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Daniel Goodley Katherine Runswick-Cole 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):1-15
In this paper, we seek to develop an understanding of the human driven by a commitment to the politics of disability, especially those of people with intellectual disabilities. Our position as family members and allies to people associated with this phenomenon of intellectual disability influences our philosophical conceptions and political responses. This has led us recently to develop a theory of dis/human studies which, we contend, simultaneously acknowledges the possibilities offered by disability to trouble, reshape and re-fashion the human (crip ambitions) while at the same time asserting disabled people's humanity (normative desires). We sketch out four dis/human considerations: (1) dis/autonomy, voice and evacuating the human individual; (2) dis/independence, assemblage and collective humanness; (3) dis/ability politics, self-advocacy and repositioning the human; and (4) dis/family: desiring the normal, embracing the non-normative. We argue that this feeds into the wider project of dis/ability studies, and we conclude that we desire a time when we view life through the prism of the dishuman (note, without the slash). 相似文献
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Infant Affective Reactions to the Resumption of Maternal Interaction after the Still-Face 总被引:4,自引:0,他引:4
To investigate infants' reactions to the Face-to-Face Still-Face Paradigm and in particular the reunion episode, 50 6-month-olds' affective, behavioral, and physiologic reactions were recorded and analyzed. Infants reacted to the still-face with negative affect, a drop in vagal tone, and an increase in heart rate. By contrast, they reacted to the reunion episode with a mixed pattern of positive and negative affect. There was a carryover of negative affect from the still-face, an increase in fussiness and crying, and a rebound of positive affect. During this episode, the infants' heart rate and vagal tone returned to initial levels. The data indicate that infant affective displays are specifically related to different interactive events, but that their physiologic reactions do not show the same level of specificity. The findings also highlight the complexity of the affective and reparatory processes that take place in mother-infant interactions. 相似文献
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结合中国各地的阿育王式佛塔,探讨了这种单层、圆形覆钵顶、顶上四角通常有山花蕉叶造型的佛塔,并将其细分为舍利塔、阿育王塔、丧葬塔、纪念塔和瑞现塔。考察了敦煌莫高窟壁画中的窣堵婆式佛塔的起源、时代、特征及历史含义,并讨论了其潜在的原型。中国圆顶塔形并非起源于单一的原型,更有可能与不同文化综合作用下的思想及造像有关,是人类复杂的文化交流与丰富的想象力的产物。 相似文献
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Rachel Brooks Kate Byford Katherine Sela 《British Journal of Sociology of Education》2016,37(8):1211-1228
This article explores the economic relationships between individual students’ unions and their wider institutions, and the ways in which they articulate with a pervasive consumerist agenda across the higher education sector. We draw on data from a UK-wide study to argue that students’ unions have an ambivalent relationship with consumerist discourses: on the one hand, they often reject the premise that the higher education student is best conceptualised as a consumer; yet, on the other, they frequently accept aspects of consumerism as a means of, for example, trying to protect their independence and autonomy. We explore whether this particular form of positioning with respect to consumerism is best conceptualised as a form of resistance, or whether it has become extremely difficult for students’ unions to take up any other position in a system that is driven by market logic. 相似文献
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Erin A. Hashimoto-Martell Katherine L. McNeill Emily M. Hoffman 《Research in Science Education》2012,42(5):1007-1026
This study explores the impact of an urban ecology program on participating middle school students?? understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course??s relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students?? lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues. 相似文献
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