Pub Date : 2024-04-24DOI: 10.12688/routledgeopenres.18311.1
B. Omodan
This theoretical argument explores the decolonisation of student services in higher education and its implications for conflict management. The study is based on a comprehensive literature review that incorporates decolonial theories, frameworks, and existing discourse on student services. It establishes a theoretical framework that integrates key concepts from decolonial perspectives and conflict management. Using a theory synthesis design and conceptual analysis to advance the argument, the article explores the transformative process of decolonising student services and how it affects conflict management in diverse academic communities. By examining the intersection between decolonial approaches and conflict management, this study highlights how restructuring student services through a decolonial lens contributes to the creation of inclusive and equitable environments. Real-world case studies are also considered, providing an understanding of successful instances where decolonisation positively impacts conflict dynamics. Moreover, the article discusses the challenges and opportunities associated with implementing decolonised student services, offering practical recommendations for educators, administrators, and policymakers. This work contributes to the ongoing discourse on higher education by providing insights into the complex relationship between decolonisation, student services, and conflict resolution. It envisions a future where culturally responsive and decolonised student service practices foster collaboration and prioritise equity, inclusivity, and collaborative conflict management in diverse academic communities.
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Pub Date : 2024-04-24DOI: 10.12688/routledgeopenres.18290.1
Steven Jan
Schubert and Pearce (2016) contrast two modes of musical memory (more broadly, musical perception and cognition): the schematic and the veridical, which they formalise in terms of the Problem-Solving by Generalisation (PSBG) and Case-Based Memory (CBM) models, respectively. The former hypothesises the ab- straction of schematic categories as solutions to the processing of unfamiliar music, the latter the invocation of (sequentially concatenated segments of) a vast memory store of previously heard pieces as locally stored “keys” engaging with the relevant incoming “locks”. This article explores how these two models might be implemented neuronally, in terms of Calvin’s Hexagonal Cloning Theory (HCT), arguing that they can be explained as two related, indeed complementary, functions of the same un- derpinning mechanism. It also explores the cultural-evolutionary implications of the two models through the lens of memetics.
舒伯特和皮尔斯（Schubert and Pearce, 2016）对比了音乐记忆的两种模式（更广义地说，是音乐感知和认知）：图式记忆（schematic）和真实记忆（veridical），他们分别将这两种模式正式表述为 "通过泛化解决问题"（PSBG）模型和 "基于案例的记忆"（CBM）模型。前者假定在处理不熟悉的音乐时，抽取图式分类作为解决方案；后者假定在处理不熟悉的音乐时，调用（按顺序串联的）大量以前听过的乐曲的记忆存储片段，作为本地存储的 "钥匙"，与相关的输入 "锁 "接合。本文从卡尔文的六边形克隆理论（HCT）出发，探讨了这两种模式如何在神经元上实现，认为它们可以被解释为同一解旋机制的两种相关功能，甚至是互补功能。报告还从记忆学的角度探讨了这两种模式对文化进化的影响。
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Pub Date : 2024-04-24DOI: 10.12688/routledgeopenres.18100.1
Amjad Mehmood Bhatti, Nasir Mehmood
Great powers rationalize their position and actions to their people, allies, and opponents. Empirical observations avow the existence of a grand narrative as a fundamental feature in the struggle for supremacy and justification to seize the top position by a great power. The American case is unique; desirous of holding persistent world leadership, it has to constantly adjust its narrative which resonates with the change in time and age shifts. This paper attempts to assess the role of strategic narrative in shaping the US envisaged world order while critically analyzing whether the American strategic narratives have been a success story or just another archetypal rhetoric. While giving an overview of the American narrative from the Monroe Doctrine to the present time, the paper argues that perhaps the American policymakers sometimes overlooked the policy-narrative linkage. Arguably, the American narrative lacked consistency and coherence as it contradicted with actual American foreign policies and created an observable policy-narrative gap. The US's narrative building was characterized by the 'need of time' and it kept mutating from the Cold War to the global war on terror, sometimes entirely contradictory to previously held stances. This paper further highlights that the narratives that the United States adopted during different timeframes were meant to enable the execution of its policy objectives that were set for its path toward world leadership while ensuring that the narratives can gain acceptability as per normative standards and possess enough attraction to be transmitted through various media without catching agonizing criticism.
