scholarly journals Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies

2019 ◽  
pp. 30-57 ◽  
Author(s):  
Gita Berg ◽  
Helena Elmståhl ◽  
Ylva Mattsson Sydner ◽  
Eva Lundqvist
Keyword(s):  
Meaning Making ◽  
Research Question ◽  
Reference Points ◽  
Normative Values ◽  
Classroom Context ◽  
Learning Context ◽  
Aesthetic Experiences ◽  
Consumer Studies ◽  
Cooking Practices ◽  
Aesthetic Judgments

In Swedish home and consumer studies (HCS), cooking forms a part of the core content, and students often experience the results in a sensuous way – by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.

scholarly journals Dancing as Moments of Belonging: A Phenomenological Study Exploring Dancing as a Relevant Activity for Social and Cultural Sustainability in Early Childhood Education

2021 ◽  
Vol 13 (14) ◽  
pp. 8080
Author(s):  
Maria Grindheim ◽  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Phenomenological Study ◽  
Life Experiences ◽  
Research Question ◽  
Sustainable Living ◽  
Aesthetic Experiences ◽  
Cultural Sustainability ◽  
Childhood Education

Individuals’ capacities to contribute to more sustainable living are deeply influenced by their early life experiences. Hence, there is a need to discover which experiences are relevant to young children’s contemporary and future contributions to more sustainable living. Perceiving children as aesthetically oriented to the world and their sense of belonging as a core experience for social and cultural sustainability, and using the example of dancing, we investigate how such a sense of belonging can be supported through aesthetic first-person experiences. This article is therefore structured around the following research question: How can adults’ experiences of themselves, others and their sense of belonging—when dancing—inform explorations of ways to foster embodied and aesthetic belonging for social and cultural sustainability in early childhood education (ECE)? Drawing on a phenomenological study, we analyse interviews with four dancers, who differ in age, gender and dance genre. Our analysis reveals their experiences when dancing as being in a meditative state, having a sense of freedom and feeling body and mind as one, described as an overall “different”, resilient way of being and belonging in a social context. Our findings indicate that facilitating moments of sensible and bodily awareness can support a non-verbal understanding of oneself and others, as well as arguments for promoting aesthetic experiences while dancing as relevant to sustainable practices in ECE.

Unfinishedness: Striving for a Viable Partnership Between TFA and Its University Partner

2014 ◽  
Vol 116 (10) ◽  
pp. 1-32 ◽  
Author(s):  
Barbara Meyers ◽  
Teresa R. Fisher ◽  
Monica Alicea ◽  
Kolt M. Bloxson
Keyword(s):  
Teacher Development ◽  
Web Sites ◽  
Department Chairs ◽  
Research Question ◽  
Reference Points ◽  
State University ◽  
Georgia State University ◽  
Urban Educators ◽  
Joint Enterprise ◽  
Urban Teacher

