Diálogos com a arte. Revista de arte, cultura e educação, n.º 11

The journal "Diálogos com a Arte. Revista de Arte, Cultura e Educação " is an indexed annual journal of international circulation, published since 2010, and edited by the School of Education of the Polytechnic Institute of Viana do Castelo (ESE-IPVC) in collaboration with the Center for Research in Child Studies of the University of Minho (CIEC-UM). The journal offers students, teachers and researchers in the arts the possibility of reflecting on both national and international theories and practices about art, culture and education The editorial board defines cooperation as a form of cultural activism that necessitates acting on problems and sharing actions and experiences. Cooperation is successfully accomplished when all the participants’ objectives are shared and the results are beneficial for everyone. This requires constant dialogue and ensuring relations in educational programs, projects, community interventions, artistic and cultural training, and teacher education.A revista “Diálogos com a Arte. Revista de Arte, Cultura e Educação” é uma revista anual indexada, de circulação internacional, publicada desde 2010, e editada pela Escola Superior de Educação do Instituto Politécnico de Viana do Castelo (ESSE-IPVC) em colaboração com o Centro de Investigação em Estudos da Criança da Universidade do Minho (CIEC-UM). A revista oferece a alunos, professores e investigadores no campo das artes a possibilidade de reflexão sobre teorias e práticas artísticas, culturais e educacionais nos âmbitos nacional e internacional. A equipa editorial define a cooperação como uma forma de activismo cultural que precisa de acção sobre os problemas e de partilha de experiências. A cooperação é alcançada com sucesso quando todos os objectivos dos participantes são partilhados e os resultados são benéficos para todos. Isto exige um diálogo constante e a garantia do estabelecimento de relações entre programas educacionais, projectos, intervenções comunitárias, formação artística e cultural e formação de professores

The Philosophy of Online Manipulation

Are we being manipulated online? If so, is being manipulated by online technologies and algorithmic systems notably different from human forms of manipulation? And what is under threat exactly when people are manipulated online? This volume provides philosophical and conceptual depth to debates in digital ethics about online manipulation. The contributions explore the ramifications of our increasingly consequential interactions with online technologies such as online recommender systems, social media, user friendly design, microtargeting, default settings, gamification, and real time profiling. The authors in this volume address four broad and interconnected themes: What is the conceptual nature of online manipulation? And how, methodologically, should the concept be defined? Does online manipulation threaten autonomy, freedom, and meaning in life and if so, how? What are the epistemic, affective, and political harms and risks associated with online manipulation? What are legal and regulatory perspectives on online manipulation? This volume brings these various considerations together to offer philosophically robust answers to critical questions concerning our online interactions with one another and with autonomous systems. The Philosophy of Online Manipulation will be of interest to researchers and advanced students working in moral philosophy, digital ethics, philosophy of technology, and the ethics of manipulation

Fetal Alcohol Spectrum Disorder : circles of healing, transformation and reconciliation, Ke-ge-na-thee-tum-we-in

