A halter and a lead rope: shifting pedagogical imaginaries of becoming within a human–horse relationship

ABSTRACT

This paper explores the process of becoming within the relation between a human and a horse, and seeks to reimagine pedagogy as a relational process of ‘becoming-animal’. In order to emphasise the relational space between a horse and a human, I begin with an experimental style of writing that traces specific moments between an actual relation between a horse and myself. Considering the relation as a singularity in this way acts as a method through which the pedagogical relation can be explored and new pedagogical images can be suggested. I then move onto to discuss Rosi Braidotti's post-humanist ideas on becoming and link these to the ideas of the ‘event’ and of ‘beginnings’ within the educational theory of Gert Biesta, drawing out two lines of thought. One line follows Braidotti's work on becoming-animal, and the other Paul Patton's work on the nuances of power relations between humans and horses. In conclusion, I discuss how this figuration of a halter and a lead rope in the human–horse relation helps to think pedagogy as rooted in becoming-animal and how this contributes to the development of new imaginaries of becoming.     

道德调节

在对各种技术道德研究路径进行分析的基础上,展开对技术是否可以作为道德行动者的审视,并从道德调节入手,以对构成道德能动性的两个必要条件——意向性和自由——的非人文主义分析为基础,重新思考伦理学中物的地位,借助于阐述物在道义论、目的论、美德论伦理学中的作用来创建认真对待技术道德相关性所需要的空间,即通过道德调节来有效构建通向将技术道德化的理论途径。     

论在线调解与在线审判的结构关系

基于在线民事司法空间虚拟性、效率导向性和信息偏在性的特点及影响因素,应以保障诉讼权利、促进繁简分流和实现个案公平为价值遵循,建构在线调判结构关系的法理正当性。在线调解与在线审判平台分轨建设为分离在线调判奠定了客观基础,但在线诉讼参与人的主客观条件变化使得调解合意更难达成,而数字技术的辅助则降低了法官审判结案的行为风险。因此,在线司法制度的建设完善应秉持在线调判关系的价值遵循,通过强调依法审判的工作理念、采用调审分离的司法技术、制定适合在线审判的考核激励机制等路径来构建以在线审判为中心、在线调解为补充的司法格局,实现在线调判结构关系的科学形塑。     

Happy objects,happy men? Affect and materiality in vocational training

This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gender segregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training. The article builds on an ethnographic study in a Swedish upper-secondary educational programme traditionally dominated by masculinity norms, namely the Building and Construction programme. Employing Sara Ahmed's notion of happy objects, the article centres on vocational students' expressed joy in the practical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, the study indicates that a particular version of happiness was normalised which ruled out non-heterosexual and female students. The article suggests that further studies of social inertia in vocational training need to account for the interconnectedness of the emotional, material, and corporeal dimensions of gender.     

Reading (through) bodies: students’ embodied performances of poetry and testing

This article highlights the complexity of becoming a reader in public school classrooms, by describing the ways students’ reading bodies constituted the sites and discursive means for the performance of diverse reader identities. Drawing on sociocultural literacy and post-structural performance theories to suggest the notion of embodied performances of literate/reader identities, the article combines the presentation of meanings of reading in established curricula and assessment practices with the examination of the particular ways in which those inscribed students’ bodies. Data for this analysis were drawn from a yearlong ethnographic study of third-grade students’ performances across literacy events, and thematically analysed for the identification of patterns and divergences in their embodied performances. Events from students’ reading of standardized tests and of poetry are discussed in detail as instantiations of the reading body: the former of the docile body and the latter of the subversive body that is ultimately legitimized through the workings of school literacy. This study thus holds significance for deconstructing reader identities as inherently diverse and for unveiling both the visible and mundane ways in which discursive power inscribes students’ reading bodies.     

Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups

The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction. Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic background and their reading experiences. Implications for researchers and educational practices about the relationships between children’s literacy development, SES, HLE, and parental mediation are discussed.     

教师网络教学素养的构成及培养

在以计算机网络为代表的信息技术飞速发展的信息时代,教师不但需要具有利用网络充实自我、提升自我的网络学习能力,更需要具备利用网络辅助或实施教学的能力。本文讨论教师网络教学素养的基本构成与培养。     

Increasing MSW Students’ Information Competencies through Online Tutorials,Application Exercises,and Course Assignments

Increasing MSW students’ information competencies was achieved through a 2-year project in which online video tutorials, in-class exercises, and course assignments were created and integrated into two required foundation courses. Tutorials demonstrated basic and advanced search techniques, online databases, and online course-specific research guides. Tutorials were viewed during and outside of class. In-class exercises and course assignments enabled students to immediately apply what they had learned. Results indicate a significant increase in the adequacy of students’ search for online information and ability to critically examine sources and evidence. Implications for social work education are discussed.     

‘Microsoft bought Minecraft … who knows what’s going to happen?!’: a sociocultural analysis of 8–9-year-olds’ understanding of commercial online gaming industries

This study investigates children’s media literacy with a specific focus on socially situatedness of children’s understanding of online gaming industries and related marketing. This article analyzes interviews with 8–9-year-olds and their parents in homes in the U.S.A. Rather than concentrating on developmental factors, the article uses a sociocultural approach to analyze various aspects of children’s gaming culture in domestic settings that relate to their understanding of gaming industries. The article considers implications for how children as consumers are understood by key stakeholders, including researchers and educators.     

应用网络学习空间开展教学模式的探讨

职业教育是培养未来技术技能人才的摇篮,职业学校应该重视技能型人才人培养,网络学习空间这种教学模式利于学生技能的培养,职业学校应该以空间教学为契机,把握职业教育大潮,将空间教学做大,把网络学习空间这种教学模式真正应用到中职的教育教学中去,让空间教学模式真正成为职业学校教学模式的一大亮点。