32 research outputs found
Skandalista Michelangelo Merisi da Caravaggio. Kilka uwag o powieści Petera Dempfa Testament Caravaggia
No full textThis article presents the motif of the scandalising artist – as found in Caravaggio’s Legacy, a novel by Peter Dempf. The plot draws on the biography of Michelangelo Merisi da Caravaggio, a famous, controversial painter, precursor of Baroque art. In the novel, an analysis of the creative process and the accompanying emotions is combined with an outline of the artist’s biography – all set in a thriller-adventure convention. The literary portrait of Caravaggio, notorious for his wild lifestyle, unruly temper, and frequent involvement in criminal incidents, is the novel’s chief highlight. Dempf employs the popular image of a mad artist, whose conduct and views go beyond the traditional morality. The close relationship between the artist’s personality and his works makes for the naturalist character of his art. In Dempf’s treatment, art has the uncovering function, thus becoming the tool of the painter’s expiation. Caravaggio’s trademark ‘scandalising’ work is a result of the adoption of a certain strategy closely bound up with the most intimate need for mental cleansing. Besides, Dempf’s novel follows the recently-popular literary trend inspired by mysterious or scandalising works and biographies of famous painters.Ksenia Olkus
An exploration of teachers practices of critical visual literacy and the factors impeding the implementataion thereof
No full textOn rings whose Morita class is represented by matrix rings
No full textAbstractWe define and study Morita Matrix (MM) rings, i.e. rings whose only Morita equivalent rings are (up to isomorphism) the matrix rings over them. In the description of rings of this type, Picard progenerators and (in the commutative case) the Picard group play a significant role. For a wide class of rings (including commutative ones) indecomposability is necessary to be an MM ring. For commutative rings an additional necessary condition is that the Picard group be divisible. In a number of special cases these two conditions will also become sufficient. The behaviour of MM rings under some of the usual constructions (i.e. rings of polynomials and power series, pullbacks, etc.) is also examined and from this numerous examples of MM rings are derived. Further non-commutative examples are found amongst ultramatricial von Neumann regular rings
An Exploration of Teachers’ Practices of Critical (Visual) Literacy and the Factors Impeding the Implementation Thereof
No full textAlthough there are many definitions and context-specific use of critical literacy and critical visual literacy, there is unfortunately very little support to teachers on how to implement it in their classrooms. This desktop research thus explored the practices of, and the challenges pre-service and service teachers face when dealing with critical literacy and critical visual literacy. Data collection included online articles on the subject matter from the year 2005 to the present in various contexts; to understand critical literacy and critical visual literacy practices among teachers around the world. The study discussed the various accepted definitions of critical literacy and critical visual literacy. It then discusses their place in an Apartheid ridden South Africa. The literature reviewed revealed that teachers face internal, contextual, and external barriers in their attempts to teach critical literacy and critical visual literacy. In addition, while they have the power to overcome certain barriers, they do not have such power with others. Ultimately, this research ends with establishing the gaps in terms of research around critical visual literacy and the pedagogical practices thereof, and suggested areas for future research to better understand teachers’ challenges
Pedagogic practices in an academic writing module for undergraduate education students: a phenomenological case study.
No full textMaster of Education in Education Studies. University of KwaZulu-Natal, Edgewood 2014.Academic writing has been described both internationally and nationally as a major challenge the higher institution entrant students are faced with. In the South African context, many studies have indicated that the Black South African students who constitute the larger part of the student population in the (Higher Education Institutions (HEIs) who are affected the most; the reason being that they are second language users of English, the language of instruction. However, recent studies have revealed that academic writing problem is not only limited to the L2 users, but that the L1 users also have problem writing academically. Scholars the world over have found that students‟ inability to write academically has been the major contributor to their underperformances at the HEIs. Thus, academic writing, arguably, goes beyond a mere acquisition of writing skills, but the acquisition of academic discourse. The Academic Literacy for Undergraduate Students (ALUGS) module, formerly referred to as Academic Literacy in English (ALE), was introduced at the university under study to cater for this writing challenge. Surprisingly, students have been experiencing a high rate of failure even within the module itself- good intensions going wobbly! It is against this background that this study was conducted to explore the effectiveness of the pedagogy at use in the teaching of the ALUGS module. Hence, the purpose of the study was to explore how writing was being taught within the ALUGS module; why was it taught the way it was taught, and; what impact does the way writing was taught have on students‟ writing practices within the module.
