Children’s Power for Learning in the Age of Technology

2011 ◽  
pp. 49-64 ◽  
Author(s):  
Julie McLeod ◽  
Lin Lin ◽  
Sheri Vasinda
Keyword(s):  
New Media ◽  
Power Structure ◽  
First Century ◽  
Structure Transformation ◽  
Motivation For Learning ◽  
Twenty First Century ◽  
Media And Technology

This chapter situates discussions of children’s power for learning in the context of new media and technology. We assert that for learning to take place, children must exert their own power and take initiatives in their learning; yet, the current power structure of classrooms inhibits children from exerting their power and motivation for learning. Tracing the seminal works on power, we provide examples of children’s power in learning and argue for a power structure transformation necessary in a technology-rich classroom of the twenty-first century.

Theorizing Adaptation in the Twenty-First Century

2020 ◽  
pp. 139-172
Author(s):  
Kamilla Elliott
Keyword(s):  
New Media ◽  
Film Studies ◽  
First Century ◽  
Film Adaptation ◽  
Adaptation Studies ◽  
Twenty First Century ◽  
Theoretical Pluralism ◽  
Literature And Film

Chapter 4 traces the expansion of adaptation studies to new media and new theories in the twenty-first century. By 2006, literary film adaptation studies outnumbered general literature-and-film studies, and Linda Hutcheon authoritatively opened adaptation studies beyond literature and film and beyond dyadic disciplines and theoretical camps into a pluralism of media, disciplines, and theories, although debates between pre–theoretical turn and post–theoretical turn theories have continued. They continue because new theories have not resolved the problems of old theories for adaptation, so that scholars return to older theories to try to redress them. New theories have done a great deal for adaptation, but they have also introduced new theoretical problems: so much so, that the latest debates in adaptation study no longer lie between theoretical progressivism and theoretical return but between theoretical pluralism and theoretical abandonment. Beyond specific theories and differing modes of pluralism, this debate points to theorization’s failure to theorize adaptation more generally.

scholarly journals New Chinglish and the Post-Multilingualism challenge: Translanguaging ELF in China

2016 ◽  
Vol 5 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Li Wei
Keyword(s):  
New Media ◽  
Native Speakers ◽  
Theoretical Perspective ◽  
First Century ◽  
Chinese Speakers ◽  
Chinese Characteristics ◽  
Language And Communication ◽  
New Form ◽  
Twenty First Century ◽  
New Generation

AbstractBuilding on the extensive ELF research that aims to reconceptualise English as a resource that can be appropriated and exploited without allegiance to its historically native speakers, this article explores the issue of English in China by examining New Chinglish that has been created and shared by a new generation of Chinese speakers of English in China and spread through the new media. This new form of English has distinctive Chinese characteristics and serves a variety of communicative, social and political purposes in response to the Post-Multilingualism challenges in China and beyond. I approach New Chinglish from a Translanguaging perspective, a theoretical perspective that is intended to raise fundamental questions about the validity of conventional views of language and communication and to contribute to the understanding of the Post-Multilingualism challenges that we face in the twenty-first century.

scholarly journals La ética y el desafío de vivir una ciudadanía democrática “La ética en la educación desde una perspectiva en común”

2016 ◽  
pp. 83
Author(s):  
Antonio Calderón
Keyword(s):  
New Media ◽  
First Century ◽  
Human Relations ◽  
The World ◽  
Nuevas Tecnologías ◽  
New Form ◽  
Twenty First Century ◽  
Medios De Comunicacion

ResumenNuestro Siglo XXI vive cambios muy profundos, los cuales están basados en las nuevas tecnologías, nuevos medios de comunicación, nuevas formas de relaciones humanas y nueva forma de hacer cultura, es decir, es un modo nuevo de ver el mundo con otros ojos, pero, es en este ver y rever, donde se va descubriendo una trama de problemas con connotaciones muy profundas que afectan al ser humano y a toda la arquitectura de los entramados sociales vigentes, en estado de democracia. Ahora bien, estos nuevos comportamientos o hábitos, deben ser objetos de estudio. La Ética y la pedagogía deben ser las primeras interesadas en ella, pues es la segunda puerta por donde las nuevas generaciones deben construir sus hábitos para una vivencia y convivencia más humana y humanizada. Nuestra propuesta es una vivencia desde la ética pedagógica en un contexto marcado por la pluralidad.Palabras clave: Ética pedagógica - pluralidad - comunicación - diálogo - educación en valores - hábitos AbstractThis Twenty-First Century experiences very deep changes based on newtechnologies, new media, new forms of human relations and new form ofculture, that is, a new way of seeing the world with new eyes. And it is inthis viewing and reviewing where we discover a variety of problems withdeep connotations affecting humans and the entire architecture of theexisting social frameworks, in a state of democracy. These new behaviorsand/or habits must be subjected to study. Ethics and pedagogy shouldbe the first interested, because they represent the second opportunityfor the younger generations build their habits for living and sharing ina more humanized way. Our proposal is an experience from teachingethics in a context marked by plurality.Keywords: Pedagogical ethics, pluralism, communication, dialogue,education in values, habits ResumoO nosso século XXI, vive mudanças muito profundas, que são baseadasnas novas tecnologias, novos médios de comunicação, novas formas derelações humanas e nova forma de fazer cultura, ou seja, é uma novamaneira de ver o mundo com outros olhos, mas neste ver e rever, ondevai-se descobrindo uma trama de problemas com conotações profundasque afetam ao ser humano e toda a arquitetura das estruturas sociais existentes,em estado de democracia. Agora, esses novos comportamentos e /ou hábitos devem ser objetos de estudo. A ética e a pedagogia devem seras primeiras interessadas nela, pois é a segunda porta por onde as novasgerações devem construir seus hábitos para uma vivencia e convivênciamais humana e humanizada. Nossa proposta é uma vivencia desde a éticapedagógica num contexto marcado pela pluralidade.Palavras-chave: Ética pedagógica, pluralidade, comunicação, diálogo,educação em valores, hábitos.

