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This chapter discusses one key aspect that arose out of long-term project that investigated how three cohorts of high school aged students engaged with reading graphic novels. Using the final group as a focussed member-checking cluster, the emergent data revealed that a key aspect of visual literacy was the notion of spatiality or visual topography linked to emotional connectedness. This chapter describes and discusses the three key aspects of this process.
Author:
This chapter discusses one key aspect that arose out of long-term project that investigated how three cohorts of high school aged students engaged with reading graphic novels. Using the final group as a focussed member-checking cluster, the emergent data revealed that a key aspect of visual literacy was the notion of spatiality or visual topography linked to emotional connectedness. This chapter describes and discusses the three key aspects of this process.
Author:
Utilising an approach grounded in the naturalistic paradigm, this qualitative study illuminates the writing development of one child through the transition from home to school. Rather than focusing on a systemic linguistic development, which has dominated the educational language field, this project focused on the child’s sense of ‘agency and component processes.’ The subject of the study, ‘Tim,’ was observed over a four-year period. Data analysis was based on dualistic approach incorporating the inductive processes of ‘Grounded Theory’ and the analytical narrative procedures of ‘Performity Discourse.’ The resulting synthesis revealed the large amount of self-reflective talk involved in the child’s learning to write process, as well as his use of a multi-strategy approach. Rather than moving constantly through successive phases, as described by other researchers, ‘Tim’s’ development was also characterised by a cyclical and recursive pattern, utilising the writing strategies in a staged development of ‘Prephonemic Awareness, Phonemic Awareness and Approximation to Adult Convention.’ It would appear that young children have a heightened sense of the complexity of writing, and given the opportunity make continued ‘approximations’ to attain adult conventionality and complexity. This study also revealed the key role caregivers play in fostering a child’s sense of ‘habitus’ and that writing for young children should be cultivated and not imposed. The study as whole also reveals the means by which a child’s pre-school writing can be supported in the first year of school.
Author:
Utilizing the tools of conceptual metaphor,1 this paper discusses critical elements of language use in the media that encased 9/11, the London bombings and the ensuing riots in Sydney, Australia. The results of this study found that the language use of key stakeholders, and the media itself, in America, England and Australia has been characterized by a series of nested ‘sociomotor metaphors’2 that subtly framed Islam as being evil in nature. By linguistically deforming elements of the corporeal Islamic body, there has been the attempted creation of a first-world cultural trope, albeit within a vocal minority, that negates all Muslims as human as we know it and denies the Islamic cosmological viewpoint as being valid. While having an immediate effect of racism and vilification, this paper argues that the naming of evil at a national world-view level, however subtle, only serves to create or perpetuate a similar or parallel expression of perceived evil within the dominant naming body.
Author:
This chapter discusses a project that sought to understand the meaning making processes involved in the reading of graphic novels, as utilized by one cohort of high schools students. While this group were highly articulate in regard to the reading processes they employed, what also emerged were elements of localised ‘habitus’ that were the actual engagement factors of meaning making for these students. For these groups, the dominant aspect driving this ‘system of dispositions’ was their sense of disenfranchisement with their school as well as the institutions embedded in their ‘context of culture and situation’, as well a sense of disconnection with the institutional facets in their ‘context of culture’. Thus, this cohort felt that they were somewhat adrift in regard to any deep sense of connectivity, with the exception of the friendship groups they had formed. Thus, the semi-structured interview process turned towards unpacking the nexus between what actually provides a deep and meaningful connection to the world around them, and how this was facilitated in their reading of graphic novels. At the core of this of this process of connectivity and sense making were the themes of ‘resonance, reflection and reimagining’.
Author:
Utilizing the tools of conceptual metaphor,1 this paper discusses critical elements of language use in the media that encased 9/11, the London bombings and the ensuing riots in Sydney, Australia. The results of this study found that the language use of key stakeholders, and the media itself, in America, England and Australia has been characterized by a series of nested ‘sociomotor metaphors’2 that subtly framed Islam as being evil in nature. By linguistically deforming elements of the corporeal Islamic body, there has been the attempted creation of a first-world cultural trope, albeit within a vocal minority, that negates all Muslims as human as we know it and denies the Islamic cosmological viewpoint as being valid. While having an immediate effect of racism and vilification, this paper argues that the naming of evil at a national world-view level, however subtle, only serves to create or perpetuate a similar or parallel expression of perceived evil within the dominant naming body.
This volume was first published by Inter-Disciplinary Press in 2010.
This volume was first published by Inter-Disciplinary Press in 2010.
This chapter seeks to explore and extend the classroom based research of Nemme regard to the ‘day to day’ surfacing of spiritual ‘sensing’ elements’ While Nemme extended the classic work of Gardner and the ensuing work of Haye and Nye revealing that indeed children were aware of spiritual issues and categories such as ‘State of Being-Awareness, State of Being – Mystery-sensing, Concern for existential issues-Mystery sensing and Concern for Existential Issues – Value sensing’, our belief is that her study, while ground breaking, was limited in several ways. Although Nemme’ qualitative investigation revealed that children reflect deeply and asked spiritual questions, our concerns are that this study was not a sustained daily investigation, but involved several sites that were not connected and involved selected students in its second phase. Thus, we believe that there is a possibility that actual day-to-day surfacing of the previously mentioned spiritual elements represent only a fraction of the actual spiritual facets of children’s lives. Thus this chapter describes and discusses a long-term study that was grounded in one middle school classroom in Santa Barbara, California. In this the class the teacher worked in school milieu of spiritual intelligence, albeit not explicitly stated, and had a specific intention of developing spiritual intelligence. For this teacher, this notion was grounded in philosophic notion of ‘kindness and gentleness’ as a means of praxis. What emerged from our bounded investigation was that ‘spirituality’ or ‘spiritual sensing’ was grounded in making socioemotional connections, as well as sensing ‘State of Being – Gaining personal groundedness’, ‘State of Being - Understanding change’ and ‘State of Being – Coping with difference’ and ‘State of Being – Knowing beyond the borders’.
This volume was first published by Inter-Disciplinary Press in 2014.
The area of description covered in this volume, deals with mode and means through which humans form and develop meaningful relationships. At a time of rapid technological and social change the old definitions and means by which we as a species connect, are rapidly changing.
The area of description covered in this volume, deals with mode and means through which humans form and develop meaningful relationships. At a time of rapid technological and social change the old definitions and means by which we as a species connect, are rapidly changing.
This volume was first published by Inter-Disciplinary Press in 2014.
The area of description covered in this volume, deals with mode and means through which humans form and develop meaningful relationships. At a time of rapid technological and social change the old definitions and means by which we as a species connect, are rapidly changing.
The area of description covered in this volume, deals with mode and means through which humans form and develop meaningful relationships. At a time of rapid technological and social change the old definitions and means by which we as a species connect, are rapidly changing.