A Situated Perspective on What Counts as Reading

1991 ◽  
pp. 103 ◽  
Author(s):  
James L. Heap
Keyword(s):  
Situated Perspective

Becoming a Community Musician

2018 ◽  
Author(s):  
Dave Camlin ◽  
Katherine Zesersen
Keyword(s):  
United Kingdom ◽  
Community Music ◽  
Knowledge And Attitudes ◽  
The North ◽  
The United Kingdom ◽  
Democratic Pedagogy ◽  
Situated Perspective

In this chapter, we outline an approach to training in community music that is congruent with its pluralistic and diverse character. From the situated perspective of Sage Gateshead, a large music organization in the north of the United Kingdom, we reflect on some of the ways that musicians have developed the skills, knowledge, and attitudes to become effective practitioners of community music. Rooted in a dialogic and democratic pedagogy, the training processes described herein recognize the highly individualized nature of community music practices, and are underpinned by the explicitly humanistic values and attitudes that unite them.

scholarly journals Motivational Dynamics in Language Advising Sessions: A Case Study

2019 ◽  
pp. 5-20
Author(s):  
Eduardo Castro
Keyword(s):  
Language Learning ◽  
Interpretative Phenomenological Analysis ◽  
Task Complexity ◽  
Longitudinal Case Study ◽  
Learning Context ◽  
Sense Of Competence ◽  
Depth Interview ◽  
Language Classroom ◽  
Situated Perspective

Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.

Maintaining a Socially Just Classroom

2019 ◽  
pp. 196-211 ◽  
Author(s):  
Jose W. Lalas ◽  
Joanna Linda Lalas
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Cultural Capital ◽  
Ethical Decision Making ◽  
Funds Of Knowledge ◽  
Research Literature ◽  
Sociocultural Factors ◽  
Related Research ◽  
Situated Perspective ◽  
Engaging Student

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

scholarly journals Adolescent Perception of Maternal Practices in Portugal and Spain: Similarities and Differences

2020 ◽  
Vol 12 (15) ◽  
pp. 5910
Author(s):  
Bárbara Lorence ◽  
Cristina Nunes ◽  
Susana Menéndez ◽  
Javier Pérez-Padilla ◽  
Victoria Hidalgo
Keyword(s):  
Multivariate Analysis ◽  
Parenting Practices ◽  
Family Intervention ◽  
Demographic Information ◽  
Cultural Aspects ◽  
The Third ◽  
Similarities And Differences ◽  
Adolescent Perceptions ◽  
Situated Perspective ◽  
Southern European Countries

The aim of this study was to compare parenting in two southern European countries, Spain and Portugal, according to adolescent perceptions from a situated perspective. A total of 445 Portuguese (58.88%) and Spanish (41.12%) adolescents completed a questionnaire about maternal practices and provided socio-demographic information. Portuguese and Spanish mothers were more responsive than coercive in controlling adolescents’ compliance and non-compliance situations. Spanish mothers scolded, revoked privileges, and punished physically more often than Portuguese mothers, who used dialogue more often. Multivariate analysis showed three groups of parenting practices. Portuguese mothers were represented mainly in the Indulgent group (81.70%), and Spanish mothers in the Authoritative group (74.40%), whereas the third group (Neglectful) was independent of the country of origin. These results support the theory that research and family intervention should recognize cultural aspects in order to grasp the parenting process.

scholarly journals The application of Feminist Standpoint Theory in social research

2020 ◽  
Vol 11 (2) ◽  
pp. 307-318
Author(s):  
María Silvestre Cabrera ◽  
María López Belloso ◽  
Raquel Royo Prieto
Keyword(s):  
Social Research ◽  
A Priori ◽  
Standpoint Theory ◽  
Feminist Epistemology ◽  
Feminist Standpoint Theory ◽  
Social Construction Of Reality ◽  
Feminist Standpoint ◽  
Women's Voices ◽  
The Social ◽  
Situated Perspective

This article assumes a priori that feminist epistemology must necessarily imply the definition and application of a methodology that is capable of analysing knowledge from a situated perspective, making visible the restrictions of gender, class, ethnicity, and in summary, of the social location.  Feminist Standpoint Theory (FST) set out by authors such as Sandra Harding, calls on those who have not had access to power and areas of decision-making to participate in the construction of knowledge and in the social construction of reality. In this article, we will claim for a need of a sociological investigation based on FST and provide some examples and evidence of the knowledge generated by women's voices building on the analysis of 10 doctoral theses. The methodology used is based on the analysis of the topics chosen by the thesis, the formulation of its objectives and the bibliography used. Likewise, we have developed a so-called “Harding test” grounded on her postulates, which has allowed us to assess the doctoral theses analysed and to reflect about the empirical contributions of the research, the feminist commitment and what the subject / object relationship should be in feminist epistemology.

The postcolonial perspective: an introduction

2014 ◽  
Vol 6 (2) ◽  
pp. 294-311 ◽  
Author(s):  
Charlotte Epstein
Keyword(s):  
International Relations ◽  
Power Relations ◽  
International Politics ◽  
Embodied Experiences ◽  
Situated Perspective

In this article I consider what it means to theorise international politics from a postcolonial perspective, understood not as a unified body of thought or a new ‘-ism’ for IR, but as a ‘situated perspective’, where the particular of subjective, embodied experiences are foregrounded rather than erased in the theorising. What the postcolonial has to offer are ex-centred, post-Eurocentric sites for practices of situated critique. This casts a different light upon the makings of international orders and key epistemological schemes with which these have been studied in international relations (IR), such as ‘norms’. In this perspective colonisation appears as a foundational shaper of these orders, to a degree and with effects still under-appraised in the discipline. The postcolonial perspective is thus deeply historical, or rather genealogical, in its dual concerns with, first, the genesis of norms, or the processes by which particular behaviours come to be taken to be ‘normal’. Second, it is centrally concerned with the power relations implicated in the (re)drawing of boundaries between the normal and the strange or the unacceptable. Together, these concerns effectively shift the analysis of the ideational processes underpinning international orders from ‘norms’ to the dynamic and power-laden mechanisms of ‘normalisation’. In addition, I show how theorising international politics from a postcolonial perspective has implications for IR’s conceptions of time, identity, and its relationship to difference, as well as agency.

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