37 research outputs found

    New Cosmopolitanisms, Race, and Ethnicity

    Get PDF
    This anthology offers fresh perspectives on cosmopolitanism that reflect cultural challenges in the contemporary world. It demonstrates that new cosmopolitan thinking can be combined with a sensitivity to ethnic and local difference. Moreover, it argues that rather than clinging to the utopian notion of color-blind universalism, new cosmopolitan cultural practices should acknowledge the persistence of "race" in lived experience

    Proceedings of the 19th Sound and Music Computing Conference

    Get PDF
    Proceedings of the 19th Sound and Music Computing Conference - June 5-12, 2022 - Saint-Étienne (France). https://smc22.grame.f

    Local communities as infrastructure for place-based mobile learning

    Get PDF
    Ph. D. Thesis.The last decade has seen a significant reconfiguration of the UK’s public services through policies of austerity. Severe funding cuts have beenmade tomany local councils, resulting in various services—such as the upkeep of local parks, and educational activities within them—to be cut from some authorities’ funding altogether, with their upkeep instead relying upon volunteerism or charges. Coinciding with an increase in the use of mobile technologies in schools, stakeholder groups are frequently also turning to them in an effort to promote the places they care for: attempting to engage with new audiences and promote the value of place to younger generations. This thesis explores the design space for mobile learning platforms which harness places and communities as resources for both formal and informal learning, and how such technologies can be used by stakeholders to share their knowledge and further their own agendas. This design space is then further explored through the design, development and evaluation of OurPlace—a mobile learning platform consisting of Android and iOS applications and a supplementary website. Through multiple engagements, OurPlace was shown to support community members, teachers and learners in creating, sharing and engaging with place-based mobile learning activities through seamless learning experiences. To further investigate how such mobile learning technologies and local resources could be effectively used within formal education, this work also proposes a framework for ‘project-basedmobile learning’, applying and evaluating this framework using OurPlace in three different schools and a summer school of Travelling Showchildren, working within the unique constraints of each. Through a design-based research approach, this project combines findings of longitudinal observational studies with volunteer community groups and a mix of long and short-term case studies with schools to contribute: implications for designing digital platforms which harness places’ existing social infrastructures as resources for civic learning; OurPlace, a platformdesigned to harness these resources; and the introduction and demonstration of a generalisable framework for structuring the use of such mobile learning technologies within project-based learning, along with recommendations for its re-configuration in response to contextual constraints

    Updates

    Get PDF
    Richard Bud Meade worked in Human Resources at the College at Brockport from 1968-2000. He knew many of our faculty and staff and in retirement he began to circulate an email newsletter which passed on stories and news about various college retirees. This remarkable, ongoing project has captured a tremendous amount of information about the folks who built the college over the last 50 years. This collection of his Update is searchable, and covers from the beginning in 2001 up to August, 2020. More will be added as time goes on..

    Illuminating Children's Scientific Funds of Knowledge Through Social Media Sharing

    Get PDF
    The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge. Connecting learning to students’ funds of knowledge is particularly important for non-dominant learners, who experience tensions between home, community and school science cultures. This study is embedded in a research project which iteratively designed a social media app to be integrated into a science learning program which engaged families in science in their community. I conducted an exploratory case study on children’s use of a social media app for science learning and found that three focal learners (ages 9-14) often shared scientific funds of knowledge through social media in an after-school learning program and in their homes and communities. Their teachers connected some scientific funds of knowledge they shared on social media to formal science concepts. However, other scientific funds of knowledge were not obvious by observing the posts alone. Rather, these tacit funds of knowledge emerged through the triangulation of posts, interviews and observations of their learning experiences in the life-relevant science education program. The findings suggest implications for the design of technology and learning environments to facilitate the connection of children’s implicit and more unconventional scientific funds of knowledge to formal science concepts. I build on these findings to explore how teachers can bridge funds of knowledge shared on social media to scientific practices in formal learning environments with a case study of three teachers from a diverse urban middle school. Using the framework for Technological Pedagogical Content Knowledge (TPACK), I seek to understand how to best support teachers to draw upon student’s funds of knowledge through social media sharing and connect them to formal scientific concepts. The teachers struggled to engage in dialogue with their students about their posts, missing opportunities to gain contextual information about students’ funds of knowledge, in order to facilitate connections to science concepts. These findings suggest that aspects of usability, policy and teacher beliefs are necessary to consider in order to promote the recognition of children’s funds of knowledge through social media sharing in formal learning environments

    I\u27m Gonna Stay Right Here Until They Tear This Barrelhouse Down: Black Power and the Origins of Blues Tourism in Greenville, Mississippi