Background/Context Teach For America (TFA) affiliates with universities in most of its 40 regions nationally; however, few researchers intentionally study the content and processes of a partnership between TFA and a college of education. Purpose/Research Question/Focus of Study To ensure that investments both organizations were making had a direct and positive relationship with the constituents, leaders from TFA and Georgia State University began a joint study of our partnership. Researchers believed that participatory collaborative research, utilizing the emic insights, could illuminate needed modifications to best serve novice teachers. Research conducted by only one of the partners is less likely to promote mutuality of respect, reveal salient cultural reference points, honor all stakeholder voices, and enhance a common understanding. The driving question for this strand of this comprehensive 5-year inquiry: What happens when two seemingly disparate institutions with the same mission for educational equity come together to develop urban educators? Participants Thirty-three purposefully selected stakeholders were individually interviewed and included (a) university and TFA leadership (e.g., executive director, deans, department chairs) who were involved in the initiation of this partnership (n = 16); and (b) university coaches, faculty, and TFA Program Directors (PDs) who worked as supervisors and mentors in the field and/or instructors in coursework (n = 17). Additionally, 45 TFA Corps Members’ written reflections about their participation in their degree program provided feedback and analysis of their program and the partnership. Research Design University faculty and TFA personnel codesigned a multiyear qualitative examination of their joint enterprise of developing urban teachers to promote equitable educative opportunities for all children. A contribution of this study is the empirical and coconstructed nature of its design. Data Collection/Analysis The team analyzed data from transcribed verbatim interviews conducted with university and TFA participants, and documents/publications such as Web sites, Memoranda of Understanding, mission statements, emails, meeting memos, program handbook, course syllabi, and TFA Corps Member reflections. Findings/Results An examination of this partnership revealed struggles with: (a) contract negotiation, (b) communication, (c) procedural and pragmatic congruence, (d) response to constituent needs, and (e) creation of an authentic and sustainable partnership. Conclusions/Recommendations Our partnership fluctuated between an instrumental process focused on survival of complexities and triaging crises and self-focused explorations of organizational priorities and possibilities. Stakeholders collaborated to move beyond institutional paradigms for practices toward more mutually constructed engagements. Recommendations are offered to guide other university/TFA partners as they collaborate for the purpose of urban teacher development.

scholarly journals Metaphor Variation in Economic Discourse

2021 ◽  
Vol 3 (4) ◽  
pp. 9-20
Author(s):  
T. V. Andryukhina
Keyword(s):  
Meaning Making ◽  
Conceptual Metaphor ◽  
Contextual Factors ◽  
Research Question ◽  
English For Specific Purposes ◽  
Current Interest ◽  
Economic Discourse ◽  
Economic Texts ◽  
Conceptual Evolution

This integrated cognitive-discourse study looks at the role of context in the variation of conceptual metaphor in economic discourse, which abounds in metaphors. The study is motivated by a general current interest in situational aspects of metaphorical conceptualisation in different professional discourses. The first research question is to test the relevance of metaphor variation for economic discourse and to investigate conceptual evolution of biological, mechanical and path/journey metaphors in this discourse type. Another research question is to determine particular types of context and contextual factors inducing metaphor variation in economic texts. The theoretical framework of the study is formed by the seminal theories of conceptual metaphor, conceptual evolution, knowledge framing and recent abundant research sharing an integrated cognitive-discourse approach to studying metaphor. The investigation revealed the salience of metaphor variation for economic discourse in a broad social context of its production: scientific, technological, career development, and discrimination at work contexts. The study adds to the understanding of the role contextual factors play in metaphorical meaning making and processing discourse. It can also have implications for further metaphor investigation in different professional discourses. Awareness of metaphor variation mechanisms in meaning making can also be instrumental in English for Specific Purposes pedagogy.

scholarly journals Comparative Ethnographic Narrative Analysis Method: Comparing Culture in Narratives

2021 ◽  
Vol 8 ◽  
pp. 233339362110207
Author(s):  
Denise Saint Arnault ◽  
Laura Sinko
Keyword(s):  
Narrative Analysis ◽  
Meaning Making ◽  
Research Question ◽  
Cultural Beliefs ◽  
Analysis Method ◽  
Cultural Research ◽  
Meta Level ◽  
Beliefs And Values ◽  
Cross Cultural Research ◽  
Methodological Paper

Narrative data analysis aims to understand the stories’ content, structure, or function. However narrative data can also be used to examine how context influences self-concepts, relationship dynamics, and meaning-making. This methodological paper explores the potential of narrative analysis to discover and compare the processes by which culture shapes selfhood and meaning making. We describe the development of the Comparative Ethnographic Narrative Analysis Method as an analytic procedure to systematically compare narrators’ experiences, meaning making, decisions, and actions across cultures. This analytic strategy seeks to discover shared themes, examine culturally distinct themes, and illuminate meta-level cultural beliefs and values that link shared themes. We emphasize the need for a shared research question, comparable samples, shared non-biased instruments, and high-fidelity training if one uses this qualitative method for cross-cultural research. Finally, specific issues, trouble-shooting practices, and implications are discussed.