Introduction

2017 ◽  
Author(s):  
Christo Sims
Keyword(s):  
New York ◽  
Sixth Grade ◽  
First Century ◽  
Media Technology ◽  
Job Market ◽  
The Status ◽  
Expert Team ◽  
Twenty First Century ◽  
Media And Technology

This book examines how a technologically cutting-edge philanthropic intervention—in this case, the attempt to redesign the American school for the twenty-first century—ended up mostly remaking the status quo. It presents a case study of the Downtown School for Design, Media, and Technology in Manhattan, New York City. The Downtown School was launched in 2009 by an expert team of media technology designers, academic specialists, and educational reformers with a single sixth grade class. The school was envisioned as a “school for digital kids,” and it would equitably and engagingly prepare young people for the increasingly interconnected and competitive world and job market of the twenty-first century. The book considers the problems encountered by the Downtown School and what perennial cycles of techno-philanthropism—what it calls disruptive fixations—manage to accomplish—politically and for whom—even as actual interventions often fall far short of their stated objectives.

Twenty-First-Century Readings of E.M. Forster's 'Maurice'

2020 ◽  
Keyword(s):  
New Media ◽  
First Century ◽  
Personal Relationships ◽  
John Bunyan ◽  
The Novel ◽  
Cultural Phenomenon ◽  
Twenty First Century ◽  
Christopher Isherwood ◽  
James Ivory ◽  
Edward Carpenter

This is the first book-length study of Forster’s posthumously published novel. Nine essays focus exclusively on Maurice and its dynamic afterlives in literature, film and new media during the twentieth and twenty-first centuries. Begun in 1913 and revised over almost 50 years, Maurice became a defining text in Forster’s work and a canonical example of queer fiction. Yet the critical tendency to read Maurice primarily as a ‘revelation’ of Forster’s homosexuality has obscured important biographical, political and aesthetic contexts for this novel. This collection places Maurice among early twentieth-century debates about politics, philosophy, religion, gender, Aestheticism and allegory. Essays explore how the novel interacts with literary predecessors and contemporaries including John Bunyan, Oscar Wilde, Havelock Ellis and Edward Carpenter, and how it was shaped by personal relationships such as Forster’s friendship with Florence Barger. They close-read the textual variants of Forster’s manuscripts and examine the novel’s genesis and revisions. They consider the volatility of its reception, analysing how it galvanizes subsequent generations of writers and artists including Christopher Isherwood, Alan Hollinghurst, Damon Galgut, James Ivory, and twenty-first-century online fanfiction writers. What emerges from the volume is the complexity of the novel, as a text and as a cultural phenomenon.

Loïe Fuller’s Serpentines and Poetics of Self-Abnegation in the Era of Electrotechnics

2016 ◽  
pp. 44-62
Author(s):  
Izabella Pruska-Oldenhof
Keyword(s):  
New Media ◽  
First Century ◽  
Intended Meaning ◽  
Twenty First Century ◽  
Artistic Self ◽  
Individual Perspective

This chapter argues that artists’ self-abnegation was central to the compositional core of Loïe Fuller’s Serpentine Dance performances, and that it also extended to her life. Fuller’s performances belong to the tradition of artists at the turn of last century, who began to challenge the authority of artist/author over the artwork and its intended meaning, giving over this process to the audience/readers. Fuller’s dances in part recapitulated Arthur Rimbaud’s statement “J’est un autre”, embodying a transformation through electrotechnics shared by her viewers. This chapter contends that the emphasis on participation is inherent in electric technology, as is the repudiation of individual perspective and the loss of individualism. It concludes with the claim that Fuller’s hybrid-media approach in her performances, part of the excitement about then futuristic electric technology at the 1900 Expo in Paris, also anticipated twenty-first-century new media performances and new media installations, and share with these works an aesthetic originating in artistic self-abnegation.

The MAAFiA Mystique

2020 ◽  
Vol 21 (6) ◽  
pp. 616-620 ◽  
Author(s):  
Vicki Mayer
Keyword(s):  
New Media ◽  
First Century ◽  
The Political ◽  
Political Economies ◽  
Creative Workers ◽  
Twenty First Century ◽  
Twentieth Anniversary

What would a manifesto look like for media and creative workers in the twenty-first century? How would we account for decades of the transformation of work to fit the political economies of labor and data? This essay for the twentieth anniversary of Television & New Media attempts to answer these questions.

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