{"title":"American Strategic Narrative - A Success Story or an Archetypal Rhetoric","authors":"Amjad Mehmood Bhatti, Nasir Mehmood","doi":"10.12688/routledgeopenres.18100.1","DOIUrl":"https://doi.org/10.12688/routledgeopenres.18100.1","url":null,"abstract":"Great powers rationalize their position and actions to their people, allies, and opponents. Empirical observations avow the existence of a grand narrative as a fundamental feature in the struggle for supremacy and justification to seize the top position by a great power. The American case is unique; desirous of holding persistent world leadership, it has to constantly adjust its narrative which resonates with the change in time and age shifts. This paper attempts to assess the role of strategic narrative in shaping the US envisaged world order while critically analyzing whether the American strategic narratives have been a success story or just another archetypal rhetoric. While giving an overview of the American narrative from the Monroe Doctrine to the present time, the paper argues that perhaps the American policymakers sometimes overlooked the policy-narrative linkage. Arguably, the American narrative lacked consistency and coherence as it contradicted with actual American foreign policies and created an observable policy-narrative gap. The US's narrative building was characterized by the 'need of time' and it kept mutating from the Cold War to the global war on terror, sometimes entirely contradictory to previously held stances. This paper further highlights that the narratives that the United States adopted during different timeframes were meant to enable the execution of its policy objectives that were set for its path toward world leadership while ensuring that the narratives can gain acceptability as per normative standards and possess enough attraction to be transmitted through various media without catching agonizing criticism.","PeriodicalId":498066,"journal":{"name":"Routledge Open Research","volume":"46 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661020","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}
Pub Date : 2024-04-18DOI: 10.12688/routledgeopenres.17931.2
M. Dentith
Looking at 76 representative articles published in pyschology between 2017 and 2023 (reviewed between December 2022 and February 2023), I examine the role of motivating examples—a kind of illustrative example, typically used by researchers at the beginning of their work to motivate the issue or problem they want to resolve or address in that work—in the psychological work on conspiracy theory theory (the academic study of conspiracy theory). Through an examination of how motivating examples are both introduced and used in the psychological literature, I argue that the way psychologists employ such examples ends up relying on what Joseph Uscinski and Adam Enders deem as an unviable and easily abused ‘I-know-it-when-I-see-it’ standard. As will be demonstrated, much of the recent work in the psychology of conspiracy theory assumes and thus fails to establish what is supposedly problematic about belief in the conspiracy theories. As a consequence the surveyed work typically fails to adequately capture belief in actual conspiracy theories. I propose two solutions to help move the psychological work on conspiracy theory theory to safer conceptual grounds.
{"title":"`I-know-it-when-I-see-it' - Motivating Examples in the Psychology of Conspiracy Theory Theory","authors":"M. Dentith","doi":"10.12688/routledgeopenres.17931.2","DOIUrl":"https://doi.org/10.12688/routledgeopenres.17931.2","url":null,"abstract":"Looking at 76 representative articles published in pyschology between 2017 and 2023 (reviewed between December 2022 and February 2023), I examine the role of motivating examples—a kind of illustrative example, typically used by researchers at the beginning of their work to motivate the issue or problem they want to resolve or address in that work—in the psychological work on conspiracy theory theory (the academic study of conspiracy theory). Through an examination of how motivating examples are both introduced and used in the psychological literature, I argue that the way psychologists employ such examples ends up relying on what Joseph Uscinski and Adam Enders deem as an unviable and easily abused ‘I-know-it-when-I-see-it’ standard. As will be demonstrated, much of the recent work in the psychology of conspiracy theory assumes and thus fails to establish what is supposedly problematic about belief in the conspiracy theories. As a consequence the surveyed work typically fails to adequately capture belief in actual conspiracy theories. I propose two solutions to help move the psychological work on conspiracy theory theory to safer conceptual grounds.","PeriodicalId":498066,"journal":{"name":"Routledge Open Research","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687581","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}
Pub Date : 2024-03-21DOI: 10.12688/routledgeopenres.18053.1
Francesca Bacci
This paper discusses how cultural governance leadership can adopt a decolonizing operational model for museums, to the advantage of all stakeholders. Key to the proposed framework is foregrounding the repatriation of ex-colonies’ agency as preparatory to the possible repatriation of their objects. The model hypothesizes the creation of an international alliance of museums, ministries of culture and universities/research institutes to form an accrediting body that certifies the status of “decolonized museum”, with appointed national curators or community representatives from each former colony. These professionals can be temporarily hired by institutions worldwide, to support the writing, displaying and storytelling revisions necessary to achieve the accreditation.