scholarly journals Comparative adult and continuing education: A guiding essay

2020 ◽  
pp. 17-30
Author(s):  
Regina Egetenmeyer
Keyword(s):  
Comparative Analysis ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Comparative Studies ◽  
Research Question ◽  
Reference Points ◽  
Adult And Continuing Education ◽  
Research Fields ◽  
Adult And Continuing

This paper provides a guide for developing a research design for comparative studies in adult and continuing education. To that end, a research methodology will be presented that was developed at the COMPALL and INTALL Winter Schools on Comparative Studies in Adult Education and Lifelong Learning. Central elements for systematic comparisons in adult and continuing education are (1) the object of comparison, (2) research fields for comparison, and (3) inductive comparative categories. These elements form the reference points for the development of a comparative research question in adult and continuing education. The comparative analysis proposes a three-step approach from juxtaposition to interpretation: step 1 – descriptive juxtaposition; step 2 – analytical juxtaposition; and step 3 – analytical interpretation.

scholarly journals The Functions of Visual Representational Meaning in Supporting the Ideational Meaning in Cambridge Guess What Pupil’s Book

2021 ◽  
Vol 11 (3) ◽  
pp. 343-354
Author(s):  
Syarifatusnain Maulida Wahyu Rabbani ◽  
Mursid Saleh ◽  
Djoko Sutopo
Keyword(s):  
Meaning Making ◽  
Learning Context ◽  
Subordinate Role

In a learning context, students are usually faced with images and texts, especially in textbooks they carry around with them. Nowadays, meaning-making rarely depends on language alone. Sometimes, the combination between image, color, sound, and action symbol have been considered as paralanguage no longer play a subordinate role in modern communication. This research aims to explain 1) the existence of visual representational meaning and the text ideational meaning in Cambridge Guess What Pupil’s Book 6, 2) the function of visual representational meaning and the text ideational meaning in the Cambridge Guess What Pupil’s Book 6, and 3) the function of visual representational meaning and the purposes of the texts in Cambridge Guess What Pupil’s Book 6. The findings showed the existences of the visual representational meaning and the ideational meaning of the texts. They had the same participants and processes. However, not all clauses on the texts had the same participants. There were only several clauses that had the same participants with the figures. It meant visual representational meaning only could visualize the description of the same participants or visualize the narration of the same processes.

scholarly journals A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends

2020 ◽  
Vol 19 (11) ◽  
pp. 41-52
Author(s):  
Ang Leng Hong ◽  
Tan Kim Hua
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Classroom Context ◽  
Print Medium ◽  
Digital Classroom

This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.

scholarly journals Black Rainbow: Stories of Māori and Pākehā working across difference

2021 ◽  
Author(s):  
◽  
Rachael Fabish
Keyword(s):  
Lived Experience ◽  
Meaning Making ◽  
Research Question ◽  
Emotional Reactions ◽  
Central Research ◽  
Identity Processes ◽  
Aotearoa New Zealand ◽  
Traditional Research ◽  
Kaupapa Māori ◽  
The Rich

