scholarly journals ‚Eine Halle für alle – den Lernort Sporthalle barrierefrei gestalten‘ – Ein Seminarangebot der inklusionsorientierten Sportlehrer*innenausbildung aus Studierendensicht

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Frederik Bükers ◽  
Jonas Wibowo ◽  
Marie-Luise Schütt
Keyword(s):  
Situated Learning ◽  
Qualitative Interview ◽  
Theory And Practice ◽  
The Other ◽  
Learning Object ◽  
Potential Barriers ◽  
Qualitative Interview Study ◽  
Qualitative Interviewstudie ◽  
Education Seminar ◽  
The One

Teilhabemöglichkeiten können durch mangelnde Barrierefreiheit eingeschränkt sein, dies gilt im Kontext des Sportunterrichts auch für den Lernort Sporthalle. Mit dem Hochschulseminar ‚Eine Halle für alle – den Lernort Sporthalle barrierefrei gestalten‘ wird das Ziel verfolgt, angehende Sportlehrer*innen in die Lage zu versetzen, materiell-räumliche Barrierepotenziale am Lernort Sporthalle zu identifizieren und sie im Umgang mit diesen zu stärken. Das Seminarkonzept strebt eine Theorie-Praxis-Verknüpfung an und orientiert sich hierfür an Merkmalen des situierten Lernens. Eine qualitative Interviewstudie zum Seminarkonzept dient der formativen Evaluation, setzt an der Perspektive der Studierenden an und legt den Schwerpunkt zum einen auf die Umsetzung der Merkmale des situierten Lernens und zum anderen auf den Lerngegenstand ‚Der Lernort Sporthalle unter besonderer Berücksichtigung der Barrierefreiheit‘. In diesem Beitrag werden das Seminarkonzept und die Evaluationsergebnisse dargestellt.   Abstract Lack of accessibility can limit participation. In the context of physical education (PE), this also applies to the sports hall as a part of the learning environment. The higher education seminar ‚Eine Halle für alle – den Lernort Sporthalle barrierefrei gestalten‘ aims to enable pre-service PE teachers to identify potential barriers in the sports hall and to strengthen them in dealing with them. The seminar concept aims to bridge theory and practice and is based on the characteristics of situated learning. It was evaluated through a qualitative interview study. The evaluation was based on the perspective of the students and focuses on the one hand on the implementation of the characteristics of situated learning and on the other hand on the learning object 'The barrier-free sports hall'. In this article, the seminar concept and evaluation results are presented.

COMMUNICATING EMPIRE: THE HABSBURGS AND THEIR CRITICS, 1700–1919

2009 ◽  
Vol 19 ◽  
pp. 117-138 ◽  
Author(s):  
R. J. W. Evans
Keyword(s):  
Eighteenth Century ◽  
Roman Empire ◽  
Theory And Practice ◽  
Holy Roman Empire ◽  
The Other ◽  
Current Debate ◽  
Free Standing ◽  
Power Base ◽  
The One ◽  
At Home

ABSTRACTIn the vibrant current debate about European empires and their ideologies, one basic dichotomy still tends to be overlooked: that between, on the one hand, the plurality of modern empires of colonisation, commerce and settlement; and, on the other, the traditional claim to single and undividedimperiumso long embodied in the Roman Empire and its successor, the Holy Roman Empire, or (First) Reich. This paper examines the tensions between the two, as manifested in the theory and practice of Habsburg imperial rule. The Habsburgs, emperors of the Reich almost continuously through its last centuries, sought to build their own power-base within and beyond it. The first half of the paper examines how by the eighteenth century their ‘Monarchy’, subsisting alongside the Reich, dealt with the associated legacy of empire. After the dissolution of the Holy Roman Empire in 1806 the Habsburgs could pursue a free-standing Austrian ‘imperialism’, but it rested on an uneasy combination of old and new elements and was correspondingly vulnerable to challenge from abroad and censure at home. The second half of the article charts this aspect of Habsburg government through an age of international imperialism and its contribution to the collapse of the Dual Monarchy in 1918.

