17,253 research outputs found
LESSONS ON SOCIAL JUSTICE: A PEDAGOGICAL REFLECTION ON THE EDUCATIONAL MESSAGE OF THE BOXTROLLS
No full textThe author engages critical media education and norm-critical pedagogy to map out possible methods of critical engagement of students during interpretation of the pedagogical facets of The Boxtrolls (film - 2014). The paper discusses rich analytical material that may be explored by employing The Boxtrolls story. The paper considers the application of social theories in an exploration of the film. Freirean critical consciousness may help to expose conflict, power distribution, social stigma and social divisions. Social structures of oppression, politics of exclusion, masses ruled by fear, prejudice, misunderstanding and violence are explored using the theoretical frameworks of M. Foucault, B. Bourdieu, Z. Bauman and R. Braidotti. The moral values depicted in the film are set against excessive consumption, class divisions, selfishness and deficient parental skills; these are analysed as educational tools for all scholastic levels. Evil is punished and values of friendship, trust, cohesion and cooperation (key ingredients of social capital) are victorious. There is also the opportunity for redemption and social rehabilitation, revealing the complexity of humans and their intersectional positioning. Whilst the human condition and the story are universal, the means of conveying the message reflect technological and societal change.</p
Letter
No full textDigital copies were created from a selection of items in the original hard copy Albert Coates collection (PDV 4) held in DOMUS in the Stellenbosch University Music Library.Correspondence. General. Letter from Anna de Villiers to Leonie Le Roux regarding information about music at weddings in the early eighteenth century in South Africa
Chaos Theory and the Neoliberal English-Based Dimension of the Polish Higher Education Reforms 2018/2019
No full textThis article draws on chaos theory to critically analyse the recent higher education reforms that have been taking place in Poland. The argument launched in this article aims to show that the reforms are based primarily on neoliberal foundations and to expose the linguistic dominance of the English language in neoliberal settings. The English language appears to be a strong tool of neoliberal power, used to empower or to marginalise local academics. The divisive power of English exploited by reformists creates a growing fissure between age cohorts, disciplines and academics representing diverse social backgrounds. The tension and uncertainty brought about by the reforms have increased the anxiety and competition between scholars, undermining solidarity and compromising joint agency. The long-term results of entering the neoliberal “rat race”, which is strongly reliant on English language skills, are yet unknown
The Dialectics of English Dominance
No full textA review of Anna Odrowaz-Coates\u27 Socio-educational Factors, and Soft Power of Language. The Deluge of English in Poland and Portugal.
The Hegemony of English across the world cannot be overstated (Macedo, Dendrinos & Gounari 2016). More and more nations are encouraging, if not mandating through compulsory education requirements, that their citizens learn English (Xue & Zuo 2013). This demand for English is rising even among countries who have few native speakers of English. Importantly, making any language learning a national project carries a critical message about that language and its power. Robert Philipson (2011) points out that this growing demand and compulsory establishment of English (through schooling) can be nothing less than linguistic imperialism, with the World Bank re-introducing the historical colonial order. Nations are clamoring to learn English as quickly as possible in the hopes that doing so will boost their competitive edge on the global market (McCormick 2013). Indeed, there is evidence that English proficiency elevates the status and power of specific nations and provides individuals greater access to jobs and resources, but as Anna Odrowaz-Coates shows, in the case of Portugal and Poland, this will not happen without a significant cost to the national identity and to the identities of the people and their families and communities
Facteurs socio-éducatifs et la puissance douce du langage- Le déluge de l’anglais en Pologne et au Portugal. By Anna Odrowąż-Coates, Lexington Books, 2019. 198 pp.
