Pub Date : 2023-10-28DOI: 10.1080/00131857.2023.2274275
Pasi Takkinen, Jani Pulkki, Tere Vadén
Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula. In this context our era is often diagnosed as being ‘post-truth’, indicating an epistemic concern. However, emerging ‘post-sustainable’ views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable action. To overcome this challenge, we undertake a philosophical critique of modern (individual, rational, autonomous) subjectivity assumed in CT and much of curricular thinking. We follow the ‘ontological turn’ where criticality means self-reflective questioning of one’s own being-in-the-world. One acute question concerns energy, especially fossil fuels, which constitute much of the autonomous experience of modern, critical subjectivity, while simultaneously endangering the future horizon of that same subjectivity. Climate strikes at schools and the yellow vest movements indicate, in their own ways, how ecologically problematic fossil fuels are bending modern rationality into unpredicted directions. Metaphoric Archimedes and his ‘circles in the sand’ demonstrate the vulnerability of critical thought facing post-sustainability. This vulnerability should be addressed in curriculum theory, since it is interdependent persons—rather than independent subjects—who are open to sustainable transformation and action.
{"title":"From the Archimedean point to circles in the sand—Post-sustainable curriculum and the critical subject","authors":"Pasi Takkinen, Jani Pulkki, Tere Vadén","doi":"10.1080/00131857.2023.2274275","DOIUrl":"https://doi.org/10.1080/00131857.2023.2274275","url":null,"abstract":"Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula. In this context our era is often diagnosed as being ‘post-truth’, indicating an epistemic concern. However, emerging ‘post-sustainable’ views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable action. To overcome this challenge, we undertake a philosophical critique of modern (individual, rational, autonomous) subjectivity assumed in CT and much of curricular thinking. We follow the ‘ontological turn’ where criticality means self-reflective questioning of one’s own being-in-the-world. One acute question concerns energy, especially fossil fuels, which constitute much of the autonomous experience of modern, critical subjectivity, while simultaneously endangering the future horizon of that same subjectivity. Climate strikes at schools and the yellow vest movements indicate, in their own ways, how ecologically problematic fossil fuels are bending modern rationality into unpredicted directions. Metaphoric Archimedes and his ‘circles in the sand’ demonstrate the vulnerability of critical thought facing post-sustainability. This vulnerability should be addressed in curriculum theory, since it is interdependent persons—rather than independent subjects—who are open to sustainable transformation and action.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136159001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.1080/00131857.2021.1926983
P. Webb, Petra Mikulan
The aim of this short paper is to identify the conditions and political possibilities to escape education. We discuss the institutions of schooling and ‘higher education’ (universities, colleges, etc.). These institutions are commonly referred to as formalized learning spaces, and these spaces govern subjectivities through a variety of mechanisms, including pedagogies, curricula, syllabi, and assessments. We briefly review several authors’ views on formalized education. Then, we review the idea of escape as introduced in the epigraph. We take a moment to discuss escape in relation counterconduct (Foucault, 2007) and ‘fugitivity’ the state of being and becoming a fugitive (Harney & Moten, 2013). We discuss all of these ideas as ‘acts of refusal’ to the Modernist aspirations of hope that education utilizes to enact its neoliberal fantasies of reform (Ball, 2020; Clarke, 2020). We illustrate how hope and neoliberalism have combined into an attendant mode of “antiproduction” that ostensibly widens education’s own limits, rather than produce any appreciable improvements for students or society (Guattari, 1984). We argue that escape, fugitivity, and critique are all viable counter-praxes to the “autopoietic” processes of anti-production that education routinely expects, and through which the system widens its own limits (Luhmann, 1986). We conclude with an overly brief discussion of the dilemma that Claire Colebrook (2013, 2017) raises about the “risks of stupidity” for educational escapees and fugitives. What is at stake with different forms of educational escape is its ethical wager, risking what other forms of thinking and thought it portends and produces.
