The Hearts Inside the High-Rises: Social Exclusion and Character Representation in Andrea Arnold’s Fish Tank

Writing Center Award 1st Plac

Decolonizing the Imagination in Times of Crisis. Gestures for Speculative Thinking-Feeling: Interview with Martin Savransky

In this interview, Savransky analyzes the implications of thinking and creating through a pragmatist perspective aiming at the challenges that experimental research faces in the turbulent times we live in. Through key concepts and authors that have marked his intellectual work, he invites us to conceive thinking exercises as practices of experimen-tality, through which the uncertain and unstable situations of current problems would raise new questions rather than closed answers. English translation of Spanish Original: http://ojs.uc.cl/index.php/Disena/article/view/41503/3347

Dialogic Ethics: Leadership and the Face of the Other

Foundational to a relational ethic is the belief that healthy human existence requires respect for others, respect that does not work to reduce their otherness to the sameness that is familiar. It is not enough that the face of another person arouses awareness. What pragmatic action does it require? This article explores the application of a Levinasian ethic on day-to-day practice in the academy. Weaving together short vignettes from daily work practice with principles of ethics from Emmanuel Levinas (1969, 1997), the author concludes with a vision of the possibility of creating a dwelling place based on dialogic ethics as a remedy to the dialogic tension between the face of the other and the needs of the organization

A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations

This 21-page paper, from the Association for Career and Technical Education Research, discusses the findings of a study on educational pathways and key life course transitions of young adults who enter STEMH (science, technology, engineering, mathematics, and health) technician and professional jobs. Study "findings underscored gender, ethnic and racial background, high school achievement and career and technical education (CTE) participation, earning high school industry certifications, postsecondary enrollment (2 year and 4 year), and degree attainment as factors contributing to the attainment of STEMH technician and professional careers."The paper includes the following sections: Abstract, Introduction, Purpose and Research Questions, Theoretical Framework Status Attainment, The Impact of Participation in Career and Technical Education, Post-Secondary Technician Education and Life Course Transitions, Methods, Results, and more

Rethinking Pedagogical Use of Eye Trackers for Visual Problems with Eye Gaze Interpretation Tasks

Eye tracking technology enables the visualisation of a problem solver's eye movement while working on a problem. The eye movement of experts has been used to draw attention to expert problem solving processes in a bid to teach procedural skills to learners. Such affordances appear as eye movement modelling examples (EMME) in the literature. This work intends to further this line of work by suggesting how eye gaze data can not only guide attention but also scaffold learning through constructive engagement with the problem solving process of another human. Inferring the models’ problem solving process, be it that of an expert or novice, from their eye gaze display would require a learner to make interpretations that are rooted in the knowledge elements relevant to such problem solving. Such tasks, if designed properly, are expected to probe or foster a deeper understanding of a topic as their solutions would require not only following the expert gaze to learn a particular skill, but also interpreting the solution process as evident from the gaze pattern of an expert or even of a novice. This position paper presents a case for such tasks, which we call eye gaze interpretation (EGI) tasks. We start with the theoretical background of these tasks, followed by a conceptual example and representation to elucidate the concept of EGI tasks. Thereafter, we discuss design considerations and pedagogical affordances, using a domain-specific (chemistry) spectral graph problem. Finally, we explore the possibilities and constraints of EGI tasks in various fields that require visual representations for problem solving

Who is a Migrant? Abandoning the Nation-state Point of View in the Study of Migration

This article develops an alternative definition of a migrant that embraces the perspective of mobility. Starting from the observation that the term ‘migrant’ has become a stigmatizing label that problematizes the mobility or the residency of people designated as such, we in-vestigate the implications of nation-state centered conceptions of migration which define migration as movement from nation-state A to nation-state B. By asking ‘Who is a migrant in Europe today?’ we show that nation-state centered understandings of migration rest on a deeply entrenched methodological nationalism and implicate three epistemological traps that continue to shape much of the research on migration: first, the naturalization of the in-ternational nation-state order that results, secondly, in the ontologisation of ‘migrants’ as ready-available objects of research, while facilitating, thirdly, the framing of migration as problem of government. To overcome these epistemological traps, we develop an alternative conception of migration that, inspired by the autonomy of migration approach, adopts the perspective of mobility while highlighting the constitutive role that nation-states’ bordering practices play in the enactment of some people as migrants. Importantly, this definition al-lows to turn the study of instances of migrantisation into an analytical lens for investigating transformations in contemporary border and citizenship regimes

