1,720,982 research outputs found
The “digital subject” of 21st century education: On datafication, educational technology and subject formation
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Courses in the language and culture of origin and their impact on youth development in cultural transition: A study among immigrant and dual heritage youth in Switzerland
No full textElena Makarova traces how the concept of intercultural education in German-speaking European countries promotes the inclusion of courses in the Language and Culture of Origin (LCO) for immigrant youth in the school curriculum of host countries.
Such courses are assumed to have positive effects on the development of immigrant youth in the host country. Particularly, it has been suggested that participation in LCO courses increases the self-esteem of immigrant youth, facilitates the development of their bicultural identity and improves their integration in the host society. However, there is a lack of empirical evidence on the nature of the effects of LCO course attendance on the acculturation of immigrant youth and their cultural identity. Accordingly, the aim of the study detailed in the chapter is to examine the impact of immigrant youth’s attitudes towards LCO courses and of their attendance of such courses on their acculturation and cultural identity
Heterarchical semiosis:From signal transduction to narrative intelligibility
No full textThis chapter intends to offer a framework for contributing to bridge the gap between biosemiotics, cognitive semiotics and, eventually, cultural semiotics. Instrumental to this bridge is the discussion about semiotic thresholds and the hierarchical organization of semiotic processes in Nature. Therefore, as a starting point I review and compare four different models of hierarchical organization of semiosis implying different semiotic thresholds. The current debate seems to put too much exclusive emphasis on evolutionary issues at the cost of paying little attention to the developmental questions in synchronous embedded semiotic processes, which are the focus of the present work. It is argued that a sound description of such processes needs to challenge a view that adheres to a strictly hierarchical organization, being preferable to opt for a heterarchical approach. What is important to map in these models of hierarchies is the continuity and/or the causal links of the increasing semiotic freedom from the lowest to the higher levels, which is then what determines not only the (evolutionary) transitions from proto intentionality and subjectivity to the full-blown versions, but also the heterarchical embeddedness of these levels which are by necessity manifested in simultaneity
Courses in the language and culture of origin and their impact on youth development in cultural transition: A study amongst immigrant and dual-heritage youth in Switzerland
No full textLearner voice and lived culture in digital media production by younger learners: implications for pedagogy and future research
No full textDigital Literacy and Public Pedagogy: Notes on the Digital Game as a Form of Literacy and Learning
No full textDigital games are both an exponent and a vehicle of cultural transformation. Not only do they form a rapidly growing part of the popular culture industry, they also instigate transformations in other cultural domains such as education. Played in a multi-player fashion, online digital games engender new forms of social relationships and new forms of shared participation in cultural literacy and modes of learning. As games are used for instructional purposes in schools, industry, and the army or airforce for training purposes, the playing of games is no longer constricted to a sphere outside normal adult life but forms part of the "serious" world of production and consumption, knowledge, and education. This suggests that digital technologies may have changed the characteristics and cultural significance of learning and what it means to be literate-not to mention the nature of play itself. This significance may be broader than the acquisition of cognitive skills. Through the act of play, computer games prepare and "train" the general public for a "culture of real virtuality" in which we require digital literacy skills for decoding and understanding media simulations in our environment and how to relate to them as public forms of learning or public pedagogy. Digital games constitute a strategic research site because they exemplify the transformations in perception and participation that are characteristic for digital culture of learning and literacy. Digital games as a form of digital literacy enact a public pedagogy through a means of educational and cultural transformation. About the Author Peter Trifonas is a professor of Social and Cultural Studies in Education at the Ontario Institute for Studies in Education, the University of Toronto. He is the author of Revolutionary Pedagogies, Pedagogies of Difference, and Ethics, Institutions, and the Right to Philosophy (with Jacques Derrida), and The Ethics of Writing among other books
Nationalism and the curriculum: Analytical and methodological considerations
No full textHistorically, nationalism and the curriculum are closely connected. The affirma- tion of the principle that each state should represent a national collective in the nineteenth century, turned schools into powerful means to legitimate institutional power by disseminating national identities and crafting national collectives. Since then, nationalism has re-shaped the curriculum across the globe. An accurate understanding of this phenomenon is therefore crucial for curriculum scholars.
The understanding of the concept of nation and all its related terms is the object of a dedicated field of research characterized by lively debate. This chapter aims to provide a map for curriculum researchers to identify the most useful concepts, as well as to reflect on their methodological and theoretical conse- quences, benefits, and risks. Drawing on an extensive literature review, it iden- tifies three approaches to nationalism in curriculum research: the ideal norm approach, the typological approach, and the claim-based approach.
The chapter argues that elite-based approaches building on nationalism as a global norm or ideal type risk over-emphasizing the extent and homogeneity of
the impact of nationalism on the curriculum. By putting the process of curriculum-making at the center of the analysis, and focusing on its protagonists’ own understanding and prioritization of nationalism, claim-based approaches take into account recent critiques of the methodological statism and nationalism advanced in both nationalism and curriculum research. They therefore can sig- nificantly advance our theorizing of the relationship between nationalism and the curriculum, and help us to identify how, when, and under which conditions nationalism contributes to shaping the curriculum – and when it does not
Culture and Difference: Heterologies of the Other
No full textThe idea of difference and its postcolonial heterologies-diverse discourses of difference-have provided the conceptual groundwork for postcolonial theorists of nation, race, class, ethnicity, gender, and sexuality who have worked toward the ethical purpose of actualizing equitable contexts responsive to the alterity of individuals and groups within a society or culture regardless of identity politics and its categorical constructions. Yet this altruistic desire for securing equitable environments and opportunities is also the practical juncture at which postcolonial theorists begin to partcompany with respect to the concept of difference. Difference and its heterology therefore becomes an intrinsic point of theoretical validation for asserting the legitimacy of such postcolonial discourses in practice by justifying the ethics of the methods each puts forward for the creation of grounds for equitable social environments that are fair and just. About the Author Peter Trifonas is a professor of Social and Cultural Studies in Education at the Ontario Institute for Studies in Education, the University of Toronto. He is the author of Revolutionary Pedagogies, Pedagogies of Difference, and Ethics, Institutions, and the Right to Philosophy (with Jacques Derrida), and The Ethics of Writing among other books.
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