Global ETD Search

151	Mídia e consumo na produção de uma infância pós-moderna que vai á Escola Momo, Mariangela January 2007 (has links) Nesta tese entende-se que a infância é uma construção cultural, social e histórica, sujeita a mudanças. Inscrita em uma matriz de inteligibilidade que vê a contemporaneidade marcada por condições peculiares, imbricadas e implicadas naquilo que tem sido amplamente conhecido como cultura pós-moderna, considerase que grandes transformações têm alterado a forma de estarmos no mundo. Supõese que as condições culturais contemporâneas produzem infâncias distintas da infância moderna − ingênua, dócil, dependente dos adultos − e modificam as formas das crianças viverem esse período tido como próprio delas. Vivemos um estado da cultura, com implicações contundentes da mídia e do consumo, que tem se configurado de forma diferente daquele da modernidade e produzido sujeitos distintos dos sujeitos modernos. Esta tese tem como um de seus objetivos dar visibilidade às crianças pobres que freqüentam algumas escolas no município de Porto Alegre nesse início do século XXI. Procura-se realizar uma das leituras possíveis de como os sujeitos infantis das escolas estudadas vivem a infância sob as condições culturais pós-modernas, e apontar a produtividade dessa cultura no delineamento de um determinado tipo de infância, que se opta por chamar de “infância pós-moderna”. Busca-se mostrar como as crianças pobres das escolas estudadas são produzidas, formatadas, fabricadas pela mídia e pelo consumo, configurando novos modos de ser criança e de viver a infância. Pretende-se também colocar sob tensão as imagens convencionais e modernas de infância com que muitos professores persistem trabalhando na contemporaneidade. Para isso, optou-se tanto por lançar mão de estudos de autores que tratam de descrever, interpretar e problematizar a condição cultural pós-moderna, como daqueles que realizam análises culturais sobre as infâncias. Para o estudo das condições culturais pós-modernas, foram também coletados, e considerados para compor o corpus de análise, artefatos que integram a cultura circulante da mídia e do consumo como reportagens, comunicações publicitárias, imagens de crianças, diferentes produtos direcionados à infância, etc. Para dar visibilidade às conexões entre as crianças das escolas estudadas e a cultura pós-moderna foi realizado um inventário de artefatos e práticas presentes nas escolas, registrou-se em fotos e em anotações no diário de campo situações, conversas com crianças e professoras, bem como foram coletados desenhos e textos produzidos em sala de aula. Tanto os materiais coletados nas escolas, como os coletados fora delas, ajudaram a compor e a expor um panorama das condições culturais pós-modernas, e contribuíram para o objetivo de mostrar uma infância pós-moderna que vai à escola. Ao visibilizar e analisar as formas como as crianças pobres das escolas estudadas vivem a infância e constituem-se como alunos, foi possível perceber umaconsonância com as configurações culturais do mundo contemporâneo. Visibilidade, efemeridade, ambivalência, fugacidade, descartabilidade, individualismo, superficialidade, instabilidade, fazem parte de suas vidas. Observou-se, nas escolas estudadas, um modo de ser criança que busca infatigavelmente a fruição e o prazer e, nessa busca, borra fronteiras de classe, gênero e geração. Um modo de ser criança que procura incansavelmente inscrever-se na cultura globalmente reconhecida e fazer parte de uma comunidade de consumidores de artefatos em voga na mídia do momento; que produz seu corpo de forma espetacular para que ele esteja em harmonia com o mundo das visibilidades; que se caracteriza por constantes e ininterruptos movimentos e mutações. São crianças que vão se tornando o que são, vivendo sob a condição pós-moderna. Tais crianças provocam desestabilização das pedagogias, causam inquietações, minam o pensamento binário, porque não é mais possível classificá-las, cartografálas, enquadrá-las nos lugares tradicionalmente designados para infantis e para escolares. São polivalentes, podendo ser de diferentes e distintas formas ao mesmo tempo e, no momento seguinte, já possuírem outras formas, antes mesmo que seja possível conhecê-las e apreendê-las. Crianças pós-modernas são um desafio para a educação escolarizada porque não permitem o estabelecimento de uma ordem e a elaboração de planos a longo prazo. / In this thesis, childhood has been understood as a cultural, social, and historical construction, subject to changes. Inscribed in an intelligibility matrix that sees contemporaneity marked by peculiar conditions that are intertwined and implied in something that has been widely known as post-modern culture, big transformations have altered the way we are in the world. It has been supposed that contemporary cultural conditions have both produced childhoods that are distinct from the modern childhood – naïve, docile, dependent on adults – and modified the ways children experience this period seen as theirs. We live in a state of culture, with incisive implications of media and consumption, which has shown a