{"title":"Escape education","authors":"P. Webb, Petra Mikulan","doi":"10.1080/00131857.2021.1926983","DOIUrl":"https://doi.org/10.1080/00131857.2021.1926983","url":null,"abstract":"The aim of this short paper is to identify the conditions and political possibilities to escape education. We discuss the institutions of schooling and ‘higher education’ (universities, colleges, etc.). These institutions are commonly referred to as formalized learning spaces, and these spaces govern subjectivities through a variety of mechanisms, including pedagogies, curricula, syllabi, and assessments. We briefly review several authors’ views on formalized education. Then, we review the idea of escape as introduced in the epigraph. We take a moment to discuss escape in relation counterconduct (Foucault, 2007) and ‘fugitivity’ the state of being and becoming a fugitive (Harney & Moten, 2013). We discuss all of these ideas as ‘acts of refusal’ to the Modernist aspirations of hope that education utilizes to enact its neoliberal fantasies of reform (Ball, 2020; Clarke, 2020). We illustrate how hope and neoliberalism have combined into an attendant mode of “antiproduction” that ostensibly widens education’s own limits, rather than produce any appreciable improvements for students or society (Guattari, 1984). We argue that escape, fugitivity, and critique are all viable counter-praxes to the “autopoietic” processes of anti-production that education routinely expects, and through which the system widens its own limits (Luhmann, 1986). We conclude with an overly brief discussion of the dilemma that Claire Colebrook (2013, 2017) raises about the “risks of stupidity” for educational escapees and fugitives. What is at stake with different forms of educational escape is its ethical wager, risking what other forms of thinking and thought it portends and produces.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"55 1","pages":"1316 - 1321"},"PeriodicalIF":2.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131857.2021.1926983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42523167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1080/00131857.2023.2268263
Alex J. Armonda
AbstractDeploying a Lacanian conceptual framework, this article interrogates the psychoanalytic underpinnings of Paulo Freire’s dialogical method of critical pedagogy. The paper advances the claim that the transformative efficacy of Freirean dialogue is rooted in its unique ability to confront and engage the repressed element of trauma, or what Lacan calls the real. The author suggests that the locus of trauma stands as the elusive, yet central and constitutive axis around which Freire’s dialogical engagement turns. Following psychoanalysis’ attention to biography, the paper first examines how Freire’s personal experience of exile informs his philosophical orientation to being, politics, and education. Turning to a specific classroom event Freire outlines in Pedagogy of Hope, the paper then develops a new interpretation of Freire’s idea of naming, and through Lacanian analysis, extends Freire’s insight on the relationship between psyche, ideology, and social antagonism. Pushing the idea of class subjectivity in Freire beyond its familiar determinants (namely as an ‘identity’), the paper resituates the notion of radical subjectivity in critical pedagogy as the effect of a traumatic loss or gap in the sociosymbolic order of being. The author argues that the ‘naming event’ in Freire is formally rooted in an encounter with this unconscious gap. To conclude, the paper offers critical educators some new points of departure for conceptualizing the transformative labor of problem-posing dialogue.Keywords: Paulo FreireLacanian theorycritical pedagogypsychoanalysisdialogueproblem-posing pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I refer here to Freire’s (Citation2000) notable remark in Pedagogy of the