<p>This thesis examines the impacts of colonialism on the interpersonal experiences of Māori (indigenes) and Pākehā (settlers) involved in anarchist organising in Wellington, Aotearoa New Zealand. This research contributes to literature on urban Māori identity, processes of Pākehā change, and ‘biculturalism as lived’. It also contributes to international literature on indigene-settler relations, whiteness studies, activist studies and anti-oppressive praxis. The central research question is: how do Māori and Pākehā work together across difference? This question was also considered when developing a collaborative methodology, in response to Kaupapa Māori (indigenous) critiques of ‘traditional’ research. This involved establishing and working closely with Black Rainbow, a collective of five Māori and two Pākehā activists (including myself). We met over twelve months and recorded our discussions, as ‘interactive interviews’. These discussions have been transformed into ‘stories’ showing the rich shared meaning-making that occurred while we told tales of our experiences in the anarchist ‘scene’. The Black Rainbow discussions show the difficulties of working across difference in Pākehā dominated communities, where Pākehā often undermine or tokenise Māori identity, respond insensitively to Māori members’ concerns and fail to share power.  Throughout this thesis I build on Uma Narayan’s work, arguing that ‘insiders’ epistemic privilege’ is based on lived experience and tied to identity, yet ‘repressive authenticity’ is often used to dismiss urban Māori identity and therefore, their epistemic privilege. Further, insiders’ epistemic privilege is experienced through emotional reactions, yet Māori ways of expressing emotion are often invalidated. Black Rainbow allowed Māori members to validate each other’s epistemic privilege, especially through humour. It also allowed a place for careful listening for Pākehā members. I argue that this listening is not passive, but also involved ‘learning to be affected’ by the ‘epistemological discomfort’ at the heart of ‘processes of Pākehā change’. I see this as the emotional cost of truly accepting insiders’ epistemic privilege, and I propose that sitting with this discomfort, shifts some of the emotional burden onto Pākehā, as well as the threat to identity that Māori may experience when working across difference.</p>

scholarly journals Black Rainbow: Stories of Māori and Pākehā working across difference

2021 ◽  
Author(s):  
◽  
Rachael Fabish
Keyword(s):  
Lived Experience ◽  
Meaning Making ◽  
Research Question ◽  
Emotional Reactions ◽  
Central Research ◽  
Identity Processes ◽  
Aotearoa New Zealand ◽  
Traditional Research ◽  
Kaupapa Māori ◽  
The Rich

<p>This thesis examines the impacts of colonialism on the interpersonal experiences of Māori (indigenes) and Pākehā (settlers) involved in anarchist organising in Wellington, Aotearoa New Zealand. This research contributes to literature on urban Māori identity, processes of Pākehā change, and ‘biculturalism as lived’. It also contributes to international literature on indigene-settler relations, whiteness studies, activist studies and anti-oppressive praxis. The central research question is: how do Māori and Pākehā work together across difference? This question was also considered when developing a collaborative methodology, in response to Kaupapa Māori (indigenous) critiques of ‘traditional’ research. This involved establishing and working closely with Black Rainbow, a collective of five Māori and two Pākehā activists (including myself). We met over twelve months and recorded our discussions, as ‘interactive interviews’. These discussions have been transformed into ‘stories’ showing the rich shared meaning-making that occurred while we told tales of our experiences in the anarchist ‘scene’. The Black Rainbow discussions show the difficulties of working across difference in Pākehā dominated communities, where Pākehā often undermine or tokenise Māori identity, respond insensitively to Māori members’ concerns and fail to share power.  Throughout this thesis I build on Uma Narayan’s work, arguing that ‘insiders’ epistemic privilege’ is based on lived experience and tied to identity, yet ‘repressive authenticity’ is often used to dismiss urban Māori identity and therefore, their epistemic privilege. Further, insiders’ epistemic privilege is experienced through emotional reactions, yet Māori ways of expressing emotion are often invalidated. Black Rainbow allowed Māori members to validate each other’s epistemic privilege, especially through humour. It also allowed a place for careful listening for Pākehā members. I argue that this listening is not passive, but also involved ‘learning to be affected’ by the ‘epistemological discomfort’ at the heart of ‘processes of Pākehā change’. I see this as the emotional cost of truly accepting insiders’ epistemic privilege, and I propose that sitting with this discomfort, shifts some of the emotional burden onto Pākehā, as well as the threat to identity that Māori may experience when working across difference.</p>

scholarly journals Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Suzanne Lundvall ◽  
Ninitha Maivorsdotter
Keyword(s):  
Physical Education ◽  
Outdoor Education ◽  
Meaning Making ◽  
Embodied Experience ◽  
Aesthetic Experiences ◽  
School Year ◽  
Sport Pedagogy ◽  
Embodied Experiences ◽  
Practical Epistemology ◽  
Favorite Place

The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.

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