{"title":"Controversies of Expressive Arts Education in Portugal: Insights from Policies and Practices","authors":"","doi":"10.22381/kc8120206","DOIUrl":"https://doi.org/10.22381/kc8120206","url":null,"abstract":"","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Individual Interests, Community Responsibility and Public Powe","authors":"","doi":"10.22381/kc83202013","DOIUrl":"https://doi.org/10.22381/kc83202013","url":null,"abstract":"","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are three expressions of the vital energies of the COVID-19 virus: from its idea, from the things and events in its ambit, and from its activity in establishing connections Its pragmatic nature consists in its capacity for heterogeneous connections between ideas about it, the things and events that it causes (sickness and death), and the actions that can be implemented to address it (policies) Human beings' response to it is not about one social class being confronted with another;neither is it a matter of conscience, of a struggle between the North and the South of Capital It is about biopolitics, about the exercise of power over the living We who live must give and guarantee life at all costs, no matter what it takes
{"title":"The Pragmatic Nature of the Virus and its Biopolitical Drive","authors":"Marco A. Jiménez","doi":"10.22381/kc8320202","DOIUrl":"https://doi.org/10.22381/kc8320202","url":null,"abstract":"There are three expressions of the vital energies of the COVID-19 virus: from its idea, from the things and events in its ambit, and from its activity in establishing connections Its pragmatic nature consists in its capacity for heterogeneous connections between ideas about it, the things and events that it causes (sickness and death), and the actions that can be implemented to address it (policies) Human beings' response to it is not about one social class being confronted with another;neither is it a matter of conscience, of a struggle between the North and the South of Capital It is about biopolitics, about the exercise of power over the living We who live must give and guarantee life at all costs, no matter what it takes","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 is the first truly global pandemic of the 21st century, and while it has claimed thousands of lives, it has also provided our current global risk society with opportunities to inhabit increasingly rare moments of transnational openness and collectivity However, higher education institutions (HEIs) continue to be guided by hegemonic forces which reify the necessity of human capital-based norms, values and competencies as a means of securing national and individual competitive advantage Challenging the dominant neoliberal orthodoxy of the knowledge economy, knowledge socialism aims to cement the bonds of collectivity through decentralised and non-hierarchical avenues of non-rivalrous, peer-to-peer, knowledge exchange for the collective good This article argues that in order to foment this turn - from individuality/competitiveness to collectivity/non-rivalry - a shift from a methodologically nationalist form of global citizenship education, towards one which embraces cosmopolitan personhood must occur Thus, cosmopolitan personhood should be understood as an educational project and an ethical imperative which promotes a notion of cosmopolitan citizenship based in openness and the collective struggle towards securing the greater good
{"title":"International Higher Education and Global Citizenship Education: The Rise of Critical Cosmopolitanism’s ‘Personhood’ in the Age of COVID-19","authors":"Benjamin Green","doi":"10.22381/kc8320208","DOIUrl":"https://doi.org/10.22381/kc8320208","url":null,"abstract":"COVID-19 is the first truly global pandemic of the 21st century, and while it has claimed thousands of lives, it has also provided our current global risk society with opportunities to inhabit increasingly rare moments of transnational openness and collectivity However, higher education institutions (HEIs) continue to be guided by hegemonic forces which reify the necessity of human capital-based norms, values and competencies as a means of securing national and individual competitive advantage Challenging the dominant neoliberal orthodoxy of the knowledge economy, knowledge socialism aims to cement the bonds of collectivity through decentralised and non-hierarchical avenues of non-rivalrous, peer-to-peer, knowledge exchange for the collective good This article argues that in order to foment this turn - from individuality/competitiveness to collectivity/non-rivalry - a shift from a methodologically nationalist form of global citizenship education, towards one which embraces cosmopolitan personhood must occur Thus, cosmopolitan personhood should be understood as an educational project and an ethical imperative which promotes a notion of cosmopolitan citizenship based in openness and the collective struggle towards securing the greater good","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68370310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The University of We: Value-Sensitive Design for an Ethical University","authors":"","doi":"10.22381/kc8120204","DOIUrl":"https://doi.org/10.22381/kc8120204","url":null,"abstract":"","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 has exacerbated disparities in education and has further widened the achievement gap between economically advantaged and disadvantaged students Without access to a computer or reliable broadband internet, minority students and students of colour are often challenged in participating in asynchronous learning platforms Although school districts are taking innovative steps to address this concern, a significant number of students continue to be constrained in this regard
{"title":"COVID-19 and Disparities in Education: Collective Responsibility Can Address Inequities","authors":"Fawzia Reza","doi":"10.22381/kc83202010","DOIUrl":"https://doi.org/10.22381/kc83202010","url":null,"abstract":"COVID-19 has exacerbated disparities in education and has further widened the achievement gap between economically advantaged and disadvantaged students Without access to a computer or reliable broadband internet, minority students and students of colour are often challenged in participating in asynchronous learning platforms Although school districts are taking innovative steps to address this concern, a significant number of students continue to be constrained in this regard","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
. In the light of terrorism threats worldwide, universities have become increasingly conscious of and committed to enhancing the security of campuses, the safety of staff and students, and the protection of academic knowledge. By such processes, universities have become partners, conscious or otherwise, in a wider process of securitization. This has involved the academy in engagements with legal authorities, as well as security and intelligence agencies. But there is though nothing new about such interactions; indeed, universities have long been conscious and unconscious partners with security and intelligence agencies, and such engagements extend far beyond counterterrorism. Indeed, a plethora of recent articles have popularized and to some degree maintained the glamorous allure of such a relationship (Golden, 2017; Reisz, 2018), typically conjuring an air of intrigue, conspiracy and mystery about it. However, little serious attention has been given to the ethical implications of such engagements for universities and academics. Drawing (though not uncritically) on securitization theory (Bagge Laustsen & Wæver, 2000; Buzan, Weaver, & de Wilde, 1997; Buzan & Hansen, 2009), the article demonstrates how the securitized university has become part of what military theorists call ‘the kill chain.’ Exemplifying four academic ethical principles that can guide university engagements with the security and intelligence agencies, namely, academic standards, academic freedom, academic engagement, and professional conduct, the article defines the securitized university as an interface of the epistemological and the ethical: that is, in new models of warfare where intellectual capital is a feature of university relations with security and intelligence agencies as well as the military the Academy knowledge gathering and dissemination of that knowledge confronts through the kill chain new moral ground.
