Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Movement knowledge.
Dissertationen zum Thema „Movement knowledge“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Movement knowledge" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Toward, Jeffrey I. „Procedural knowledge and movement perception“. Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5726.
Der volle Inhalt der Quelle
2
Polsgrove, Myles Jay. „Optimizing human movement through knowledge and understanding“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344594.
Der volle Inhalt der QuelleAnnotation:
Thesis (Ph.D.)--Indiana University, Dept. of Kinesiology, School of Health, Physical Education and Recreation, 2008.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0513. Advisers: David L. Gallahue; Thomas M. Schwen.
3
Clark, H. „Eugenics and sexual knowledge“. Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233461.
Der volle Inhalt der Quelle
4
Scholz, Wendy S. „The phenomenology of movement: action, proprioception, and embodied knowledge“. Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/736.
Der volle Inhalt der QuelleAnnotation:
The intent of this thesis is to provide an account of the phenomenology of movement that collapses the distinction between mental and physical without the elimination of the mental. There are two main ways in which mental and physical converge in this account. First of all, the type of knowledge involved in learning movement skills is a type of nonpropositional knowledge that is literally embodied in the neuromuscular system of the body. Thus the mental phenomena of knowing-how and thinking how to do movement skills are body-wide phenomena. Furthermore, this type of knowledge is genuinely self-referential, since the knower and known are identical. Second, the phenomenology of self-actuated movement reveals that the self is experienced as a psychophysical unity through the experience of the coherence of action and the proprioception of that action. This is due to the sense of effort provided by sensorimotor integration of the peripheral nervous system. This sense of effort is the direct awareness of physical properties of muscle lengths, tensions, and speeds of contraction, and is thus a genuine psychophysical phenomenon. It is also argued that we enjoy a high degree of epistemic security regarding experiences of this type.
5
Stonger, Judith Ann. „Analysis of recovery knowledge and attitudes among graduate school faculty /“. Abstract and full text available, 2009. http://149.152.10.1/record=b3075397~S16.
Der volle Inhalt der QuelleAnnotation:
Thesis (M.A.) -- Central Connecticut State University, 2009.Thesis advisor: Marc Goldstein. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 29-31). Also available via the World Wide Web.
6
Palacios, Carolina. „Social movements as learning communities : Chilean exiles and knowledge production in and beyond the solidarity movement“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37956.
Der volle Inhalt der QuelleAnnotation:
The atrocities committed by the military in Chile after the armed forces seized power in
1973 horrified Chileans and people around the world who had been following events in Chile for
years prior to the coup. Together with the resistance in Chile, the transnational solidarity
movement integrated by Chilean exiles and non-Chileans across the globe played a major role in
ending the dictatorship. Since in-depth empirical studies of social movement learning are sparse
this study addresses this gap as well as the ones in the existent research on the Chilean solidarity
movement in Canada and elsewhere, the political activities of Chilean exiles in Canada and the
Chilean solidarity movement specifically from a learning perspective.
The purposes of this research, therefore, were to document and understand collective
learning processes among solidarity movement participants and to contribute to the empirical
and theoretical social movement learning scholarship. This study employed qualitative historical
research methods, including oral history interviews and reviewing formal and informal archives.
The conceptual tools used to understand solidarity movement learning and knowledge
production drew broadly on new social movement thought and in particular on Freire, Gramsci
and Habermas, which enabled an analysis of wider social forces, the specific pedagogies of the
solidarity movement and the connections between the two.
The findings speak to the value of a varied repertoire of action which merges the political
with the cultural and which blends the intellectual with the emotional and the sensory. They also
point to the power of artistic forms of expression for articulating and communicating social
movement messages and for expressing identities. In addition, the findings show the local,
experiential knowledge generated in social movements is vital to achieving movement aims, to
critical learning and transformation, and to constructing individual and collective social
movement identities. The study concludes that understanding social movements as learning communities is essential because it foregrounds the value and legitimacy of movement
knowledge and the centrality of learning and knowledge production to movement aims and to the
significance of movements for movement members, their allies and the public.
7
Acaron, Rios Thania. „The practitioner's body of knowledge : dance/movement in training programmes that address violence, conflict and peace“. Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=229434.
Der volle Inhalt der QuelleAnnotation:
This interdisciplinary thesis examines the role of dance/movement in training programmes, which address peace, violence, conflict and trauma. Despite the growing literature and scholarly interest in embodied practices, few training programmes address dance/movement peace explicitly, identify shared beliefs or make connections between movement behaviour and decision-making. The research questions explore how dance/movement trainers experience, implement and conceptualise embodied processes that enable the transformation of conflict, particularly concerning interpersonal and/or intergroup violence. In order to investigate this question, an 'internal' analysis of relations and practices amongst its practitioners progresses to an 'external' analysis of contributions to arts-based peace practices and peacebuilding. Twelve semi-structured interviews were conducted with experienced trainers working internationally who use artistic, therapeutic and educational approaches to peace practices. The practitioners' curricula and training materials were examined using thematic analysis and qualitative analysis software (NVivo). The data analysis results in a map of shared beliefs, positionality and boundary shifts amongst the respondents, and proposes an exploration of practices applicable to multiple settings and client groups. This thesis presents new research in Communities of Practice (CoP) theory with artistic communities. It also deepens previous research on dance/movement peace practices and movement analysis, which sustains peaceable and violent actions can be understood through conscious and/or unconscious movement decision-making processes. The thesis concludes that embodied processes involve reflexive and enactive interventions, and proposes analyses of spatial relations, symbolic enactment and relational nonverbal interactions as key contributions of dance/movement. These embodied processes challenge 'conventional' forms of knowledge transmission and the arts' constant pressure for legitimisation. The thematic exploration of shared practices and beliefs therefore integrates movement analysis and social theory to present an interdisciplinary contribution to embodied analyses of violence.
8
Stafford, Judy Mary. „Expert-novice differences in resequencing as a function of knowledge base“. Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63888.
Der volle Inhalt der Quelle
9
Ward, Gavin. „Knowing primary physical education movement culture“. Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/615665.
Der volle Inhalt der QuelleAnnotation:
Background: Mind-body dualisms create particular difficulties for researching and justifying learning and knowledge within PE practices. These issues are compounded in the UK by prevailing cognitivistic ideas of education, knowledge and learning. Crum (1993) suggests reconceptualising PE as movement culture as a potential solution to the limitations created by dualistic positions within education. How knowledge and learning within movement culture is positioned, however, was left underdeveloped by Crum. The aim of this thesis is to explore an embodied, action position on knowledge and learning, as a potential solution to this issue. Purpose: This thesis is driven by two purposes. The first; to examine and discuss how John Dewey’s theorising of knowledge and learning within experience provides a theoretical position on knowledge and learning within movement culture. The second; to utilise this position to explore how pupils’ and teachers’ actions within primary PE lessons constitute and negotiate the movement cultures within their school. Findings: In adopting a position which dissolves mind-body dualisms, movement culture allows the practical work of PE lessons to be considered as contexts of knowledge production. This opens up our understanding of different ways of knowing in PE through pupils’ epistemological ‘action-in-PE-settings’. Rather than creating another hybrid of educational ideology by objectifying what to ‘do’ or ‘know’, movement culture keeps the ‘who’ of participation in PE practice in view. Such a position is achieved because pupils are seen as ‘coming to know’ through their immediate and continuous experiences of sports and physical activities both in PE and beyond the school gates. By dissolving traditional dualisms within educational ideology, movement culture allows ideologies and assumptions about learning in PE to be decoded and managed. It also provides a framework to explore subject-matter for learning and analyses some of the disconnections which exist within PE practice. Conclusions: Reconceptualising PE as movement culture is not intended to create a logic of practice to which I claim PE should ascribe. In this thesis, movement culture offers a position from which to consider the continuity between PE and pupils’ lives within and outside of the school gates. Such a standpoint can challenge our ideas as to what subject-matter could be within PE and the possibilities of learning outcomes other than those that focus on performance sport or bodily training for fitness. From a research perspective questions arise in relation to understanding very young pupils’ experiences of knowing within PE and how learning and knowledge are embodied across other subject areas. Addressing such questions may help to support new understandings of learning and knowledge within schools that are concurrent with developing new methodologies and research tools. These may in turn support the continuing development of pedagogical practices.
10
Twyman, Nathan W. „Automated Human Screening for Detecting Concealed Knowledge“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/222874.
Der volle Inhalt der QuelleAnnotation:
Screening individuals for concealed knowledge has traditionally been the purview of professional interrogators investigating a crime. But the ability to detect when a person is hiding important information would be of high value to many other fields and functions. This dissertation proposes design principles for and reports on an implementation and empirical evaluation of a non-invasive, automated system for human screening. The screening system design (termed an automated screening kiosk or ASK) is patterned after a standard interviewing method called the Concealed Information Test (CIT), which is built on theories explaining psychophysiological and behavioral effects of human orienting and defensive responses. As part of testing the ASK proof of concept, I propose and empirically examine alternative indicators of concealed knowledge in a CIT. Specifically, I propose kinesic rigidity as a viable cue, propose and instantiate an automated method for capturing rigidity, and test its viability using a traditional CIT experiment. I also examine oculomotor behavior using a mock security screening experiment using an ASK system design. Participants in this second experiment packed a fake improvised explosive device (IED) in a bag and were screened by an ASK system. Results indicate that the ASK design, if implemented within a highly controlled framework such as the CIT, has potential to overcome barriers to more widespread application of concealed knowledge testing in government and business settings.
11
Fujimoto, Atsushi. „Dynamic alternation of primate response properties during trial-and-error knowledge updating“. Kyoto University, 2013. http://hdl.handle.net/2433/180343.
Der volle Inhalt der Quelle
12
Ingram, Mrill. „Fertile ground: Geographies of knowledge about soil fertility in the United States alternative agriculture movement“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290033.