Oppressed: “The oppressed are regarded as the pathology of the healthy society… The truth is, however, that the oppressed are not ‘marginals,’ are not people living ‘outside’ society. They have always been ‘inside’—inside the structure which made them ‘beings for others’” (p. 74).2 This section builds on an argument advanced in a previously published article (see Armonda, Citation2022).3 For Zupančič (Citation2017), a word with consequences is a “word that gives us access to reality in a whole different way… [it] reveals a hitherto invisible dimension of social reality, and gives us tools to think it” (p. 139).4 Freire (Citation2001) later provides another clue to what he means by “cunning,” referring to it as a form of “unconscious connivance” with the dominant social order (p. 78).5 Or, “as Freud put it succinctly, psychoanalysis would only be possible in the condition where it would no longer be needed” (Žižek, Citation2022, p. 127). Similarly, if critical pedagogy were possible, we would no longer be living in a world defined by oppression.Additional informationNotes on contributorsAlex J. ArmondaAlex J. Armonda, Ph.D., currently serves as an Assistant Professor of Practice at the University of Texa
摘要本文运用拉康的概念框架，对弗莱雷批判教育学的对话方法的精神分析基础进行了探讨。这篇论文提出了这样一种观点，即弗里尔式对话的变革效能根植于其面对和参与创伤压抑元素的独特能力，或者拉康所说的真实。作者认为，创伤的发生地是弗莱雷的对话所围绕的一个难以捉摸的中心和构成轴。继精神分析对传记的关注之后，本文首先考察了弗莱雷流亡的个人经历如何影响他对存在、政治和教育的哲学取向。本文转向弗莱雷在《希望的教育学》中概述的一个具体课堂事件，然后对弗莱雷的命名思想进行了新的解释，并通过拉康的分析，扩展了弗莱雷对心理、意识形态和社会对抗之间关系的见解。本文将弗莱雷的阶级主体性思想推向其熟悉的决定因素(即作为一种“身份”)之外，将批判教育学中的激进主体性概念作为社会符号秩序中创伤性损失或差距的影响加以保留。作者认为，弗莱雷的“命名事件”在形式上根植于与这种无意识差距的相遇。综上所述，本文为批判性教育工作者概念化提出问题的对话的转化劳动提供了一些新的出发点。关键词:保罗·弗雷坎尼理论批判教学法心理学精神分析对话问题提出教学法披露声明作者未报告潜在的利益冲突。注1:我在这里引用弗莱雷(Citation2000)在《被压迫者教育学》中的著名评论:“被压迫者被视为健康社会的病态……然而，事实是，被压迫者不是‘边缘人’，不是生活在‘社会之外’的人。”他们总是‘在里面’——在使他们成为‘为他人而存在’的结构里面”(第74页)本节建立在先前发表的一篇文章(参见Armonda, Citation2022)中提出的论点之上对于zupan伊茨(Citation2017)来说，一个具有后果的词是一个“让我们以一种完全不同的方式进入现实的词……[它]揭示了迄今为止社会现实的一个无形的维度，并为我们提供了思考它的工具”(第139页)弗莱雷(Citation2001)后来为他所说的“狡猾”提供了另一条线索，他将其称为与占主导地位的社会秩序“无意识的纵容”的一种形式(第78页)或者，“正如弗洛伊德简洁地指出的那样，精神分析只有在不再需要它的情况下才有可能”(Žižek, Citation2022，第127页)。同样，如果批判教学法是可能的，我们将不再生活在一个由压迫定义的世界。作者简介:alex J. Armonda，博士，目前担任德克萨斯大学奥斯汀分校的执业助理教授。他的研究通过精神分析和后结构镜头考察了批判性教学思想的传统。Alex获得了美国教育研究协会颁发的2021年泰勒和弗朗西斯前任总统杰出研究生研究奖。他关于保罗·弗莱雷和雅克·拉康的著作发表在《教育、教育学和文化研究评论》上，另一篇关于批判教育学辩证法的文章即将发表在《教育理论》上。他的作品曾出现在其他著名的出版物和文集中，包括《牛津课程研究百科全书》和《劳特利奇政治和教育政策批判方法手册》。
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Pub Date : 2023-10-05DOI: 10.1080/00131857.2023.2261618
Nathaniel Woodward
The composer, author, and teacher, John Cage, was exercised by our ‘inability’ to truly listen when approaching sound. In exploring the influences on Cage’s avant-garde style, specifically the spiritual discipline found in both Zen Buddhism and Chance operations, this paper attempts to distinguish his philosophy (and use) of silence and chance as an aesthetic pedagogy. In accordance with Dewey’s aesthetic theory and Shusterman’s Somaesthetics, resolving the inability to listen is aesthetically conceived as somatic ‘attuning’ to the occurrence of chance sounds in the ambience of the world. By maintaining Cage’s spiritually informed approach as a compositional framework, this paper highlights how his philosophy of silence is pedagogically illustrative of the active engagement we can have with the world. This approach is most apparent in Cage’s 4’33”, where the ‘musicalizing’ of everyday sounds erodes the boundaries between art and life, creating a continuity with the world. Somewhat problematically, Cage attempted to make this possible by channelling experience into a state of immersion, unifying art and life by ‘letting go’ of subjectivity. But as is shown by the Fluxus artists who were inspired by Cage’s teachings, the possibility for negotiating Cage’s terms brings with it an opportunity to theoretically reflect on the educational processes that underpin Cage’s approach to sound.