different configuration from that of modernity and produced subjects that are distinct from the modern subjects. One of the objectives of this thesis is to give visibility to poor children that have attended some schools in Porto Alegre in the beginning of the twentieth-first century. I have attempted both to undertake one of the possible readings of how infantile subjects from those schools have lived childhood under post-modern cultural conditions, and point out the productivity of this culture to delineate a certain type of childhood, which has been called “post-modern childhood”. I have shown how poor children from those schools have been produced, formatted, made by the media and consumption, thus forming new modes of being a child and living childhood. The thesis has also intended to tension conventional and modern images of childhood with which many teachers have persisted to work in contemporaneity. To do so, I have used studies produced by authors that have described, interpreted, and problematized the post-modern cultural condition, as well as authors that have culturally analyzed childhoods. For the study of post-modern cultural conditions, I have also collected and considered as corpus the artifacts that integrate the media and consumption culture, such as reports, advertising communications, pictures of children, different children-oriented products, etc. In order to give visibility to connections between children from the schools studied and the post-modern culture, I have made an inventory of artifacts and practices found in the schools; I have documented situations, conversations with children and teachers with photographs and notes in my field notebook; and I have collected drawings and texts produced in the classroom. Both materials collected in school and the ones collected outside have helped me to compose and expose an overview of post-modern cultural conditions, and have contributed towards the objective of showing a post-modern childhood that attends school. On visualizing and analyzing the ways poor children from the schools considered in this study have lived their childhood and constituted themselves as students, it is possible to perceive a consonance with cultural configurations of the contemporar world. Visibility, ephemerality, ambivalence, fugacity, disposability, individualism, superficiality, and instability are integral parts of their lives. I have observed in the schools a way of being a child that has indefatigably searched for fruition and pleasure and, in this search, has blurred the boundaries of class, gender, and generation. A way of being a child that has tirelessly searched to be inscribed in the globally acknowledged culture and belong to a community of consumers of artifacts currently in vogue in the media; that has produced their bodies in a spectacular way so that it is in harmony with the world of visibilities; that has been characterized by constant and ongoing moves and mutations. They are children that have become who they are, living under the post-modern conditions. Such children have provoked unstableness of pedagogies, caused uneasiness, undermined the binary thought, because it is no longer possible to classify them, chart them, frame them in places traditionally assigned to children and school students. They are polyvalent, and may show different and distinct forms at the same time, and in the next instant they can acquire other forms, even before it is possible to know them and apprehend them. Post-modern children have been a challenge to school education, since they do not allow for the establishment of an order and the elaboration of long-term planning. Infância Mídia Formação Identidade Consumo Mídia impressa Representação Juventude Educação infantil Educação popular Educação Pós-modernidade Globalização Brasil Porto Alegre (RS) Contemporary childhood Contemporary school School and contemporary culture School Media and consumption Media and education Childhood and consumption Elementary education
152	Mídia e consumo na produção de uma infância pós-moderna que vai á Escola Momo, Mariangela January 2007 (has links) Nesta tese entende-se que a infância é uma construção cultural, social e histórica, sujeita a mudanças. Inscrita em uma matriz de inteligibilidade que vê a contemporaneidade marcada por condições peculiares, imbricadas e implicadas naquilo que tem sido amplamente conhecido como cultura pós-moderna, considerase que grandes transformações têm alterado a forma de estarmos no mundo. Supõese que as condições culturais contemporâneas produzem infâncias distintas da infância moderna − ingênua, dócil, dependente dos adultos − e modificam as formas das crianças viverem esse período tido como próprio delas. Vivemos um estado da cultura, com implicações contundentes da mídia e do consumo, que tem se configurado de forma diferente daquele da modernidade e produzido sujeitos distintos dos sujeitos modernos. Esta tese tem como um de seus objetivos dar visibilidade às crianças pobres que freqüentam algumas escolas no município de Porto Alegre nesse início do século XXI. Procura-se realizar uma das leituras