The Ph.D. dissertation encompasses an interdisciplinary study exploring qualitative, holistic strategies for individuals with Fetal Alcohol Spectrum Disorder (FASD) in integrated areas of law, medicine, education, psychology and justice, through both inductive analysis of field research as well as through relevant documentary analysis, incorporating a global or comparative component. Compliance with Guidelines for Research Involving Aboriginal Peoples has been sustained through community partnerships with various First Nations and Métis Communities, Elders and Parents, as well as with an FASD Parental Advocacy Group, advised by a team of interdisciplinary researchers in the academy. Accordingly, emergent research protocols were co-constructed through ongoing collaboration with the various community partners. In Aboriginal research, it is essential not to parachute in and out of communities with the data, but rather to forge genuine, collaborative, long term partnerships, and to build capacity in those communities. The dissertation format approved by the Student Advisory Committee is Manuscript Style, a format approved by the University of Saskatchewan’s College of Graduate Studies and Research (formerly referred to as X-Format) similar to a self-edited book or collection of articles with introduction, sub-text, intra-text and general discussion to link the manuscripts. The various manuscripts comprising the present thesis include: 1.Framing the Research Anthology: A Vision Quest, Ékehohksimoht Ke-kiss-see Muya Section One situates the research style, process, approach, substance and rationale of the dissertation. It is largely situated within holistic Indigenous epistemologies, which may require a paradigm shift, in contrast to more bounded western world views. Interdisciplinary, holistic, community-based research on the topic of FASD, including a search for solutions, extends globally, across the lifespan, and across sectors. II. Indigenous Disadvantage and Despair, An Evaluation of Recent Strategies and Alternatives: Healing and Transformation, Pluralism and Reconciliation, Ne wah kuma ka tik Section Two explores historical and contextual factors leading to a high prevalence of FASD, as well as strategies to overcome disadvantage, including Reconciliation, Treaty Processes, and Research as Reconciliation. Local Narratives are privileged over Meta-narratives, to counter the power of global market forces usurping the sphere of family, community and culture. III. Disjunctures and Discontinuities in the Law of Mental Intent: FASD as a Site of Resistance and Transformation, Esquiskuit Section Three examines the disconnect between medical knowledge of FASD, on the one hand, and the Laws of Mental Intent, on the other, inspiring a search for a unified, integrated theory of mental disorder and criminal responsibility that takes into account modern neurocognitive conditions like FASD. Section Three further explores the present piecemeal and compartmentalized rules for fitness, responsibility, various levels of mental intent, and a resultant rationale, substance and process of law reform and systemic change. IV. FASD and Holistic Literacies: A Talking or Sharing Circle, Wa-sa-cam-e-be-ke-skue Section Four’s inductive themes comprise model practice guidelines for the gestalt of Literacy and FASD, derived from inductive analysis of qualitative data collected in the field research. The data was collected using Sharing Circles with Aboriginal Elders, Parents, and Mentors of Individuals with FASD; Conversational Interviews with Parents and Children with FASD; as well as Interviews and Focus Groups with various Professionals who support individuals with FASD and their Families. Special protocols were followed in creating and participating in the Indigenous Research, Sharing Circles and Conversational Interviews. Meta-paradigmatic analysis situates Indigenous Research Methodologies among emerging, multi-disciplinary, inductive methodologies suitable for understanding the infinite complexity of natural phenomena, such as FASD. V. Epilogue: An Honour Song, Kethou-ne-ka-mon Circles of healing, transformation and reconciliation heal wounds, reconcile differences, and transform paradigms of justice, health, education and governance, through the incorporation of models of equitable, holistic relationships with one another and with Mother Earth. Multidisciplinary and cross-cultural perspectives, dialogues between local and global, and particular and universal, become matrices to support new paradigms embodying broader reflections of reality

(In)formal perceptions and arguments on tourism governance multifaceted concept

A brief exploratory approach to (in)formal perceptions and arguments on tourism governance multifaceted concep

"From Here to the Rest of the World": Crime, class and labour in David Simon's Baltimore

Despite the systemic societal critique apparent in The Wire, David Simon rejects the label of marxist. However he defines himself, he is worthy of analysis as a dramatist, by virtue of the relative coherence of the left-leaning arguments expressed within his work. This thesis explores, and attempts to define this worldview, through analysis of three dramas based in Baltimore, Maryland. Homicide: life on the street and The Corner are based on books of narrative journalism,respectively authored and co-authored by David Simon. The books also inform the narrative of The Wire. I attempt to track the worldview expressed through their intersecting representations of crime, class and the nature of work. All dramas are critiqued from the perspective of textual analysis rooted in literary and television studies, and influenced by, but not limited to, left critical theory. As a secondary thread, I consider the historical and political economic context of US television, and limitations placed on such expansive dramas by the television crime genre. These narratives are part of a worldview that develops as each text builds upon its predecessor. They reveal a worldview critical of the existing economic and social order,defined by David Simon as “unencumbered capitalism”. The conclusion attempts to define this worldview and its evolution, as expressed through these connected dramas, and also briefly considers Simon’s more recent dramas, Generation Kill and Trem

The Rebirth of Utopia in 21st-century Cinema: Cosmopolitan Hopes in the Films of Globalisation

