207 research outputs found

    Cultures of Citizenship in the Twenty-First Century: Literary and Cultural Perspectives on a Legal Concept

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    In the early twenty-first century, the concept of citizenship is more contested than ever. As refugees set out to cross the Mediterranean, European nation-states refer to "cultural integrity" and "immigrant inassimilability," revealing citizenship to be much more than a legal concept. The contributors to this volume take an interdisciplinary approach to considering how cultures of citizenship are being envisioned and interrogated in literary and cultural (con)texts. Through this framework, they attend to the tension between the citizen and its spectral others - a tension determined by how a country defines difference at a given moment

    Investigating Middle Stone Age foraging behaviour in the Karoo, South Africa

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    The Middle Stone Age (MSA) in Africa ~500- 50 kyr is recognised as a key time-period associated with important developments in hominin evolution, including the appearance of earliest genetic markers for Homo sapiens. Despite advances, our knowledge of the behaviour of hominins during this period is limited, especially for the early MSA (EMSA) pre-160ka. This study presents new data on animal bones recovered at the Bundu Farm site, in the upper Karoo region of the Northern Cape, South Africa, dated to circa ~300ka and found in association with EMSA type lithic facies, burning and hearth-like features. Previous analysis of the Bundu fauna compared the site to a G/wi hunter-gatherer 'biltong' processing locale, implying primary access to animal carcasses and socially complex hunting behaviour, circa 400-300 ka. An interpretation at odds with other interpretations of the EMSA data that suggest limited hunting and social complexity, and which would therefore have significant implications for MSA archaeology. To test the biltong hypothesis my study presents new data on the fracture characteristics of non-fresh animal bone broken by hammerstone and new environmental data for the site from an analysis of ostrich eggshell isotopes. Experimental and environmental data are used to provide a new interpretation of the Bundu fauna and my conclusion is that the data while not supporting the biltong model, does indicate evidence of delayed communal food consumption, use of fire and the transformation of foodstuffs into meals presaging and echoing social and ecological adaptations seen in the later MSA and LSA. The data also highlights a greater role for carnivores in the accumulation of the faunal assemblage and expedient hominin foraging similar to the preceding ESA and brings attention to the ecological relationships between hominins and carnivores in a Pleistocene Karoo environment that was markedly different from that of today. The study therefore rejects the biltong hypothesis for Bundu Farm as both inconsistent with likely EMSA social structures and ecology and instead proposes the site as evidence for novel behaviour indicative of a transition from ESA to MSA lifeways. The Bundu Farm site reflecting a rare archaeological occurrence where the shift in the behavioural trajectory that led to our species is observed

    METROPOLITAN ENCHANTMENT AND DISENCHANTMENT. METROPOLITAN ANTHROPOLOGY FOR THE CONTEMPORARY LIVING MAP CONSTRUCTION

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    We can no longer interpret the contemporary metropolis as we did in the last century. The thought of civil economy regarding the contemporary Metropolis conflicts more or less radically with the merely acquisitive dimension of the behaviour of its citizens. What is needed is therefore a new capacity for imagining the economic-productive future of the city: hybrid social enterprises, economically sustainable, structured and capable of using technologies, could be a solution for producing value and distributing it fairly and inclusively. Metropolitan Urbanity is another issue to establish. Metropolis needs new spaces where inclusion can occur, and where a repository of the imagery can be recreated. What is the ontology behind the technique of metropolitan planning and management, its vision and its symbols? Competitiveness, speed, and meritocracy are political words, not technical ones. Metropolitan Urbanity is the characteristic of a polis that expresses itself in its public places. Today, however, public places are private ones that are destined for public use. The Common Good has always had a space of representation in the city, which was the public space. Today, the Green-Grey Infrastructure is the metropolitan city's monument that communicates a value for future generations and must therefore be recognised and imagined; it is the production of the metropolitan symbolic imagery, the new magic of the city

    LIPIcs, Volume 277, GIScience 2023, Complete Volume

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    LIPIcs, Volume 277, GIScience 2023, Complete Volum

    ATHENA Research Book, Volume 2

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    ATHENA European University is an association of nine higher education institutions with the mission of promoting excellence in research and innovation by enabling international cooperation. The acronym ATHENA stands for Association of Advanced Technologies in Higher Education. Partner institutions are from France, Germany, Greece, Italy, Lithuania, Portugal and Slovenia: University of OrlĂ©ans, University of Siegen, Hellenic Mediterranean University, NiccolĂČ Cusano University, Vilnius Gediminas Technical University, Polytechnic Institute of Porto and University of Maribor. In 2022, two institutions joined the alliance: the Maria Curie-SkƂodowska University from Poland and the University of Vigo from Spain. Also in 2022, an institution from Austria joined the alliance as an associate member: Carinthia University of Applied Sciences. This research book presents a selection of the research activities of ATHENA University's partners. It contains an overview of the research activities of individual members, a selection of the most important bibliographic works of members, peer-reviewed student theses, a descriptive list of ATHENA lectures and reports from individual working sections of the ATHENA project. The ATHENA Research Book provides a platform that encourages collaborative and interdisciplinary research projects by advanced and early career researchers

