Cultural appropriation of spaces and things

This proceedings volume gathers papers presented at the symposium “Cultural Appropriation of Spaces and Things” held in Siegen, Germany in October 2019. All over the world, children are confronted with an increasingly complicated and fast-moving world. Children need elementary cultural techniques and skills to shape their own lives and enable them to find individual interpretations of meaning. In addition to the acquisition of classical cultural techniques such as arithmetic, writing and reading, the competent handling of spaces and things – through manifold processes of appropriation and reflection – is crucial. It forms the basis and prerequisite for the development of competences or abilities that are suitable for understanding the dimensions, the complexity and changeability of their world and enable them to critically deal with associated problems and find appropriate solutions. The aim of the conference was to find suitable ways for children all over the world for a methodically and didactically guided examination of their natural, social and technical environment. At the same time, the aim was to achieve a mutual enrichment of monodisciplinary research accesses. It also included a self-critical reflection of one’s own culturally shaped approaches of research.Contents: Martin Gröger, Christian Prust, Alexandra Flügel: Preface LECTURES Alexandre Avelino Giffoni Junior, Sebastião Lázaro Pereira, Alberto Barella Netto: Haus Früher Hilfen UniRV: A historic building in process in the heart of Brazil Hyeongjoo Kim: Designing and Applying the Moral Turing Test for Korean Children Karen Barfod and Peer Daugbjerg: Teaching Science and Mathematics Outside the Classroom, a pilot study on assessing inquiry-based practices Jan Höper: Towards integrated science education by using mobile technologies outdoors WORKSHOPS Mareike Janssen: Exploring the things of life: First insights into chemical processes with sparkling water as an example Julia Gaffron, Martin Gröger: Children like to experiment, many teachers apparently do not Volker Heck: Alexander von Humboldt - The Voyage to the Americas as an approach to science in Primary School Thomas Sukopp: Interculturality in Philosophy Education: Challenges and Prospects of Education for Sustainable Development in Primary Schools POSTERS André Dorn, Martin Gröger: ESD in general studies -prospective general studies teachers deal with the educational concept of ESD in a student-oriented and cooperative manner Andree Georg: From Carlowitz to Sustainable Development and Education for Sustainable Development Irina Landrock: Children at NS Memorial Sites Dr. Markus Schaal: Martha Muchow in the Context of the New Sociology of Childhood What Can a Classic Still Teach Us Today? Martin Gröger: Open air laboratory FLEX – Starting to learn chemistry in a near-natural learning environment Martin Gröger: FoodLAB - a molecular gastronomic experimental laboratory in teacher training Martin Gröger: How Alexander von Humboldt saw the world from a chemist’s point of view Matthias Weipert: Extracurricular learning locations in the historical perspective of general studies - the example of the Wendener Hütte Mirko Schommer: Spatial Orientation - Competence expectations and common misconceptions based on map projections Sarah Gaubitz: Options for handling complex problems of global change from the perspective of primary school children Swaantje Brill: Museum Field Trips in Primary School: An Approach to Children’s Perspectives Urs Gießelmann and Uta Birkhölzer: The “Hauberg” as an extracurricular learning locatio

Surfing the Past

This book discusses one of the most frequently discussed subjects in history education during the last two decades, namely how secondary school pupils use the World Wide Web for their learning activities. Based on two case studies in two Dutch schools, the book shows some ways in which the use of the Web has changed history education in at least three respects: first, the findings of the two case studies show that the Web has a huge potential to turn the history class – previously described as boring and too abstract – into a livelier and more attractive environment, where concepts, events, phenomena and processes of the past almost always have textual and/or [audio]visual representations; second, strong indications were observed showing that the Web fosters historical understanding, not only by triggering thinking processes that take pupils beyond the shown contents, but also by prompting them to evaluate sources and sample relevant fragments for their assignments; third, the Web has brought into history education sources that were previously excluded, including those described as unconventional. This book shows, among other things, that convergence is underway on both the user side – since pupils use both conventional and unconventional online sources – and the content-production side, where heritage institutions are increasingly getting involved in unconventional platforms like Wikipedia. The latter emerged from the two case studies as the most popular source of historical information, while the websites of heritage institutions tended to appear at the bottom of the list of references. Unlike personal sites, which also scored better, heritage sites face some obstacles, including the still dominant desire to preserve institutions’ identity and uniqueness, conservatism – which often prevents the redefinition of collection management tasks – and the tax-payers’ money dilemma. For that reason, collections are not hyperlinked and, therefore, remain invisible and not easy to find online

