26 research outputs found
Conversatorio con Lisa Garforth=Conversation with Lisa Garforth
No full textJulia Ramírez-Blanco conversa con Lisa Garforth, autora del libro Green Utopias y especialista en utopías medioambientales. Con ella, hablamos acerca de las posibles maneras de definir las ecotopías, y cómo estas se manifiestan tanto en la literatura como en distintas formas de práctica social.Julia Ramírez-Blanco interviews Lisa Garforth, author of the book Green Utopias and specialist in environmental utopias. With her, we talk about the possible ways of defining ecotopias, and how they manifest themselves both in literature and in different forms of social practice.http://re-visiones.net/audio/Entrevista-Lisa-Garfoth.mp
Conversation with Lisa Garforth / Conversatorio con Lisa Garforth
No full text\ua9 2023, Universidad Compultense Madrid. All rights reserved. Julia Ram\uedrez-Blanco interviews Lisa Garforth, author of the book Green Utopias and specialist in environmental utopias. With her, we talk about the possible ways of defining ecotopias, and how they manifest themselves both in literature and in different forms of social practice
Green Utopias: Environmental Hope Before and After Nature
No full textEnvironmentalism has relentlessly warned about the dire consequences of abusing and exploiting the planet\u27s natural resources, imagining future wastelands of ecological depletion and social chaos. But it has also generated rich new ideas about how humans might live better with nature. Green Utopias explores these ideas of environmental hope in the post-war period, from the environmental crisis to the end of nature. Using a broad definition of Utopia as it exists in Western policy, theory and literature, Lisa Garforth explains how its developing entanglement with popular culture and mainstream politics has shaped successive green future visions and initiatives. In the face of apocalyptic, despairing or indifferent responses to contemporary ecological dilemmas, utopias and the utopian method seem more necessary than ever. This distinctive reading of green political thought and culture will appeal across the social sciences and humanities to all interested in why green utopias continue to matter in the cultivation of ecological values and the emergence of new forms of human and non-human well-being
Let's Get Organised: Practicing and Valuing Scientific Work Inside and Outside the Laboratory
No full textOver the past thirty years there has been a significant turn towards practice and away from institutions in sociological frameworks for understanding science. This new emphasis on studying \'science in action\' (Latour 1987) and \'epistemic cultures\' (Knorr Cetina 1999) has not been shared by academic and policy literatures on the problem of women and science, which have focused on the marginalisation and under-representation of women in science careers and academic institutions. In this paper we draw on elements of both these approaches to think about epistemic communities as simultaneously practical and organisational. We argue that an understanding of organisational structures is missing in science studies, and that studies of the under-representation of women lack attention to the detail of how scientific work is done in practice. Both are necessary to understand the gendering of science work. Our arguments are based on findings of a qualitative study of bioscience researchers in a British university. Conducted as part of a European project on knowledge production, institutions and gender the UK study involved interviews, focus groups and participant observation in two laboratories. Drawing on extracts from our data we look first at laboratories as relatively unhierarchical communities of practice. We go on to show the ways in which institutional forces, particularly contractual insecurity and the linear career, work to reproduce patterns of gendered inequality. Finally, we analyse how these patterns shape the gendered value and performance of \'housekeeping work\' in the laboratory.Women, Science, Laboratory, Epistemic Community, Organisation, Value, Work, Career, Housekeeping
Supporting wellbeing in school
No full textDApp Ed PsyResilience research suggests that supportive school environments can positively impact on the ecological systems within which children and young people develop, with a particular focus on their wellbeing. Taking this idea to a broader, systemic perspective, literature also suggests for children and young people to enhance feelings of wellbeing, it is extremely important that staff working within our schools are supported in meeting their own basic needs. Self Determination Theory (SDT) emphasises the importance of satisfying three basic psychological needs for life long psychological growth and wellbeing: Autonomy, Relatedness and Competence.
The ideas presented within these three papers are relevant in today’s society where the level of wellbeing experienced by individuals can impact on staff attrition rates within our schools, as well as academic success and positive life opportunities for children and young people.
Chapter 1 – The Systematic Review focuses on the impact of non-parental mentors used within schools in building resilience and enhancing feelings of wellbeing for children and young people. A quantitative approach was taken to synthesise the findings from six papers. The papers suggest those who demonstrated greater gains in terms of their resilience related outcomes had positively connected relationships with their mentors. However, outcome measures used within these papers varied greatly.
Chapter 2 – The Bridging Document describes the journey from the systematic review to the empirical research. My ontological and epistemological positions are considered in relation to how they shaped my methodology and chosen methods. The importance of ethical practice, including being a reflexive practitioner is also described within this chapter.
Chapter 3 – The Empirical Research follows on from the systematic review which highlighted a gap in applying one theoretical perspective to an understanding of wellbeing within schools. It indicated the wellbeing of children and young people can be influenced by the wellbeing of those who care for them. Five participants from two schools, took part in reflective discussions with a partner, over a six week period, before in depth reflective interviews were conducted. A theory driven analysis was applied to identify how the psychological needs suggested within SDT might be met through reflective discussion with a relatively close and connected partner; their associated feelings of wellbeing were also explored. Findings suggest that reflective discussions with a focus on the exploration of psychological needs, detailed within SDT, can support positive feelings of wellbeing among school staff. Implications for how this might be used in school, in addition to the role for Educational Psychology are explored. As this was conducted on a small scale, it highlighted the importance of conducting similar research with a wider range of staff in schools to allow generalisations to be made
Reading Science: SF and the Uses of Literature
No full textScience has opened up new hopes and fears for the future, and science fiction (SF) articulates those hopes and fears by imagining the social and human consequences of scientific developments. SF also acts back on science by critically responding to its confident pronouncements. ‘Unsettling Scientific Stories: Expertise, Narrative, and Future Histories’ is an AHRC- funded project exploring how people have thought about and envisioned their futures at different points over the course of the long technological twentieth-century. Our project frames science/fiction as a partner in the imagination and exploration of alternative futures, and explores new ways of using fiction as a relevant mode of socio-historical analysis. As part of our fieldwork, under the title ‘Prospecting Futures’, we will be working with texts, readers and reading groups to explore how contemporary science futures are being created, interpreted and navigated by SF writers and their audiences. In particular we are interested in collaborating with active SF readers as lay experts in envisioning and exploring social-scientific alternatives and in exploring how fictional narratives shape their engagement with collective futures. In anticipation of focus groups with readers to be held across 2017, we will work through some of the theoretical and epistemological resources that can help us understand SF readers as lay futurologists and asks how thinking about practices of reading and writing fiction might contribute a much-needed speculative strand to contemporary sociological analysis