{"title":"John Cage and the aesthetic pedagogy of chance & silence","authors":"Nathaniel Woodward","doi":"10.1080/00131857.2023.2261618","DOIUrl":"https://doi.org/10.1080/00131857.2023.2261618","url":null,"abstract":"The composer, author, and teacher, John Cage, was exercised by our ‘inability’ to truly listen when approaching sound. In exploring the influences on Cage’s avant-garde style, specifically the spiritual discipline found in both Zen Buddhism and Chance operations, this paper attempts to distinguish his philosophy (and use) of silence and chance as an aesthetic pedagogy. In accordance with Dewey’s aesthetic theory and Shusterman’s Somaesthetics, resolving the inability to listen is aesthetically conceived as somatic ‘attuning’ to the occurrence of chance sounds in the ambience of the world. By maintaining Cage’s spiritually informed approach as a compositional framework, this paper highlights how his philosophy of silence is pedagogically illustrative of the active engagement we can have with the world. This approach is most apparent in Cage’s 4’33”, where the ‘musicalizing’ of everyday sounds erodes the boundaries between art and life, creating a continuity with the world. Somewhat problematically, Cage attempted to make this possible by channelling experience into a state of immersion, unifying art and life by ‘letting go’ of subjectivity. But as is shown by the Fluxus artists who were inspired by Cage’s teachings, the possibility for negotiating Cage’s terms brings with it an opportunity to theoretically reflect on the educational processes that underpin Cage’s approach to sound.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/00131857.2023.2261619
Qing Archer Zhang
AbstractThis paper seeks to introduce a meaning-making process called ‘sensuous abstraction’ as one approach to aesthetic experience in line with Dewey’s philosophy. Dewey highlights aesthetic experience as the best form of experience that integrates emotional and intellectual qualities to foster deep learning and insights. Building on contemporary research on sensation, affect, and human brain, this paper identifies two distinct modes of human understanding: the linguistic/conceptual system and the sensuous-imaginative system. The former, often associated with abstraction and intellectual thinking, is heavily emphasized in traditional schooling, but the latter, integral to human cognition, is sadly neglected and overlooked. While situational meaning offers a way to bridge the two systems, it often falls short of leading to aesthetic experience. In response, sensuous abstraction can promote a process of meaning making that becomes more general than sensation but never as general as linguistic categories while maintaining its sensory wholeness as aesthetic experience demands. Using a classical artwork as an example, this paper concludes sensuous abstraction can be adopted as one approach for educators to create learning experiences by integrating sensory experience and generalizations and abstractions that lead to aesthetic experience.Keywords: Aesthetic experienceJohn Deweysensuous abstractionsituational meaning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsQing Archer ZhangQing Archer Zhang PhD in Learning, Literacies, and Technologies from Mary Lou Fulton Teachers College at Arizona State University. Currently she works at the intersection of human learning, experience design, and media studies.
