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Author: Teresa Strong-Wilson
Publisher: Springer Science & Business Media
ISBN: 9462093474
Category : Education
Languages : en
Pages : 263
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Book Description
Productive Remembering and Social Agency examines how memory can be understood, used and interpreted in forward-looking directions in education to support agency and social change. The edited collection features contributions from established and new scholars who take up the idea of productive remembering across diverse contexts, positioning the work at the cutting edge of research and practice. Contexts range across geographical locations (Canada, China, Rwanda, South Africa) and across critical social issues, from HIV & AIDS to the legacy of genocide and Indian residential schools, from issues of belonging, place, and media to interrogations of identity. This interdisciplinary collection is relevant not only to education itself but also to memory studies and related disciplines in the humanities and social sciences.
Author: Teresa Strong-Wilson
Publisher: Springer Science & Business Media
ISBN: 9462093474
Category : Education
Languages : en
Pages : 263
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Book Description
Productive Remembering and Social Agency examines how memory can be understood, used and interpreted in forward-looking directions in education to support agency and social change. The edited collection features contributions from established and new scholars who take up the idea of productive remembering across diverse contexts, positioning the work at the cutting edge of research and practice. Contexts range across geographical locations (Canada, China, Rwanda, South Africa) and across critical social issues, from HIV & AIDS to the legacy of genocide and Indian residential schools, from issues of belonging, place, and media to interrogations of identity. This interdisciplinary collection is relevant not only to education itself but also to memory studies and related disciplines in the humanities and social sciences.
Author: Claudia Mitchell
Publisher: McGill-Queen's Press - MQUP
ISBN: 0773558233
Category : Social Science
Languages : en
Pages : 297
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Book Description
Life in the countryside, often perceived as either idyllic or depleted, has long been misrepresented. Challenging the stereotypes and myths that surround the idea of rurality, Our Rural Selves interrogates and represents individual and collective memories of childhood in rural landscapes and small towns. Drawing on visual artifacts whose origins range from the early twentieth century to today, such as photographs, films, objects, picture books, and digital games, contributors offer readings of childhood that are geographically, ethnically, and culturally diverse. They examine the memories of Indigenous children, the experiences of back-to-the-land youth, and boom-or-bust childhoods within the petroleum, farming, and fishing industries. Illustrating often neglected and overlooked aspects of adolescence, this collection suggests new ways of studying social connectedness and collective futures. Innovative and revealing in its use of visual studies, autoethnography, and memory-work, Our Rural Selves explores representation, imagination, and what it means to grow up rural in Canada.
Author: Jason Camlot
Publisher: Taylor & Francis
ISBN: 1000625710
Category : Art
Languages : en
Pages : 402
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Book Description
Collection Thinking is a volume of essays that thinks across and beyond critical frameworks from library, archival, and museum studies to understand the meaning of "collection" as an entity and as an act. It offers new models for understanding how collections have been imagined and defined, assembled, created, and used as cultural phenomena. Featuring over 70 illustrations and 21 original chapters that explore cases from a wide range of fields, including library and archival studies, literary studies, art history, media studies, sound studies, folklore studies, game studies, and education, Collection Thinking builds on the important scholarly works produced on the topic of the archive over the past two decades and contributes to ongoing debates on the historical status of memory institutions. The volume illustrates how the concept of "collection" bridges these institutional and structural categories, and generates discussions of cultural activities involving artifactual arrangement, preservation, curation, and circulation in both the private and the public spheres. Edited and introduced collaboratively by three senior scholars with expertise in the fields of literature, art history, archives, and museums, Collection Thinking is designed to stimulate interdisciplinary reflection and conversation. This book will be of interest to scholars and practitioners interested in how we organize materials for research across disciplines of the humanities and social sciences. With case studies that range from collecting Barbie dolls to medieval embroideries, and with contributions from practitioners on record collecting, the creation of sub-culture archives, and collection as artistic practice, this volume will appeal to anyone who has ever wondered about why and how collections are made.
Author: Teresa Strong-Wilson
Publisher: Routledge
ISBN: 0429603452
Category : Education
Languages : en
Pages : 235
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Book Description
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning. The book highlights that immediate components of one’s encounters with education—across formal and informal settings—comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies. This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.
