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The acquisition of essential characteristics required for a contemporary graphic design careerSchiller, Selma January 2013 (has links)
In my eleven years of teaching graphic design at Tshwane University of Technology, I have come to realise that education is
more
than
just
teaching
a
student
the
fundamentals,
techniques
and
new
technologies,
it
is
also
about
their
personal
development.
I
conducted
this
study
to
ensure
that
my
educational
practices
challenge
my
graphic
design
students
to
acquire
the
essential
characteristics
–
or
more
profoundly,
the
essential
human
qualities
-‐
required
for
a
contemporary
graphic
design
career
through
which
the
quality
of
life
for
all
will
be
enhanced.
The
study
is
a
participatory
action
research
study
involving
the
second
and
third
year
graphic
design
students
at
Tshwane
University
of
Technology.
It
involved
five
action
intervention
cycles.
In
the
first
cycle
I
explored
the
current
graphic
design
education
practices
in
order
to
determine
whether
these
practices
ensure
the
acquisition
of
such
essential
human
qualities
that
a
graphic
designer
should
posses.
The
acquisition
of
such
human
qualities
has
become
paramount
because
of
the
ethical
imperative
that
graphic
designers
can
change
the
world
(Berman,
2009).
I
found
that
my
current
graphic
design
education
practices
as
they
relate
to
the
commonly
most
dominant
practices
are
not
sufficient
to
accomplish
this
purpose.
During
the
research
I
was
exposed
to
a
paradigmatically
innovative
education
practice
that
focuses
on
maximizing
human
potential
and
it
was
adopted
to
improve
my
existing
education
practice.
Through
four
additional
action
intervention
cycles
I
provided
evidence
that
indicated
that
my
improved
education
practice
contributed
to
my students’
acquisition
of
an
identified
four
sets
of
essential
human
qualities:
the
artistic
quality
of
creativity;
the
professional
quality
of
continuous,
independent,
increasing
expertise
in
creativity
within
an
interdependent,
co-‐operative
value
based
community
of
graphic
design
practitioners;
the
personal
quality
of
maximizing
human
potential;
and
the
leadership
quality
of
an
enlightened
change
agent.
The
primary
focus
on
the acquisition
of
these
essential
human
qualities
through
the
proposed
method
of
graphic
design
education,
also
allows
for
the
gaining
of
the
necessary
graphic
design
knowledge
and
skills
(Barnett,
2007:101). / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Humanities Education / Unrestricted
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Les usages sociaux des groupes de travail au Sénégal : facteurs d'égalisation des chances à l'école / Social uses of work groups in Senegal : school opportunities leveling factorsNdiaye, Macodou 06 December 2013 (has links)
Les groupes de travail font partie des principaux animateurs informels de la vie scolaire au Sénégal. Alors qu’ils sont au cœur des activités de sociabilité scolaire observées dans l’enseignement secondaire, ils n’ont fait l’objet d’aucune analyse sociologique. Force est pourtant de reconnaître qu' ils sont devenus des espaces concurrents et alternatifs à la transmission officielle des contenus d’enseignement face à l’incapacité croissante de l’école à assurer cette mission essentielle d’encadrement des élèves. Les enquêtes qualitative et quantitative effectuées auprès de 110 groupes de travail montrent que ces derniers sont un espace d’activation des pratiques sexuées. Deux modèles de socialisation introverti et extraverti régulent les activités sociales et les projets scolaires et professionnels des élèves. Le modèle introverti pousse les filles à faire un usage limité des activités de sociabilité scolaire et à privilégier leur projet matrimonial et les formations de courte durée ; tout le contraire du modèle extraverti qui incline les garçons à construire un projet scolaire et professionnel solide. Cette thèse interroge les transformations en cours, dans les modes de sociabilité sénégalaise, s’expliquant en partie par l’accès des femmes aux secteurs modernes de l’emploi. Cette présence féminine sur le marché de l’emploi n’a pas forcément entraîné une renégociation des rapports parentaux. L’étude du rôle des groupes de travail dans la réussite scolaire des élèves montre que les groupes sociaux défavorisés tirent un grand bénéfice des activités de sociabilité scolaire, par l’accès à un espace social favorable à la création de vocations scolaire et professionnelle. / Work groups are part of the main informal school life-stirring factors in Senegal. Though they are at the core of socializing activities in high school education, they have never been studied on a sociological basis. Nevertheless, one has to admit that in the past years, they have become simultaneous and alternative to official and regular transmission of education contents due to the ever growing incapacity of school to take on this essential mission of students’ supervision. Qualitative and quantitative surveys carried towards 110 work groups show that these groups are where gender-related practices start off. Two socializing models, introverted and extroverted, regulate social activities and school and professional projects. The model we shall call “introverted” lead girls, one the one hand, to a limited use of school sociability activities in order to favor their matrimonial project and short-term trainings. On the other hand, boys in this model are encouraged to build on a strong school and professional project. This thesis study questions the on-going transformations in the Senegalese socializing trends, that can be partly explained by the access of women to modern employment sectors. This feminine presence on the employment market doesn’t trigger necessarily a negotiation in parental terms. The study of the work groups’ role in school success show that disadvantaged social groups benefit a lot from socializing activities through access to a social space prone to school and professional vocations.
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