Pertumbuhan Bakteri Laut Shewanella Indica LBF-1-0076 Dalam Naftalena Dan Deteksi Gen Naftalena Dioksigenase - (the Growth of Marine Bacteria Shewanella Indica LBF-1-0076 in Naphthalene and Naphthalene Dioxygenase Gene Detection)

Crude oil exploitation which often occured offshore can cause water pollution in the sea since its contains naphthalene which is a hazardous compounds. This research used marine bacteria LBF-1-0076 that have ability in naphthalene degradation. This research aimed to study the parameter effect of naphthalene and cell concentration toward marine bacteria LBF-1-0076. This research also identified isolate LBF-1-0076 and detected the encode gene of naphthalene dioxygenase. Based on growth test result, the optimum naphthalene degradationby isolate LBF-1-0076 occured in 75 ppm naphthalene concentration with 15cell concentration. The result of 16S rDNA gene analysis showed that LBF-1-0076 was identified as Shewanella indica strain 0102 with identical value 99%. The result of naphthalene dioxygenase gene detection using Polymerase Chain Reaction (PCR) showed that the isolate contained naphthalene dioxygenase gene with size ±377 bp. Therefore, LBF-1-0076 potential as bioremediation agent to solve crude oil contamination in the sea

A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies

Based on a thorough consideration of pedagogical and sociological literature, combined with authors’ reflections on their own research with children, this article pursues two interrelated objectives. The first objective is discussing the circular relationships between facilitation of children’s agency and dialogue in educational contexts: facilitation is a dialogical form of communication, and a methodology to secure the sustainability of dialogue in educational interactions. Descending from the first, the second objective is to propose a critical comparison between facilitation of children’s agency, democratic pedagogies and neo-Vygotskian methodologies, considering the intersection between facilitation of children’s agency, democratic pedagogies and neo-Vygotskian methodologies, and the social structures underpinned by generational order. Although shared ethical and methodological underpinnings are identified, it is argued that the facilitation of children’s agency is more compatible with the construction of sustainable dialogic pedagogies because it positions children as authors of valid knowledge in educational interactions

Between marginalisation and agency. Primary school teachers’ narratives in London and the position of children with migrant backgrounds

Based on qualitative interviews with primary school teachers in Greater London, this article explores teachers’ narratives to uncover how children with migrant backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequalities, CMB are often considered untrustworthy partners construction of the learning and teaching experience. Trust based on categorical inequalities becomes a form of trust in distrust and CMB are positioned in the children’s needs paradigm where decision-making is reserved to teachers who act for them and on their behalf. When trust is based on personal relationships, CMB are positioned as agents who are capable to voice their interests, bringing about consequential changes in the contexts of their experiences. CMB are positioned in the children’s interests paradigm, where agency is expected and promoted as a right of children who are socially constructed as agents who can make a difference with their choices

Meanings and methods of pedagogical innovation

Based on rich data produced though the observation of SHARMED activities, this chapter discusses how children’s authorship of narratives can be facilitated in practice, towards the construction of communities of dialogue in the classroom. The chapter is instrumental to the implementation of pedagogical innovation, providing examples and elements of reflection for teachers and educators who are interested in the methodology of facilitation. As a companion to SHARMED training presented in Chapter 10, this chapter evaluates how an array of actions, such as questions, invitations to talk, minimal responses, reformulations of children’s contributions and facilitators’ personal initiatives can support children’s voices in actual classroom practice of facilitation. Several video-recorded and transcribed examples from the three participating countries are used for this purpose. Before illustrating the results of the evaluation of facilitative activities, the reader is informed that Chapter 10 does not only present SHARMED training philosophy and methodology but it also directs the reader to freely accessible SHARMED online training and material

Observing migrant children: shifting the frame from linguistic deficit to display of agency

When discussing inclusion of migrant children, mainstream pedagogical literature suggests that improvement of language competence (bilingual education) should be prioritised (Karoly and Gonzales 2011; Harris and Kaur 2012; Burger 2013; Devine, 2013, Baraldi, 2014). Limited language knowledge is claimed to impact migrant children’s participation in interactions with adults and peers. We challenge this prevailing discourse about migrant children through second order observation (Glaserfeld, 1987; Luhmann, 1995), that is, the observation of observations through innovative educational practices in multilingual settings. The analysis of video-recorded interactions involving children and teachers at an Italian Scuola dell’infanzia, influenced by the Reggio Emilia Approach, was ethically and methodologically committed to positioning all children as competent agents. This approach allowed a shift in the frame of teachers’ observation, from linguistic competence to participation in communication, and a shift in expectations from migrant children as deficient to a recognition and promotion of their agency. This chapter focuses on two interrelated aspects of the video-recorded interactions to argue that teachers’ and children’s modes of designing their turns to talk may promote shared personal expressions of ideas, emotions, and experiences, accessing the agentic status of authors of knowledg

Facilitation of children’s agency as dialogic education: examples from practice and reflection on practice, including a critical comparison with neo-Vygotskian methodologies