{"title":"Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning","authors":"Qing Archer Zhang","doi":"10.1080/00131857.2023.2261619","DOIUrl":"https://doi.org/10.1080/00131857.2023.2261619","url":null,"abstract":"AbstractThis paper seeks to introduce a meaning-making process called ‘sensuous abstraction’ as one approach to aesthetic experience in line with Dewey’s philosophy. Dewey highlights aesthetic experience as the best form of experience that integrates emotional and intellectual qualities to foster deep learning and insights. Building on contemporary research on sensation, affect, and human brain, this paper identifies two distinct modes of human understanding: the linguistic/conceptual system and the sensuous-imaginative system. The former, often associated with abstraction and intellectual thinking, is heavily emphasized in traditional schooling, but the latter, integral to human cognition, is sadly neglected and overlooked. While situational meaning offers a way to bridge the two systems, it often falls short of leading to aesthetic experience. In response, sensuous abstraction can promote a process of meaning making that becomes more general than sensation but never as general as linguistic categories while maintaining its sensory wholeness as aesthetic experience demands. Using a classical artwork as an example, this paper concludes sensuous abstraction can be adopted as one approach for educators to create learning experiences by integrating sensory experience and generalizations and abstractions that lead to aesthetic experience.Keywords: Aesthetic experienceJohn Deweysensuous abstractionsituational meaning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsQing Archer ZhangQing Archer Zhang PhD in Learning, Literacies, and Technologies from Mary Lou Fulton Teachers College at Arizona State University. Currently she works at the intersection of human learning, experience design, and media studies.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/00131857.2023.2261620
Paul E. Bylsma, Riyad A. Shahjahan
AbstractWe offer the concept of proximate ambivalence to highlight the ambiguity inherent in the social and spatial relations of higher education’s digitally-mediated teaching and learning that replaced in-person seminars during the COVID-19 pandemic. By proximate ambivalence, we refer to one’s simultaneous proximity and distance in relation to an object, person, or space. We employ affect theories (i.e. collective bodies and affective atmospheres) and affective methodology—grounding our analysis in our lived experiences as illustrative examples—to demonstrate how proximate ambivalence manifests. We first show how proximate ambivalence manifested as digital technologies facilitated and disrupted collective bodies’ emergence. Second, we illuminate how proximate ambivalence materialized as affective atmospheres changed while differentiated spaces and the transitions therein faded. We argue that proximate ambivalence helps reveal interconnections between affect, bodies, and space in digitally-mediated teaching and learning.Keywords: Affect theoryhigher educationdigitallymediated teaching and learningaffective atmospheres Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 By ‘digitally-mediated teaching and learning,’ we primarily reference the wholesale shift in U.S. higher education from in-person learning to synchronous online learning in response to COVID-19. As such, our use of ‘digital’ refers to the various iterations of online/virtual teaching and learning replacing in-person seminars. Our use of ‘digitally-mediated teaching and learning’ does not refer to university courses that were designed to be offered online or courses offered in an in-person or hybrid setting enhanced by digital technologies.2 Given that our analysis is grounded in our own experiences, our social identities fundamentally limit how we theorize a normative body. As such, this analysis is constrained by our entanglement in a digital setting through bodies that emerge as cis-gendered, able-bodied, white and of color. Thus, our explication of proximate ambivalence in a digital setting may be more recognizable to those whose bodies emerge similarly. However, proximate ambivalence may be a recognizable phenomenon for the dis/abled in an in-person setting. For example, the hard of hearing may be physically close to their classmates but challenges with audible conversation may create great distances. Although our analysis emphasizes digital technology’s propensity to reduce (able-)bodies’ affective capacities, digital technology may also increase the dis/abled bodies’ digitally-mediated affective presence by accommodating challenges with sight, hearing, and mobility.3 As mentioned previously, despite Ahmed’s use of ‘emotion’ rather than ‘affect,’ we find Ahmed’s theorizing to be generative and relevant in informing our affective analysis. We join others in developing an affect theoretical framework that builds on Ahmed’s work (see Kjær, C