No full textBook Review: Facteurs socio-éducatifs et la puissance douce du langage- Le déluge de l’anglais en Pologne et au Portugal. By Anna Odrowąż-Coates, Lexington Books, 2019. 198 pp. This review is in Frenc
Soft power of language in social inclusion and exclusion and the unintended research outcomes
No full textThe paper refers to a small fraction of raw data obtained during 50 interviews carried out in
Lisbon and in Warsaw in 2017-2018. Through the preliminary interpretative analysis with the
use of MAXQDA 2018, a connection between English language and soft power (Nye 2004)
was established. 'Soft power' is a political concept, re-introduced in this paper through the
novel interpretation of the research data, whilst looking at the English language from a sociopolitical,
critical pedagogy perspective, in order to investigate its implications for social
inclusion and exclusion. Moreover, unexpected matrixes of language, gender and power were
discovered, embodying Boudon's concept of unintended consequences of social action
(1993). The study was conducted with the use of soft system methodology (SSM) and the
notion of 'soft' in social sciences was explored. It also introduced SSM to the analysis of
social aspects of the English language in public spaces in Poland and Portugal. Moreover, the
results of the study confirmed that there is a connection between English language acquisition
and the socio-economic positioning of workers in these locations. The study should be treated
as singular and with no intention of building a universal theory, but aims to look into
language from an original perspective and to share the most interesting quotes from the
research participants, to reveal people's own voices and their own words (appropriately coded
to maintain anonymity) and to establish direct contact between the interviewees and their
audience
Definitions of Sustainability in the Context of Gender
No full textThe notion of sustainability is of paramount importance for long-term survival; it is also about keeping up, moving on, and not jeopardizing the future of life on earth or the future itself. It is about tangible strategies for the reproduction and long-term existence of our own species that may be supported by the mundane everyday life practices and consumer or citizen choices that are often linked directly or indirectly to gender. Sustainable development relies on innovation and innovative social solutions. Without them, sustainability would not persist. This paper sets its research perspective within a systematic review of the literature and theory to develop a sustainability definition within the context of gender as a seed for sustainable innovation. This paper is divided into sections that cover various issues, such as: sustainability and gender in demographics (social justice, increase in number of pensioners, labor market); environment/ecology (education, ecofeminism); and corporate responsibility (consumer decisions and leadership). In each section, a definition is developed, being supported by evidence from existing studies and a discussion on how sustainability may be defined in the context of gender concludes the paper. The paper suggests that gender has a clear social impact, which constitutes a relevant and important seed for the achievement of sustainable development
Social pedagogy for social inclusion and children's rights discourses
No full textThe publication is the outcome of the international conference that took place in Warsaw in June 2022 titled: Discourses of childhood and social education (co-financed from the conference grant from the Ministry of Education and Science “Excellent Science”), that fell on the 100-year anniversary of the Maria Grzegorzewska University (APS), the eldest pedagogical unit in Poland. The celebrations and the conference took place under the patronage of UNICEF Polska and the Polish Commission of UNESCO. We also celebrated 2022 as the year of our patron, Maria Grzegorzewska, established by the Polish Parliament. Maria Grzegorzewska had an honourable mission of social inclusion, reflected in the values represented at our university. APS stands for: Access, Participation and Solidarity, which were echoed in the composition of speakers and participants. Discourses of childhood and social education conference was aimed at representatives of social sciences, in particular social pedagogy, social education and sociology of language. The way we perceive the world, the needs of the child and the social positioning of children, depends heavily on social imaginarium of children’s rights. This imaginarium is often influenced by discourses that surround it. Social pedagogy/social education plays a role in how the social imaginarium is formed, critically assessed, deconstructed, reconstructed, and implemented in social practices. Social educators/ social pedagogues are often amongst the changemakers, that promote inclusive practices, based on human rights and therefore also advocate for the children’s rights agenda. We have been interested in what language is used in political discourses, in legal and policy documents, in related media discourses; wow narratives form social imaginarium around children’s rights, child participation, the idea of childhood are formed, and last but not least; how these may aid or negate social inclusion of children and youths in the socio-environmental contexts
Symbolic violence in socio-educational contexts
No full textCe numéro thématique de Language, Discourse & Society se focalise sur le langage comme un moyen d'investiguer les enjeux de pouvoir, les discours, et les pratiques culturelles et sémiotiques. Les contritutions tant théoriques qu'empiriques sont bienvenues afin d'éclairer la violence symbolique perçue et cachée à travers les discours et les pratiques socio-culturelles. Les contributions peuvent être soumises dans les trois langues de l'Association Internationale de Sociologie (anglais, français et espagnol). Ce numéro est co-édité par Anna Odrowaz-Coates (The Maria Grzegorzewska Pedagogical University in Warsaw, Pologne) et Sribas Goswami (Serampore College in West Bengal, Inde). Les contributions font l'objet d'une évaluation en double aveugle
Notes on an International Context of Korczak\u27s Pedagogical Legacy
No full textThe paper\u27s main aim is to introduce Janusz Korczak\u27s pedagogical legacy to Portuguese readers. His pedagogical narratives are analysed through a lens of international contextuality of his times and of modern times, trying to identify both the universal and the controversial concepts. Korczak\u27s contribution to the development of children\u27s rights and his understanding of childhood and of being a child are discussed along directives for parents and teachers that may be found in his writings. This theoretical paper is meant to promote Korczak\u27s works and to open a discussion with academics and practitioners, who are unfamiliar with his legacy. Moreover, it may also provoke Korczakians to re-read his intellectual heritage in multiple contexts and multiple ways, demonstrating that his concepts are still open to interpretation and therefore forever up to date.O principal objectivo deste artigo é apresentar a herança pedagógica de Janusz Korczak aos leitores portugueses. As suas narrativas pedagógicas são analisadas através de uma lente da contextualidade internacional da sua época e dos tempos modernos, tentando identificar tanto os conceitos universais como os controversos. A contribuição de Korczak para o desenvolvimento dos direitos das crianças e a sua compreensão da infância e de como é ser uma criança são discutidos assim como directivas para pais e professores que se encontram nos seus textos. Este ensaio teórico pretende promover as obras de Korczak e iniciar uma discussão com académicos e profissionais, que não conheçam a sua herança. Poderá, além disso, incitar os Korczakianos a lerem a sua herança intelectual em múltiplos contextos e modos, demonstrando que os seus conceitos ainda estão abertos a interpretação e, portanto, serão actuais para sempre
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