scholarly journals Female Subversion through Sex Work: Transgressive Discourses

2018 ◽  
Vol 14 (1) ◽  
pp. 114-137
Author(s):  
Marta Olasik
Keyword(s):  
Sex Work ◽  
Sex Workers ◽  
Sociological Theory ◽  
Gender And Sexuality ◽  
Theory And Practice ◽  
The Other ◽  
Sex Industry ◽  
Female Sex ◽  
Lesbian Studies ◽  
The One

The main objective of this article is to provide a multi-faceted and spatially-sensitive reflection on sex work. Taking as a point of departure subversive feminist politics on the one hand and the much contingent notion of citizenship on the other, I intend to present various forms of prostitution as potentially positive and empowering modes of sexual and emotional auto-creation. Informed by the leading research of the subject, as well as inspired and educated by Australia-based Dr Elizabeth Smith from La Trobe University in Melbourne, who had researched and presented female sex workers as self-caring and subversive subjects who make own choices and derive satisfaction from their occupation, I wish to seek academic justice for all those women (and men or trans people, for that matter) in the sex industry who feel stigmatized by political pressure and ultra-feminist circles across Europe. Translating Dr Smith’s significant research into European (and Polish) social realities would be a valuable contribution to the local discussions on gender and sexuality, and axes they intersect with. More importantly, however, a framework of a conceptual interdisciplinary approach needs to be adopted—one in which a specific queer form of lesbian feminist reflection is combined with human geography, both of which have much to offer to various strands of sociological theory and practice. Therefore, as a queer lesbian scholar based in Poland, I would like to diverge a bit from my usual topic in order to pay an academic and activist tribute to the much neglected strand of sociology of sex work. However, my multi-faceted and interdisciplinary academic activity allows me to combine the matter in question with the field of lesbian studies. Both a female sex worker and a lesbian have been culturally positioned through the lens of what so-called femininity is, without a possibility to establish control over their own subjectivities. Hence, on the one hand the article is going to be an academic re-interpretation of sex work as such, but on the other, methodological possibilities of acknowledging and researching lesbian sex workers will be additionally considered with special attention to feminist epistemologies and praxis. While a sensitivity to a given locality is of utmost importance when dealing with gender and sexuality issues, I would like to suggest a somewhat overall approach to investigating both female empowerment through sex work and lesbian studies inclusive of sex workers. Importantly, the more common understandings of the sex industry need to be de-constructed in order for a diversity of transgressive discourses to emerge.

The translator’s immobility

Target ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 333-357 ◽  
Author(s):  
Paola Venturi
Keyword(s):  
Theory And Practice ◽  
The Other ◽  
Target Language ◽  
Translation Theory ◽  
The One

Translations are facts of target cultures, but the perceived status of source texts has a bearing on how these are reflected or refracted in the target language. This proposition is particularly evident in the case of classics: when translators have to work on literary creations occupying a pivotal position in the source/target cultures, they adopt strategies of literalness and ennoblement which betray a quasi-religious awe—on the one hand, a desire to ruffle the surface of the revered original as little as possible; and on the other, a determination to reproduce the supposed ‘classical qualities’ of the classic even when they are not present in the source. In the following article, I examine how the ‘idea of classic’ influences translation theory and practice, substantiating my theoretical observations by looking at Italian translations of English classics. A marked—and historically determined—disparity between source and target readerships, and the translators’ reverence for their prestigious originals, conspire to produce Italian versions which are much more ‘wooden’ and ‘elegant’ than their English counterparts.

Afterword: Transnational Asian Studies—Toward More Inclusive Theory and Practice

2021 ◽  
Vol 80 (4) ◽  
pp. 1033-1044
Author(s):  
Sonia Ryang
Keyword(s):  
Asian American ◽  
American Studies ◽  
White Male ◽  
The United States ◽  
Theory And Practice ◽  
The Other ◽  
Asian American Studies ◽  
Asian Studies ◽  
Historical Role ◽  
The One

Based on the articles in this “Global Asias” forum, this essay proposes that in order to build a meaningful bridge between Asian studies and Asian American studies, we must first face what needs to be critically overcome in Asian studies itself: persistent white male domination of the field, on the one hand, and historical role that the United States has played in Asia, on the other. One possibility is to adopt a transnational Asian studies approach, which advocates bringing Asian studies and Asian American studies together while also envisioning radical interdisciplinarity across Asian studies and African American studies, Latino/a studies, and Asian American studies. The key to pursuing such an approach would be to create a teaching and research environment of inclusion and collaboration.