Esta tesis doctoral explora discursos utópicos cosmopolitas—ecológicos e igualitarios—en el cine en lengua inglesa del siglo XXI. El primer capítulo examina el estado de la cuestión de la utopía en los estudios utópicos, la sociología y los estudios fílmicos. El segundo capítulo aborda una revisión de expresiones de utopismo cosmopolita en películas de tres periodos históricos distintos con el fin de contextualizar el renacimiento de la utopía en el cine contemporáneo. En concreto, se analizan una selección de textos fílmicos del periodo comprendido entre los inicios de la industria cinematográfica a finales del siglo XIX hasta la década de 1920, el cine reivindicativo de los años sesenta y la inclinación antiutópica del cine producido desde 1970 hasta el fin de la década de los noventa. Los tres capítulos siguientes combinan el análisis teórico y textual de películas contemporáneas, partiendo de perspectivas concretas—espacial, ontológica y política. El capítulo tres trata el renacimiento de horizontes utópicos cosmopolitas en los espacios ecocríticos de películas apocalípticas contemporáneas como Children of Men (Alfonso Cuarón, 2006). El capítulo cuatro se centra en protagonistas fílmicos que representan transformaciones ontológicas guiadas por ideales ecológicos y de compromiso social, como es el caso del personaje principal en The East (Zal Batmanglij, 2013). Por último, el capítulo cinco analiza estrategias políticas ecofeministas y cooperativas en la serie fílmica The Hunger Games (2012-2015) dentro del marco contextual de los movimientos sociales globales contemporáneos. En su conjunto, la tesis argumenta que, tras un fin de siglo marcadamente antiutópico, cinematográficamente hablando, un gran número de películas contemporáneas articulan discursos utópicos cosmopolitas que plantean la necesidad de desarrollar marcos sociopolíticos, modelos de progreso y modos de comportamiento individuales que nos conduzcan a un futuro global sostenible e igualitario. Este horizonte cosmopolita se presenta de forma recurrente en las películas analizadas como una alternativa a filosofías y paradigmas político-económicos neoliberales y patriarcales, basados en lógicas dialécticas, opresivas y extractivas.<br /

Computer aided religious learning in a secular context

The CD-ROM opens up the possibility of a new approach to religious learning which is particularly relevant to secular contexts. This thesis arises from the question of how a public education system may respond appropriately to the religious dimension of life in a plural society. Three main issues are considered: the nature of religious learning, the ethical legitimacy of its provision in a secular context, and the feasibility of using computers to assist in this learning. These issues are brought together in an experimental study conducted across nine local authority primary schools in one Region of Scotland.Contemporary religious education in Scottish schools is set against its distinctive historical background. Principal arguments connected with its theory and practice are discussed, and a review is undertaken of what religion means today. The case for the primacy of religious studies in schools is rejected and religious learning, understood as world view formation, is proposed as both ethically acceptable and necessary for a fully developed secular education. The relevant legislation as well as data collected from the study both advance the argument that non-denominational does not equate easily with religious, and might more appropriately be considered secular. It is in this context of uncertainty about religious matters that the power of the interactive CD-ROM has a special place.An original paradigm for world view analysis is proposed and discussed. From this paradigm is derived a personal profiling instrument which is used to map the world views of a normal sample of 808 children in the 9-12 years age range. These personal world views are seen to have no statistically significant association with the subjects' experiences of religion and attitudes to it. At the same time as generally valuing moral behaviour, subjects appear to value religion less the more they know about it. As might be expected, girls are seen to value caring more than justice, and boys justice more than caring. Girls, however, also value justice more than boys.The paradigm also generated the conceptual framework for the CD-ROM whose development is described and trial evaluated. Little doubt remains about the feasibility of an interactive programme to aid religious learning, but its effectiveness is not fully established in this study; several contributory factors external to the CD-ROM are identified. Those taking part in the trial amplified the effect already identified of simultaneously knowing more and caring less about religion. This result reinforces doubts about the current focus on religious traditions in the school's religious and moral education curriculum. The thesis is thought to have been satisfied in all essentials, and the need to review the direction now being taken in non-denominational religious and moral education is the main conclusion drawn