Aesthetic ruptures: viewing graffiti as the emplaced vernacular

This essay theorizes the notion of the emplaced vernacular, a type of vernacular expression that is mobilized by the production of aesthetics in particular places. I argue that 1970s graffiti in New York City emerged as an aesthetic rupture in response to the spatial exigencies of postwar urban renewal projects. Analysis of The New York Times coverage of graffiti writers “Kilroy was Here” from WWII and “Taki 183” from the 1970s demonstrates how the force of this emplaced vernacular was disciplined within dominant spatial ideologies, producing an aesthetic that continues to enable and constrain contemporary efforts of vernacular subjectification.     

Reliance to Independence: Approaches to learning in peer‐led undergraduate science,technology, engineering,and mathematics workshops

The phenomenographic ‘approach to learning’ literature holds that students’ approaches to learning can change depending on the learning context. This implies that, by modifying the learning context, teachers can change the way students approach learning, and this can ultimately lead to a change in learning outcomes. The study presented here examines one effort to modify a science, technology, engineering, and mathematics (STEM) learning context and the approaches to learning taken by students experiencing this environment. Using a qualitative, phenomenographic approach, we interviewed 45 students in a STEM peer‐led workshop programme at a large US research university. Similar to previous approach‐to‐learning research, the study identified three approaches students took to learning in the peer‐led programme, in which they focused on simply making it through the course, engaging more meaningfully with the material, and gaining better control over their own learning.     

Responsible Leadership

The world in which educational leaders operate is changing—from one dominated by national interests to one of a global community. In this transition, schools must prepare the present generation of young people to participate as active citizens of the global community, rather than as spectators or tourists. Schools face major challenges as they prepare their charges for a world which requires (a) agreements among nations to share in managing the earth's fragile ecology; (b) sharing ideas on human, cultural, and economic capital and on manufacturing and medical technologies to improve the quality of life for all people; and (c) guarantees of global peace and security. Schools need to target their curriculum toward preparing youngsters with the desperately needed understandings, perspectives, and skills this global transition will demand. A different kind of school leader will be required—a multidimensional leader that understands the various dimensions of the learning tasks which schools must cultivate. In turn, these leaders must have a moral vision of what is required of them and of the whole community. A moral vision of taking proactive responsibility for making this kind of learning a reality is required.     

Learning to teach STEM disciplines in higher education: a critical review of the literature

ABSTRACT

Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach.     

Popular Illustration

Gerald McConnell and Gene Light's Illustrators 19 (New York: Hastings House, 1978—$26.50)

Evelyn and Leo Farland's Posters by Painters (New York: Abrams, 1978—$8.95, paper)

Robert R. Hartmann's Graphics for Designers (Ames: Iowa State University Press, 1976—price not given, spiral bound)

Peggy and Harold Samuels' The Illustrated Biographical Encyclopedia of Artists of the American West (Garden City, N.Y.: Doubleday, 1976—$25.00)

The Second Norman Rockwell Poster Book (New York: Watson-Guptill Publications, 19777—$6.95, paper)