摘要我们提出了近似矛盾心理的概念，以突出在COVID-19大流行期间取代面对面研讨会的高等教育数字媒介教学和学习的社会和空间关系中固有的模糊性。通过近似的矛盾心理，我们指的是一个人对一个物体、人或空间的同时接近和距离。我们运用影响理论(即集体和情感氛围)和情感方法论——将我们的分析建立在我们的生活经历中作为说明性的例子——来展示近似矛盾心理是如何表现出来的。我们首先展示了当数字技术促进和破坏集体的出现时，近似的矛盾心理是如何表现出来的。其次，我们阐明了当差异化空间和其中的过渡消失时，情感氛围发生变化时，近似的矛盾心理是如何具体化的。我们认为，近似的矛盾心理有助于揭示数字媒介教学中情感、身体和空间之间的相互联系。关键词:情感理论高等教育数字化中介教学情感氛围披露声明作者未报告潜在利益冲突注1我们所说的“数字媒介教学”主要指的是为应对COVID-19，美国高等教育从面对面学习向同步在线学习的大规模转变。因此，我们对“数字”的使用是指在线/虚拟教学和学习的各种迭代，取代了面对面的研讨会。我们使用的“数字媒介教学”并不是指设计为在线提供的大学课程，也不是指通过数字技术增强的面对面或混合环境提供的课程鉴于我们的分析是基于我们自己的经验，我们的社会身份从根本上限制了我们如何理论化一个规范的身体。因此，这种分析受到我们在数字环境中的纠缠的限制，因为我们的身体呈现出顺性别、健全、白人和有色人种。因此，我们对数字环境中近似矛盾心理的解释可能更容易被那些身体相似的人所识别。然而，近似的矛盾心理可能是残疾人在个人环境中可识别的现象。例如，重听者可能与他们的同学在身体上很近，但听力对话的挑战可能会造成很大的距离。虽然我们的分析强调数字技术倾向于降低(健全)身体的情感能力，但数字技术也可以通过适应视觉、听觉和行动方面的挑战来增加残疾身体的数字媒介情感存在如前所述，尽管艾哈迈德使用了“情感”而不是“影响”，但我们发现艾哈迈德的理论在为我们的情感分析提供信息方面具有生动性和相关性。我们和其他人一起在Ahmed的工作基础上开发了一个影响理论框架(见k ær, Citation2023;Shahjahan et al.， Citation2022)。Paul E. Bylsma，博士，美国密歇根州格兰谷州立大学(Grand Valley State University)高等教育助理教授。Riyad A. Shahjahan博士是密歇根州立大学(美国密歇根州)高等、成人和终身教育在线硕士课程的副教授和项目协调员。他也是穆斯林研究、墨西哥裔/拉丁裔研究和国际发展高级研究中心的核心教员。
{"title":"Illuminating proximate ambivalence: Affect, body, and space in COVID-19 digitally-mediated teaching and learning","authors":"Paul E. Bylsma, Riyad A. Shahjahan","doi":"10.1080/00131857.2023.2261620","DOIUrl":"https://doi.org/10.1080/00131857.2023.2261620","url":null,"abstract":"AbstractWe offer the concept of proximate ambivalence to highlight the ambiguity inherent in the social and spatial relations of higher education’s digitally-mediated teaching and learning that replaced in-person seminars during the COVID-19 pandemic. By proximate ambivalence, we refer to one’s simultaneous proximity and distance in relation to an object, person, or space. We employ affect theories (i.e. collective bodies and affective atmospheres) and affective methodology—grounding our analysis in our lived experiences as illustrative examples—to demonstrate how proximate ambivalence manifests. We first show how proximate ambivalence manifested as digital technologies facilitated and disrupted collective bodies’ emergence. Second, we illuminate how proximate ambivalence materialized as affective atmospheres changed while differentiated spaces and the transitions therein faded. We argue that proximate ambivalence helps reveal interconnections between affect, bodies, and space in digitally-mediated teaching and learning.Keywords: Affect theoryhigher educationdigitallymediated teaching and learningaffective atmospheres Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 By ‘digitally-mediated teaching and learning,’ we primarily reference the wholesale shift in U.S. higher education from in-person learning to synchronous online learning in response to COVID-19. As such, our use of ‘digital’ refers to the various iterations of online/virtual teaching and learning replacing in-person seminars. Our use of ‘digitally-mediated teaching and learning’ does not refer to university courses that were designed to be offered online or courses offered in an in-person or hybrid setting enhanced by digital technologies.2 Given that our analysis is grounded in our own experiences, our social identities fundamentally limit how we theorize a normative body. As such, this analysis is constrained by our entanglement in a digital setting through bodies that emerge as cis-gendered, able-bodied, white and of color. Thus, our explication of proximate ambivalence in a digital setting may be more recognizable to those whose bodies emerge similarly. However, proximate ambivalence may be a recognizable phenomenon for the dis/abled in an in-person setting. For example, the hard of hearing may be physically close to their classmates but challenges with audible conversation may create great distances. Although our analysis emphasizes digital technology’s propensity to reduce (able-)bodies’ affective capacities, digital technology may also increase the dis/abled bodies’ digitally-mediated affective presence by accommodating challenges with sight, hearing, and mobility.3 As mentioned previously, despite Ahmed’s use of ‘emotion’ rather than ‘affect,’ we find Ahmed’s theorizing to be generative and relevant in informing our affective analysis. We join others in developing an affect theoretical framework that builds on Ahmed’s work (see Kjær, C","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/00131857.2023.2257867