Kollaborative Bildungsräume – Digitalität als strukturelles Element des Pädagogischen

Der Beitrag geht der Frage nach, inwiefern das Digitale im Kontext kollaborativer Lernprozesse als ein strukturelles Element des Pädagogischen zu begreifen ist. Dafür wird die Akteur-Netzwerk-Theorie mit ersten Erkenntnissen eines Lehrentwicklungsprojekts zusammengebracht, in dem ein kollaboratives Tool zur Erstellung von E-Portfolios im Kontext dualer Studiengänge erprobt wurde. Der Beitrag zeigt damit die Bedeutung von Lehrentwicklungsprojekten für eine grundlagentheoretische hochschuldidaktische Reflexion auf und schließt mit einem Ausblick auf Perspektiven der weiterführenden empirischen Untersuchung auf Basis von Lehrentwicklungsprojekten

The video analyst’s manifesto (or The implications of Garfinkel’s policies for the development of a program of video analytic research within the learning sciences)

Proceedings of the 6th International Conference on Learning Sciences, ICLS '04, pp. 278 - 285.Cast as a manifesto, this chapter presents a set of foundational principles for conducting “video research” within the learning sciences. Our proposed approach draws chiefly upon the literature and methodology of Conversation Analysis (CA). Conversation Analysis developed out of and shares the thematic interests of the broader field of inquiry known as Ethnomethodology (EM). EM is centrally concerned with practical reasoning and the procedures (i.e., “methods”) participants (i.e., “members”) employ in making sense of their own actions and the actions of others, that is in creating “local rationality.” CA focuses specifically on the methods members employ in competently producing conversation. Our proposal calls for analogous research into how members engage in instruction and learning. A rigorous methodology has been developed for conducting CA studies and an elaborate and carefully-integrated research literature has been amassed over the years. In some of the foundational writing on EM, Garfinkel proposed a set of policies for EM research. Since we suggest that video analytic research in the learning sciences be conducted using CA methodology and given CA’s thematic link to EM studies, we believe that Garfinkel’s policies might provide useful guidelines for future research on learning practices

Account Service and Creative Personnel: Interpersonal Conflict and Dialectical Tensions in Advertising Agencies

Account service and creative personnel have oppositional perspectives and motivations that often lead to interpersonal conflicts while working together on client projects. The purpose of this study was to explore the nature of interpersonal conflicts in advertising agencies. The researcher used relational dialectics theory as a lens for analyzing the dialectical (i.e., oppositional) tensions experienced by account service and creative personnel as well as the praxis patterns (i.e., techniques) used to manage those tensions. After conducting in-depth interviews with five account service and five creative personnel (N = 10) from full service advertising agencies in the Midwest, an analysis revealed that research participants discussed a variety of conflicts between account service and creative personnel during the client project process. Overall, interpersonal conflict stemmed from methods of communication, direction of the project, lack of respect, and working style. Research participants also experienced six main dialectical tensions including: openness vs. closedness, individual vs. collaborative work time, ideal vs. real, stability vs. change, defend vs. accept, and subjective vs. objective. Participants described five praxis patterns that they use to communicatively manage those dialectical tensions: emphasizing one pole of the tension over the other, alternating between poles, source-splitting, framing tensions as double binds, and framing tensions as complementary. Based on participant responses, framing tensions as complementary was the most constructive way to manage dialectical tensions because it contributed to an advertising agency culture of mutual trust and respect

A Relational Dialectics Approach to the Identity Development of Millennial Mothers

This thesis uses relational dialectics theory (RDT) to make sense of the experiences of millennial mothers. RDT is a heuristic theory of relational meaning making and asserts that relationships and identities are negotiated in states of competing and contradictory discourses. This thesis can be conceptualized as two projects: autoethnography and qualitative inquiry using semi-structured interviews. Autoethnography explores the researcher’s own experience with the topic. Interview participants were asked a series of questions about their lives as millennial mothers to identify competing discourses, management strategies, and implications for identity. Three primary tensions were identified of millennial vs. mother, authenticity vs. persona, and connectedness vs. autonomy. The management strategies and identity implications fall in line with each dialectical tension. This research indicates that motherhood is a contradiction with millennial, so conclusions reveal a variety of balancing and sense-making acts to discern experiences as a millennial mother