‘I'm your teacher,I'm Brazilian!’ Authenticity and authority in European capoeira

Capoeira, the Brazilian dance and martial art is now globalised and taught widely outside Brazil. Instruction is provided by Brazilians who are living in self-imposed exile from their homeland. The authentic capoeira that such teachers provide is a major attraction for non-Brazilian students. However, there is little research available on the motivations and strategies of overseas capoeira instructors. Building on a long term ethnographic study, this paper showcases the goals and strategies of one successful Brazilian teacher, from the Beribazu Group of Capoeira, working in the UK. This teacher reflects upon his four interlocking aims for his students and the strategies for achieving them. They should develop social cohesion, appreciate Brazilian culture, play good capoeira and learn to move their bodies acrobatically, flexibly and beautifully. Two sociologists embed the teacher's perspective on his work in an analytic framework derived from Bourdieu.     

Affective Reorganization in the Infant, the Mother, and the Dyad: The Role of Upright Locomotion and Its Timing

Clinical theory is replete with rich observations that the onset of walking engenders an enhancement of emotional expression in the infant. Yet, no empirical research exists on this subject. Moreover, the importance of normal timing variations in the onset of developmental transitions has not been a topic of investigation in most developmental research. In this naturalistic home study, "earlier" and "later" walking groups were delineated on the basis of timing of entry into this developmental transition. Age-held constant analyses indicated that earlier walkers and their mothers generally showed a rise in positive exchanges as well as "testing of wills" across the transition to walking. These changes were less clear for the later walkers. Differences were observed also between the two groups even prior to walking. These findings suggest that future studies should take account of timing variations in the onset of a developmental transition.     

Critical arts‐based research in education: Performing undocumented historias

The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter‐histories and counter‐stories can be co‐created into a powerful, evocative, and transformative arts‐based performance text: Undocumented Historias. The article reflects on how critical arts‐based research in education can function as a means to legitimise, empower and promote the voices of the educationally and socially marginalised; evoking an experiential and sensual means of feeling and knowing by which researcher and researched may co‐recover, interrogate and enrich an anti‐colonialist critique of the dominant social order.     

Anticipatory strategies of team-handball goalkeepers

Abstract

This study seeks to discover whether handball goalkeepers employ a general anticipatory strategy when facing long distance throws and the effect of uncertainty on these strategies. Seven goalkeepers and four throwers took part. We used a force platform to analyse the goalkeeper's movements on the basis of reaction forces and two video cameras synchronised at 500 Hz to film the throw using 3D video techniques. The goalkeepers initiated their movement towards the side of the throw 193 ± 67 ms before the release of the ball and when the uncertainty was reduced the time increased to 349 ± 71 ms. The kinematics analysis of their centre of mass indicated that there was an anticipatory strategy of movement with certain modifications when there was greater uncertainty. All the average scores referring to velocity and lateral movement of the goalkeeper's centre of mass are significantly greater than those recorded for the experimental situation with bigger uncertainty. The methodology used has enabled us to tackle the study of anticipation from an analysis of the movement used by goalkeepers to save the ball.     

Does rhetorical competence moderate the effect of rhetorical devices on the comprehension of expository texts beyond general comprehension skills?

Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers’ knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general comprehension skills and, consequently, whether rhetorical competence may be considered a component skill of reading comprehension. 192 sixth- to seventh-grade students were assessed on rhetorical competence and were required to read a difficult marked text with specific rhetorical devices (a refutation, an objective, and four organizational signals) or the same text without them. After reading, students produced a summary in order to obtain three dependent variables: main ideas (as a measure of participants’ ability to select relevant information from the text), causal links between them (as an indicator of participants’ ability to grasp the logical structure of the text and to organize its ideas), and the combination of main ideas plus causal links (as an indicator of participants’ global comprehension of the text). Analyses controlling for general comprehension skills and other important variables (working memory, prior knowledge, decoding) demonstrated that: (a) readers of the marked text scored higher in terms of all dependent variables, and (b) rhetorical competence level moderated the effect of rhetorical devices on the composite measure (main ideas plus causal links) and on the organization of the summary by means of causal links.     

Invoking “collective memory”: mapping the emergence of a concept in archival science

The concept of “collective” or “social” memory has assumed increasing prominence in the discourse of archivists over the past few decades. Archives are frequently characterized as crucial institutions of social memory, and many professional activities are considered forms of memory preservation. We present a systematic examination of the relationships between archives and collective memory as articulated in the English-language archival literature. We first identify the major themes regarding collective memory and categorize archival writings into four major threads. We then analyze citations extracted from 165 articles about collective memory published between 1980 and 2010 in four leading English-language archival studies journals. We identify the most influential scholars and publications and trace the evolution of the collective memory concept in that literature. By comparing the archival literature on collective memory to that indexed in Thomson’s Web of Science and in Google Scholar, we identify specific disciplines, authors, and works that archivists working on collective memory may find useful. We find that in general the archival literature on collective memory is fairly insular and self-referential and call on archivists to actively engage other disciplines when carrying out collective memory research.     

Stories of impact: the role of narrative in understanding the value and impact of digital collections

Cultural heritage institutions leverage digitization to fulfill their mission to preserve, represent, and provide access to collections under their care. Despite their common interest in documenting the progress of digitization and online access, the library, archives, and museums (LAM) sector lacks a conceptual framework for assessing and demonstrating the impact of digitized ethnographic collections. Reporting the findings of a yearlong interdisciplinary study, this article underscores the importance of storytelling in articulating the value and impact of digitized ethnographic collections held in cultural heritage institutions. We begin with an overview of the literature on the assessment and describe the methods we employed in our study. Next, we identify and discuss the different ways that stories and storytelling are strategically mobilized in conversations about the impact of digitization. We conclude with a discussion of the implications of our findings for cultural heritage practice and collection development.