{"title":"Reconceptualizing museum decolonization: A proposal for the repatriation of agency","authors":"Francesca Bacci","doi":"10.12688/routledgeopenres.18053.1","DOIUrl":"https://doi.org/10.12688/routledgeopenres.18053.1","url":null,"abstract":"This paper discusses how cultural governance leadership can adopt a decolonizing operational model for museums, to the advantage of all stakeholders. Key to the proposed framework is foregrounding the repatriation of ex-colonies’ agency as preparatory to the possible repatriation of their objects. The model hypothesizes the creation of an international alliance of museums, ministries of culture and universities/research institutes to form an accrediting body that certifies the status of “decolonized museum”, with appointed national curators or community representatives from each former colony. These professionals can be temporarily hired by institutions worldwide, to support the writing, displaying and storytelling revisions necessary to achieve the accreditation.","PeriodicalId":498066,"journal":{"name":"Routledge Open Research","volume":"115 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223040","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}
Pub Date : 2024-03-20DOI: 10.12688/routledgeopenres.18160.1
Kelsey E. Schenck, R. Duschl
Integrating data literacy into K-12 education in an increasingly data-driven society is imperative. Data literacy is conceptualized as an interdisciplinary competence that extends beyond traditional statistical understanding, encompassing skills in accessing, analyzing, interpreting, and effectively communicating insights derived from data. The paper argues for a paradigm shift in educational approaches, advocating for incorporating contextual, inquiry-based methodologies over the traditional formalisms-first approach. This shift is essential for enhancing students' ability to apply data literacy skills in real-world contexts. The limitations of a formalisms-first pedagogical approach are discussed, highlighting its potential to restrict students' practical application of theoretical knowledge. In contrast, the article advocates for inquiry-driven educational strategies like project-based and problem-based learning to foster deeper engagement and understanding of data literacy. These strategies may be more effective in connecting theoretical concepts with students' lived experiences and real-world applications. Additionally, the paper argues that data literacy should be framed as language. Designers of data literacy learning progressions should draw on examples from mathematics and science domains and research to build students' understanding of the transformation processes from data to evidence and subsequently to models and explanations. Further, the article explores the integration of technology in data literacy education. It underscores the role of digital tools and platforms in facilitating interactive, hands-on experiences with complex data sets, enriching the learning process, and preparing students for the challenges of the digital era. In conclusion, the article calls for a comprehensive, interdisciplinary approach to data literacy education underpinned by technology-enhanced learning environments. This approach is essential for developing both the technical skills for data manipulation and a critical mindset for data evaluation and interpretation, thereby cultivating a responsible, data-literate citizenry capable of informed decision-making in a data-rich world.
{"title":"Context, language, and technology in data literacy","authors":"Kelsey E. Schenck, R. Duschl","doi":"10.12688/routledgeopenres.18160.1","DOIUrl":"https://doi.org/10.12688/routledgeopenres.18160.1","url":null,"abstract":"Integrating data literacy into K-12 education in an increasingly data-driven society is imperative. Data literacy is conceptualized as an interdisciplinary competence that extends beyond traditional statistical understanding, encompassing skills in accessing, analyzing, interpreting, and effectively communicating insights derived from data. The paper argues for a paradigm shift in educational approaches, advocating for incorporating contextual, inquiry-based methodologies over the traditional formalisms-first approach. This shift is essential for enhancing students' ability to apply data literacy skills in real-world contexts. The limitations of a formalisms-first pedagogical approach are discussed, highlighting its potential to restrict students' practical application of theoretical knowledge. In contrast, the article advocates for inquiry-driven educational strategies like project-based and problem-based learning to foster deeper engagement and understanding of data literacy. These strategies may be more effective in connecting theoretical concepts with students' lived experiences and real-world applications. Additionally, the paper argues that data literacy should be framed as language. Designers of data literacy learning progressions should draw on examples from mathematics and science domains and research to build students' understanding of the transformation processes from data to evidence and subsequently to models and explanations. Further, the article explores the integration of technology in data literacy education. It underscores the role of digital tools and platforms in facilitating interactive, hands-on experiences with complex data sets, enriching the learning process, and preparing students for the challenges of the digital era. In conclusion, the article calls for a comprehensive, interdisciplinary approach to data literacy education underpinned by technology-enhanced learning environments. This approach is essential for developing both the technical skills for data manipulation and a critical mindset for data evaluation and interpretation, thereby cultivating a responsible, data-literate citizenry capable of informed decision-making in a data-rich world.","PeriodicalId":498066,"journal":{"name":"Routledge Open Research","volume":"87 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225089","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}
Pub Date : 2024-02-19DOI: 10.12688/routledgeopenres.18056.1
Helga Leineweber
Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentialities and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).
