To Stay and To Change: Beginning Social Justice Educators Creating Collaborative Third Space(s)

Beginning teachers committed to social justice and emancipatory education often experience isolation and discouragement and need communities for intellectual, social, and emotional support as they learn to teach, and sustain their commitments to transformative pedagogy. This qualitative inquiry followed recent graduates who demonstrated personal commitments to a more just world through their lives and their studies and who began their first year as teachers in a variety of settings. Framed within a theory of transformational learning, third space, and Adler’s concepts of social interest and encouragement, the participants and the participant researcher co-created a virtual community to reflect upon and problematize this complex stage of their careers. Guiding this inquiry were the following questions: (a) What are the individual experiences, tensions, and perceptions expressed by social justice educators during their first year of teaching? (b) How does an online community created to develop a support network influence the experiences of these beginning educators during their initial year in the field? Data collection for this individual and multiple case study included autobiographical information, postings, interviews, and extant data from the teachers’ preservice training and the beginning of their first year. Data were inductively and iteratively analyzed. Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). Exploration of the life histories of these women indicated that justice and equity have been their ontological way of being in the world, and that commitment extended through their preservice training and into their first year of teaching. These women approached curriculum in critical ways, problematized simplistic explanations of student apathy, deconstructed the one right answer myth, and worked to democratize education, liberating both their students and themselves. The co-constructed community provided multiple venues for reflection, discussion, collaboration, and support which were used by the participants to meet their unique goals and needs. Participants resolved to continue and expand the community beyond the data collection period so as to remain inspired and focused on issues of justice. Implications for teacher education programs, school districts, and beginning social justice educators themselves were discussed. Possible questions for future research were also explored

Proceedings of the 21st International Congress of Aesthetics, Possible Worlds of Contemporary Aesthetics Aesthetics Between History, Geography and Media

The Faculty of Architecture, University of Belgrade and the Society for Aesthetics of Architecture and Visual Arts of Serbia (DEAVUS) are proud to be able to organize the 21st ICA Congress on “Possible Worlds of Contemporary Aesthetics: Aesthetics Between History, Geography and Media”. We are proud to announce that we received over 500 submissions from 56 countries, which makes this Congress the greatest gathering of aestheticians in this region in the last 40 years. The ICA 2019 Belgrade aims to map out contemporary aesthetics practices in a vivid dialogue of aestheticians, philosophers, art theorists, architecture theorists, culture theorists, media theorists, artists, media entrepreneurs, architects, cultural activists and researchers in the fields of humanities and social sciences. More precisely, the goal is to map the possible worlds of contemporary aesthetics in Europe, Asia, North and South America, Africa and Australia. The idea is to show, interpret and map the unity and diverseness in aesthetic thought, expression, research, and philosophies on our shared planet. Our goal is to promote a dialogue concerning aesthetics in those parts of the world that have not been involved with the work of the International Association for Aesthetics to this day. Global dialogue, understanding and cooperation are what we aim to achieve. That said, the 21st ICA is the first Congress to highlight the aesthetic issues of marginalised regions that have not been fully involved in the work of the IAA. This will be accomplished, among others, via thematic round tables discussing contemporary aesthetics in East Africa and South America. Today, aesthetics is recognized as an important philosophical, theoretical and even scientific discipline that aims at interpreting the complexity of phenomena in our contemporary world. People rather talk about possible worlds or possible aesthetic regimes rather than a unique and consistent philosophical, scientific or theoretical discipline

The effectiveness of a must-have practical work in tertiary Life Sciences' education: A case study of undergraduate courses at a British university