possíveis de como os sujeitos infantis das escolas estudadas vivem a infância sob as condições culturais pós-modernas, e apontar a produtividade dessa cultura no delineamento de um determinado tipo de infância, que se opta por chamar de “infância pós-moderna”. Busca-se mostrar como as crianças pobres das escolas estudadas são produzidas, formatadas, fabricadas pela mídia e pelo consumo, configurando novos modos de ser criança e de viver a infância. Pretende-se também colocar sob tensão as imagens convencionais e modernas de infância com que muitos professores persistem trabalhando na contemporaneidade. Para isso, optou-se tanto por lançar mão de estudos de autores que tratam de descrever, interpretar e problematizar a condição cultural pós-moderna, como daqueles que realizam análises culturais sobre as infâncias. Para o estudo das condições culturais pós-modernas, foram também coletados, e considerados para compor o corpus de análise, artefatos que integram a cultura circulante da mídia e do consumo como reportagens, comunicações publicitárias, imagens de crianças, diferentes produtos direcionados à infância, etc. Para dar visibilidade às conexões entre as crianças das escolas estudadas e a cultura pós-moderna foi realizado um inventário de artefatos e práticas presentes nas escolas, registrou-se em fotos e em anotações no diário de campo situações, conversas com crianças e professoras, bem como foram coletados desenhos e textos produzidos em sala de aula. Tanto os materiais coletados nas escolas, como os coletados fora delas, ajudaram a compor e a expor um panorama das condições culturais pós-modernas, e contribuíram para o objetivo de mostrar uma infância pós-moderna que vai à escola. Ao visibilizar e analisar as formas como as crianças pobres das escolas estudadas vivem a infância e constituem-se como alunos, foi possível perceber umaconsonância com as configurações culturais do mundo contemporâneo. Visibilidade, efemeridade, ambivalência, fugacidade, descartabilidade, individualismo, superficialidade, instabilidade, fazem parte de suas vidas. Observou-se, nas escolas estudadas, um modo de ser criança que busca infatigavelmente a fruição e o prazer e, nessa busca, borra fronteiras de classe, gênero e geração. Um modo de ser criança que procura incansavelmente inscrever-se na cultura globalmente reconhecida e fazer parte de uma comunidade de consumidores de artefatos em voga na mídia do momento; que produz seu corpo de forma espetacular para que ele esteja em harmonia com o mundo das visibilidades; que se caracteriza por constantes e ininterruptos movimentos e mutações. São crianças que vão se tornando o que são, vivendo sob a condição pós-moderna. Tais crianças provocam desestabilização das pedagogias, causam inquietações, minam o pensamento binário, porque não é mais possível classificá-las, cartografálas, enquadrá-las nos lugares tradicionalmente designados para infantis e para escolares. São polivalentes, podendo ser de diferentes e distintas formas ao mesmo tempo e, no momento seguinte, já possuírem outras formas, antes mesmo que seja possível conhecê-las e apreendê-las. Crianças pós-modernas são um desafio para a educação escolarizada porque não permitem o estabelecimento de uma ordem e a elaboração de planos a longo prazo. / In this thesis, childhood has been understood as a cultural, social, and historical construction, subject to changes. Inscribed in an intelligibility matrix that sees contemporaneity marked by peculiar conditions that are intertwined and implied in something that has been widely known as post-modern culture, big transformations have altered the way we are in the world. It has been supposed that contemporary cultural conditions have both produced childhoods that are distinct from the modern childhood – naïve, docile, dependent on adults – and modified the ways children experience this period seen as theirs. We live in a state of culture, with incisive implications of media and consumption, which has shown a different configuration from that of modernity and produced subjects that are distinct from the modern subjects. One of the objectives of this thesis is to give visibility to poor children that have attended some schools in Porto Alegre in the beginning of the twentieth-first century. I have attempted both to undertake one of the possible readings of how infantile subjects from those schools have lived childhood under post-modern cultural conditions, and point out the productivity of this culture to delineate a certain type of childhood, which has been called “post-modern childhood”. I have shown how poor children from those schools have been produced, formatted, made by the media and consumption, thus forming new modes of being a child and living childhood. The thesis has also intended to tension conventional and modern images of childhood with which many teachers have persisted to work in contemporaneity. To do so, I have used studies produced by authors that have described, interpreted, and problematized the post-modern cultural condition, as well as authors that have culturally analyzed childhoods. For the study of post-modern