Implementing restorative justice practice in schools: what pedagogy reveals

In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However, in this location, the effectiveness of rj can be limited because the power relationships underlying the original punitive, managerial structures maintain their grip. Drawing on a qualitative study that examines the experiences of educators committed to implementing rj principles, this article explores how placing rj in the context of engaged, productive pedagogies better nurtures the hoped for relational and peaceful school culture.

Frankfurter Musik- und Theater-Zeitung

Reproduktion

Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'

Peer reviewed

Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'

Peer reviewed

Women against Pornography demonstration at the theater showing the anti-women film called "Snuff"

General note: Title and date provided by Bettye Lane.

Engaging future engineers:pedagogy, policy & practice

Despite being frequently misrepresented as outdated or old fashioned (IMechE, 2009, p1), engineering is increasingly called upon to deal with some of societies biggest challenges including those associated with climate, infrastructure and security. In order to meet such challenges there needs to be a supply of engineering talent able to turn its collective mind to what is required. Yet at a time when demands for engineers able to provide innovative solutions to contemporary problems is possibly at its highest, the profession is plagued by shortages and an inability to attract young people (DIUS, 2008; RAE 2008; NSF, 2009). Although the current situation appears critical, potential future shortages of engineers means that unless action is taken urgently, matters will get worse during the next 20 to 30 years. For higher education, the challenge is how to change young peoples perceptions of engineering in such a manner that it is seen as a worthwhile and rewarding career. This paper considers this challenge, looking in detail at why young people fail to view engineering positively. A theoretical framework outlining the various real-life barriers and drivers is proposed. A critical analysis of current policy and practice suggests that in order to promote engineering as a profession that young people want to enter, both pedagogic and policy grounded solutions need to be found. By bringing together pedagogy and policy within an engineering framework the paper adds to current debates in engineering education whilst providing a distinctive look at what seems to be a recurring problem. © 2009 Authors.

Learning to live with the lack: pedagogy of the beguiled

An important aspect of globalisation/Americanisation is, prima facia, the global export of televisual products such as Sesame Street, Barney, etc. that are explicitly concerned with cultivating elementary forms of organisational life. Thus, it is surprising that organization studies has been virtually silent on childhood and pedagogy. This lacuna needs filling especially because the development of a post-national, cosmopolitan society problematises existing pedagogical models. In this paper we argue that cosmopolitanism requires a pedagogy that is centred on the Lack and the mythic figure of the Trickster. We explore this through an analysis of children’s stories, including Benjamin’s radio broadcasts for children, Sesame Street and Dr Seuss.

Arabic theater in early khedivial culture, 1868-72: James Sanua revisited

This article revisits the official culture of the early khedivate through a microhistory of the first modern Egyptian theater in Arabic. Based on archival research, it aims at a recalibration of recent scholarship by showing khedivial culture as a complex framework of competing patriotisms. It analyzes the discourse about theater in the Arabic press, including the journalist Muhammad Unsi's call for performances in Arabic in 1870. It shows that the realization of this idea was the theater group led by James Sanua between 1871 and 1872, which also performed Ê¿Abd al-Fattah al-Misri's tragedy. But the troupe was not an expression of subversive nationalism, as has been claimed by scholars. My historical reconstruction and my analysis of the content of Sanua's comedies show loyalism toward the Khedive Ismail. Yet his form of contemporary satire was incompatible with elite cultural patriotism, which employed historicization as its dominant technique. This revision throws new light on a crucial moment of social change in the history of modern Egypt, when the ruler was expected to preside over the plural cultural bodies of the nation. © 2014 Cambridge University Press .

On the Current Mismatch of English Education in China and Its Possible Improvement in Pedagogy for Chinese College non-English Majors

By reviewing the current mismatch of English education in China,the paper argues the content of English curriculum and instruction in China need guide students to learn the difference between Chinese and English,examine Chinese learners’ English that are incorporated with typical Chinese language characteristics.

Towards an Ecological Pedagogy: Body Movement for Ecological Consciousness

This paper examines the moving body as a vehicle for raising ecological consciousness. Due to the modern over-preoccupation with the pursuit of rational aims, human interactions with the surrounding environment increasingly lack conscious awareness. Consequently, in the modern world people tend to lack an ecological consciousness. Nevertheless, the human body is a rich reservoir of ecological significance. From birth, humans are woven into tremendous interconnection with the world. However, humans thrive when their sensitivity to the physical world exists in harmony with their ability to pursue their rational aims. It is the combination of these characteristics that enables humans to survive in capricious surroundings and prosper in a wide array of contexts. Today, the human species faces an unprecedented crisis that threatens to collapse the reciprocality of the ecological bonds bolstering the prosperity of all worldly beings. This paper proposes that it is no longer a rational strategy for people to remain inattentive to their embodied ecological resonance, and that the moving body is an adequate pedagogical site for raising ecological consciousness. Ritualized body movements derived from Chinese traditional cultivation systems such as Taijiquan could orient practitioners to reestablish a perceptual intimacy with the larger cosmic world, thereby raising their ecological consciousness.

Operationalising Intercultural Competence for Translation Pedagogy

This article discusses intercultural competence in the context of translator training. It looks at the way this competence is incorporated and defined in the overall translation competence models, moving on to introduce two models that focus on intercultural competence in particular and serve to operationalize the concept for pedagogical purposes. Making this competence more explicit in translator training is considered vital: in the light of results gained from a survey into the current pedagogical practice (PICT 2012), translator trainers’ and translation students’ understanding of the nature and extent of (inter)cultural training do not match. This calls for re-evaluation of teaching practice which, in turn, presupposes a detailed, comprehensive account of the various dimensions of intercultural competence a translator is to possess. This article discusses these dimensions and provides exemplary scenarios on how to address them in translator training.

Making meaningful connections: Using insights from social pedagogy in statutory child and family social work practice

Reports into incidents of child death and serious injury have highlighted consistently concern about the capacity of social workers to communicate skilfully with children. Drawing on data collected as part of an Economic and Social Research Council funded UK-wide research project exploring social workers’ communicative practices with children, this paper explores how approaches informed by social pedagogy can assist social workers in connecting and communicating children. The qualitative research included data generated from 82 observations of social workers’ everyday encounters with children. Social pedagogical concepts of ‘haltung’ (attitude), ‘head, heart and hands’ and ‘the common third’ are outlined as potentially helpful approaches for facilitating the intimacies of inter-personal connections and enhancing social workers’ capacity to establish and sustain meaningful communication and relationships with children in the face of austere social, political and organisational contexts.