    12th International Conference on Geographic Information Science: GIScience 2023, September 12–15, 2023, Leeds, UK

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    Systematic Approaches for Telemedicine and Data Coordination for COVID-19 in Baja California, Mexico

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    Conference proceedings info: ICICT 2023: 2023 The 6th International Conference on Information and Computer Technologies Raleigh, HI, United States, March 24-26, 2023 Pages 529-542We provide a model for systematic implementation of telemedicine within a large evaluation center for COVID-19 in the area of Baja California, Mexico. Our model is based on human-centric design factors and cross disciplinary collaborations for scalable data-driven enablement of smartphone, cellular, and video Teleconsul-tation technologies to link hospitals, clinics, and emergency medical services for point-of-care assessments of COVID testing, and for subsequent treatment and quar-antine decisions. A multidisciplinary team was rapidly created, in cooperation with different institutions, including: the Autonomous University of Baja California, the Ministry of Health, the Command, Communication and Computer Control Center of the Ministry of the State of Baja California (C4), Colleges of Medicine, and the College of Psychologists. Our objective is to provide information to the public and to evaluate COVID-19 in real time and to track, regional, municipal, and state-wide data in real time that informs supply chains and resource allocation with the anticipation of a surge in COVID-19 cases. RESUMEN Proporcionamos un modelo para la implementaciĂłn sistemĂĄtica de la telemedicina dentro de un gran centro de evaluaciĂłn de COVID-19 en el ĂĄrea de Baja California, MĂ©xico. Nuestro modelo se basa en factores de diseño centrados en el ser humano y colaboraciones interdisciplinarias para la habilitaciĂłn escalable basada en datos de tecnologĂ­as de teleconsulta de telĂ©fonos inteligentes, celulares y video para vincular hospitales, clĂ­nicas y servicios mĂ©dicos de emergencia para evaluaciones de COVID en el punto de atenciĂłn. pruebas, y para el tratamiento posterior y decisiones de cuarentena. RĂĄpidamente se creĂł un equipo multidisciplinario, en cooperaciĂłn con diferentes instituciones, entre ellas: la Universidad AutĂłnoma de Baja California, la SecretarĂ­a de Salud, el Centro de Comando, Comunicaciones y Control InformĂĄtico. de la SecretarĂ­a del Estado de Baja California (C4), Facultades de Medicina y Colegio de PsicĂłlogos. Nuestro objetivo es proporcionar informaciĂłn al pĂșblico y evaluar COVID-19 en tiempo real y rastrear datos regionales, municipales y estatales en tiempo real que informan las cadenas de suministro y la asignaciĂłn de recursos con la anticipaciĂłn de un aumento de COVID-19. 19 casos.ICICT 2023: 2023 The 6th International Conference on Information and Computer Technologieshttps://doi.org/10.1007/978-981-99-3236-

    Walking away from VR as ‘empathy-machine’: peripatetic animations with 360-photogrammetry

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    My research partakes in an expanded documentary practice that weaves together walking, immersive technologies, and moving image. Two lines of enquiry motivate the research journey: the first responds to the trope of VR as 'empathy-machine' (Milk, 2015), often accompanied by the expression 'walking in someone else's shoes'. Within a research project that begins on foot, the idiom’s significance demands investigation. The second line of enquiry pursues a collaborative artistic practice informed by dialogue and poetry, where the bipedals of walking and the binaries of the digital are entwined by phenomenology, hauntology, performance, and the in-betweens of animation. My practice-as-research methodology involves desk study, experimentation with VR, AR, digital photogrammetry, and CGI animation. Central to my approach is the multifaceted notion of Peripatos ̶ as a school of philosophy, a stroll-like walk, and the path where the stroll takes place ̶ manifested both corporeally and as 'playful curiosity'. The thread that interweaves practice and theory has my body-moving in the centre; I call it the ‘camera-walk’: a processional shoot that documents a real place and the bodies that make it, while my hand holds high a camera-on-a-stick shooting 360-video. The resulting spherical video feeds into photogrammetric digital processing, and reassembles into digital 3D models that form the starting ground for still images, a site-specific installation, augmented reality (AR) exchanges, and short films. Because 360-video includes the body that carries the camera, the digital meshes produced by the ‘camera-walk’ also reveal the documentarian during the act of documenting. Departing from the pursuit of perfect replicas, my research articulates the iconic lineage of photogrammetry, embracing imperfections as integral. Despite the planned obsolescence of my digital instruments, I treat my 360-camera as a ‘dangerous tool’, uncovering (and inventing) its hidden virtualities, via VilĂ©m Flusser. Against its formative intentions as an accessory for extreme sports, I focus on everyday life, and become inspired by Harun Farocki’s ‘another kind of empathy’. Within the collaborative projects presented within my thesis, I move away from the colonialist-inspired ideal of ‘walking in someone else’s shoes’, and ‘tread softly’ along the footsteps of my co-walkers

    Exploring aspects of Community of Inquiry (CoI) in Afrophilia learning processes for transformative education using an Afrophilic ‘Philosophy for Children’ approach: a case of Sebakwe resettlement primary schools in the Midlands Province of Zimbabwe

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    This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice.Thesis (PhD) -- Faculty of Education, Education, 202
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