cultural conditions, I have also collected and considered as corpus the artifacts that integrate the media and consumption culture, such as reports, advertising communications, pictures of children, different children-oriented products, etc. In order to give visibility to connections between children from the schools studied and the post-modern culture, I have made an inventory of artifacts and practices found in the schools; I have documented situations, conversations with children and teachers with photographs and notes in my field notebook; and I have collected drawings and texts produced in the classroom. Both materials collected in school and the ones collected outside have helped me to compose and expose an overview of post-modern cultural conditions, and have contributed towards the objective of showing a post-modern childhood that attends school. On visualizing and analyzing the ways poor children from the schools considered in this study have lived their childhood and constituted themselves as students, it is possible to perceive a consonance with cultural configurations of the contemporar world. Visibility, ephemerality, ambivalence, fugacity, disposability, individualism, superficiality, and instability are integral parts of their lives. I have observed in the schools a way of being a child that has indefatigably searched for fruition and pleasure and, in this search, has blurred the boundaries of class, gender, and generation. A way of being a child that has tirelessly searched to be inscribed in the globally acknowledged culture and belong to a community of consumers of artifacts currently in vogue in the media; that has produced their bodies in a spectacular way so that it is in harmony with the world of visibilities; that has been characterized by constant and ongoing moves and mutations. They are children that have become who they are, living under the post-modern conditions. Such children have provoked unstableness of pedagogies, caused uneasiness, undermined the binary thought, because it is no longer possible to classify them, chart them, frame them in places traditionally assigned to children and school students. They are polyvalent, and may show different and distinct forms at the same time, and in the next instant they can acquire other forms, even before it is possible to know them and apprehend them. Post-modern children have been a challenge to school education, since they do not allow for the establishment of an order and the elaboration of long-term planning. Infância Mídia Formação Identidade Consumo Mídia impressa Representação Juventude Educação infantil Educação popular Educação Pós-modernidade Globalização Brasil Porto Alegre (RS) Contemporary childhood Contemporary school School and contemporary culture School Media and consumption Media and education Childhood and consumption Elementary education
153	Ghost Hunting and A Moroccan Forest: a geography of Madness Lehnert, Matthew R. 27 November 2013 (has links) No description available. African History African Studies Environmental Studies Environmental Philosophy Environmental Justice Forestry Geography Islamic Studies International Relations Mental Health North African Studies Philosophy Political Science Remote Sensing Morocco Deforestation Non-representational theory Green Plan Remote Sensing Hauntology Methods of Madness post-modern Accumulation by Dispossession David Harvey Nigel Thrift Baudrillard schizoaffective affect Middle Atlas intimate sensing
154	Le statut juridique du marchand en droit camerounais et en droit québécois Akoumou Ndjomo, Jeanne Laure 04 1900 (has links) Ce mémoire analyse la place juridique du marchand dans les sociétés camerounaise et québécoise. Le droit a toujours cherché à catalyser les activités des marchands en régulant l’accès à leur profession, en contrôlant leurs activités et en leur imposant de nombreuses obligations. La préoccupation des législateurs québécois et camerounais vis-à-vis de l’entité qu’est le marchand est palpable, les nombreuses lois mises sur pied pour encadrer ce personnage en témoignent. Le droit camerounais et le droit québécois abordent le sujet du marchand de façon différente. Nous verrons que dans l’appellation et dans le régime applicable à cette entité, le législateur québécois et son homologue camerounais se retrouvent la majorité du temps aux antipodes l’un de l’autre, mais il arrive parfois que leurs règles présentent des similitudes. Les nombreuses règles mises en place par les législateurs pour réguler les actions du marchand vont nous amener à examiner l’importance que ce dernier a au sein de la société. Conscients du pouvoir que le marchand peut avoir, les législateurs n’ont-ils pas fixé un grand nombre de règles par peur que ce dernier abuse de ce pouvoir ? Cette interrogation nous mènera au dernier volet de ce mémoire qui consistera à analyser les rapports de forces entre le marchand et les consommateurs premièrement, et entre le marchand et l’État en seconde place. L’intérêt de cette recherche est en premier lieu juridique évidemment. En effet, au cours de notre étude, nous verrons des notions telles que la