Der volle Inhalt der QuelleAnnotation:
I argue in this dissertation, that alternative agriculture offers an epistemological challenge to the conventional approach to food production. To put it succinctly: alternative agriculture is not just about another way to grow; it's about another way to know. I test this hypothesis through an examination of the discourses of three of the more organized networks in U.S. alternative agriculture: biodynamics, organics and ecoagriculture. These networks have supported research, education and outreach activities around alternative agriculture for decades. I focus on people and institutions of the U.S. Midwest. Bruno Latour's actor-networks and his "circulatory" model of the process of "science-making" provide me with a method for analyzing the creation of alternative knowledge by these groups, from their founders to the present. This research relies on writing by Foucault and Latour as well as by agricultural geographers to inform an investigation into the alternative knowledge networks, with a focus on the discourse of soil fertility. The definition and use of science in core texts provides a central thread for the analysis, which sheds light on how different groups claim and defend territories of agricultural knowledge, and construct their arguments about soil in alternative production. I analyze the identification and labeling of material nature, as well as specific technologies developed to do this work. I also examine criteria for, and evaluation of, experts as well as how people build alliances with other scientists and with a larger public, and how they argue for the importance of their scientific contributions. Although these networks all produce arguments for "following nature," they offer radically different perspectives on what nature consists of, and different frameworks and technologies for working with it. I also juxtapose this discourse analysis with an analysis of the public discourse and regulatory language of the federal standard regulating organic production---the Organic Farm Production Act of 1990, controversy around which prevented it from being implemented until 2002. This comparison sheds light on some of the specific challenges presented to mainstream production and conventional agricultural science by alternative agriculture, and on the process by which some alternative ideas become mainstream.
13
Brathwaite, Kyla Noni. „BOPO-PRIATION:Exploring the Effects of The Corporate Adoption of the Body Positivity Movement and Audience Feedback on Women’s Perceptions of the Movement“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587501502000494.
Der volle Inhalt der Quelle
14
Kruglikova, Nina. „The environmental NGO as mediator of scientific knowledge : an ethnographic study“. Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669734.
Der volle Inhalt der Quelle
15
Diamond, Jeffrey Mark. „Developing indigenous and European knowledge : the vernacular education movement and neo-orientalism in the Punjab, 1849-1870“. Thesis, SOAS, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269764.
Der volle Inhalt der Quelle
16
Vogler, Jessica L. „Development of an instrument to measure the tobacco control advocacy knowledge of youth“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1295145.
Der volle Inhalt der QuelleAnnotation:
The problem of this study was to develop a valid and reliable instrument to assess the tobacco control advocacy knowledge level of high school students enrolled in the Busting Big Tobacco (BBT) program. The steps taken to examine this problem include: created a table of specifications, created the initial instrument, selected a jury of experts, a qualitative assessment by jurors, created the revised instrument, a quantitative review by jurors, revised the instrument, conducted a modified pilot test of the instrument using university students, and created the final 23 item instrument.The final instrument was administered to a group of Missouri high school students on two separate occasions a week apart. Out of the total 77 students that participated, 28 instruments were matched for data analysis. Two instrument items fell below a significant content validity ratio of .62. The mean item difficulty for the first and second administration of the final instrument was .53 and .49 respectively. The test-retest reliability was .6756 and the internal consistency reliability. 5696 for the first administration and .4815 for the second. Recommendations included: improving the confidentiality code, restructuring items into subscales, and give to BBT participants.Department of Physiology and Health Science
17
Murakami, Charlotte Victoria Trudy. „Language awareness & knowledge about language : a history of a curriculum reform movement under the Conservatives, 1979-1997“. Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14539.
Der volle Inhalt der QuelleAnnotation:
England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.
18
Etudo, Ugochukwu O. „Automatically Detecting the Resonance of Terrorist Movement Frames on the Web“. VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4926.
Der volle Inhalt der QuelleAnnotation:
The ever-increasing use of the internet by terrorist groups as a platform for the dissemination of radical, violent ideologies is well documented. The internet has, in this way, become a breeding ground for potential lone-wolf terrorists; that is, individuals who commit acts of terror inspired by the ideological rhetoric emitted by terrorist organizations. These individuals are characterized by their lack of formal affiliation with terror organizations, making them difficult to intercept with traditional intelligence techniques. The radicalization of individuals on the internet poses a considerable threat to law enforcement and national security officials. This new medium of radicalization, however, also presents new opportunities for the interdiction of lone wolf terrorism. This dissertation is an account of the development and evaluation of an information technology (IT) framework for detecting potentially radicalized individuals on social media sites and Web fora. Unifying Collective Action Framing Theory (CAFT) and a radicalization model of lone wolf terrorism, this dissertation analyzes a corpus of propaganda documents produced by several, radically different, terror organizations. This analysis provides the building blocks to define a knowledge model of terrorist ideological framing that is implemented as a Semantic Web Ontology. Using several techniques for ontology guided information extraction, the resultant ontology can be accurately processed from textual data sources. This dissertation subsequently defines several techniques that leverage the populated ontological representation for automatically identifying individuals who are potentially radicalized to one or more terrorist ideologies based on their postings on social media and other Web fora. The dissertation also discusses how the ontology can be queried using intuitive structured query languages to infer triggering events in the news. The prototype system is evaluated in the context of classification and is shown to provide state of the art results. The main outputs of this research are (1) an ontological model of terrorist ideologies (2) an information extraction framework capable of identifying and extracting terrorist ideologies from text, (3) a classification methodology for classifying Web content as resonating the ideology of one or more terrorist groups and (4) a methodology for rapidly identifying news content of relevance to one or more terrorist groups.
19
HAVEY, NICHOLAS FRANCIS. „MÁS QUE PRECIOUS KNOWLEDGE: ARTISTIC RESPONSES TO TUCSON’S MEXICAN AMERICAN STUDIES CONTROVERSY AND INTERNAL PREJUDICES IN THE CHICANO MOVEMENT“. Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612992.
Der volle Inhalt der QuelleAnnotation:
In 2010 the Arizona State Legislature passed H.B 2281, prohibiting classes considered harmful to the United States Government. This bill, specifically designed for the Tucson Unified School District’s Mexican American Studies (MAS) program, banned classes that fomented ethnic solidarity or treated students as members of a specific group instead of individuals. This thesis analyzes two artistic responses to this controversy, a documentary film called Precious Knowledge (2011) and a play called MÁS (2015). While both of these texts celebrate Chicano identity and emphasize the importance of the Mexican American Studies program, MÁS largely responds to and seeks to correct the failures of Precious Knowledge, which was critiqued for perpetuating the sexism, racism, anti-indigenism, and homophobia that have long been a site of contention within Chicano identity discourses. Despite this attempt to correct the failures of Precious Knowledge, however, I ultimately argue that both of these artistic texts, even in their efforts to counter hegemonic state discourse, reproduce so-called “internal colonialism” in their problematic representation of indigenous figures, women and queer-identifying people.
Abstracto:
En 2010, la legislatura del estado de Arizona pasó H.B 2281, que prohibió clases consideradas como dañinas al gobierno estadounidense. Esa ley, específicamente designada por el programa de estudios mexicanoamericanos en el distrito escolar unido de Tucson, prohibió clases que quieren fomentar la solidaridad étnica o tratar a los estudiantes como miembros de un grupo en lugar de individuos. Esa tesis analiza dos respuestas artísticas a esa controversia, un documental llamado Precious Knowledge (2011) y una obra del teatro llamada MÁS (2015). Aunque las dos respuestas celebran la identidad chicana y enfatizan la importancia del programa de estudios mexicanoamericanos, MÁS atiende y trata de corregir los fracasos de Precious Knowledge, que fue criticado por perpetuar el sexismo, racismo, anti-indigenismo, y homofobia que históricamente han sido un sitio de contención dentro de discursos de la identidad chicana. A pesar de ese intento de corregir los fracasos de Precious Knowledge, sin embargo, por último, argumento que los dos textos artísticos, incluso en sus esfuerzos de contrarrestar el discurso del estado hegemónico, reproducen lo que se ha llamado el “colonialismo interno” en sus representaciones problemáticas de figuras indígenas, mujeres y personas que identifican como queer.
20
DELHAISSE, BRIAN. „Exploiting Prior Knowledge in Robot Motion Skills Learning“. Doctoral thesis, Università degli studi di Genova, 2020. http://hdl.handle.net/11567/999052.
Der volle Inhalt der QuelleAnnotation:
This thesis presents a new robot learning framework, its application to exploit prior knowledge by encoding movement primitives in the form of a novel motion library, and the transfer of such knowledge to other robotic platforms in the form of shared latent spaces.
In robot learning, it is often desirable to have robots that learn and acquire new skills rapidly. However, existing methods are specific to a certain task defined by the user, as well as time consuming to train. This includes for instance end-to-end models that can require a substantial amount of time to learn a certain skill. Such methods often start with no prior knowledge or little, and move slowly from erratic movements to the specific required motion. This is very different from how animals and humans learn motion skills. For instance, zebras in the African Savannah can learn to walk in few minutes just after being born. This suggests that some kind of prior knowledge is encoded into them. Leveraging this information may help improve and accelerate the learning and generation of new skills. These observations raise questions such as: how would this prior knowledge be represented? And how much would it help the learning process? Additionally, once learned, these models often do not transfer well to other robotic platforms requiring to teach to each other robot the same skills. This significantly increases the total training time and render the demonstration phase a tedious process. Would it be possible instead to exploit this prior knowledge to accelerate the learning process of new skills by transferring it to other robots? These are some of the questions that we are interested to investigate in this thesis. However, before examining these questions, a practical tool that allows one to easily test ideas in robot learning is needed. This tool would have to be easy-to-use, intuitive, generic, modular, and would need to let the user easily implement different ideas and compare different models/algorithms. Once implemented, we would then be able to focus on our original questions.
21
Reed, Hillary Nicole. „Failing, Falling, Flying, and the Knowledge “Gap”“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492005385494479.