{"title":"Primary school teachers’ views on language-responsive physical education","authors":"Helga Leineweber","doi":"10.12688/routledgeopenres.18056.1","DOIUrl":"https://doi.org/10.12688/routledgeopenres.18056.1","url":null,"abstract":"Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentialities and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).","PeriodicalId":498066,"journal":{"name":"Routledge Open Research","volume":"23 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140450177","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}
Pub Date : 2024-01-15DOI: 10.12688/routledgeopenres.18143.1
Stephanie Assmann
This review provides an overview of research trends on culinary heritage in Asia. The first objective is to trace a shift from the appreciation of a Western tangible cultural heritage to the recognition of non-Western intangible cultural heritage, which has underlined the prominence of food as a marker for culinary nationalism or gastronationalism (DeSoucey, 2010). Asian nations promote their culinary heritage in competitive ways. The second objective is to examine the construction of a culinary heritage on regional levels through four different case studies on China and Japan. The third objective is to showcase a rich body of research in English that has emerged in response to new forms of culinary nationalism and has emphasized the analysis of food as a powerful tool for understanding politics and international relations. This review finds that the objective of heritagization on the global level often constitutes nation branding. In contrast, culinary heritage construction on regional levels may occur for various reasons, such as branding a regional specialty, providing economic opportunities for small-scale entrepreneurs, or maintaining historical bonds between a diasporic community and their town of origin.
{"title":"Culinary heritage in Asia: National and regional identities – Reflections from the field","authors":"Stephanie Assmann","doi":"10.12688/routledgeopenres.18143.1","DOIUrl":"https://doi.org/10.12688/routledgeopenres.18143.1","url":null,"abstract":"This review provides an overview of research trends on culinary heritage in Asia. The first objective is to trace a shift from the appreciation of a Western tangible cultural heritage to the recognition of non-Western intangible cultural heritage, which has underlined the prominence of food as a marker for culinary nationalism or gastronationalism (DeSoucey, 2010). Asian nations promote their culinary heritage in competitive ways. The second objective is to examine the construction of a culinary heritage on regional levels through four different case studies on China and Japan. The third objective is to showcase a rich body of research in English that has emerged in response to new forms of culinary nationalism and has emphasized the analysis of food as a powerful tool for understanding politics and international relations. This review finds that the objective of heritagization on the global level often constitutes nation branding. In contrast, culinary heritage construction on regional levels may occur for various reasons, such as branding a regional specialty, providing economic opportunities for small-scale entrepreneurs, or maintaining historical bonds between a diasporic community and their town of origin.","PeriodicalId":498066,"journal":{"name":"Routledge Open Research","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621550","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}
Pub Date : 2024-01-08DOI: 10.12688/routledgeopenres.18059.1
Kazuhiro Iwama
Jingisukan is a dish in which mutton or lamb and vegetables are grilled using a uniquely shaped pan with a convex center. It originated from the popular Chinese dish ‘Kao Yang Rou’ (grilled mutton), which was discovered by Japanese individuals in Beijing and underwent modifications, leading to the creation of the distinctive name ‘Jingisukan’. This dish was then introduced to the Japanese in Northeast China, specifically known as ‘Manchuria’, and gained fame as a specialty of ‘Manchukuo’, being highly valued even by the Japanese army. Following Japan’s defeat in World War II, Jingisukan became a local dish in Hokkaido and was recognized as a ‘Hokkaido Heritage’ in 2004. The widespread popularity of this dish in Japan can be attributed to its association with Genghis Khan. However, in Mongolia, Genghis Khan is a revered national hero, leading to opposition from some people regarding the use of his name for a dish. This paper provides a concise overview of the birth and spread of Jingisukan, followed by an examination of how the Japanese perceived the history of Jingisukan, which was intertwined with imperialism after World War II. It investigates the reasons for and processes behind the transformation of the dish into local cuisine in Hokkaido. Post-war Jingisukan no longer evokes the heroic imagery used to boost morale during the pre-war and wartime periods. Instead, it became a comfort food that acknowledged the reality of defeat and served as a means of healing. During that time, Jingisukan spread throughout Hokkaido and came to be recognized as the ‘flavor of the homeland’, while also being utilized as a tourism resource. Can we cherish and utilize this dish and its name, which has been beloved by the Japanese for over a century, as a cultural heritage that connects many people, ethnicities, and nations?
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