Human Rights under State Socialism

1984 ◽  
Vol 32 (3) ◽  
pp. 349-368 ◽  
Author(s):  
David Lane
Keyword(s):  
Human Rights ◽  
Interest Groups ◽  
Theory And Practice ◽  
The Other ◽  
The West ◽  
Russian Culture ◽  
Collective Rights ◽  
Normative Approach ◽  
The Third ◽  
The One

The paper is in four parts. The first outlines the debate that has occurred in the West about whether human rights, and about what human rights, are desirable and possible in socialist states. In the second it is contended that the normative approach to rights in socialist states has been influenced but not determined by the theory and practice of the USSR. Human rights under Marxism–Leninism are ambiguously defined: there is an unresolved tension between individual (and group) rights, on the one hand, and class and collective rights on the other. Socialist states, it is claimed, have different units, types of claims and priorities of rights. In the third section, it is argued that the Soviet model of rights has a particular correspondence with Russian culture. Its impact on other socialist countries (Poland is considered, as an illustration) depends on the internal social structure (the strength of interest groups) and the degree of legitimacy of the state. Finally, some prognostications are offered concerning the dynamics and likely developments of rights claims under socialism.

scholarly journals Reassembling difference? Rethinking inclusion through/as embodied ethics

2018 ◽  
Vol 72 (1) ◽  
pp. 48-68 ◽  
Author(s):  
Melissa Tyler
Keyword(s):  
Political Activism ◽  
Relational Ethics ◽  
Theory And Practice ◽  
The Other ◽  
Feminist Activism ◽  
Feminist Writing ◽  
The One ◽  
The Relationship ◽  
Ethics And Politics

This article considers inclusion through the lens of embodied ethics. It does so by connecting feminist writing on recognition, ethics and embodiment to recent examples of political activism as instances of recognition-based organizing. In making these connections, the article draws on insights from Judith Butler’s recent writing on the ethics and politics of assembly in order to rethink how inclusion might be understood and practised. The article has three interrelated aims: (i) to emphasize the importance of a critical reconsideration of the ethics and politics of inclusion given – on the one hand, its positioning as an organizational ‘good’, and on the other, the conditions attached to it; (ii) to develop a critique of inclusion, drawing on insights from recent feminist thinking on relational ethics; and (iii) to connect this theoretical critique of inclusion, reconsidered here through the lens of embodied ethics, to assembly as a form of feminist activism. Each of these aims underpins the theoretical and empirical discussion developed in the article, specifically its focus on the relationship between embodied ethics, the interplay between theory and practice, and a politics of assembly as the basis for a critical reconsideration of inclusion.

Performativity and Caring in Education: Toward an Ethic of Reimagination

2020 ◽  
pp. 105268462097206
Author(s):  
Jeff Walls
Keyword(s):  
Theory And Practice ◽  
The Other ◽  
Student Needs ◽  
Collaborative Relationships ◽  
Other Hand ◽  
Balance Of Care ◽  
The One

Schools are expected to be sites of caring, but there is evidence that both students and adults often experience them as uncaring places. One reason is that a sustained and heavy policy emphasis on accountability and demonstrations of effectiveness has placed pressure on educators to perform in certain ways, and to care about things other than caring. This case study explores how leaders and teachers at two schools balance their efforts to care for students, on the one hand, with the performative pressures they feel, on the other hand. Teachers who were able to prioritize a balance of care used collaborative relationships with colleagues to manage the pressure they felt, and took a longer term, more emotionally attuned, and more inquiry-based approach to meeting student needs. Implications for theory and practice are discussed.