Der volle Inhalt der Quelle
22
Munn-Giddings, Carol. „Mutuality and movement : an exploration of self-help/mutual aid groups and their relationship to social policy“. Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6958.
Der volle Inhalt der QuelleAnnotation:
Since the 1970s all of the available literature suggested that the UK, in common with Europe, North America and Scandinavia, had seen significant growth of single issue self-help/mutual aid groups related to health and social care issues. Yet in the UK there appeared to be no real body of academic interest nor any sustained national policy initiatives. The aim of the study was therefore to enhance an understanding of the relationship of these self-help/mutual aid groups to UK social policy. The study was constructed in two parts. Part One, a historical study critically appraised the way in which the state appeared to have viewed and responded to various manifestations of self help/mutual aid, both pre- and post- the welfare state. Part Two, a case-study of two UK grassroots self-help/mutual aid groups explored members' viewpoints, their reasons for joining, benefits derived and the impact they felt it has had on their lives and their relations with professionals and wider `political' forums. The result of the study suggests a fundamental reframing of the relationship between self-help/mutual aid and the state is required at both a conceptual and practical level by UK policy makers and academics. This would acknowledge: that contemporary self-help/mutual aid groups are part of the broader tradition of voluntary action in the third sector, self-help/mutual aid's unique contribution in terms of social relations, process and knowledge; its difference from philanthropy/formal voluntary sector and therefore distinct characteristics and relations with the-state; and contemporary health and social care groups' potential dual identity with communities of interest and geographic communities and their relationship to and distinction from the contemporary service user and carer movements. 116, findings have implications for policy related to participation (citizen and health), social capital and citizenship.
23
Naegler, Laura K. „Resistance post-Occupy : a cultural criminological analysis of resistance, knowledge production and imagination in the radical movement in New York City“. Thesis, University of Kent, 2016. https://kar.kent.ac.uk/57593/.
Der volle Inhalt der QuelleAnnotation:
Based on a critical ethnographic study, the present work explores understandings of resistance, power and social change among activists in the post-Occupy movement in New York City. The research asks how activists understand, experience and define resistance in relation to power and social change, and explores the meaning of resistance for those engaged in it. Here, the research focusses in particular on anarchist and anarchist-inspired resistance, or direct action politics. It analyses how the principles and tactics of direct action are defined by activists; and asks, in consideration of spatio-temporal dimensions (immediacy and future-orientation, and separation and confrontation), what constitutes direct action as 'resistance'. Furthermore, this analysis starts from the assumption that tracing down the relationship between ontology, epistemology and methodology in movement activity allows for the development of an understanding of how shared experiences and conceptions of social reality and social change influence activists' resistant practices. Here, the research asks how resistant practice and theory is shaped in the post-Occupy movement's collective processes of knowledge production and through their large variety of knowledge practices. These are characterized by the interplay between theory and practice - by 'doing resistance' in as much as reflecting, discussing, and negotiating - that aims to achieve a radical (re-)imagination of what it means to be and act political. The work situates both collective processes of knowledge production and activists' conceptualizations of resistance within the (recent) history of New York City's social movements, and within conflicts around housing and gentrification, which have been identified as core struggles of the post-Occupy movement. Here, the research shows how activists' conceptualizations of resistance, power and social change are implemented in concrete resistant practices in the city using a variety of examples, among them the work of the New York City Anti-Eviction Network (NYCAEN). Theoretically, the research utilizes an interdisciplinary approach, while focusing on a combination of anarchist philosophy and cultural criminology. Here, the research aims to contribute to current debates in cultural criminology that seek increased theoretical and analytical clarity of the concept of 'resistance'. It is argued that the analysis of the methods of resistance employed, and discussed, in the post-Occupy movement helps to understand and conceptualize resistance in cultural criminology by linking activists' own theorizing with academic theorizing. This also allows for a re-consideration of the influence of anarchist philosophy on cultural criminological understandings of resistance, which contributes to necessary theoretical clarifications while at the same time challenging the criticism that cultural criminology suffers from a general failure to consider political resistance in its theory and research.
24
Frost, Jacqueline. „Atheist Scripts in a Nation of Religiosity: Identity Politics within the Atheist Movement“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/549.
Der volle Inhalt der QuelleAnnotation:
This thesis explores the use of identity politics within the atheist movement at both the national and individual levels. I conducted a content analysis of two national atheist groups and three best-selling atheist authors in order to assess the use of atheist identity politics at the national level. I then conducted 15 in-depth interviews with a sample of atheists in Portland, Oregon about their atheist identity and their reactions to and identification with national atheist movement strategies. Findings suggest that national atheist organizations and atheist authors are using a strategy of identity politics that encourage atheists to "come out" as atheists, complain about church/state violations, and criticize religion's influence in American society. They liken their movement to the gay identity movement and argue that as more atheists "come out", they will see less stigma and more respect towards atheists. However, individual atheists do not always identify with these movement strategies. Most participants said that atheism is not a particularly salient identity for them and thus most did not see themselves participating in atheist activism. Further, they implied that they experience little stigma in their everyday lives and are more concerned with promoting religious tolerance and secular policies. I argue that the lack of social identification with atheism, combined with limits to the gay analogy, are likely inhibitors to the success of an atheist movement.
25
Karakas, Öznur. „Gezi assemblages: emergence as embodiment in the Gezi movement“. Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/667723.
Der volle Inhalt der QuelleAnnotation:
La present tesi és un treball interdisciplinari en què es troben la filosofia política, els estudis de moviments socials, la sociologia i els estudis científics i tecnològics, que aspira a plantejar la qüestió de l'emergència de les noves comunitats dissidents a espai(s) Occupy recuperat(s), a través de dades procedents del Moviment Gezi, mitjançant les observacions participatives realitzades durant la mobilització, les entrevistes amb activistes i l'anàlisi de les actes de les assemblees. Aquesta tesi té com a objectiu proporcionar un relat empíric de l'experiència viscuda de la mobilització, per tal d'ocupar-se de l'emergència d'aquests col·lectius, seguint les pràctiques, la instauració i les actuacions de vida/protesta durant el desenvolupament del moviment. Parar atenció a l'experiència viscuda d'un moviment controvertit, específicament d'un moviment Occupy en què la creació d'un espai per a viure dins dels espais públics recuperats esdevé política, requereix que els aspectes corporals i afectius de fer-se comunitat siguin tinguts en compte correctament.La presente tesis es un trabajo interdisciplinario en el que se encuentran la filosofía política, los estudios de movimientos sociales, la sociología y los estudios científicos y tecnológicos, que aspira a plantear la cuestión de la emergencia de nuevas comunidades disidentes en espacio(s) Occupy recuperado(s), a través de datos procedentes del Movimiento Gezi, mediante las observaciones participativas durante la movilización, y a través de las entrevistas con activistas y el análisis de las actas de las asambleas. Esta tesis aspira a dar un relato empírico de la experiencia vivida de la movilización, para atender a la emergencia de estos colectivos, siguiendo las prácticas, la instauración y las actuaciones de vida/protesta a lo largo del movimiento. Atender a la experiencia vivida de un movimiento controvertido, específicamente de un movimiento Occupy donde la creación de un espacio para vivir dentro de los espacios públicos recuperados se convierte en política, requiere que los aspectos corporales y afectivos de hacerse comunidad se tomen debidamente en consideración. Proporciona, pues, los medios para reflexionar sobre la emergencia de nuevas comunidades de Gezi como encarnación que suma para convertirse, es decir, un proceso dinámico que señala encuentros en espacios públicos recuperados donde las capacidades afectivas de los cuerpos, es decir, la fuerza, se incrementan en forma de nuevas alianzas.
This thesis is an interdisciplinary work that combines political philosophy, social movement studies, sociology and science and technology studies. It aims to problematize the issue of the new dissident communities emerging in the reclaimed Occupy space(s) based on data from the Gezi Movement, compiled through participatory observations during the mobilization, interviews with activists and an analysis of assembly minutes. Through this study, the thesis aspires to give an empirical account of what the mobilization was like for participants so as to better understand how these collectives emerge. To do so, we tracked the the life/protest-making practices, enactments and performances throughout the course of the movement. In order to correctly analyse people's experience of a controversial movement, especially one like Occupy, where making a living space in reclaimed public space(s) becomes political, the bodily and affective aspects of community-making must be taken into consideration.
26
Ghazarian, Seta. „Forces within and without: Lily Bart's movement towards epiphany in The House of Mirth“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2003.
Der volle Inhalt der QuelleAnnotation:
The House of Mirth's main character, Lily Bart, is charaterized a fated character, incapable of exerting free will. With the help of Lawrence Selden and Gerty Farish, she realizes that, for the most part, she has lived and acted according to what others expect of her.
27
Baker, Joseph O., Christopher D. Bader und Kittye Hirsch. „Desecration, Moral Boundaries, and the Movement of Law: The Case of Westboro Baptist Church“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/501.
Der volle Inhalt der QuelleAnnotation:
Using participant observation, in-depth interviews, and legislative histories, we examine Westboro Baptist Church, a religious group infamous for homophobic rhetoric and funeral protests. Employing cultural and interactionist perspectives that focus on the semiotics of death, the sacred, and desecration, we outline how Westboro’s activities purposively violate deeply held signifiers of moral order through language, while simultaneously respecting extant laws of behavior. This strategy, in conjunction with the political profitability of opposing the group, explains why the group’s activism triggered extensive legal disputes and modifications at multiple levels of governance. Westboro’s actions and use of symbols—and those of others against the group—lay bare multiple threads in the sacred cultural fabric of American society.
28
Oh, Yeon Ju. „The Making of Laborer Subjectivity and Knowledge in the Information Industry:Gender Dimensions of Free and Open Source Development“. Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1372091926.
Der volle Inhalt der Quelle
29
Ray, Rabindra. „The Naxalites and their ideology : a study in the sociology of knowledge“. Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670404.
Der volle Inhalt der Quelle
30
Liljekvist, Åsa. „Rum för rörelse : Om kroppens bildning och utbildning i skolans gymnastiksalar“. Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82621.