commercialité et ses éléments constitutifs et nous ouvrirons le débat sur son utilité et sa désuétude. Nous aborderons également le rôle joué par le commerçant dans le processus de globalisation du droit et la création d’un droit post-moderne. En plus d’avoir un intérêt juridique, ce sujet révèle également un intérêt socio-économique car il nous amènera à aborder la notion de « commerçant de fait », une entité apparue à cause de la précarité économique et sociale à laquelle la majorité des pays africains fait face. / This study analyzes the legal place of the merchant in Cameroonian and Quebec societies. The law has always sought to catalyze the activities of merchants by regulating access to their profession, controlling their activities and imposing numerous obligations on them. The concern of Quebecer and Cameroonian legislators concerning the merchant is palpable, the large number of laws put in place to regulate this character testify to it. Cameroonian law and Quebec law approach the subject of the merchant in different ways. We will see that in the calling and in the regime applicable to this entity, the Quebecer legislator and its Cameroonian counterpart find themselves most of the time at opposite ends, but sometimes it happens that their rules present similarities. The rules put in place by legislators to regulate the actions of the merchant will lead us to examine the importance that the latter has within society. Aware of the power that the merchant can have, haven't the legislators set a large number of rules for fear that the latter will abuse this power? This question will lead us to the last part of this study which will consist in analyzing the balance of power between the merchant and the consumers first, and between the merchant and the State in second place. The interest of this research is obviously primarily legal. Indeed, during our study, we will see notions such as commerciality and its constituent elements and we will open the debate on its usefulness and its obsolescence. We will also discuss the role played by the merchant in the process of globalization of law and the creation of post-modern law. In addition to having a legal interest, this subject also reveals a socio-economic interest because it will lead us to approach the notion of "commerçant de fait", an entity that appeared because of the economic and social precariousness to which the majority of Africans countries faces. Marchand Théorie de la commercialité Commerçant Notion d'entreprise Droit québécois Droit camerounais Consommateur Responsabilité sociale des entreprises Droit post-moderne Globalisation du droit Merchant Theory of commerciality Trader Notion of enterprise Quebec law Cameroonian law Consumer Corporate social responsibility Post-modern law Globalization of law Law / Droit (UMI : 0398)
155	Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes 2013 August 1900 (has links) This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect. science education narrative inquiry inquiry curriculum renewal assessment identity teacher identity decolonizing scientific literacy complexity complexity science borderland agency narrative diversity contextualized inquiry experience stories to relive with mo(u)rning stories holistic humanistic wished-we-could-enact identities emergence deformalizations professional development reductionism modernity positivism coming to knowing post-modern postmodern Indigenous First Nations ontology lived experience narrative coherence complexity reduction artifacting assessment making experiences curriculum making experiences assessment as a relationship liminality liminal assessment for learning assessment for inquiry’
156	Sociálně-pedagogické přístupy práce s "neorganizovanou mládeží" v nízkoprahových zařízeních a otevřených klubech pro děti a mládež / Social-pedagogy Approaches in the Issue-based Youth Work Centres Dealing with the Unattached Youth SVOBODA, Michal January 2007 (has links) The presented work deals with social-pedagogy approaches in the issue-based youth work centres. The first part attends to the analysis of the idea {\clqq}unattached youth``. It takes aspect of the lifestyle sociology, the social education and the developmental psychology. The viewed group of the unattached youth is presented as a group of the adolescents; they have problems with the coping strategies in the post-modern society. The second part of the work takes their problems as a starting-point for the next reflec-tion. It determines criteria of the effective youth work dealing with the unattached youth. Finally the third applied part evaluates the four current types of the issue-based youth work: the German open youth work (Offene Kinder- und Jugendarbeit), the British youth work, the Czech issue-based youth work centres and the Czech open youth centres. The evaluation is focused on the criteria of the effective youth work dealing with the unat-tached youth; we derived in the second part. Overall the main aim of this work is to point out the effective issue-based youth work has to take into account the social and developmental needs of the target group.