Yan Guo, Yingling Lou, Erin Spring
Through the conceptual and analytical lens of intersectionality, this article explores the wellness of international high school students (IHSS) in Canada during COVID-19. Two research questions guided this study: 1) What does wellness mean to IHSS? and 2) How did the pandemic impact their wellness? We employed narrative inquiry as our methodology and the three commonplaces of narrative inquiry—temporality, sociality, and place—set dimensions for our inquiry. In-depth interviews were conducted with thirty IHSS from 11 different countries and two focus groups with international student coordinators in a public schoolboard in Western Canada. Our research reveals that transnational mobility and pandemic-induced immobility clashed and compounded to generate new layers of understanding of wellness for IHSS through their lived experiences. Anchoring in participants’ understanding of wellness as something that allows one to utilize potentials and thrive in life, we analyzed the impacts of transnational mobility and immobility on their physical, social, mental, and emotional wellness. Our findings show that the immobility incurred by COVID lockdowns crippled an extensive range of learning opportunities for accumulating the intellectual, social, and cultural capitals that IHSS wished to pursue through transnational mobility. It also accentuated and compounded the challenges associated with transnational mobility, which were manifested in social, emotional, mental, and physical dimensions. Implications of the study include practical recommendations for developing educational strategies, resources, and policies at the micro, meso, and macro levels to better support IHSS.
{"title":"Mobility and immobility during COVID-19: A narrative inquiry into the wellness of international high school students in Canada","authors":"Yan Guo, Yingling Lou, Erin Spring","doi":"10.1080/00131857.2023.2257867","DOIUrl":"https://doi.org/10.1080/00131857.2023.2257867","url":null,"abstract":"Through the conceptual and analytical lens of intersectionality, this article explores the wellness of international high school students (IHSS) in Canada during COVID-19. Two research questions guided this study: 1) What does wellness mean to IHSS? and 2) How did the pandemic impact their wellness? We employed narrative inquiry as our methodology and the three commonplaces of narrative inquiry—temporality, sociality, and place—set dimensions for our inquiry. In-depth interviews were conducted with thirty IHSS from 11 different countries and two focus groups with international student coordinators in a public schoolboard in Western Canada. Our research reveals that transnational mobility and pandemic-induced immobility clashed and compounded to generate new layers of understanding of wellness for IHSS through their lived experiences. Anchoring in participants’ understanding of wellness as something that allows one to utilize potentials and thrive in life, we analyzed the impacts of transnational mobility and immobility on their physical, social, mental, and emotional wellness. Our findings show that the immobility incurred by COVID lockdowns crippled an extensive range of learning opportunities for accumulating the intellectual, social, and cultural capitals that IHSS wished to pursue through transnational mobility. It also accentuated and compounded the challenges associated with transnational mobility, which were manifested in social, emotional, mental, and physical dimensions. Implications of the study include practical recommendations for developing educational strategies, resources, and policies at the micro, meso, and macro levels to better support IHSS.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"309 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/00131857.2023.2255370
Yujie Huang
{"title":"Ethics and educational technology: Reflection, interrogation, and design as a framework for practice,","authors":"Yujie Huang","doi":"10.1080/00131857.2023.2255370","DOIUrl":"https://doi.org/10.1080/00131857.2023.2255370","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1080/00131857.2023.2252579
Remy Yi Siang Low
{"title":"Teachers taking spiritual turns: A practice-centred approach to educators and spirituality via Michel Foucault","authors":"Remy Yi Siang Low","doi":"10.1080/00131857.2023.2252579","DOIUrl":"https://doi.org/10.1080/00131857.2023.2252579","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49306597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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