Der volle Inhalt der QuelleAnnotation:
This thesis deals with questions about the built environment in relation to the education of the body. The purpose of the thesis is to illustrate and discuss prerequisites for physical literacy and education in school gymnasiums. The aim of the study was to examine how discourses about body and body movement are related to questions about knowledge and education within physical education in school (PE). Using discourse analysis I explore how discursive practices such as rooms and talk produce, reproduce and change discourses about body, movement and knowledge. The discursive practices that I have focused on are the designing of rooms for physical education as well as PE teachers’ ways of expressing themselves regarding these kinds of rooms. The empirical material that has been analyzed consists of rooms used for physical education, interviews with PE teachers and text material from a journal for PE teachers. The results of the analysis suggest that some discourses can be described as strong and/or dominant and some as weaker. One example is the dominant discourse about body movement as competition and performance. Another example is the strong, although not dominant discourse about body movement as practice within which the body is (re)produced as a learning body. A third one is the weak discourse about movement as experiencing one’s body. One of the conclusions of the study is that a more open design of rooms for physical education would enhance the possibilities for the practice discourse and the experience discourse to grow stronger, which would be desirable considering the emphasis on learning and positive experiences of body movement in the syllabus for PE. Another conclusion is that if the practice discourse would be more clearly materialized in the gymnasiums, it could mean that other discursive practices too such as teachers’ and pupils’ speech acts and body acts within PE could change more easily.
31
Neves, José António de Matos Esteves das 1959. „A cultura popular como factor de desenvolvimento local-um olhar a partir da música“. Master's thesis, Instituições portuguesas -- UTAD-Universidade de Trás-os-Montes e Alto Douro, 2000. http://dited.bn.pt:80/29298.
Der volle Inhalt der Quelle
32
Saladain, Lise. „Approche critique du "corps disponible" dans le champ chorégraphique : une contribution à l'étude des modes de structuration du monde de la danse par l'entrée de la diffusion des savoirs“. Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0004/document.
Der volle Inhalt der QuelleAnnotation:
Un énoncé est de plus en plus présent aujourd’hui dans le discours de la communauté de la danse : celui de « corps disponible ». Dans une perspective transmissive de la fabrication du danseur, sous cette expression transparaît l’idée que le corps performant en danse n’est plus un corps adapté aux réquisits artistiques d’une danse codifiée mais un corps dont l’adaptation résiderait paradoxalement en sa très grande plasticité tant esthétique que physique. Qu’est-ce que cette nouvelle conception du corps de la danse peut-elle entraîner sur la transmission chorégraphique – et au-delà – dans la société néolibérale actuelle ? L’étude porte d’abord sur le contexte d’émergence et d’imposition de l’idée de corps disponible. Cette exploration poussée de la construction du corps de la danse au 20e siècle nous apprend qu’il existe un lien entre la production culturelle corps disponible et une certaine idée de la liberté. Quelle est, alors, la signification effective de cette expression ? Afin de répondre à cette interrogation, le second pan de l’étude consiste en une ethnographie de près de deux années auprès de compagnies en création. L’observation de l’usage du corps qui y est fait, en travail, entre danseurs et chorégraphes, nous renseigne sur ce savoir-pratique corps disponible :il sert aux danseurs et aux chorégraphes pour produire de nouvelles corporéités. Plus précisément, y est examinée la manière dont la disponibilité du corps s’actualise dans le quotidien de la création en danse en mettant à l’épreuve l’hypothèse selon laquelle le corps considéré comme disponible dans le champ professionnel n’est jamais dissocié de la notion bourdieusienne de disposition. Il s’agira ainsi d’examiner comment s’ajustent disponibilités et dispositions pour rendre intelligible ce savoir corps disponible. Le dernier pan de notre étude sera consacré à l’expansion de ce savoir : Comment les danseurs emploient ce savoir corps disponible dans le métier ? Et comment ce savoir diffuse dans d’autres espaces de pratique ?Very often nowadays, the dance community addresses the following formulation: «available body». Taking an overall look of the transmission process of the making of a dancer, it is suggested that in dance a well rounded performing body is not a body customized to artistic requirements for a codified dance anymore, but a body whose adaptation would paradoxically lie in both esthetic and physical great plasticity. What can this new dance body concept induce on choreographic transmission – and beyond - on today's neoliberal society? The study first examines the context of the emergence and enforcement of the available body idea. This thorough investigation on the construction of a dance body in the 20th century reveals that there is a connection between the available body cultural production and a certain idea of freedom. What is then the actual meaning of this term? In order to answer this question, the second part of the study involves an almost two year ethnography undertaken with companies creating new work. The observation of the use of the body in work context, between dancers and choreographers, provides information on this knowledge-practice available body: it is used by the dancers and choreographers to develop new corporealities. More specifically, the way the availability of the body is brought up to date in the daily creative work process in dance is examined, testing the hypothesis that the body regarded as available within the professional field is never isolated from the Bourdieusian disposition concept. We will thus discuss how do availabilities and dispositions adjust themselves so that to make intelligible this available body knowledge. The last phase of our study will be devoted to the development of this knowledge: How do dancers use this available body knowledge in the profession? And how does this knowledge disseminate to other areas of practice?
33
Hentschel, Justin. „The movement of the image of God from a structural to relational model as a shift from bounded set to centered set“. Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1206.
Der volle Inhalt der Quelle
34
Niemeyer, Carolina Burle de. „Movimentos sociais como produtores de conhecimento: a Soberania Alimentar no Movimento de Pequenos Agricultores (MPA)“. Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9246.
Der volle Inhalt der QuelleAnnotation:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA presente tese adota uma perspectiva cognitiva e epistêmica para o estudo dos movimentos sociais, tendo como objeto de estudo a Soberania Alimentar no Movimento dos Pequenos Agricultores: MPA. Defendemos a ideia que, através de sua atuação prática e discursiva, os movimentos sociais estão travando uma luta que, além de política e cultural, é também cognitiva e epistêmica e que essa dinâmica social é geradora de novas formas de conhecimento, como a Soberania Alimentar. Neste trabalho, a Soberania Alimentar é entendida como um programa social de conhecimento que vem sendo desenvolvido pela rede transnacional de movimentos sociais Via Campesina e as suas organizações constituintes (dentre as quais o MPA), articulados com entidades parceiras em redes de solidariedade transnacionais e transculturais e em oposição aos seus adversários, em relação a distintos contextos e escalas de ação. Apoiados nessa ideia e na perspectiva adotada, pretendemos revelar aspectos da multidimensionalidade e da multiespacialidade da dinâmica constitutiva da Soberania Alimentar, a partir do estudo das correlações entre o local e o global, o particular e o geral e as dimensões prática e intelectual da produção de conhecimento por movimentos sociais.
This thesis adopts a cognitive and epistemic perspective to the study of social movements, taking the Food Sovereignty in the Movimento dos Pequenos Agricultores: MPA (Small Farmers Movement) as its object of study. We defend the idea that through their practice and discursive action, social movements are waging a struggle that besides political and cultural, is also cognitive and epistemic and that this social dynamics generate new forms of knowledge, such as Food Sovereignty. In this work, food sovereignty is understood as a social program of knowledge that has been developed by the transnational network of social movements Via Campesina and its constituent organizations (among which the MPA), articulated with partner organizations in transnational and transcultural solidarity networks, in opposition to their adversaries and in relation to different contexts and scales of action. Supported by this idea and by the adopted perspective, we focus on the correlations between the local and the global, the particular and the general, and the practical and intellectual dimensions of the prodution of knowledge by social movements, with the intention to achieve our main objective, namely, to reveal aspects of the multidimensionality and multiespaciality of the constitutive dynamics of Food Sovereignty.
35
Cogoy, Carlos Alberto Jardim. „Hip Hop pelotense: saberes educativos desafiando a opressão“. Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/2899.
Der volle Inhalt der QuelleAnnotation:
Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-26T14:29:47Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Carlos Alberto Jardim Cogoy_Dissertacao.pdf: 79420305 bytes, checksum: 5354bf6401cbe9520ff72836a6549014 (MD5)Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-26T14:51:40Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carlos Alberto Jardim Cogoy_Dissertacao.pdf: 79420305 bytes, checksum: 5354bf6401cbe9520ff72836a6549014 (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-26T17:23:54Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carlos Alberto Jardim Cogoy_Dissertacao.pdf: 79420305 bytes, checksum: 5354bf6401cbe9520ff72836a6549014 (MD5)
Made available in DSpace on 2016-08-26T17:24:14Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carlos Alberto Jardim Cogoy_Dissertacao.pdf: 79420305 bytes, checksum: 5354bf6401cbe9520ff72836a6549014 (MD5) Previous issue date: 2015-06-04
Sem bolsa
Esta dissertação enfoca o movimento Hip Hop de Pelotas. Através de quatro entrevistas e material jornalístico, propõe-se a identificar aspectos da história, saberes educativos e a perspectiva como movimento social. Como metodologia, a investigação com aplicação de questionários. As declarações dialogaram com a bibliografia e documentos. No desenvolvimento, reflexões sobre o tema com conceitos da filosofia e educação. O pensamento de Karl Marx e Paulo Freire, em referências como práxis e opressão, balizam a reflexão. Também são abordados os conceitos de indústria cultural e multiculturalismo. A base teórica contrasta com o empírico. Cada entrevistado representa um dos quatro elementos que constituem o Hip Hop. Nas declarações, história pessoal, descoberta e envolvimento com o Hip Hop. Também a manifestação popular como fonte de aprendizado. Experiências em escolas, com oficinas e palestras. Educação não formal e o Hip Hop escolar.Movimento como espaço político de denúncia, reivindicação e ações coletivas. Abordagens sobre a questão étnico-racial. Preconceito, discriminação e racismo. Nos relatos a cultura da periferia. Movimento que resgata diante da realidade de drogadição e violência. A pesquisa também perpassa conceitos como capitalismo e pós-modernidade. Como resultado da pesquisa, movimento Hip Hop que apresenta ambiguidades. Mas também Hip Hop pelotense com potencial crítico, educativo e de mobilização coletiva.
