Culture,technology and local networks: towards a sociology of ‘making’ in education

This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality.     

“实践本体论”错在哪里

把实践唯物主义研究对象限定在实践范围内 ,是对马克思主义的实践唯物主义的一种曲解。人化自然、人类社会不可能单凭实践创造产生。把实践抬高到本体的地位 ,否定了实践的客观物质性根据 ,必然走向唯心主义。     

论科学技术的"人本"走向--从人与自然关系的历史发展来看

从人与自然关系的历史发展的角度来考察，科学技术发展可分为 阶段或三种历史形态，即经验科学和生存技术、物性科学和物化技术、人性科学和人化技术，并着重分析了第二种形态的危机和向第三种形态转化的趋势，指出以人的科学为核心的整体性的人性科学是以人和自然关系的本质和规律为对象，使相应的技术成为直接服务于人性完善和升华的技术。     

Post-critical writing praxis as a qualitative researcher

The intention of this paper is to unsettle our habits of scholarly writing and reading, from within the grids of intelligibility of Western, rationalist materiality, so as to make visible what we/I no longer often see: the academic writing and publishing constraints that discipline our assemblages of knowledge. Taking poststructuralist articulations of the ‘critical’ and ‘ethical’ as heuristics for developing a praxis of critical deconstructive authoring, where agency is coterminous with, not external to, the event of writing, it puts to work Foucault’s perspective that the subject is a form, not a substance, (Foucault, 1984 Foucault, M. (1984). The ethics of the concern of the self as a practice of freedom. In P. Rabinow (Ed.), (2000) Essential works of Michel Foucault 1954-1984 – Vol. 1 ethics, subjectivity and truth (pp. 281–302). London: Penguin [Google Scholar], p. 290) to explore one way of crafting ‘an academic subject yet to come’ (Ball, 2016 Ball, S. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059.10.1177/1478210316664259[Crossref], [Web of Science ®] , [Google Scholar], p. 2). Beginning with a brief consideration of the normative mechanisms that govern scholarly writing, it then uses some of the conceptual tools of Foucault, Derrida and Spivak to unfold and vindicate spaces in the grids of governance for reforming the subject.     

Is it food or is it waste? The materiality and relational agency of food waste across the value chain

ABSTRACT

Food waste has serious economic and environmental repercussions, and there is growing policy attention to this issue in Canada. This study investigates how the material characteristics of wasted food influence its circulation and management in the City of Guelph, Ontario. Based on interviews with informants across the food value chain, we learned that there is a high reliance on systems and techniques to determine when food becomes waste (including cold chains, best before dates, and aesthetic standards). We document how these systems pervade the food chain and food recovery efforts, and also note attempts to disrupt their momentum. Our analysis emphasizes the relational agency of food waste: how social and cultural contexts interact with food’s vital materiality in the determination of when it becomes waste, the circumstances under which waste can become food again, and how organic matter can find a second life as a source of energy and nutrients.     

哲理观照下的翻译研究

哲学以各门具体科学为基础,并为各门具体科学提供世界观和方法论的指导。翻译作为一门高度综合性质的独立学科,其理论研究和具体实践都需要哲学方法论的指导。本文从哲学角度阐述翻译研究的物质性、辩证性与时空观。     

Sustainability education: researching practice in primary schools

Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way.     

认定虚假广告的三个要件

虚假广告的认定必须符合三个基本构成要件:广告的陈述或表示必须有欺诈消费者的倾向或可能;必须能欺诈相当数量的消费大众;在欺诈消费大众上须有实质重要性。正确地认定虚假广告的要件,可以弥补法律规定的空白,减少法官的自由裁量,对于促进企业依法经营具有十分重要的理论价值和现实意义。     

法的本源新探

法从何而来的问题是解决法的本质问题的基础。尽管学术界目前对这一问题的认识趋于一致,但仍有可探讨的空间。笔者以为:一定社会生活条件下的人们的利益或需要和对利益或需要的分配及调和是法的最终动因。法的非根源性因素是人类的思维、意识、思想等精神性因素。法的物质性和思想性根源的不同组合构成世界各国丰富多彩的法律形式。法最初的形式来源是习惯。     

Using the (im)materialities framework to trace the contrapuntal lines of allegiance and belonging for globally mobile children

This paper discusses the use of Burnett, Merchant, Pahl and Rowsell’s (im)materiality literacy analysis framework to explore online and offline literacies in the lives of globally mobile children. The voices of these children have been little explored in New Literacies research. Globally mobile ‘third culture’ children who attend International Schools are often foreigners where they live, yet have multiple sites of belonging, including digital worlds. In analysing the abundant data of a year-long multicase study, the theoretical lenses of spatiality, mediation, materiality, and embodiment, as proposed in Burnett el al.’s framework, provided a productive framework through which to explore the complicated intersections of literacy, identity, and digital worlds in these children’s lives. The paper demonstrates how the framework might be applied, focusing on two of the children in the study. Prompted by insights provided by the (im)materiality framework, a contrapuntal metaphor is proposed as a way to understand allegiance and belonging in the lives of these globally mobile children.