid awareness of the age of the reader, that novels can affect children, and that consequently the writer must show moral and artistic responsibility in the presentation of important themes. My research suggests that gender differences are still present but are less emphatic, and that some novels present bereavement in a sanitised, irresponsible way or fail to present it at all. I also find the resolution of grief through the use of ghosts or visions neither realistic nor helpful. In the final chapter I explore ways in which the reading impacted positively upon the writing of Day and conclude that not only do the best of the novels treat bereavement with wit, insight and sensitivity, but that the eclectic mix of theme, character, voice and style across the books will provide inspiration for future projects for years to come
Mechanism and materialism: British natural philosophy in the age of reason
No full textRobert Schofield explores the rational elements of British experimental natural philosophy in the 18th century by tracing the influence of two opposing concepts of the nature of matter and its action-mechanism and materialism. Both concepts rested on the Newtonian interpretation of their proponents, although each developed more or less independently. By integrating the developments in all the areas of experimental natural philosophy, describing their connections and the influences of Continental science, natural theology, and to a lesser degree social and institutional changes, the author de
Chronological: Military Construction Contracts in Hawaii, 1996-08-05
No full textThis folder contains a statement by U.S. Senator Daniel K. Inouye on military construction contracts in Hawai'i. Inouye says he is pleased that the House and Senate Appropriations Committees concluded their military construction conference and that Hawai'i will receive $290 million in fiscal year 1977 for construction projects ranging from Kane'ohe Marine Corps Base improvements, family housing at Pearl Harbor, to a barracks renewal at Schofield
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