This dissertation focuses on the Hip Hop movement in Pelotas. Through four interviews and journalistic material, it is proposed to identify aspects of the history, educational knowledge and perspective as a social movement. The methodology research will be through questionnaires. The statements are interconnect with bibliografy and documents. In the development, reflections on the topic concepts of philosophy and education. The thoughts of Karl Marx and Paulo Freire, references as praxis and oppression, mark out the reflection. Will be also presented the cultural industry concepts and multiculturalism aspects. Theoretical concepts contrasting with the empirical basics. Each enterviewed person represents that make up the Hip Hop in each statements, personal history, discovery and involvement with Hip Hop that is also a popular manifestation as a source of learning experiments in schools, workshops and lectures. Informal education and Hip Hop School. Movement as a political complaint, as claim and collective actions. Approaches to ethnic-racial issue. Prejudice, discrimination and racism. In the reports the culture of the suburbs. Movement that rescues before the reality of drug addiction and violence. The survey also permeates concepts as capitalism and postmodernity. But also Pelotas’ hip hop as a critical and educational component, with potential collective mobilization as potential.
36
Oh, Hyon Ju. „An Immigrant Student’s Strategic Use of In- and Out-of-school Resources in the Bidirectional Movement between Her Personal and Academic Lives:A Longitudinal Case Study of a Korean Adolescent“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565895896499759.
Der volle Inhalt der Quelle
37
Boudreau, Philippe. „La politisation comme composante active de l'évolution de la culture mouvementiste : étude du rapport à l'action politique de trois mouvements sociaux québécois, 1980-2009“. Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32342.
Der volle Inhalt der QuelleAnnotation:
Quelle a été l’évolution ces dernières décennies du rapport des mouvements sociaux (MS) québecois aux catégories de l’action politique que sont la question nationale, la forme parti et les rapports entre mouvements? La plupart de ces dimensions de l’action politique mouvementiste ont suscité une importante attention de la part des sciences sociales, lorsqu’il s’est agi d’étudier les décennies 1960 et 1970. L’intérêt pour l’étude de ces catégories de l’action des MS des décennies suivantes s’est quelque peu tari, à la faveur d’un récit de la déploration regrettant l’époque glorieuse de la Révolution tranquille et les tumultueuses années 1970.
Notre thèse propose de se réapproprier la trame historique d’un demi-siècle d’action politique des MS, en cherchant à repérer les modalités du cheminement de trois mouvements (syndical, féministe, communautaire) sur ce terrain, au travers de l’étude minutieuse des mutations de leur culture politique.
Cette dernière a subi d’importantes interpellations et remises en question, sous l’influence de divers facteurs, au cours des dernières décennies. Un de nos arguments centraux est qu’il y a eu au sein des MS québécois un cheminement dans la façon d’aborder la sphère politique et la transformation sociale, cette évolution traduisant chez eux un processus d’apprentissage, à savoir une forme de développement du rapport à l’action politique. Celle-ci se voit conférer le statut de compétence développée dans le quotidien des mouvements, sur le tas, donc par essais et erreurs.
Notre enquête sur le terrain a permis de dégager des résultats traités de façon à la fois chronologique et taxonomique, relatifs à nos trois dimensions de l’action politique. Successivement, chacune d’elles fait l’objet d’un chapitre : les rapports entre MS, la question nationale, la forme parti (incluant les élections). Dans chaque cas, l’examen de l’évolution se donne pour tâche de dégager les éléments de bilan faits par les militants et militantes, puis d’exhumer les acquis, souvent tacites, en termes de connaissances politiques. Cette recherche permet de dégager précisément en quoi il y a eu développement du rapport des MS à l’action politique, en outre à l’initiative du mouvement des femmes, dont l’influence a été déterminante.
38
COSTA, Joene Maria Crespo. „A educação popular em saúde na comunidade do Morro da Conceição Recife-PE: memória de líderes comunitários como atores políticos na configuração da política de saúde (1980-1995)“. Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/20165.
Der volle Inhalt der QuelleAnnotation:
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-31T13:55:47Z
No. of bitstreams: 2
license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5)
JOENE. Dissertação para encapar.pdf: 2903527 bytes, checksum: ad29f4b6836ec1db311bd3dd9b6ca4c7 (MD5)Made available in DSpace on 2017-07-31T13:55:47Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) JOENE. Dissertação para encapar.pdf: 2903527 bytes, checksum: ad29f4b6836ec1db311bd3dd9b6ca4c7 (MD5) Previous issue date: 2016-03-30
A década de 1980 é marcada pela mobilização de setores progressista da sociedade que lutavam pela democracia negada pelo regime militar. No campo da saúde pública, a ausência de uma política de saúde universal desencadeou o Movimento de Reforma Sanitária e o Movimento Popular de Saúde, que eram contra práticas educativas em saúde autoritárias, buscando a hegemonia da Educação Popular em Saúde. Este estudo tem como objetivo compreender as práticas educativas em saúde na comunidade do Morro da Conceição no período de 1980 a 1995. Neste trabalho opta-se pela abordagem qualitativa, e como procedimento para a coleta de dados, utiliza-se a entrevista semiestruturada com nove líderes comunitários. A organização e o tratamento dos dados tem como base a Análise de Conteúdo de Bardin. A definição dos sujeitos colaboradores emerge de uma pesquisa exploratória, os quais demonstram grande envolvimento com o objeto da pesquisa. A dimensão empírica mostra que as práticas educativas em saúde foram dialógicas, baseadas no diálogo entre o saber popular e o saber científico. O diálogo entre os diversos atores – igreja, profissionais da saúde voluntários e líderes comunitários – levaram grande parte da comunidade a uma tomada de consciência acerca da necessidade de um engajamento político nas lutas da comunidade. A saúde era um instrumento de libertação dos sujeitos, e com a utilização das plantas medicinais, os moradores, ao mesmo tempo em que se libertavam do saber médico opressor, foram criadores de cultura, transformando a própria realidade. Os líderes da comunidade, como atores políticos, atuaram na configuração da política de saúde. Conclui-se que, apesar dos avanços obtidos pela Educação Popular em Saúde de 1980 até 1995, a partir desse período, houve a desmobilização do movimento popular de saúde em decorrência da cooptação de parte dos líderes pelo poder público. A institucionalização da participação comunitária, por meio do conselho municipal de saúde, também contribuiu para esvaziar o movimento popular.
The 1980s is marked by mobilizing progressive sectors of society fighting for democracy denied by the military regime. In the field of public health, the absence of a universal health policy triggered the Sanitary Reform Movement and the Popular Health Movement, which were against authoritarian educational practices in health, seeking hegemony of the Popular Education in Health. The objective of this study is to understand the educational practices in health in the Morro da Conceição community from 1980 to 1995. The qualitative approach was chosen in this work, and as a procedure for collecting data, it uses semi-structured interviews with nine community leaders. The organization and processing of data is based on Bardin Content Analysis. The definition of collaborators for this work emerges from an exploratory research, which show great involvement with the study object. The empirical dimension shows that the educational practices in health were dialogic, based on dialogue between popular knowledge and scientific knowledge. The dialogue between church, the volunteer health professionals and community leaders led a large part of the community to an awareness of the need for a political engagement in community struggles. Health was an instrument of liberation of the participants. With the use of medicinal plants, residents broke free of medical knowledge oppression, at the same time, they were the creators of culture, transforming their own reality. Community leaders, as political members, worked in health policy configuration. In conclusion, despite the progress achieved by the Popular Education in Health from 1980 to 1995, after that period, there was the demobilization of the popular health movement as a result of the cooptation of the leaders by the government. The institutionalization of popular participation through the municipal health council also helped to empty the popular movement.
39
Silva, Rita de Cássia Curvelo da. „Práxis política no MST: produção de saberes e de sabedoria“. Universidade Federal da Paraíba, 2008. http://tede.biblioteca.ufpb.br:8080/handle/tede/4840.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2015-05-07T15:09:31Z (GMT). No. of bitstreams: 1
arquivototal.pdf: 8747701 bytes, checksum: 201ae3e7b69095b5bdee6a27f46b83b6 (MD5)
Previous issue date: 2008-10-31Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The object of study of this thesis are the social struggles of the Landless Rural Workers Movement MST, conceived as a space for the production and accumulation of knowledge by young people and adults. The study sets out to explain the constitution of an educational process and the emergence of pedagogies seeking to construct new social beings by means of different forms of organization and collective action elaborated and made concrete by militants, leaders and the social base of the Movement. Based on the hypothesis that it is in the theoretical and practical processes of struggle that landless workers construct their own knowledge which whilst taking social practice as the starting point is dialectically interwoven with activities of political formation promoted by the MST. Starting from this premise the research propitiated an analysis of the production of knowledge by the landless workers, based on the thinking, feeling, desires and actions of these subjects and, in particular, on the political praxis which they develop. Whilst prioritising a qualitative research methodology, we made an option for the diversification of human types, with distinct life histories and trajectories in the MST, from different places in the country. Oral sources composed the chief resource for the research, based on the systematic collection of autobiographical narratives of people from all the states in which the MST is active, by means of the technique of semi-structured interviews, in addition to participant observation and the study of printed and audio-visual documents. As a result of the verbal interaction between the researcher and the young people and adults researched, we found evidence that these consolidate the knowledge they acquire in their political praxis, strengthened by other fundamental forms of prais, and construct new theoretical and practical knowledge, develop their affectivity, affirm their individual desires and form a collective desire. They take on the role of historical agents, with a leading part in the proletariat struggles for the transformation of society. The subjects knowledge, the change in the social relations which they experience and the struggles for alterations in the existential conditions of the working class are, however, processes permeated by many contradictions which contribute to the weakening of social movements like the MST and to the advance of mass struggle.