The teaching of undergraduate sciences has long been associated with practical work; an instructional medium through which the teaching of sciences is believed to become effective in terms of promoting conceptual understanding, skill development as well as subject enjoyment. However, empirical evidence on its effectiveness as a teaching method and whether it has any affective value for undergraduates is scarce in the field of Life Sciences, despite claims deeming the practice as one of the costliest aspects of science education. This thesis reports on findings of a mixed-methods case study conducted at a British university to examine the perceived aims of practical work as well as the effectiveness of practical work in conceptual understanding , skill development and impact on affective value for Year 1 and 2. This research study poses three research questions concerning the effectiveness of practical work in life sciences at a university in England. The first question explores the objectives of practical work as perceived by a representative sample of members of staff in the department of life sciences at the university. The second question examines whether practical tasks effectively enable undergraduates to achieve the intended learning outcomes. Additionally, it investigates the circumstances under which practical tasks are most effective. The third question explores the contribution of practical work towards meaningful learning. Specifically, it assesses the extent to which the affective value of practical work influences meaningful learning and identifies the specific aspects of meaningful learning affected. Data collection encompassed questionnaires administered to members of staff, laboratory observations and on-the-spot informal assessment of undergraduates’ understanding and skill development that provide an objective empirical perspective on how the structuring of practical work lessons can assist in learning. Additionally, findings on undergraduates’ questionnaire responses regarding their experiences and expectations in the laboratory before the beginning of the academic year and at the end of their semester along with their future aspirations are reported so as to investigate whether practical work lessons offer opportunities in the cognitive, psychomotor and affective domain for meaningful learning to occur. Laboratory observations revealed specific lesson features of which the importance of providing theoretical scaffolds during experiments so as to help undergraduates in linking theories with observables was prominent. Even though practical work lessons were regarded as effective for developing manipulative skills, the development of conceptual knowledge was not regarded as something that is feasible to materialise in the laboratory, while doing practical work; something aligning with the department’s teaching aims. Findings concerning practical work and its contribution in meaningful learning showed that undergraduates , despite being actively engaged within the psychomotor domain and holding positive beliefs towards their experiences in the affective domain, desire more cognitive engagement in the laboratory. The study suggests that theoretical scaffolds during experiments are vital so as to help undergraduates in linking theories with observables. Additionally, members of staff need to clearly communicate their perceived aims of practical work in order to clarify that there is long-term plan expanding throughout the three years of the degree which embodies a gradual learning process that will allow undergraduates to train, both in technical skills but also in linking theory with observables, and eventually advance to the level they desire. Even though findings indicated that undergraduates who already hold a vision regarding their future plans in science are intrinsically motivated, findings showed that a carefully structured lesson, assistance from professionals , applicability of practical work to real life scenarios as well as a positive environment meeting undergraduates’ needs, leads to a positive emotional state which encourages them entering the process of creating meaning, thus attempt to learn meaningfully

Localized re-definition of legal justice: the feminine of the south in the early constitutional transition and its practice by the Consumer Protection Office of the MPDFT-Brasilia-Brazil - a framework for cross-border disputes in EC Consumer Law and policy

This thesis presents an alternative reading of law as a way to settle conflicts and dispense justice through the eyes of the feminine and their ethics of care as elaborated by Carol Gilligan. An elective articulation between cultural feminism and postmodern ethics has been defended rather than coincidence. It shows the aporias of modernity through the reading of postmodernity, especially the undeniable exigencies of Levinas’ ethics of alterity and the reading done by Derrida of Benjamin’s characterization of law as violence. The challenges of postmodernity in those respects remain and then the findings of Gilligan’s different voice are articulated to offer a possible Aufhebung . No coincidence is defended but a proper articulation is defended. This thesis defends a reconceptualisation of justice as a feminine virtue within a postmodern paradigm of law and its rematerialization and reflexiveness as well the advancement of Relational Contract Theory and Need- Oriented Contact Theory. It explores early practices of Consumer Protection Office of MPDFT-Brasilia-Brazil which were responding to a transition constitutional situation after the redemocratization of the country and were an institutional lost paradigm of justice as a feminine virtue. The desired outcome is to identify a possible framework for justice as care, considering a manifold diagnosed gap in consumer justice in the EC

PRESERVASTION OF CUSTOM CULTURE OSING BY MEANS OF CSR CULTURE MODEL

aim of this study is to obtain a model of the development of Corporate Social Responsibility culture that will be used by companies as a form of participation of indigenous cultural preservation Osing tribe. This study analyzes the public response to the social awareness of the cultural aspects of the company, to explore and understand the cultural values that exist in society Kemiren village for the preservation of indigeno us culture. So the paradigm in this study is ethnometodology interpretive approach. The results of this research to the development of culture through the implementation of the ceremonies, each group of informants have the same perception, that the ceremony is a ritual and custom that must be i mplemented. The shape of the execution in accordance with the ritual that had been implemented, with funding coming from the individual and society throug h muphu (dues). To the development of culture through the development of art galleries, each group of informants have different perceptions; Cultural actors:they feel the studio that they have never received funds, whether from the government or from the company. Funding for the development of art galleries, either for exercise or to perform (b-fest or staging) is carried out by independent fee. Cultural figures:they are self-financed owner of the art galleries, should they get help for example in the form of equipment. The Government:government provides assistance in the form of actualization of art. The galleri was given the freedom to create and actualize in art. Model CSR developed in this study to seek the establishment of effective communication between t he company, CSR forum, council Blambangan arts and cultural actors/ art galleries owner. With the development of the model is expected later CSR funds disbursed by the company through Art board blambangan (DKB) or directly to the cultural actors/ art galleries owner as sponsorship or development of art galleries can be precisely targeted