TrendyWebAltar

TrendyWebAltar , 1 month ago to academicchatter

https://books.openbookpublishers.com/10.11647/obp.0363.03.pdf

“Dark pedagogies” imply a pivot to embrace darkness when Enlightenment goals and expectations are found wanting. Lysgaard, Bengtsson and Laugerson (2019, 2020) suggest that darkness should be constructively engaged with, within, and for an environmentally threatened world. Dark pedagogies embrace uncertainty, catastrophe, and terror, by taking an affective turn to add urgency to shared ethical commitments in an already broken world (Mulgan, 2014). Indeed, the dread situation of the current planetary crisis including, of course, the climate crisis, may necessitate the power of dark pedagogies to face planetary darkness and effect a necessary turn towards different, more bearable futures. Educational darkness is a “thing” that exceeds the didactic slog, harnessing aesthetic and affective aspects to spark #learning and transformation (Lysgaard et al., 2019)

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TrendyWebAltar , 3 months ago to academicchatter

"Drawing on multi-sited ethnography, I conceptualise structure of feeling as an affective principle regulating senses, imaginaries, and practical activities of local communities within socio-material infrastructures (Vanke, 2023, 2024). Thus, according to my approach, structure of feeling is a triadic concept assembling sensorial, imaginative, and practical experiences within physical space. This allows for a further understanding of structure of feeling not as a spirit of the time but as a multiple spirit of the time and place. And it is also partly influenced by Doreen Massey’s understanding of place as multiplicity imbued with temporality."

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https://raymondwilliams.co.uk/2024/03/27/structure-of-feeling-a-conceptual-tool-in-the-study-of-how-ordinary-people-live-and-struggle/

TrendyWebAltar , 4 months ago to academicchatter

"He never spoke down to the first-year #student but rather brought them to the banquet table of all that modern critical thinking in the humanities and social sciences had to offer. It was a sober and dignified form of rhetorical performance – one that respected the traditions of the university as a unique place for thinking aloud and inculcated a new generation into critical discourses for developing their capacity to be autonomous citizens. He inspired #students to take seriously their own intelligence and place in the world. Pete was not given to activism, political stunts, or theatrical performance, in or outside of the class. His radicalism was to take students on the path to learning about themselves and the world by sharing with them the learning pathways he was engaged with himself. It felt like we students (including tutors) were apprentices in a lifelong vocation."

https://thesiseleven.com/2023/11/12/pete-as-mentor-colleague-collaborator-friend-thanks-pal/

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TrendyWebAltar , 8 months ago to academicchatter

Higher Ed should hire Ed.

The question is, which Ed?

First one that came to mind was Gein, so that's a big no-no.

(I also thought of Evil Ed from Fright Night but that's a no, too.)

Then I thought of Wood: imagine how wild that would be.

I'm also thinking Sheeran; while I'm not a fan of his music, he strikes me as a rather nice guy.

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TrendyWebAltar , 11 months ago to academicchatter

If I'm allowed to say so, I'm quite proud of the thousand words I wrote for this group paper (which is not in my primary resarch area). It frustrates me to to no end that I can't seem to draw upon the same abilities when I write my own #thesis.

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https://doi.org/10.1007/978-3-031-33254-8_5