Based on a thorough consideration of the pedagogical and sociological literature, combined with the authors’ reflection on their own pedagogical practice, this article discusses the circular relationships between facilitation of children’s agency and dialogue in educational contexts. The first section of the article responds to the question: ‘What are we talking about?’, ‘What do we mean by facilitation?’ The second section compares facilitation and neo-vygotskian pedagogies, arguing that the former is more apt to sustain dialogic pedagogical practices. The third section discusses real examples of the use of facilitation, taken from pedagogical research undertaken by the authors in English primary schools. The examples presented in the second part of the article show the translation of facilitation from methodology to practice, focusing on an important facilitative action: minimal feedback. In its final section, the article argues that facilitation can position children as authors of valid knowledge, as they author narratives that share experiences and emotions. Facilitation is discussed as a form of dialogical communication, and a methodology to secure the sustainability of dialogic pedagogical practice. The article concludes by proposing facilitation as a methodology that can fulfill the ambition to transform educational interactions into social contexts where dialogical pedagogy can flourish

Narratives of refusal, narratives of engagement, narratives of organisation. School activism as citizenship-in-practice for young refugees and migrants in Italy

This presentation discusses the results of four researches with young refugees and migrants that took place in three different regions of Northern Italy between 2006 and 2014, crossing an unfinished economic crisis, the rise and fall of xenophobic political parties and a continuing debate around migration and inclusion in different social contexts. Data consist of young (age 13 to 18) people’s narratives, promoted and collected through 62 focus group and 118 individual interviews. Notwithstanding different aims, the four researches share a similar methodology, consisting in the facilitation of young people’s narratives to support a phenomenological description of how they make sense of events and actions in their lives, through examining the story they produce. The presentation focuses on a common thread emerging from data collecting over a 8 years period: whilst experiencing a situation of inequality in the participation in the political system, due their legal status, nevertheless young refugees and migrants build spaces of active political participation through social movements, in this way taking ownership of urgent social issues related to inclusion and equality that do not concern only minorities. Examples discussed will include: participation in students and trade unions, support offered to unaccompanied migrant/asylum-seeking children, protest against global capitalism and global wars. The rich narratives collected suggest that for young refugees and migrants (as well as for young Italians) participation in social movements and political associations is context for the development of trust commitments in intercultural groups, built on shared political objectives. The presentation argues that the commitment for a more inclusive and equal society is a social space where young refugees, migrant and non-migrant become agents of cultural hybridization and practiced citizenship. The presentation concludes by reflecting on how these narrated experiences challenge hegemonic representations of young refugees and migrants as inhabiting marginal areas of society

In, out and through digital worlds. Hybrid-transitions as a space for children's agency

This article discusses a Transition Programme to support the inclusion of mature students in Higher Education. The Transition Programme was designed and it is currently provided by a Higher Education institution in Surrey, South-East of England. An outcome of innovative educational leadership, the Transition Programme’ successfully solved the paradox of selection for admission to Higher Education programmes, in particular with regard to mature students. The English Higher Education system offers an interesting case for discussion, being caught between the principle of inclusiveness within a ‘widening participation’ agenda and the contrasting selective principle of ‘recruiting with integrity’. The article is motivated by two main aims. The first aim is to contextualize sociologically, within a discussion on the related concepts of hope, trust and risk, the motivations underpinning mature applicants’ choice to enter Higher Education. The second aim of the article is to argue for the capability of educational leadership to generate positive change supporting mature applicants’ trust in hope for a successful inclusion in Higher Education

The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools

Based on qualitative interviews with primary school teachers in Greater London, this article explores teachers’ narratives to uncover how Children with Migrant Backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequalities, CMB are often considered untrustworthy partners construction of the learning and teaching experience. Trust based on categorical inequalities becomes a form of trust in distrust and CMB are positioned in the children’s needs paradigm where decision-making is reserved to teachers who act for them and on their behalf. When trust is based on personal relationships, CMB are positioned as agents who are capable to voice their interests, bringing about consequential changes in the contexts of their experiences. CMB are positioned in the children’s interests paradigm, where agency is expected and promoted as a right of children who are socially constructed as agents who can make a difference with their choices

Introduction

This edited volume offers a unique investigation on Early Childhood on a truly global dimension, focusing on how Early Childhood Education and Care policies, practices and discourse is framed in different national contexts such as Kenya, Mexico, Kazakhstan, Japan, Brazil and China, but also England, Wales, Italy, Finland, Ireland, United States, Australia and New Zealand. What is being introduced here is a collection of contribution that offer innovative insights on the cultural presuppositions of policies, pedagogies and practices shaping Early Childhood Education. This nurtures an intellectual space for reflection, open to researchers, practitioners and all interested in children and education, a space that includes alternative perspectives from those hegemonizing many Western heritage countries. It can be argued that ‘celebrating diversity’ could be key to the collection, not only due of the great variety of the contexts for the studies presented, but also considering the differentiated disciplinary angles taken by authors, who approach Early Childhood Education and Care from Sociology, History, Pedagogy, Social Work, Communication Studies, Pragmatics, Psychology. Diversity concerns not only contexts and discipline, but also the methodologies applied by the contributors