157	A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing Stasko, Carly 14 December 2009 (has links) This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming. media literacy critical literacy holistic education culture jamming consciousness high school alternative rave Madvertisement Media Collective Hodgkin's Lymphoma qualitative research semiotics community center holistic philosophy transformation philosophy of education cancer survivor school commercialism english alienation public pedagogy poetry hip hop underground self-publishing independent media environment internet ecology democratic post-traumatic stress hacking holistic pedagogy digital media consumer culture commercialism graffiti decolonize advertising youth marketing sexism embodied healing personal professional knowledge immune system expression white blood cell street art decolonizing holistic pedagogy public art personal professional knowledge ecology mass media body image spirituality wellness embodied learning embodied wisdom awareness relationship meditation visualization communication Billboard Liberation Front signification courageous vulnerability youth Youth Media Literacy Project critical Chinese Medicine Qi Gong holistic media literacy obsolescence interconnection meta-cognitive Kalle Lasn transformative learning critical viewing critical pedagogy integration curriculum teaching subvertising learning positive psychology interpretation Megan Boler narrative medium production dancing representation expression Youth Media Literacy Project resistance cognitive re-framing subversion Negativeland reclaiming philosophy narrative inquiry education reading alternative education Fierce Light students university No Logo Situationists Naomi Klein menstruation storytelling experience writing language emotional physical facebook psychological Guy Debord Association for Media Literacy grassroots felt-sense stories performance grounded authentic expression perspective visual culture youtube chemotherapy visuality deconstruction women's studies Media Education Foundation détournement Reclaim the Streets movement spectatorship passive medicine social justice arts-informed research subway party gratitude guerilla post-modern media activism mindshare complex symbolic activity CBC radio art Toronto pre-service students oncology fashion healing spiral Adbusters sub-culture feminism podcast Trevor Norris street theater holistic learning medical language inter-personal film David Buckingham Renee Hobbs training Paulo Friere John Dewey political theater Sut Jhally Media Education Foundation Douglas Kellner Princess Margaret Hospital play Robert McChesney Action Coalition for Media Education Mediacs Association for Media Literacy Toronto District School Board Ontario Ministry of Education Marshall McLuhan Susan Sontag Jennifer Sandlin cure improvisation symbolic creativity Evolutionary Healing Paul Willis pop culture media collective Barry Duncan Kathleen Tyner Carly Stasko Girls Who Bite Back art therapy Next Wave Cultures zine Imagitate the State Intrinsik interacting narratives digital storytelling technology tactical media public space science creativity empowerment 0727 0708 0453 0273 0279 0515 0516 0733 0998 0680 0530 0092 0525
158	A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing Stasko, Carly 14 December 2009 (has links) This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming. media literacy critical literacy holistic education culture jamming consciousness high school alternative rave Madvertisement Media Collective Hodgkin's Lymphoma qualitative research semiotics community center holistic philosophy transformation philosophy of education cancer survivor school commercialism english alienation public pedagogy poetry hip hop underground self-publishing independent media environment internet ecology democratic post-traumatic stress hacking holistic pedagogy digital media consumer culture commercialism graffiti decolonize advertising youth marketing sexism embodied healing personal professional knowledge immune system expression white blood cell street art decolonizing holistic pedagogy public art personal professional knowledge ecology mass media body image spirituality wellness embodied learning embodied wisdom awareness relationship meditation visualization communication Billboard Liberation Front signification courageous vulnerability youth Youth Media Literacy Project critical Chinese Medicine Qi Gong holistic media literacy obsolescence interconnection meta-cognitive Kalle Lasn transformative learning critical viewing critical pedagogy integration curriculum teaching subvertising learning positive psychology interpretation Megan Boler narrative medium production dancing representation expression Youth Media Literacy Project resistance cognitive re-framing subversion Negativeland reclaiming philosophy narrative inquiry education reading alternative education Fierce Light students university No Logo Situationists Naomi Klein menstruation storytelling experience writing language emotional physical facebook psychological Guy Debord Association for Media Literacy grassroots felt-sense stories performance grounded authentic expression perspective visual culture youtube chemotherapy visuality deconstruction women's studies Media Education Foundation détournement Reclaim the Streets movement spectatorship passive medicine social justice arts-informed research subway party gratitude guerilla post-modern media activism mindshare complex symbolic activity CBC radio art Toronto pre-service students oncology fashion healing spiral Adbusters sub-culture feminism podcast Trevor Norris street theater holistic learning medical language inter-personal film David Buckingham Renee Hobbs training Paulo Friere John Dewey political theater Sut Jhally Media Education Foundation Douglas Kellner Princess Margaret Hospital play Robert McChesney Action Coalition for Media Education Mediacs Association for Media Literacy Toronto District School Board Ontario Ministry of Education Marshall McLuhan Susan Sontag Jennifer Sandlin cure improvisation symbolic creativity Evolutionary Healing Paul Willis pop culture media collective Barry Duncan Kathleen Tyner Carly Stasko Girls Who Bite Back art therapy Next Wave Cultures zine Imagitate the State Intrinsik interacting narratives digital storytelling technology tactical media public space science creativity empowerment 0727 0708 0453 0273 0279 0515 0516 0733 0998 0680 0530 0092 0525

Search results