1,720,963 research outputs found
ChatGPT and Death of an Author
Full text linkThe proposed piece seeks to critically explore pedagogical implication of ChatGPT, especially on students’ capacities to author a text. The piece suggests that increased reliance on the ChatGPT, while provide short term solution to produce a text, in the long term it is likely to lead to ‘death of an author’. Here the usage of the phrase is a twist to earlier usage by Barthes- which refers to ‘death of an author’ where once the text is written, it gets re-created in readers’ reception and through interpretive act and imagination. The overarching argument of the paper emphasizes that technology is not neutral, especially in a context where its opacity has risen concerns about surveillance, control, and manipulation of human behavior, and therefore its infiltration in education begs critical questioning and sensitive e-value-ation. The discussion argues that rise of AI in education should be checked and not embraced uncritically, but rather it should be critically scrutinized, debated, and scaffolded through critical theoretical, pedagogical, and ethical references to counter its hegemonic and de-humanization of learning. For empirical part, the analysis draws upon reflections generated through a focus group discussion with four undergraduate students enrolled in a Bachelors degree in Computer Science who employed use of ChatGPT in preparing their speeches in context of a humanities course. The students found ChatGPT useful in terms of composing a text/speech and saving time and efforts. However, they realized that its use caused them loss of authentic learning, imagination and suppressed self’s voice. Based on the analysis, the piece shares further insights into pedagogic implications, and suggest a pedagogical scaffolding using critical pedagogical references of relationship between technology and human/learners’ values, distinction between information, knowledge, and wisdom, application and experiential learning references, and praxis in learning
Les discours qui façonnent l’éducation au Pakistan : perspectives historiques et sociologiques
Full text linkCette présentation cherche à identifier, retracer et analyser certains discours dominants qui ont structuré et façonné les efforts éducatifs de la société pakistanaise depuis son indépendance en tant qu’État-nation en 1947. Cette présentation n’est qu’une des nombreuses interprétations possibles de cette question. Dans ce qui suit, nous offrons un bref aperçu des discours et récits prédominants qui ont contribué à façonner les politiques éducatives au Pakistan. Le récit sur l’identité postcol..
Les discours qui façonnent l’éducation au Pakistan : perspectives historiques et sociologiques
Full text linkCette présentation cherche à identifier, retracer et analyser certains discours dominants qui ont structuré et façonné les efforts éducatifs de la société pakistanaise depuis son indépendance en tant qu’État-nation en 1947. Cette présentation n’est qu’une des nombreuses interprétations possibles de cette question. Dans ce qui suit, nous offrons un bref aperçu des discours et récits prédominants qui ont contribué à façonner les politiques éducatives au Pakistan. Le récit sur l’identité postcol..
Media and youth identity in Pakistan: Global-local dynamics and disjuncture
Full text linkThe paper critically analyzes the engagement of a group of Pakistani urban youth with global cultural flows through media, and their responses to those flows. The discussion mainly centres around an analysis of a re-make of a drama-skit performed by a group of Pakistani urban high school youth during their school’s annual function which could be regarded as a kind of satire providing a cultural critique on the way cultural globalization, through media (especially cultural production through Indian Bollywood film/soap media-industry), is influencing urban Pakistani youth\u27s perception of \u27local\u27 values, norms and identities. For the analysis, the paper draws upon Anthony Gidden’s theory of structuration (Giddens, 1986) (relationship between structure-agency) as a framework to understand and analyze \u27flows and disjuncture produced and experienced due to globalization and especially the interaction between media-scapes and idea-scape/value-scapes of \u27local\u27 youth agency who are found to be not only consumers of media, but also critical interpreters and agents, engaged in a relationship of structuration involving experience and interpretation of the media-texts that flow across and around them. The analysis is based on data generated through a year long critical ethnography conducted with urban Pakistani high school youth, who were studying in their final year of higher secondary education in a school in Karachi, especially with reference to exploring how media is functioning as a key globalizing site and how that, in turn, produces cultural hegemony in relation to constructing perceptions, attitudes, values and identities of the youth in question. The data collected was through focus group discussion and participant-made visual \u27images\u27. The analysis suggests an interplay of global-local cultural dynamics operative at the levels of youth self-perceptions, values, meaning and norms of cross-gender socialization. The research reports on key debates through an analysis of discussions held with the youth participants about issues like; the role of women, youth socialization, imagined and mediated discourse of Muslim identity and its juxtaposition with self-assigned meanings and perceived realities of being Muslim. The paper concludes by drawing some implications for the formation of gender and youth cultural identities in the Pakistani context
Predominant narratives shaping education in Pakistan: historical and sociological perspectives
Full text linkThe presentation seeks to identify, trace and analyze some of the dominant narratives that over the period have structured and shaped educational endeavor in Pakistani society since its independence as a nation-state in 1947. From the very outset, it should be made clear that what is presented here is one of many possible interpretations/readings of the topic. In the following lines, a brief outline of predominant discourses and narratives shaping education in Pakistan is presented. Postcolon..
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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