1,720,961 research outputs found
Bodied Curriculum: A Rhizomean Landscape of Possibility
No full textUndergoing a self-study using the method of currere (Pinar, 1976), I examine my own learning as holistic, embodied, and relational in the context of my mother’s garden. Specifically, I explore my mother’s garden as a site of relational learning that intersects with various classrooms that feature in my educational experiences. The garden and the classroom intersect with/in one curricular landscape, where self and other engage in an embodied process fostering connections and knowledges about each other and place. In bringing forth my narrative through currere, I engage in reflective and reflexive praxis through journal writing, poetry, meditation, and photographic collage. Using these forms of expression, I reflect upon my experiential learning process, analyze issues and concepts related to the body-in-movement, as well as focus on community connections and ecology-based learning as pedagogical praxis.MAS
Sustaining the unsustainable: Wearable technologies as informing running-practice in urban schools
Full text linkThree Ecologies of Practice: An Intra-active Account of Learning by Doing
Full text linkThe thesis presents three methodologies of research-creation that enact ecology in relational ways. In order to move through the text in an ecological way, I attend to a: 1) Propositional Methodology; 2) Diagrammatic Methodology; and 3) Diffractive Methodology. With the use of wearable technologies, the three ecologies of practice produce on-going questions about nature and culture through experimental practices in an urban school. The three methodologies will be discussed in relation to the planning, designing, and engagement with an urban school garden. Concerned with the materialization of practices, the thesis emphasizes embodied experiences and more-than-human relationships that activate critical and imaginative modes of engagement that do not separate matter from perception.
The thesis begins with the concept of ecology, shifting emphasis from learning about principles of ecology to enacting ecologies of practice. In so doing, I draw on feminist new materialist frameworks to develop an understanding of pedagogy and learning as 'intra-active' events (Barad, 2007). Intra-actions are ontological and epistemological co-constitutions of material and discursive knowledge. Karen Barad's (2007) attention to process (or intra-action) is key to the methodology of research-creation and the ecologies of practice, as learning is understood as that which happens in-the-making or through compositions of material environments and discursive practices.
Enacting research and performing learning is at the core of both new materialist research practices and research-creation events. Performance is understood as that which does not solely belong to the performance of the human subject and/or student. Such an understanding requires the enactment of ecologies of practice that are attentive to how more-than-human matter and meaning shape knowledge about environments. From this perspective, performance provokes future practices through ongoing questions and embodied explorations that dismantle limited conceptions of nature and culture as well as deficit approaches to urban schools and environments. Ecologies of practice are pedagogical events of creation that are uniquely specific and that resist instructive models that have already shaped what the student will become and come to know.Ph.D
Three Ecologies of Practice: An Intra-active Account of Learning by Doing
No full textThe thesis presents three methodologies of research-creation that enact ecology in relational ways. In order to move through the text in an ecological way, I attend to a: 1) Propositional Methodology; 2) Diagrammatic Methodology; and 3) Diffractive Methodology. With the use of wearable technologies, the three ecologies of practice produce on-going questions about nature and culture through experimental practices in an urban school. The three methodologies will be discussed in relation to the planning, designing, and engagement with an urban school garden. Concerned with the materialization of practices, the thesis emphasizes embodied experiences and more-than-human relationships that activate critical and imaginative modes of engagement that do not separate matter from perception.
The thesis begins with the concept of ecology, shifting emphasis from learning about principles of ecology to enacting ecologies of practice. In so doing, I draw on feminist new materialist frameworks to develop an understanding of pedagogy and learning as 'intra-active' events (Barad, 2007). Intra-actions are ontological and epistemological co-constitutions of material and discursive knowledge. Karen Barad's (2007) attention to process (or intra-action) is key to the methodology of research-creation and the ecologies of practice, as learning is understood as that which happens in-the-making or through compositions of material environments and discursive practices.
Enacting research and performing learning is at the core of both new materialist research practices and research-creation events. Performance is understood as that which does not solely belong to the performance of the human subject and/or student. Such an understanding requires the enactment of ecologies of practice that are attentive to how more-than-human matter and meaning shape knowledge about environments. From this perspective, performance provokes future practices through ongoing questions and embodied explorations that dismantle limited conceptions of nature and culture as well as deficit approaches to urban schools and environments. Ecologies of practice are pedagogical events of creation that are uniquely specific and that resist instructive models that have already shaped what the student will become and come to know.Ph.D
Order and Chaos in the Research-Creation Classroom
Full text linkIn this essay I use posthuman theories and research-creation methodologies to explore the tensions between two disciplines (science and art) alongside children. Through a short video clip and still images of children engaging in abstract painting using magnets, washers, bolts, and nails, I showcase the importance of learning with and through art, and I argue that posthuman arts education enriches the pedagogical environment beyond core academic skills.
Bodied Curriculum: A Rhizomean Landscape of Possibility
Full text linkUndergoing a self-study using the method of currere (Pinar, 1976), I examine my own learning as holistic, embodied, and relational in the context of my mother’s garden. Specifically, I explore my mother’s garden as a site of relational learning that intersects with various classrooms that feature in my educational experiences. The garden and the classroom intersect with/in one curricular landscape, where self and other engage in an embodied process fostering connections and knowledges about each other and place. In bringing forth my narrative through currere, I engage in reflective and reflexive praxis through journal writing, poetry, meditation, and photographic collage. Using these forms of expression, I reflect upon my experiential learning process, analyze issues and concepts related to the body-in-movement, as well as focus on community connections and ecology-based learning as pedagogical praxis.MAS
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
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
- …