Esta tese tem por objeto as lutas sociais do Movimento dos Trabalhadores Rurais Sem Terra MST, enquanto espaços de produção de saberes e de sabedoria pelas pessoas jovens e adultas. O que se procura explicar é a constituição de um processo educativo e a emergência de pedagogias da construção de novos seres sociais, através dos diferentes modos de organização e ação coletiva pensados e concretizados pelos(as) militantes, dirigentes e base social do Movimento. Partiu-se da hipótese de que, nos processos teóricos e práticos de luta, os trabalhadores e as trabalhadoras Sem Terra constroem saberes, tendo a prática social como ponto de partida, mas dialeticamente entrelaçada com as atividades de formação política promovidas pelo MST. A pesquisa decorrente da hipótese formulada propiciou a análise da produção de sabedoria pelos Sem Terra, a partir do pensar, sentir, querer e agir desses sujeitos, em especial na práxis política que desenvolvem. Priorizando uma metodologia qualitativa de pesquisa, optou-se pela diversificação de tipos humanos, com distintas histórias de vida e trajetórias no MST, habitantes de diferentes lugares do País. As fontes orais compuseram o principal recurso da pesquisa pela coleta sistemática de relatos autobiográficos com pessoas de todos os Estados em que o Movimento Sem Terra se encontra territorializado, através da técnica da entrevista semi-estruturada , além da observação participante e consulta a documentos impressos e audiovisuais. Como resultado das interações verbais entre a pesquisadora e as pessoas jovens e adultas pesquisadas, constata-se que estas, em sua práxis política, reforçada pelas outras formas fundamentais de práxis, sedimentam os aprendizados já adquiridos e constroem novos conhecimentos teóricos e práticos; desenvolvem sua afetividade; afirmam suas vontades individuais e formam um querer coletivo; assumem o papel de agentes históricos, protagonizando as lutas proletárias pela transformação da sociedade. Esse aprendizado dos sujeitos, a mudança nas relações sociais que experienciam e as lutas pela alteração das condições existenciais da classe trabalhadora, contudo, são processos permeados por muitas contradições, as quais contribuem tanto para o descenso de movimentos sociais como o MST, quanto para o avanço das lutas de massa.
40
Mahlobogoane, Modirwadi Mavis. „The leadership practices of heads of department in the implementation of physical development activities in primary schools“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40400.
Der volle Inhalt der QuelleAnnotation:
Reforms that have taken place in the South African education system since 1994 have led to changes in terms of how learning areas are taught in schools. There have been changes regarding the teaching of physical development activities in schools in recent years. Physical education as a subject was infused within life orientation (LO) as a learning area with physical development activities as one of the outcomes. The time to teach physical development activities has been reduced as other learning outcomes within LO have to be taught. This has led to situations where the teaching of physical development activities is undermined in many schools. Pressure to perform well in learning areas such as mathematics and literacy makes educators to devote less time on the teaching of physical development activities. To a larger extent, financial resources on the other hand, are being directed to other learning areas due to pressure to conform to international education standards. There is a need for school leaders to respond to new conditions of teaching. This research project deals with the leadership practices of heads of department (HODs) in the implementation of physical development activities. The study aims to investigate how HODs lead and manage the educators who teach physical development activities. Among other things, the study will focus on the HODs‟ leadership styles relevant to the teaching of physical development activities. The study will also look at challenges they experience in their departments, training needs and how they keep balance between teaching and monitoring educators who teach physical development activities.
The researcher used qualitative research approach to collect information for the study. Semi-structured interviews were conducted with two HODs and four educators in two primary schools. The findings indicate that lack of experience and specialisation in the teaching of physical development activities has an influence on the HODs leadership style. More support is needed in the teaching of physical development activities in order to boost the confidence of those who are teaching this part of the learning area. Deployment of staff members to the relevant positions is one of the priority areas. An implication for schools, particularly HODs and school management teams is that the teaching of physical development activities is as important as the teaching of other learning areas.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted
41
Ventura, Paulo Roberto Veloso. „A EDUCAÇÃO FÍSICA E SUA CONSTITUIÇÃO HISTÓRICA Desvelando Ocultamentos“. Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/675.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2016-07-27T13:44:38Z (GMT). No. of bitstreams: 1
PAULO ROBERTO VELOSO VENTURA.pdf: 1482213 bytes, checksum: b42f6f73ea6c7a8cbac1bb08d69406db (MD5)
Previous issue date: 2010-09-29This thesis investigates the struggle for the monopoly of thought in the field of Physical Education, from the assumption that the ampler collective doesn t appropriate the actions that involve the contradictions inherent to the objectives of the hegemonic and anti-hegemonic intellectuals and the consequences that may come. To deepen the understanding of the paradigms that bear this brunt, History was requested under the perspective that the constitution of the field knowledge, materialized scientifically and historically in the early 19th century s Biological Sciences which had been shaped since the thinkers from the Humanism, Renascence and Enlightenment. Two work categories, still on the theoretic perspective, were target for investigations, the knowledge production and the professional formation leaning on the dialectic/critic literature. The empiric research analyzed the annals from the Sports Science s International Symposium and Brazilian Congress, from 1987 to 2009, the data being systematized by charts and vacillations. The considerations point to the apprehension of a movement within the Brazilian Physical Education in which the contradictions are only manifested in a more concrete way in the years of the 1980 s, with an agitation after the year 2000 in the various areas of labor s social relations (knowledge production, professional formation, pedagogical intervention, specially) due to the incontestable influence of the current curricular guidelines.
Esta tese investiga a luta pelo monopólio do pensamento no campo da Educação Física, a partir do pressuposto de que o coletivo mais amplo não se apropria das ações que envolvem as contradições inerentes aos objetivos dos intelectuais hegemônicos e contrahegemônicos, e as conseqüências que possam emanar. Para aprofundar o entendimento sobre os paradigmas que sustentam esse embate recorreu-se à História, sob a perspectiva de que a constituição do conhecimento do campo, materializada cientifica e historicamente nas Ciências Biológicas no início do século XIX, foi se constituindo desde os pensadores do Humanismo, Renascimento e Iluminismo. Ainda na perspectiva teórica, duas categorias (de trabalho) foram alvo da investigação, a produção do conhecimento e a formação profissional, ancorada na literatura dialético/crítica. A pesquisa empírica analisou o conteúdo dos anais do Simpósio Internacional de Ciências do Esporte e do Congresso Brasileiro de Ciências do Esporte, de 1987 a 2009, sendo os dados sistematizados por quadros e balanços. As considerações apontam a apreensão de um movimento no interior da Educação Física brasileira, em que as contradições só se manifestam de forma mais concreta a partir dos anos de 1980, com acirramento na segunda metade dos anos 2000, nos diversos espaços das relações sociais de trabalho (produção do conhecimento, formação profissional, intervenção pedagógica, especialmente), por influência incontestável das atuais diretrizes curriculares.
42
Oliveira, Ana da Conceição. „A prática pedagógica no ensino fundamental: estudo em escola de assentamento do movimento sem terra“. Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11827.
Der volle Inhalt der QuelleAnnotation:
O presente estudo trata das práticas pedagógicas desenvolvida pelo Movimento dos Trabalhadores Rurais Sem Terra (MST) na Escola de Ensino Fundamental Roberto Remigi, situada no Assentamento João Batista II, no município de Castanhal. O objetivo do estudo é verificar como a prática pedagógica é aplicada em escola de assentamento pelo Movimento Sem Terra no Ensino Fundamental, Séries Iniciais; conhecer o Projeto Político Pedagógico e identificar os fatores que interferem nas práticas pedagógicas dos professores de ensino fundamental. A pesquisa está baseada em revisão bibliográfica e de documentos de campo, numa abordagem fundamentalmente descritiva e interpretativa com base em entrevistas e questionário. Este trabalho se propõe a analisar as práticas pedagógicas aplicadas em escola de Assentamento do MST, por se julgar fundamental o conhecimento desse processo educativo que está acontecendo no interior dos assentamentos rurais, mas que ao mesmo tempo está passando despercebido pela maioria daqueles que de alguma forma estão comprometidos com a melhoria da qualidade de ensino. Este estudo por fim, apresenta como resultado aspectos interessantes da organização educacional do MST no assentamento João Batista II como, por exemplo, os princípios pedagógicos trabalhados que são entendidos como convicções que nascem da prática pedagógica da escola, da convivência no assentamento, que tornaram-se referências para muitos trabalhos científicos; ### ABSTRACT: The present study concerns the pedagogic practices developed by the Movement of the Rural Workers Without Earth (MST) in the School of Fundamental Teaching Roberto Remigi, located in the Establishment John the Baptist II, in the municipal district of Castanhal. The objective of the study is to verify how the pedagogic practice is conceived at the establishment school by the Movement Without Earth in the Fundamental Teaching, Initial Series; it aims to understand of the Pedagogic Political Project and to identify the factors that interfere in the teachers' of fundamental teaching pedagogic practices. The research includes a review of the literature and an analysis of the school documents as well as a descriptive an interpretative analysis of the participant’s understandings of the pedagogical practice in the school based on interviews. This work intends to analyze the applied pedagogic practices in school of establishment of MST, order to reveal of the educational process that it is happening inside the rural establishments, which is passing unperceived for most of those that are committed with the improvement of the teaching quality in some way. This study finally, presents as resulted interesting aspects of the educational organization of MST in the establishment John the Baptist II as, for instance, the pedagogic principles that are understood as convictions that are born of the pedagogic practice of the school, of the experience in the establishment, which became references for many scientific works.
43
Baker, Joseph O. „Christian Sectarianism, Fundamentalism, and Extremism“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/446.
Der volle Inhalt der QuelleAnnotation:
Book Summary: The Routledge Handbook on Deviance brings together original contributions on deviance, with a focus on new, emerging, and hidden forms of deviant behavior. The editors have curated a comprehensive collection highlighting the relativity of deviance, with chapters exploring the deviant behaviors related to sport, recreation, body modification, chronic health conditions, substance use, religion and cults, political extremism, sexuality, online interaction, mental and emotional disorders, elite societal status, workplace issues, and lifestyle. The selections review competing definitions and orientations and a wide range of theoretical premises, while addressing methodological issues involved in the study of deviance. Each section begins with an introduction by the editors, anchoring the topics in relevant theoretical and methodological contexts and identifying common themes as well as divergence.
