Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

Changing digital media environments and youth audiovisual productions: A comparison of two collaborative research experiences with south Madrid adolescents

SAGE: David Poveda, Marta Morgade, Changing Digital Media Environments and Youth Audiovisual Productions: A Comparison of Two Collaborative Research Experiences with South Madrid Adolescents, Young 26.4 (2018): 34-55 Copyright © 2018SAGE. Reprinted by permission of SAGE PublicationsThis article compares two studies conducted in Madrid in a seven–eight years span in which secondary school students (14–15 years of age) were asked to collaboratively create digital audiovisual narratives. In the first project, adolescents seemed to consider their audiovisual materials as transparent and with self-evident meanings. In the second project, adolescents problematized meaning and reflexively examined the design of audiovisual media. We explore two distinct but complementary factors that might help interpret the differences: (a) rapid historical changes in the digital narratives adolescents are exposed to and engage with and (b) methodological differences in the way adolescents were supported and guided during the creation of their audiovisual narratives. Through this analysis, we draw on an ethnographically grounded notion of ‘mediatization’ that helps unpack both rapid transformations in adolescent’s digital mediascape and how digital practices are socially co-constructed in collaborative projects with youth

Minimum joint space width and tibial cartilage morphology in the knees of healthy individuals: A cross-sectional study

<p>Abstract</p> <p>Background</p> <p>The clinical use of minimum joint space width (mJSW) and cartilage volume and thickness has been limited to the longitudinal measurement of disease progression (i.e. change over time) rather than the diagnosis of OA in which values are compared to a standard. This is primarily due to lack of establishment of normative values of joint space width and cartilage morphometry as has been done with bone density values in diagnosing osteoporosis. Thus, the purpose of this pilot study is to estimate reference values of medial joint space width and cartilage morphometry in healthy individuals of all ages using standard radiography and peripheral magnetic resonance imaging.</p> <p>Design</p> <p>For this cross-sectional study, healthy volunteers underwent a fixed-flexion knee X-ray and a peripheral MR (pMR) scan of the same knee using a 1T machine (ONI OrthOne™, Wilmington, MA). Radiographs were digitized and analyzed for medial mJSW using an automated algorithm. Only knees scoring ≤1 on the Kellgren-Lawrence scale (no radiographic evidence of knee OA) were included in the analyses. All 3D SPGRE fat-sat sagittal pMR scans were analyzed for medial tibial cartilage morphometry using a proprietary software program (Chondrometrics GmbH).</p> <p>Results</p> <p>Of 119 healthy participants, 73 were female and 47 were male; mean (SD) age 38.2 (13.2) years, mean BMI 25.0 (4.4) kg/m². Minimum JSW values were calculated for each sex and decade of life. Analyses revealed mJSW did not significantly decrease with increasing decade (p > 0.05) in either sex. Females had a mean (SD) medial mJSW of 4.8 (0.7) mm compared to males with corresponding larger value of 5.7 (0.8) mm. Cartilage morphometry results showed similar trends with mean (SD) tibial cartilage volume and thickness in females of 1.50 (0.19) μL/mm²and 1.45 (0.19) mm, respectively, and 1.77 (0.24) μL/mm²and 1.71 (0.24) mm, respectively, in males.</p> <p>Conclusion</p> <p>These data suggest that medial mJSW values do not decrease with aging in healthy individuals but remain fairly constant throughout the lifespan with "healthy" values of 4.8 mm for females and 5.7 mm for males. Similar trends were seen for cartilage morphology. Results suggest there may be no need to differentiate a t-score and a z-score in OA diagnosis because cartilage thickness and JSW remain constant throughout life in the absence of OA.</p

Reflections on the Methodological Approach of Systematic Reviews

The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980)

Eisenhart, Margaret, Educational Ethnography Past, Present, and Future: Ideas to Think With, Educational Researcher, 30(November, 2001), 16-27.

Identifies contemporary muddles and changing concepts in ethnographic research, including new meanings of culture (cultural productions, funds of knowledge, collective representations, public symbols) and new methods (multi-site, connections among sites, ways to portray both shared and different experiences, ways to address ethical dilemmas)

Eisenhart, Margaret, On the Subject of Interpretive Reviews, Review of Educational Research, 68(Winter, 1998), 391-399.

Examines issues in doing interpretive reviews; two responses follow

Revista de educación

El principal objetivo es ofrecer algunas observaciones preliminares, prolegómenos, dirigidas a superar la situación actual de la discusión. Los argumentos se desarrollan en tres partes: en primer lugar, se defiende el segundo sentido argumentando que existe la posibilidad de una justificación epistemológica autoconsciente para este enfoque; en segundo lugar, se examinan diversos aspectos relativos a los criterios de investigación cualitativa dentro de un marco no positivista; y, finalmente, se proponen cinco criterios que se pueden aplicar al diseño y al análisis de la investigación educativa cualitativa.Ministerio Educación CIDEBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]