Studying how to build peace and deal with stereotypes and discrimination in a period of terror and despair: A case study from Israel

2017 ◽  
Vol 12 (1) ◽  
pp. 64-75
Author(s):  
Zehavit Gross
Keyword(s):  
Middle East ◽  
Peace Education ◽  
Power Structure ◽  
Coping Mechanisms ◽  
Theory And Practice ◽  
The Other ◽  
Complex Emotions ◽  
The One ◽  
Shed Light

This paper aims to explore how Palestinian Arab and Jewish university students in Israel, attending a course on conflict resolution, deal with their stereotypical views of the Other and their prejudices, as well as their complex emotions of fear, hate, anxiety, and love during a period of tension and violence. On the one hand, they have a natural desire for professional partnership and friendship with their fellow students. On the other hand, they are attending this class in a Jewish university, in the heart of the Middle East, where acts of terrorism occur almost daily. This violence changes the power structure and the dynamics of their mutual relationships. Through an analysis of a specific case study the paper aims to shed light on how bridging theory and practice can generate a better understanding of complex situations, enabling reflection and developing signposts to improve coping mechanisms within peace education frameworks in times of terror.

Voices Inside Schools - A Charter to Educate or a Mandate to Train: Conflicts between Theory and Practice

2000 ◽  
Vol 70 (4) ◽  
pp. 524-238 ◽  
Author(s):  
Johanna Elena Hadden
Keyword(s):  
Sixth Grade ◽  
Theory And Practice ◽  
The Other ◽  
School Environments ◽  
Other Hand ◽  
Grade Teacher ◽  
Teaching Position ◽  
Normative Practices ◽  
The One ◽  
Sixth Grade Teacher

In this article, Johanna Elena Hadden distinguishes between two very different ideas of teaching — a charter to educate and a mandate to train — through a retelling of her experience as a fifth- and sixth-grade teacher in Utah. On the one hand, Hadden asserts, some critical theorists suggest that teachers should be given a charter to educate in which they are encouraged, and expected, to challenge normative practices and policy. On the other hand, teachers are routinely given a mandate to train that requires them to follow administrative dictates without question or challenge. Hadden contends that by establishing and supporting a mandate to train, many school environments constrain teachers — through overt and hidden forms of control — from thinking and acting independently and, in turn, from training students to think and act independently. She further argues that the pressures created by administrative expectations frustrate teachers who may ultimately be forced to choose between compliance with pedagogical and curricular standards and leaving their teaching position.

Theory and Practice of Functioning Machines for Vibratory Agitation

2015 ◽  
Vol 725-726 ◽  
pp. 590-595
Author(s):  
Viktor Kuzmichev ◽  
Anatoly Lyalinov
Keyword(s):  
Similarity Theory ◽  
Heterogeneous Systems ◽  
Theory And Practice ◽  
The Other ◽  
Interaction Forces ◽  
Qualitative And Quantitative ◽  
Vibration Effect ◽  
The One ◽  
Working Parameters ◽  
Industrial Samples

The article tackles a mechanism of vibration effect on the construction mixes in two representations: corpuscular and phenomenological. It is known that the construction mixes belong to heterogeneous systems, where processes take place in case of vibration effect that are characterized by tixotropy property, i.е. inversability of interaction forces between the particles in case of imposition and removal of mechanical effects. It has been stated that it is more reasonable to find the qualitative and quantitative relations of various processes (phenomena) in the form of generalized relationships obtained by the methods of similarity theory and dimensions of quantity. Presented are the criterial dependencies of changing efficient viscosity of mixes under effect of vibration from the process working parameters. Proposed are the modified Reynolds and Froude criteria for the mixes vibrating processes. It is reasonable to use the method of object internal vibratory protection when designing the vibratory agitation equipment helping reduce the level of vibration influence on the environment on the one hand, and use the vibratory effects on the material being processed to a maximum extent, on the other hand. In order to implement this method it is proposed to use the equalized eccentric vibration exciters. A number of industrial samples of vibration mixers have been presented.

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