{"title":"The Kill Chain: Epistemologies and Ethics in the Securitized Academy","authors":"L. Gearon","doi":"10.22381/kc8120203","DOIUrl":"https://doi.org/10.22381/kc8120203","url":null,"abstract":". In the light of terrorism threats worldwide, universities have become increasingly conscious of and committed to enhancing the security of campuses, the safety of staff and students, and the protection of academic knowledge. By such processes, universities have become partners, conscious or otherwise, in a wider process of securitization. This has involved the academy in engagements with legal authorities, as well as security and intelligence agencies. But there is though nothing new about such interactions; indeed, universities have long been conscious and unconscious partners with security and intelligence agencies, and such engagements extend far beyond counterterrorism. Indeed, a plethora of recent articles have popularized and to some degree maintained the glamorous allure of such a relationship (Golden, 2017; Reisz, 2018), typically conjuring an air of intrigue, conspiracy and mystery about it. However, little serious attention has been given to the ethical implications of such engagements for universities and academics. Drawing (though not uncritically) on securitization theory (Bagge Laustsen & Wæver, 2000; Buzan, Weaver, & de Wilde, 1997; Buzan & Hansen, 2009), the article demonstrates how the securitized university has become part of what military theorists call ‘the kill chain.’ Exemplifying four academic ethical principles that can guide university engagements with the security and intelligence agencies, namely, academic standards, academic freedom, academic engagement, and professional conduct, the article defines the securitized university as an interface of the epistemological and the ethical: that is, in new models of warfare where intellectual capital is a feature of university relations with security and intelligence agencies as well as the military the Academy knowledge gathering and dissemination of that knowledge confronts through the kill chain new moral ground.","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Breach as Flow in the Pandemic Learning Room","authors":"","doi":"10.22381/kc8220209","DOIUrl":"https://doi.org/10.22381/kc8220209","url":null,"abstract":"","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
. Creativity has been adopted as a mantra across more industries and disciplines than ever before. It crosses borders and silos and is embraced in unexpected sectors. Yet we know very little about how to foster transdisciplinary creativity across and between all the disciplines in our universities. And given predictions that more future discoveries will take place between disciplines, not simply within them, understanding the dynamics of transdisciplinary creativity becomes increasingly important. This article examines an unusual university environment that fosters transdisciplinary discovery. Specifically, it looks at the creative process involved in using a pack of ‘method cards’ written by academics from many disciplines. Emerging from this process I present three deep insights revealed through five years of observation, presented as paradoxes as they all challenge the importance we place on traditional notions of knowledge. The first insight discusses the value of the naïve perspective (important when researchers stray out of their domain of expertise in transdisciplinary research.) The second insight explores the importance of the creative leap between disciplines (the invaluable ‘trans’-cendent part of ‘trans’-disciplinary practice, where discipline becomes less relevant). And the third insight explores the importance of the person / people doing the creative leap (examining the crucial shift we must make in our universities to privilege ‘being,’ not just ‘knowing.’)
{"title":"Emergent Creativity across and between Disciplines","authors":"B. L. Hunte","doi":"10.22381/kc8120207","DOIUrl":"https://doi.org/10.22381/kc8120207","url":null,"abstract":". Creativity has been adopted as a mantra across more industries and disciplines than ever before. It crosses borders and silos and is embraced in unexpected sectors. Yet we know very little about how to foster transdisciplinary creativity across and between all the disciplines in our universities. And given predictions that more future discoveries will take place between disciplines, not simply within them, understanding the dynamics of transdisciplinary creativity becomes increasingly important. This article examines an unusual university environment that fosters transdisciplinary discovery. Specifically, it looks at the creative process involved in using a pack of ‘method cards’ written by academics from many disciplines. Emerging from this process I present three deep insights revealed through five years of observation, presented as paradoxes as they all challenge the importance we place on traditional notions of knowledge. The first insight discusses the value of the naïve perspective (important when researchers stray out of their domain of expertise in transdisciplinary research.) The second insight explores the importance of the creative leap between disciplines (the invaluable ‘trans’-cendent part of ‘trans’-disciplinary practice, where discipline becomes less relevant). And the third insight explores the importance of the person / people doing the creative leap (examining the crucial shift we must make in our universities to privilege ‘being,’ not just ‘knowing.’)","PeriodicalId":37557,"journal":{"name":"Knowledge Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68369768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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