Leyendo Textos, Subtextos, y Contextos: Los Efectos de los Legados del (Post)Colonialismo en y sobre el Currículum de los Libros de Texto en Diferentes Contextos

This is a brief introduction to frame a special issue on reading texts, subtexts, and contexts in the struggle for decolonization. It provides transnational perspectives from Colombia, Korea, the Philippines, South Africa, and a Bhutanese refugee community in a mid-western city of the United States. The issue examines different forms of curricular knowledge, including the use of photographs and maps in textbooks. To analyze the effects of (post)colonial legacies, different theoretical and methodological approaches are used to interrupt binary-thinking that often undergird debates about colonialism, imperialism, and nationalismEsta es una breve introducción para enmarcar el monográfico “leyendo textos, subtextos y contextos en la lucha por la descolonización. Esto proporciona una perspectiva transnacional desde Colombia, corea, Filipinas, Sudáfrica y la comunidad de refugiados de Bután en una ciudad del centro-oeste de Estados Unidos. El monográfico examina las diferentes formas de conocimiento curricular, incluido el uso de fotografías y mapas en los libros de texto. Para analizar los efectos del legado (post)colonial, ha sido analizado desde diferentes aproximaciones teóricas y metodológicas, que rompen el pensamiento dualista que a menudo está bajo los debates sobre el colonialismo, el imperialismo y el nacionalismo

The role of networks to overcome large-scale challenges in tomography : the non-clinical tomography users research network

Our ability to visualize and quantify the internal structures of objects via computed tomography (CT) has fundamentally transformed science. As tomographic tools have become more broadly accessible, researchers across diverse disciplines have embraced the ability to investigate the 3D structure-function relationships of an enormous array of items. Whether studying organismal biology, animal models for human health, iterative manufacturing techniques, experimental medical devices, engineering structures, geological and planetary samples, prehistoric artifacts, or fossilized organisms, computed tomography has led to extensive methodological and basic sciences advances and is now a core element in science, technology, engineering, and mathematics (STEM) research and outreach toolkits. Tomorrow's scientific progress is built upon today's innovations. In our data-rich world, this requires access not only to publications but also to supporting data. Reliance on proprietary technologies, combined with the varied objectives of diverse research groups, has resulted in a fragmented tomography-imaging landscape, one that is functional at the individual lab level yet lacks the standardization needed to support efficient and equitable exchange and reuse of data. Developing standards and pipelines for the creation of new and future data, which can also be applied to existing datasets is a challenge that becomes increasingly difficult as the amount and diversity of legacy data grows. Global networks of CT users have proved an effective approach to addressing this kind of multifaceted challenge across a range of fields. Here we describe ongoing efforts to address barriers to recently proposed FAIR (Findability, Accessibility, Interoperability, Reuse) and open science principles by assembling interested parties from research and education communities, industry, publishers, and data repositories to approach these issues jointly in a focused, efficient, and practical way. By outlining the benefits of networks, generally, and drawing on examples from efforts by the Non-Clinical Tomography Users Research Network (NoCTURN), specifically, we illustrate how standardization of data and metadata for reuse can foster interdisciplinary collaborations and create new opportunities for future-looking, large-scale data initiatives

Cuentacuentos como Metodología: Los Libros de Texto de Ciencias Sociales de Colombia Después de la Constitución de 1991

This article posits the concept-metaphor of “storytelling as methodology” for reading a Colombian social studies textbook after the country ratified a new constitution in 1991. It examines temporal interplay and the interplay between visual and written texts in the textbook in order to analyze US imperialism, race/difference, and the discourse of progress. At the same time, the article draws on the theoretical perspectives of Gayatri Spivak in its attempt to perform transnational academic work within the limits of translation.Este artículo se plantea el concepto-metáfora de la "cuentacuentos como metodología" para leer un libro de texto de Ciencias Sociales de Colombia después La Constitución de 1991. Examina la interacción temporal y la interacción entre los textos y las imágenes de apoyo en el libro de texto para analizar el imperialismo estadounidense, raza/diferencia, y el discurso del progreso. Al mismo tiempo, el artículo se basa en las perspectivas teóricas de Gayatri Spivak en su intento de hacer un trabajo académico transnacional dentro de los límites de la traducción

Storytelling as Methodology: Colombia’s Social Studies Textbooks after La Constitución de 1991

This article posits the concept-metaphor of “storytelling as methodology” for reading a Colombian social studies textbook after the country ratified a new constitution in 1991. It examines temporal interplay and the interplay between visual and written texts in the textbook in order to analyze US imperialism, race/difference, and the discourse of progress. At the same time, the article draws on the theoretical perspectives of Gayatri Spivak in its attempt to perform transnational academic work within the limits of translation.Este artículo se plantea el concepto-metáfora de la "cuentacuentos como metodología" para leer un libro de texto de Ciencias Sociales de Colombia después La Constitución de 1991. Examina la interacción temporal y la interacción entre los textos y las imágenes de apoyo en el libro de texto para analizar el imperialismo estadounidense, raza/diferencia, y el discurso del progreso. Al mismo tiempo, el artículo se basa en las perspectivas teóricas de Gayatri Spivak en su intento de hacer un trabajo académico transnacional dentro de los límites de la traducción

Leyendo Textos, Subtextos, y Contextos: Los Efectos de los Legados del (Post)Colonialismo en y sobre el Currículum de los Libros de Texto en Diferentes Contextos

This is a brief introduction to frame a special issue on reading texts, subtexts, and contexts in the struggle for decolonization. It provides transnational perspectives from Colombia, Korea, the Philippines, South Africa, and a Bhutanese refugee community in a mid-western city of the United States. The issue examines different forms of curricular knowledge, including the use of photographs and maps in textbooks. To analyze the effects of (post)colonial legacies, different theoretical and methodological approaches are used to interrupt binary-thinking that often undergird debates about colonialism, imperialism, and nationalismEsta es una breve introducción para enmarcar el monográfico “leyendo textos, subtextos y contextos en la lucha por la descolonización. Esto proporciona una perspectiva transnacional desde Colombia, corea, Filipinas, Sudáfrica y la comunidad de refugiados de Bután en una ciudad del centro-oeste de Estados Unidos. El monográfico examina las diferentes formas de conocimiento curricular, incluido el uso de fotografías y mapas en los libros de texto. Para analizar los efectos del legado (post)colonial, ha sido analizado desde diferentes aproximaciones teóricas y metodológicas, que rompen el pensamiento dualista que a menudo está bajo los debates sobre el colonialismo, el imperialismo y el nacionalismo