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This article draws upon Rancière’s concepts of the ‘distribution of the sensible’ and ‘dissensus’ in order to explore some of the tensions and processes at work in a multi‐year school change project that sought to transform a school through the ‘urban arts’. Building on student interest in extracurricular Hip‐Hop and street art programming, the school tried to integrate the urban arts across the curriculum through a partnership with local arts organisations and university researchers. While there were a number of project successes, the project also faced significant resistance, which in Rancière’s terms might be inevitable since the project tried to transform the dominant ways of doing and making in the school, displacing those who no longer saw themselves reflected. We understand the tensions in light of the disruptive power of street art and Hip‐Hop culture, but also as manifestations of antiblackness in education. Using data from a three‐year critical ethnography, we share a series of narrative vignettes which unpack the role of the visual arts in challenging the distribution of the sensible at the school, and offer insight into how teachers might have been better invited in as participants in dissensus. 相似文献
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Janna M. Gottwald Laura-Ashleigh Bird Samantha Keenaghan Clare Diamond Eliana Zampieri Haleema Tosodduk Andrew J. Bremner Dorothy Cowie 《Child development》2021,92(1):351-366
Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self. 相似文献
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Children''s reactions to cooperative group work: a strategy for enhancing peer relationships among bullies, victims and bystanders 总被引:1,自引:0,他引:1
This investigation increases our understanding of the interpersonal interactions that take place during co-operative group work (CGW) among children nominated by their peers as bullies, victims and bystanders. Using the method of Interpersonal Process Recall (IPR), children were given the opportunity to explore their own and others' feelings and actions during video replays of co-operative group work at two time points over an eight-month period, and to share their emotional responses with other members of the group. The study indicated that CGW had an impact on the expression of some emotions. At Time 1, bystanders expressed more enjoyment of CGW than either bullies or victims; at Time 2, these differences had disappeared. However, the tendency of victims to deny their feelings in comparison to bullies and bystanders remained. The implications for educational practice are discussed. 相似文献
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Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and cultural differences in how bullying is perceived and defined. The values and norms of the culture itself strongly influence the behaviour of perpetrators. In this article, we discuss how educators and health care professionals can use this knowledge to help young people who bully develop deeper understanding of themselves and their relationships with others. 相似文献
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Ted Sennett Leif Furhammar Folke Isaksson Peter Cowie Roy Armes Gordon Gow 《Communication Booknotes Quarterly》2013,44(4):2-3
Ted Sennett's Warner Brothers Presents: The Most Exciting Years--From "The Jazz Singer" to "White Heat" (New Rochelle, N.Y.: Arlington House, 1971---$11.95) Leif Furhammar and Folke Isaksson's Politics and Film (New York: Praeger, 1971---$12.50) Peter Cowie (ed.) The Concise History of the Cinema: Volume I, Before 1940. (Cranbury, N.J.: A.S. Barnes, 1971---$3.50, paper) Roy Armes' The French Cinema since 1946: Volume I, The Great Tradition (Cranbury, N. J.: A.S. Barnes, 1970---$2.95, paper) Gordon Gow's Hollywood in the Fifties (Cranbury, N.J.: A.S. Barnes, 1971---$2.95, paper) Edward Wagenknecht's The Movies in the Age of Innocence (New York: Ballentine, $2.95, paper) Thorold Dickenson's A Discovery of Cinema (New York: Oxford University Press, 1971---$8.50 with a paperback edition available) Rachael Low's classic History of the British Film (London: Allen and Unwin, 1971---price not known) Bob Thomas' The Heart of Hollywood: A 50-year Pictorial History of the Film Capital and the Famed Motion Picture and Television Fund (Los Angeles: Price/Stern/Stern, 1971---$7.95) Bob Harmon's Hollywood Panorama (New York: Dutton, 1971---$3.95, paper) 相似文献
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INTERNATIONAL FILM GUIDE 1985 by Peter Cowie (New York: New York Zoetrope, 1985 ---$12.95, paper) CURRENT RESEARCH IN FILM: AUDIENCES, ECONOMICS AND LAW, Volume I, edited by Bruce A. Austin (Norwood, NJ: Ablex, 1985 ---$29.50) 相似文献
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The research reported in this article was carried out in four secondary schools, two with a peer support system (PS) and two without (NPS) and involved a total of 931 pupils, (49.5 per cent males, and 50.5 per cent females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aim was to compare the perceptions of safety on the part of pupils in secondary schools with and without a system of peer support in place. The findings provided little evidence that the presence of a peer support system enhanced feelings of safety in the school population. On the positive side, PS pupils were slightly more aware of the value of having other people around as a means of enhancing feelings of safety. They were also less afraid of older pupils indicating that peer supporters may have influenced the attitudes of some older pupils towards younger peers and may have made them friendlier. However; for the PS pupils, toilets and corridors/stairs were less safe for them than for NPS pupils, largely because of the unpleasant actions of the peer group towards them. With specific regard to bullying, there was no difference between PS and NPS. Around one‐fifth of both PS and NPS pupils reported that the reason for feeling unsafe was because of bullying. The most common suggestions for making school a better place referred to action against bullying. 相似文献
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This article reports on a classroom study of a unit on New Zealand birds that focused on adaptation and conservation in a Year 7 class. The unit used a ‘context as social circumstances’ model. The researchers observed the nine lessons and interviewed students, the classroom teacher, and three other teachers who had taught the same unit. The students completed a pre-test and a post-test for the unit. Findings indicate that the students enjoyed and were interested in the unit, and had learnt more than usual. The students investigated predators using the tracking tunnel in their school gully and, of their own volition, in their home gardens. Some students pursued this interest into the wider community after the completion of the unit. The ‘context as social circumstances’ unit teachers helped students see the relevance of learning science for their lives, personally and socially, which opens up the possibility of action outside the classroom. The role of context, content and activity selection in the design of a unit that has social relevance is discussed. 相似文献
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