Author: Jacqueline Reid-Walsh
Publisher: Routledge
ISBN: 113509814X
Category : Literary Criticism
Languages : en
Pages : 393
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Book Description
Movable books are an innovative area of children’s publishing. Commonly equated with spectacular pop-ups, movable books have a little-known history as interactive, narrative media. Since they are hybrid artifacts consisting of words, images and movable components, they cross the borders between story, toy, and game. Interactive Books is a historical and comparative study of early movable books in relation to the children who engage with them. Jacqueline Reid-Walsh focuses on the period movable books became connected with children from the mid-17th to the early-19th centuries. In particular, she examines turn-up books, paper doll books, and related hybrid experiments like toy theaters and paignion (or domestic play set) produced between 1650 and 1830. Despite being popular in their own time, these artifacts are little known today. This study draws attention to a gap in our knowledge of children’s print culture by showing how these artifacts are important in their own right. Reid-Walsh combines archival research with children’s literature studies, book history, and juvenilia studies. By examining commercially produced and homemade examples, she explores the interrelations among children, interactive media, and historical participatory culture. By drawing on both Enlightenment thinkers and contemporary digital media theorists Interactive Books enables us to think critically about children’s media texts paper and digital, past and present.
Author: Daisy Pillay
Publisher: Springer
ISBN: 9463003991
Category : Education
Languages : en
Pages : 206
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Book Description
Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. “This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right.” – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius “This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels.” – Nithi Muthukrishna, Professor Emerita, University of KwaZulu-Natal, South Africa
Author: Kathleen Pithouse-Morgan
Publisher: Springer
ISBN: 3319971069
Category : Education
Languages : en
Pages : 206
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Book Description
This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning. The book reveals how, through the arts, teacher-researchers can reimagine and reinvigorate moments of the past as embodied and empowering scholarly experiences. The peer-reviewed chapters were composed from juxtaposing unique “mosaic” pieces written by 21 new and emerging scholars in South Africa and Canada. Their research explores diverse arts-based practices and resources including collage, film, drawing, narrative, poetry, photography, storytelling and television alongside related ethical issues. Critically, Memory Mosaics also demonstrates how artful memory-work can engender agency in professional learning with teacher-researchers taking up pressing issues of social justice such as inclusion and decolonisation. Overall, the book offers a multidimensional, polyvocal exploration of how artful memory-work can bring about future-oriented professional learning enacted as pedagogies of reinvention and productive remembering. Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work, by Kathleen Pithouse-Morgan, Daisy Pillay, and Claudia Mitchell, along with teacher-researchers on two continents, is a ground-breaking book. It models a collaborative approach to arts-based research that melds memory-work, visual and poetic arts, and reflective practice to promote professional learning, personal transformation, decolonisation, and a more just future. Like colourful pebbles and bits of glass, the authors place teachers’ self-stories in relation to one another in an artful design, creating thematic coherence that evokes a deep sense of knowing. Judith C. Lapadat, Professor Emeritus, Faculty of Education, University of Lethbridge, Canada Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Workassembles exemplars of professional learning in an intriguing mosaic format. A topic is introduced, followed by memory-pieces; then: discussion and/or creative response. This lively juxtaposition generates momentum for highly productive forms of remembering around social justice issues, even as the reader is invited into an intimate circle of shared concern: for these issues, with these (and other) teacher-researchers. It is a beautiful, original, and practical book. Teresa Strong-Wilson, Associate Professor, Faculty of Education, McGill University, Canada
Author: Michalinos Zembylas
Publisher: Springer
ISBN: 3319290495
Category : Education
Languages : en
Pages : 295
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Book Description
This volume presents different conceptual and theoretical frameworks as well as research methods that have helped educational researchers to study emotions. It includes innovative approaches that push the methodological boundaries that have served educational researchers until now and proposes new ways of researching emotions in educational contexts. In particular, this edited volume provides a historical frame for studying emotions. It connects theoretical/epistemological views with choice of research methods and describes specific methods helpful in doing research on emotions as they are grounded in different theoretical and disciplinary traditions such as psychology, philosophy, sociology, history, political science, cultural studies, and feminist studies. Finally, it appreciates the contextual and international dimensions of studying emotions in education and contributes to ongoing debates about the implications of our methodological choices for understanding emotion in education. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a very valuable resource to introduce new scholars in the field alongside established scholars.
Author: Claudia Mitchell
Publisher: Berghahn Books
ISBN: 0857456474
Category : Social Science
Languages : en
Pages : 354
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Book Description
Examining context-specific conditions in which girls live, learn, work, play, and organize deepens the understanding of place-making practices of girls and young women worldwide. Focusing on place across health, literary and historical studies, art history, communications, media studies, sociology, and education allows for investigations of how girlhood is positioned in relation to interdisciplinary and transnational research methodologies, media environments, geographic locations, history, and social spaces. This book offers a comprehensive reading on how girlhood scholars construct and deploy research frameworks that directly engage girls in the research process.
Author: Andrea Hajek
Publisher: Springer
ISBN: 1137470127
Category : Social Science
Languages : en
Pages : 301
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Book Description
Considering both retrospective memories and the prospective employment of memories, Memory in a Mediated World examines troubled times that demand resolution, recovery and restoration. Its contributions provide empirically grounded analyses of how media are employed by individuals and social groups to connect the past, the present and the future.