Homo Educandus

Linnaeus, the Swedish taxonomist, was wrong when he named our species Homo sapiens, i.e. wise man. We are not. We do too many senseless, destructive and irresponsible things to deserve that label. Actually, we need to be educated. Fortunately, we can be educated. We can transform ourselves. We are Homo educandus. Sadly, our current school system is broken. In fact, it does not support education. It deforms. This is what Jan Bransen claims in this book. He convincingly argues that our current school system is based on incoherent ideas, among which the notions that people need to study for years on end before they are ready to take part in our society, or that students learn because teachers teach. We can do better than that. In the second part of the book, Bransen points out that we have reasons to be confident and enthusiastic. We can improve our education system. Applying a dramaturgical analysis of human action, Bransen explains what socialization should look like in primary education, how our personal development can be supported in secondary education and how qualification can be organized in dual tracks in higher education, integrating learning, working and living over our course of life

Borderlines: Essays on Mapping and The Logic of Place

Borderlines innovatively explores the ways artistic interventions construct social, cultural, and mental spaces. The fifteen essays bring a broad multidisciplinary approach to the concept of borderlines and its markings through artistic manifestations. Rejecting older "normative"! understandings of the word border lines as signifying semantic irreversibility, this work gives prominence to the plasticity of the combined single word "borderlines." Borderlines is a collection of essays that address the cultural, artistic, conceptual, and performative mapping of places. The essays in this collection "write" borderlines from a wide variety of perspectives, representing diverse disciplines, cultural backgrounds, countries, and generations. It presents the pervasiveness of borderlines as an intellectual, artistic and political concept, across media, theories, and places. Borderlines is intended for academic specialists and students in cultural studies, theatre and performance, media and sound studies

The transformation of China’s legal profession and its representation: a critical discourse analysis

This thesis argues that hegemonical struggles between the colonization and adaptation forces in the process of naturalizing the implanted Western legal profession in China set a fundamental context without which the transformation of the Chinese legal profession cannot be fully understood. The thesis also argues that LegalTech, which is embedded in the digital transformation of nearly everything in today’s society, has enabled various social groups (that were once excluded from the legal industry by various professional monopoly mechanisms) to successfully penetrate into the Chinese legal field. Different groups of field players compete to construct discourses of professionalism to legitimate their ways of producing the legal services and organize the producers. This research conducted a corpus assisted critical discourse analysis, coupled with the framing analysis, to excavate the frames that some British and Chinese newspapers had utilized to advocate different versions of professionalism in their competitive framing of the same series of lawyer detention events that happened in China between 2015 to 2018. This research employed the same methodology to find the frames that various kinds of publications had deployed to organize ideas around LegalTech, especially the discourses on the implications of the rise of LegalTech to legal services production, access to justice, and the existential state of the legal professionals. British newspapers developed a “war on law” frame to cover the series of lawyer detention events in China. Chinese newspapers constructed a counter frame of “law and order for the lawyers” to organize the news on the same events. This research identified an “access to justice” frame that argues LegalTech can improve the efficiency and effectiveness of legal service production and widen people’s access to justice. There is also a “disruptive innovation” frame that focuses on the disruptive effects that LegalTech bring to the old ways of legal services production and the existential state of the traditional legal professionals

Homo Educandus

Linnaeus, the Swedish taxonomist, was wrong when he named our species Homo sapiens, i.e. wise man. We are not. We do too many senseless, destructive and irresponsible things to deserve that label. Actually, we need to be educated. Fortunately, we can be educated. We can transform ourselves. We are Homo educandus. Sadly, our current school system is broken. In fact, it does not support education. It deforms. This is what Jan Bransen claims in this book. He convincingly argues that our current school system is based on incoherent ideas, among which the notions that people need to study for years on end before they are ready to take part in our society, or that students learn because teachers teach. We can do better than that. In the second part of the book, Bransen points out that we have reasons to be confident and enthusiastic. We can improve our education system. Applying a dramaturgical analysis of human action, Bransen explains what socialization should look like in primary education, how our personal development can be supported in secondary education and how qualification can be organized in dual tracks in higher education, integrating learning, working and living over our course of life