    Get PDF
    This dissertation connects and comments on the historiography of the black freedom struggle as well as studies of the blues and blues tourism. To blues studies, it recognizes the artists discovered by Worth Long as well as his field research and festival production in the 1970s. It moves away from the social constructions of authenticity and segregation of sound, and it emphasizes black agency. My dissertation also contributes to the historiography of the black freedom struggle by providing a much-needed examination of rural economic and community development in 1970s Mississippi. For studies of blues tourism, it announces a revisionist account of the development of blues tourism in Mississippi, tracing it back to the protests against the Bicentennial Celebration in 1976. This dissertation takes the long view to better understand the important efforts of organizers at Mississippi Action for Community Education (MACE), a Greenville-headquartered non-profit community action organization founded by several former SNCC leaders in 1967 to empower black communities and take action. MACE established an annual festival tradition that focused on cultural education and the preservation of the musical traditions of African Americans in the Delta. The Delta Blues Festival drew on the agricultural region’s harvest festival traditions and borroelements from earlier, black-organized music festivals, which celebrated the image of black progress and racial uplift. By organizing and staging celebrations, such as the Delta Cotton Maker’s Jubilee and the Delta Blues Festival, African American producers intended to not only fill a perceived cultural void, but also refute racist, stereotypical representations of blacks and replace them with positive images that inspired self-esteem and pride in the black communities in the Delta. MACE intended to regain control of the cultural and political identity of African Americans on stage at the festivals. Not merely black alternatives to white-dominated events, not purely recreational nor wholly radical in nature, they provided a forum for reshaping the image of the blues through black experience

    Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

    Get PDF
    Producción Científicaechnology offers rich opportunities for learning across different physical and virtual spaces. However, most of current across-spaces proposals are either highly teacher-centered, inflexible in the students’ self-management of learning artifacts during the enactment, or allow the teacher little/no control of such students’ management of artifacts. Moreover, these proposals tend to be disconnected from the practices and tools that are usual in the classroom. How can we achieve a middle ground between keeping the teacher in control of across-spaces situations and, at the same time, providing students with a degree of flexibility to manage learning artifacts? Aiming to address such challenge we propose the notion of learning bucket, and the Bucket-Server, a system implementing such notion. A learning bucket is a container of learning artifacts which are generated and/or accessed across-spaces by the students during the enactment, according to constraints configured by teachers at design time. The responsive evaluation conducted, based on a feature analysis and a pilot study with experts, suggests that learning buckets can help evolve from teacher- to student-centered approaches, while maintaining the teacher in control of students’ actions. The evaluation also indicates that the Bucket-Server surpasses the support provided by alternative proposals to across-spaces learning.Ministerio de Economía, Industria y Competitividad (Project TIN2014- 53199-C3-2- R)Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA277U14

    Interactive Tango Milonga: An Interactive Dance System for Argentine Tango Social Dance

    Get PDF
    abstract: When dancers are granted agency over music, as in interactive dance systems, the actors are most often concerned with the problem of creating a staged performance for an audience. However, as is reflected by the above quote, the practice of Argentine tango social dance is most concerned with participants internal experience and their relationship to the broader tango community. In this dissertation I explore creative approaches to enrich the sense of connection, that is, the experience of oneness with a partner and complete immersion in music and dance for Argentine tango dancers by providing agency over musical activities through the use of interactive technology. Specifically, I create an interactive dance system that allows tango dancers to affect and create music via their movements in the context of social dance. The motivations for this work are multifold: 1) to intensify embodied experience of the interplay between dance and music, individual and partner, couple and community, 2) to create shared experience of the conventions of tango dance, and 3) to innovate Argentine tango social dance practice for the purposes of education and increasing musicality in dancers.Dissertation/ThesisDoctoral Dissertation Music 201

    Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces

    Get PDF
    Producción CientíficaTeachers usually implement their pedagogical ideas in Virtual Learning Environments (VLEs) in a continuous refinement approach also known as “bricolage”. Recently, different proposals have enabled the ubiquitous access to VLEs, thus extending the bricolage mode of operation to other learning spaces. However, such proposals tend to present several limitations for teachers to orchestrate learning situations conducted across different physical and virtual spaces. This paper presents an evaluation study that involved the across-spaces usage of Moodle in bricolage mode and learning buckets (configurable containers of learning artifacts) in multiple learning situations spanning five months in a course on Physical Education in the Natural Environment for pre-service teachers. The study followed a responsive evaluation model, in which we conducted an anticipatory data reduction using an existing orchestration framework (called “5 + 3 aspects”) for structuring data gathering and analysis. The results showed that learning buckets helped the teachers in the multiple aspects of orchestration, overcoming the limitations of alternative approaches in some specific orchestration aspects: helping the involved teachers to connect different physical and physical spaces, while supporting technologies and activities of their everyday practice, and transferring part of the orchestration load from teachers to students. The results also suggested lines of future improvement, including the awareness of outdoor activities.Ministerio de Economía, Industria y Competitividad (Project TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16
    corecore