Providing state-of-the-art scholarship on deviance in modern society, this handbook is an invaluable resource for researchers and students engaged in the study of deviance across a range of diciplines including criminology, criminal justice, sociology, anthropology, and interdisciplinary departments, including justice studies, social transformation, and socio-legal studies.
44
Michna, Catherine C. „Hearing the Hurricane Coming: Storytelling, Second-Line Knowledges, and the Struggle for Democracy in New Orleans“. Thesis, Boston College, 2011. http://hdl.handle.net/2345/2753.
Der volle Inhalt der QuelleAnnotation:
Thesis advisor: Carlo RotellaThesis advisor: Cynthia A. Young
From the BLKARTSOUTH literary collective in the 1970s, to public-storytelling-based education and performance forms in the aftermath of Hurricane Katrina, and fiction and nonfiction collections in the years since the storm, this study traces how New Orleans authors, playwrights, educators, and digital media makers concerned with social justice have mirrored the aesthetics and epistemologies of the collaborative African diasporic expressive traditions that began in the antebellum space of Congo Square and continue in the traditions of second-line parading and Mardi Gras Indian performances today. Combining literary analysis, democratic and performance theory, and critical geography with interviews and participant observation, I show how New Orleans authors, theatre makers, and teachers have drawn on "second-line" knowledges and geographies to encourage urban residents to recognize each other as "divided subjects" whose very divisions are the key to keeping our social and political systems from stabilizing and fixing borders and ethics in a way that shuts down possibilities for dissent, flux, and movement. Building on diverse scholarly arguments that make a case both for New Orleans's exceptionalism and its position, especially in recent years, as a model for neoliberal urban reform, this study also shows how the call and response aesthetics of community-based artists in New Orleans have influenced and benefited from the rise of global democratic performance and media forms. This dual focus on local cultures of resistance and New Orleans's role in the production of national and transnational social justice movements enables me to evaluate New Orleans's enduring central role in the production of U.S. and transnational constructs of African diasporic identity and radical democratic politics and aesthetics. Chapter One, "Second Line Knowledges and the Re-Spatialization of Resistance in New Orleans," synthesizes academic and grassroots analyses and descriptions of second lines, Mardi Gras Indian performances, and related practices in New Orleans through the lenses of critical geography and democratic theory to analyze the democratic dreams and blues approaches to history and geography that have been expressed in dynamic ways in the public spaces of New Orleans since the era of Congo Square. My second chapter, "'We Are Black Mind Jockeys': Tom Dent, The Free Southern Theater, and the Search for a Second Line Literary Aesthetic," explores the unique encounter in New Orleans between the city's working-class African American cultural traditions and the national Black Arts movement. I argue that poet and activist Tom Dent's interest in black working-class cultural traditions in New Orleans allowed him to use his three-year directorship of the Free Southern Theater to produce new and lasting interconnections between African American street performances and African American theatre and literature in the city. Chapter Three, "Story Circles, Educational Resistance, and the Students at the Center Program Before and After Hurricane Katrina," outlines how Students at the Center (SAC), a writing and digital media program in the New Orleans public schools, worked in the years just before Hurricane Katrina to re-make public schools as places that facilitated the collaborative sounding and expression of second-line knowledges and geographies and engaged youth and families in dis-privileged local neighborhoods in generating new democratic visions for the city. This chapter contrasts SAC's pre-Katrina work with their post-Katrina struggles to reformulate their philosophies in the face of the privatization of New Orleans's public schools in order to highlight the role that educational organizing in New Orleans has played in rising conversations throughout the US about the impact of neo-liberal school reform on urban social formations, public memory, and possibilities for organized resistance. Chapter Four, "'Running and Jumping to Join the Parade': Race and Gender in Post-Katrina Second Line Literature" shows how authors during the post-Katrina crisis era sought to manipulate mass market publication methods in order to critically reflect on, advocate for, and spread second-line knowledges. My analysis of the fiction of Tom Piazza and Mike Molina, the non-fiction work of Dan Baum, and the grassroots publications of the Neighborhood Story Project asks how these authors' divergent interrogations of the novel and non-fiction book forms with the form of the second line parade enable them to question, with varying degrees of success, the role of white patriarchy on shaping prevailing media and literary forms for imagining and narrating the city. Finally, Chapter Five, "Cross-Racial Storytelling and Second-Line Theatre Making After the Deluge," analyzes how New Orleans's community-based theatre makers have drawn on second-line knowledges and geographies to build a theatre-based racial healing movement in the post-Katrina city. Because they were unable and unwilling, after the Flood, to continue to "do" theatre in privatized sites removed from the lives and daily spatial practices of local residents, the network of theater companies and community centers whose work I describe (such as John O'Neal's Junebug Productions, Mondo Bizarro Productions, ArtSpot Productions, and the Ashé Cultural Arts Center) have made New Orleans's theatrical landscape into a central site for trans-national scholarly and practitioner dialogues about the relationship of community-engaged theatre making to the construction of just and sustainable urban democracies
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: English
45
Szczepanski, Anders. „Handlingsburen kunskap : Lärares uppfattningar om landskapetsom lärandemiljö“. Licentiate thesis, Department of Behavioural Sciences and Learning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20548.
Der volle Inhalt der QuelleAnnotation:
This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a survey (accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan educational intervention in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts.
Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement.
The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, what is the difference between learning outdoors and indoors, and why teach outdoors? Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the place perspective, the environment perspective and the body perspective. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II.
The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded:
- the place for learning
- the object of learning
- the way of learning
- bodily learning
Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more authentic, body and sensory experience related, movement intensive and health promoting learning than traditional learning in the classroom.
Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2.
The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body.
46
Szczepanski, Anders. „Handlingsburen kunskap : Lärares uppfattningar om landskapet som lärandemiljö“. Licentiate thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20548.
Der volle Inhalt der QuelleAnnotation:
This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a survey (accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan educational intervention in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts. Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement. The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, what is the difference between learning outdoors and indoors, and why teach outdoors? Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the place perspective, the environment perspective and the body perspective. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II. The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded: the place for learning the object of learning the way of learning bodily learning Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more authentic, body and sensory experience related, movement intensive and health promoting learning than traditional learning in the classroom. Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2. The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body.Serienumret är felaktigt i avhandlingen och skall vara 251.
47
Pires, Mara Fernanda Chiari 1954. „Docentes negros na universidade pública brasileira : docência e pesquisa como resistência e luta“. [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253910.
Der volle Inhalt der QuelleAnnotation:
Orientador: Neusa Maria Mendes de GusmãoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-24T15:00:09Z (GMT). No. of bitstreams: 1 Pires_MaraFernandaChiari_D.pdf: 4507207 bytes, checksum: 9f264070e0c16916b007073f8661497f (MD5) Previous issue date: 2014
Resumo: O acesso à educação sempre foi uma reivindicação dos movimentos negros no Brasil, na luta por uma sociedade mais igualitária e justa. Esta luta incessante e a mobilização contínua, ainda que pouco divulgadas pela mídia, resultaram nas medidas governamentais que definiram os programas de ações afirmativas, garantindo maior condição de ingresso na vida universitária aos alunos negros. Se estas conquistas devem ser garantidas e protegidas, como nos sugere Norberto Bobbio, este trabalho é uma reflexão sobre a necessidade de novos avanços, para sua efetivação, no interior da universidade. Em especial, aponta para a necessária revisão epistemológica do conhecimento construído e perpetuado no interior da academia, que vem mantendo valores discriminatórios em nome de uma suposta "universalidade" do saber e da ciência. Estes valores vêm interpondo obstáculos à vida escolar de alunos negros nos diferentes graus de ensino, em uma sociedade que há séculos defende sua hegemonia branca. Para esta pesquisa foram tomados os depoimentos de três professores universitários de instituições públicas que, como tantos alunos negros, também se depararam com esses múltiplos obstáculos para o ingresso e progressão na vida escolar, e, posteriormente, como docentes universitários. Os depoimentos foram confrontados com os obtidos por outros pesquisadores junto a estudantes e docentes negros, e ofereceram elementos de análise para uma reflexão sobre se é suficiente a garantia de ingresso nos cursos superiores na luta contra o racismo e a discriminação, ou se a ideologia que os mantém não exige uma revisão de currículos e conteúdos, e a proposta de constituição de um novo saber intercultural, tecido horizontalmente na trama das relações interraciais. Neste sentido, é feita uma revisão da luta por educação dos movimentos negros, e analisada a contribuição da Associação Brasileira de Professores Negros, a ABPN. Abrindo espaços para a divulgação de trabalhos de jovens pesquisadores negros e não negros sobre temáticas de interesse dos grupos negros em sua revista eletrônica, seus cadernos temáticos e nos COPENE ¿ Congresso de Pesquisadores Negras e Negros ¿ a ABPN participa da construção de um novo olhar sobre a realidade do negro e sua inserção na sociedade brasileira
Abstract: Access to education has always been a strong claim among black population movement groups in Brazil, on the fight for a fairer and more egalitarian society. This constant struggle and ceaseless mobilization, though still little reported by the media, have resulted in governmental measures that have defined programs of positive actions, providing better conditions for black students to be admitted in universities. If such conquers must be ensured and protected, as Norberto Bobbio suggests, this paper is a reflexion over the need of new advances, for its effectiveness, within superior education. It points specifically to the need of epistemological revision of constructed and perpetuated knowledge within the academic environment, which has been keeping prejudicial values, for the sake of a "universality" of knowledge and science. Such values have posed obstacles to school life of black students on the different educational levels, in a society that has, for centuries, defended its white hegemony. For this research, three college professors from public universities were interviewed. Like many other black students, these teachers have also faced several barriers in order to enter university and develop their academic life and, afterwards, as college professors. Their accounts have been aligned with those collected by other researchers who interviewed both black students and teachers and offered analytical elements for later reflexion over how effective the guarantee of admission of black students in higher education courses is, on the fight against racism and discrimination, or whether the ideology keeping them does not require a review on the academic curricula and content, and the proposal of building new cultural knowledge, horizontally woven on the interracial relations tapestry. On that note, the topic of fighting for formal education of black groups is addressed, and the contributions from the ABPN ¿ Brazilian Associationof Black Teachers ¿ are analyzed. By offering room for publication of papers written by black and non-black researchers about topics of interest for black groups in its electronic magazine, as well as in the COPENE ¿ Congress of Black Researchers ¿ ABPN participates in the construction of a fresh look on the current reality of black individuals and their insertion in the Brazilian society
Doutorado
Ciencias Sociais na Educação
Doutora em Educação
48
Namèche, Isabelle. „Le savoir-danser d'Isadora Duncan : origine et transmission d'une œuvre esthétique“. Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR103.