The study was located within an interpretive paradigm, and employed a qualitative approach in the analysis of the research data. Semi-structured interviews, observations and documentary evidences were the research instruments used in generating the research data. Theoretically, drawing from the social theories of learning, this study was framed by the New Literacy Studies (NLS), dwelling largely on Gee‟s discourse theory and Street‟s autonomous and ideological models of literacy. Findings from the study revealed that the approach being used focus more on the teaching of writing skills rather than the acquisition of academic discourses. It was also found that there was no training for tutors before they were engaged in the teaching of the module, and as a result, they ended up teaching different things in their tutorials. Findings further revealed that what students learned in the ALUGS module have little or no relevance to what they were taught in their various disciplines. Consequently, it was found that both students and lecturers are looking forward to having an academic writing module designed to be discipline-specific rather than a generic one. Thus, it was recommended that the academic writing module should be housed within each discipline to cater for the disciplinary writing needs of the students, and that the curriculum and the course materials should be redesigned
Sendo Escritor
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunição e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2011A tese levanta questões sobre a experiência da escrita para além do caráter institucionalizado da autoria conforme definida pela função autor. Através da análise de "falas de si" de escritores e de aspirantes a escritor, busca debater a constituição do sujeito escritor: aquele sujeito que se constitui a partir de sua própria escrita, assumindo (ou não) diferentes posições em relação às instituições de escrita. Esta possível constituição do sujeito escritor é analisada através de passagens efetuadas por escritores no decorrer de suas experiências com a escrita: o escritor iniciante (passando de não-escritor a escritor), o escritor em consagração (passando de escritor a autor) e o escritor ao final de sua escrita, que desiste de escrever (passando de escritor/autor a não-escritor). Através de depoimentos autobiográficos, o escritor vai além de suas ficções narradas, e testemunha seu aparecimento enquanto sujeito escritor, sempre em constante mudança, transformação e criação de si mesmo. Num movimento de subjetivação de si, como formula Marguerite Duras, escreve para saber o que escreveria se escrevesse. Com isso, torna-se outro a partir daquilo que escreve, pela crença num sujeito escritor que transforma sua própria vida em existência estética, em um modo de vida.This dissertation brings up questions about the experience of writing, beyond the institutional character of authorship provided by the Author Function. By analyzing #speeches of the self# by writers and aspiring writers, it proposes a debate on the constitution of the writing subject: a subject that constitutes itself from its own writing, taking on (or not) different positions regarding writing institutions. The study of this possible constitution of the writing subject focuses on three changes made by writers during their writing experiences, corresponding to: (1) the beginner (changing from non-writer to writer), (2) the writer to be acclaimed (changing from writer to author), and (3) the writer at the end of his/her writing activity, the one who gives up writing (changing from writer/author to non-writer). Through autobiographical texts, a writer goes beyond his/her narrated fictions, and testifies his/her appearance as a writing subject, in permanent change, always transforming and creating him/herself. In a movement of subjectivation of the self, he/she writes in order to know what he/she would write if he/she wrote (as Marguerite Duras would say). Thus, the writer becomes another one by writing what he/she writes, by the faith in a writing subject the transforms his/her own life in an aesthetic existence, in a way of life
Exploring pre-service teachers’ beliefs about teaching and learning grammar: Implications for teacher education
No full textThis article argues that it is essential to acknowledge the beliefs with which pre-service teachers enter universities as their beliefs could shape how they teach in the future. In our qualitative study, underpinned by metacognitive and attribution theories, we consider English Education pre-service teachers’ beliefs about learning and teaching grammar and the implications thereof for teacher education. The findings revealed firstly that participants’ beliefs were shaped by their experiences of the pedagogic practices in their schools. Secondly, it became clear that teacher education programmes cannot assume pre-service teachers’ competences, and should take cognisance of pre-service teachers’ backgrounds and levels of preparedness for university
