1,043 research outputs found
Sensing Collectives: Aesthetic and Political Practices Intertwined
Are aesthetics and politics really two different things? The book takes a new look at how they intertwine, by turning from theory to practice. Case studies trace how sensory experiences are created and how collective interests are shaped. They investigate how aesthetics and politics are entangled, both in building and disrupting collective orders, in governance and innovation. This ranges from populist rallies and artistic activism over alternative lifestyles and consumer culture to corporate PR and governmental policies. Authors are academics and artists. The result is a new mapping of the intermingling and co-constitution of aesthetics and politics in engagements with collective orders
The European Experience: A Multi-Perspective History of Modern Europe, 1500â2000
The European Experience brings together the expertise of nearly a hundred historians from eight European universities to internationalise and diversify the study of modern European history, exploring a grand sweep of time from 1500 to 2000. Offering a valuable corrective to the Anglocentric narratives of previous English-language textbooks, scholars from all over Europe have pooled their knowledge on comparative themes such as identities, cultural encounters, power and citizenship, and economic development to reflect the complexity and heterogeneous nature of the European experience. Rather than another grand narrative, the international author teams offer a multifaceted and rich perspective on the history of the continent of the past 500 years. Each major theme is dissected through three chronological sub-chapters, revealing how major social, political and historical trends manifested themselves in different European settings during the early modern (1500â1800), modern (1800â1900) and contemporary period (1900â2000). This resource is of utmost relevance to todayâs history students in the light of ongoing internationalisation strategies for higher education curricula, as it delivers one of the first multi-perspective and truly âEuropeanâ analyses of the continentâs past. Beyond the provision of historical content, this textbook equips students with the intellectual tools to interrogate prevailing accounts of European history, and enables them to seek out additional perspectives in a bid to further enrich the discipline
The mad manifesto
The âmad manifestoâ project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023).
Using a combination of âemergency remote teachingâ archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of âaccessibilityâ as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced.
The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls âmad-positiveâ facilitation techniques:
1. Seek to untie the bond that regards the digital divide and access as synonyms.
2. UDL practice requires an environment shift that prioritizes change potential.
3. Advocate against the usage of UDL as a for-all keystone of accessibility.
4. Refuse or reduce the use of technologies whose primary mandate is dataveillance.
5. Remind students and allies that university space is a non-neutral affective container.
6. Operationalize the tracking of student suicides on your home campus.
7. Seek out physical & affectual ways that your campus is harming social capital potential.
8. Revise policies and practices that are ability-adjacent imaginings of access.
9. Eliminate sanist and neuroscientific languaging from how you speak about students.
10. Vigilantly interrogate how ânormalâ and âbelongâ are socially constructed.
11. Treat lived experience expertise as a gift, not a resource to mine and to spend.
12. Create non-psychiatric routes of receiving accommodation requests in your classroom.
13. Seek out uncomfortable stories of mad exclusion and consider carceral logicâs role in it.
14. Center madness in inclusive methodologies designed to explicitly resist carceral logics.
15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power.
16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences.
17. Create pathways that empower cozy space understandings of classroom practice.
18. Vector students wherever possible as dynamic ability constellations in assessment
Examining the Relationships Between Distance Education Studentsâ Self-Efficacy and Their Achievement
This study aimed to examine the relationships between studentsâ self-efficacy (SSE) and studentsâ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievementâphysical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievementâmore time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education
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