Der volle Inhalt der QuelleAnnotation:
Isadora Duncan fait partie de ce genre d’artiste qui laisse une empreinte profonde dans la culture. Arrivée en Europe en 1899 avec sa famille pour exposer sa nouvelle danse, Isadora Duncan va sillonner l’Europe et le monde pour montrer, au moyen de son savoir-danser, une voie à l’éveil de soi. Elle-même objet de cette expérience à laquelle elle a été préparée dans la cellule familiale par une éducation de l’amour de l’être pour ce qu’il est, Isadora choisit sa propre voie philosophique pour élaborer son œuvre en communauté et projeter de former, avec sa sœur Elizabeth, des disciples à l’art Duncan. Or, le contexte réformateur de la vie en Allemagne et le déploiement économique et technique de l’industrie, vont poser, d’une certaine façon, l’antagonisme des voies pédagogiques que choisissent les sœurs Duncan dans leur transmission. Elles vont surtout révéler la survivance d’un courant pédagogique antique à partir duquel elles construisent leur rapport au monde et le sens qu’elles donnent à l’aspect de la formation. Car le style d’Isadora Duncan, s’il peut être défini comme étant un style naturel, c’est qu’il pose la question de sa genèse, de sa transmission et de ce qu’il laisse en héritage. C’est cet ensemble de questions qui a motivé notre enquête par traces au sein des archives en suivant Isadora et sa famille. Mais c’est aussi dans les lieux de pratiques Duncan que nous avons suivi le fil de la transmission et le projet depuis son origine pour en comprendre le sensIsadora Duncan is part of this kind of artist who leaves a deep imprint in the culture. Arrived in Europe in 1899 with his family to exhibit his new dance, Isadora Duncan will travel Europe and the world to show, through his knowledge-dancing, a path to self-awareness. She herself is the object of this experience to which she was prepared in the family unit by an education of the love of being for what it is, Isadora chooses her own philosophical way to elaborate her work in community and project of form, with his sister Elizabeth, disciples at Duncan art. However, the reforming context of life in Germany and the economic and technical deployment of the industry will, in a way, pose an antagonism to the educational pathways chosen by the Duncan sisters in their transmission. Above all, they will reveal the survival of an ancient educational current from which they have built their relationship to the world and the meaning they give to the aspect of formation. For Isadora Duncan's style, if it can be defined as a natural style, is that it raises the question of its genesis, its transmission and what it leaves as an inheritance. It is this set of questions that motivated our investigation by traces in the archives, following Isadora and his family, but also in places of practice Duncan to find the thread of transmission and follow the project from its origin to understand the meaning
49
Assayas, Eva. „De l'expressivité du geste à la nécessité du mouvement : la danse créatrice du lieu intérieur“. Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH026.
Der volle Inhalt der QuelleAnnotation:
Cette recherche-création en danse se fonde sur un travail de transmission : celle qui, à partir de l'expérience d'un solo, procède à la création d'un trio. Il s'agit d'analyser la capacité d'un tel geste à expliciter des sensations intérieures, et de définir les moyens d'approfondir cette connaissance sensible en faisant l'économie d'une transmission de mouvements de corps à corps. La recherche est donc guidée par une pratique chorégraphique qui en constitue le champ épistémique. En suivant une approche pragmatique, l'attention se porte sur l'expérience de la pratique de création et sur la réflexivité de cette expérience : connaître renvoie ici à une activité située et incarnée. Dans la même perspective, la dimension esthétique de la recherche doit être appréciée selon sa capacité à rendre compte d'une expérience sur et avec l'art : le trio Dans le creux de l'absence est à la fois une production artistique et le moyen de mieux connaître les conditions de cette production. Initiée par l'hypothèse d'un « lieu intérieur » nécessaire à l'expansion du geste dansé, cette recherche déplie l'acte de création pour mettre au jour le trajet allant de l'expressivité à la nécessité du geste. En articulant les approches poïétique et esthétique et en entrecroisant les espaces sensibles et réflexifs, ce cheminement a permis de cerner l'état de danse du solo Le Vrai lieu et de le dissocier de son corps d'origine. Définir l'écriture et la sensation d'espace caractéristiques de cet état de corps a ainsi contribué à forger des outils chorégraphiques pour le créer et le transmettre. En retour, ces outils ont découvert le fil d'une esthétique et révélé le rôle joué par l'espace dans la création d'une gestuelle commune. La sensation d'un « lieu intérieur » s'est ainsi clarifiée par sa transformation en un espace interstitiel, produit et façonné par une chorégraphie d'émulations. La « partition corps-espace » exposée dans cette thèse reflète l'élaboration progressive de ce savoir-chercher/transmettre/créer. Sans prétendre rationnaliser la création artistique, ni éclairer les zones d'incertitude qui contribuent à sa réalisation, cette recherche-création propose un chemin pour dépasser l'idiosyncrasie de l'œuvre-corps : frayant à travers les multiples voies d'une pratique heuristique, elle travaille à désopacifier, à questionner et à transformer, dans l'entrecroisement des corps, les éléments caractérisant l'identité d'une œuvre chorégraphiqueThis practice-led dance research is based on a transmission work: the passing on of a solo experience leading to the creation of a trio. The aim is to analyse the ability of such a gesture to make explicit inner sensations, and to identify how this sensitive knowledge can be deepened while avoiding passing on choreographic movements from body to body. The research is thus led by a choreographic practice which defines its epistemic field. Following a pragmatic approach, attention is given to the experience of choreographic work and to the reflexivity of this experience: in this context, knowledge is to be understood as the result of a situated and embodied practice. Similarly, the research's aesthetic dimension is assessed through its ability to share an experience with and upon art: Dans le creux de l'absence trio is both an artistic creation and a way to explore the conditions of the creation process. Based on the hypothesis that a gesture can only burgeon from an “inner territory”, this research breaks down the act of choreographic creation in order to reveal the path from expressive motion to inner necessity. Following both poietic and aesthetic approaches as well as sensitive and reflexive paths, the research led to identify a certain state of dance in Le Vrai lieu solo's and to separate it from its body of origin. Defining the writing and sense of space underlying this state of body then helped build the necessary choreographic tools to its creation and transmission. These tools, in return, unveiled a certain aesthetic form and underlined the importance of space in creating this common gesture: they helped turn the inscrutable sensation of an “inner territory” into that of an “interstitial space”, created and shaped by a choreography of emulations. The “body-space score” laid out in this thesis reflects the development of this “search/transmit/create know-how”. This practice-led research doesn't claim to rationalise artistic creation nor to pinpoint the places of uncertainty that contribute to its development. It suggests a path to overcome the idiosyncrasy of the body as a work of art: navigating through the multiple ways of heuristic practice and the intertwining bodies of three dancers, it aims to clarify, question and transform the characteristic elements of a choreographic work
50
Lamble, Sarah R. „Epistemologies of possibility: social movements, knowledge production and political transformation“. Thesis, University of Kent, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594232.
Der volle Inhalt der QuelleAnnotation:
Urgent global problems-whether military conflicts, economic insecu rities, immigration controls or mass inca rceration-not only call for new modes of po litical action but also demand new forms of knowledge. For if knowledge frameworks both shape the horizons of social intelli gi bil ity and chart t he realms of political possibility, then epistemological interventions constitute a crucial part of social change. Social movements play a key role in th is work by engaging in dissident knowledge practices that open up space for political transformation. But what are the processes and conditions through which social movements generate new ways of knowing?'What is politically at sta~e in the various knowledge strategies that activists use to generate social change? Despite a growing lite ratu re on the role of epistemological dimensions of protest, social movement studies tend to neglect specific questions of epistemological change. Often treating knowledge as a resource or object rather than a power relation and a socia l practice, social movement scholars tend to focus on content rather than production, frames rather than practices, taxonomies rather than processes. Missing is a more dynamic account of the conditions, means and power relations through which transformative knowledge practices come to be constituted and deployed. Seeking to better understand processes of epistemological transformation, this thesis explores the relationship between social movements, knowledge production and pol itical change. Starting from an assumption that knowledge not only represents the world, but also works to constitute it, th is thesis examines the role of social movement knowledge practices in shaping the conditions of political possi bility. Drawing from the context of grassroots queer, transgender and feminist organizing around issues of prisons and border controls in North America, the project explores how activists generate new forms of knowledge and forge new spaces of political possibility. Working through a series of concepts-transformation, resistance, exp_erience, co-optation, so lidarity and analogy-this thesis explores different ways of understanding processes of epistemological change with in social movement contexts. It considers processes that facil itate or enable epistemological change and those that lim it or prohibit such change. Bringing together a range of theoretical perspect ives, includ ing femin ist, queer, crit ica l race and post-structuralist analyses, and drawing on interviews with grassroots activists, the thesis explores what is politica lly at stake in the different ways we conceptua lise, imagine and engage in processes of epistemological change.