Documents found
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3501.More information
The research presented focuses on the problem of cyberbullying. It would like to provide an answer to the following question: To what extent the publication in social media of a video about cyberbullying among adolescents is a citizen action? Based on the thinking of the philosopher Habermas, we define a citizen action as an act situated in a given sociohistorical context, which aims to respond to a given social problem by mobilizing knowledge and technical means and whose primary purpose should be the transformation of society. Three individual interviews and 14 focus groups with 75 teenagers attending a youth center were conducted. Their analysis show that adolescents do not make the transformation of society a priority when they produce videos on a social theme such as cyberbullying and that they give little importance to the need of documenting the discourse content in their videos. Their video productions, therefore, can not be considered as civic actions in the strict sense. The results also show that adolescents are attracted by the appropriation of video languages and techniques and by public recognition. Educational priorities based on these findings are proposed. In particular, it is suggested to integrate basic notions of social psychology within any media related teaching, as adolescents tend to think that mass communication targeting a large population can result in rapid and widespread social change.
Keywords: cyberintimidation, adolescents, action citoyenne, critique, éducation aux médias, cyberbullying, teenagers, citizen action, criticism, media education
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3502.More information
This essay focuses on auto-ethnography and auto-fiction as USEFUL tools to reflect on the ways in which networked identities are reshaped and reconfigured within the context of a global pandemic where social relationships, family life, work routines, and learning processes are increasingly migrating to the online domain. The piece builds upon the experience of an undergraduate class who collectively contributed to the blog series ‘Selfies Under Quarantine’ during the first severe lockdown in March 2020. It discusses the question of methods and suggests looking at the ‘draft’ as both an aesthetics and an ethics to navigate the current context of crisis.
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3503.More information
This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networked learning and connectivism and uses a case study approach to deeply consider the experiences of five university educators from different disciplines across the globe. They share their understanding of the concept of the PLN, the influence of the COVID-19 pandemic, and how their PLN affects their digital pedagogies. The findings reveal nuanced insights of university educators’ real-life experience, shedding light on how the use of social media and other digital tools for professional learning is changing and the implications this has for the development of university educators’ understandings of digital pedagogies.
Keywords: personal learning network, networked learning, connectivism, university educator, digital pedagogy
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3504.More information
This article highlights the intricacies between the design of pedagogical innovations specific to design-based research and the artistic experience as a method, characteristic of research-creation. The author presents a pilot study in art education and demonstrates how design-based research benefits from the artistic process and from the epistemological orientations of research-creation for the conception and the implementation of an educational design. This entanglement of the artistic process at the heart of design production can thus contribute to the generation of new knowledge, specifically related to the field of art education.
Keywords: Recherche design en éducation, recherche-création, expérience artistique, design éducatif, génération des savoirs, éducation artistique
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3506.More information
A title, even “Artistic Director for Cirque du Soleil”, barely summarizes all the dimensions of James Tanabe. A graduate of the Massachusetts Institute of Technology (MIT) where he triple-majored in Planetary Science, Physics, and Biology, he seemed destined to continue his work at NASA or at the prestigious Mayo Clinic. However, he drops everything to join the National Circus School of Montreal in 2001 and graduates in 2004. After performing in several shows around the world, he co-founds New Circus Asia in 2007, which produces its own shows in almost every country between Istanbul and Tokyo. Cirque du Soleil spots him and hires him as an Artistic Director in 2009, the youngest one ever hired to that position. A polyglot, he pursues his wandering all around the world and those who were privileged enough to read his writings about his voyages know he is also among the most gifted writers of his generation. At the request of Sens Public, he shared a few thoughts about the future of circus.
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3508.More information
Gnawa Diffusion was a successful musical group of first- and second-generation North African immigrants that achieved significant fame in North Africa, the Middle East and Europe during the last two decades. Based in France, though from Algeria, their politicized egalitarian message reached the world. Their musical skills, instrumentation, tastes and appeal to youth sounds, sentiments and meanings gave their globalized music a prominent place on the global stage. In their work Gnawa Diffusion addressed a panoply of political issues and sought to represent and reach their audience. Their greatest popularity came at the height and conclusion of the Algerian civil war. By parsing the meanings of the band's name, this paper engages the events and cultures that informed Gnawa Diffusion, exploring the history of the Gnawa, the history of Algeria, and the relationships between France, North Africa and contemporary “French” music. Issues of cultural authenticity and representation are tightly layered within the band's purposes and process of artistic production. Because Gnawa Diffusion was envisioned, organized and led by Amazigh Kateb Yassin, and because the band and media recognized him as the spokesperson and principal author for Gnawa Diffusion, Amazigh's life story and words accompany this paper's arguments and analysis. Through a selective sketch of the various musical consequences of the North African slave trade, the spread of Islam, the colonization of North Africa and the immigration of Algerians to France, we can begin to comprehend how these histories combined and harmonized through Gnawa Diffusion to form the new musical forms of a generation of people who seek to overcome their often divisive cultural heritage. In this case, the intent of the music challenges common notions of authenticity and thereby affirms it.
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