Asymilacja obcokrajowców w Poznaniu

Wydział Nauk Geograficznych i Geologicznych

Place, teenagers and urban identities: Growing up in the revanchist city

The recreational lives of teenagers in Ireland has been the subject of much debate in recent years. The subject has received much attention from academics, particularly in the UK and the US. In Ireland there is a dearth of research on, and a poor understanding of teenagers recreational lives. Additionally much of the research from the UK and the US to date has been focused on teenagers’ use of the street for recreation, arguing that teenagers are increasingly pushed out of public space. The research frequently emphasises teenagers’ resistance against adult hegemony. This thesis explores the recreational geographies of teenagers living in two socially and economically distinct neighbourhoods in Cork. It seeks to fill in gaps in knowledge of teenagers recreational lives in Ireland and contribute to geographical wisdom on teenagers’ geographies. Using a mixed method approach and a variety of thinking tools this research shows that teenagers living in Cork are growing up in a revanchist society. The thesis demonstrates how teenagers’ recreational practices are currently being configured in Irish society, unfolding strategies of dominance and affection which construct and regulate the recreational lives of teenagers. The effects of revanchism on teenagers’ experiences of outdoor space for recreation are also pursued. Furthermore the socio-spatial contingencies of teenagers’ recreational lives and revanchism are probed throughout the thesis, but in greater depth in the final chapters. The work also addresses an under-researched aspect of young people’s recreational - relationships with pets. Lastly, the subject of teenagers’ right to urban space is critically analysed.

Career choice in medicine

Background: Career Choice in Medicine is an important and problematic topic. Medical education has been framed as professional identity development, yet career choice has not been viewed as a matter of identity. My primary aim was to offer new insights by exploring career choice using Figured Worlds theory, a socio-cultural theory of identity. Graduate retention is a challenge for many countries, including Ireland. My secondary aim was to address a gap in the data on postgraduate trainees in Ireland and to use the Irish case to illustrate points transferable to other contexts. Methodology & Methods: This was a predominantly qualitative Mixed Methods programme of research. My qualitative studies were oriented towards social constructionism. I collated existing data from the Royal College of Physicians of Ireland (RCPI) and HSE-MET to describe trainees and their career paths. I surveyed Basic Specialist Training trainees (n=333) about their career plans. I surveyed new trainees (n=527) about their expectations of training and all RCPI trainees about their experiences of training (n=1246). I conducted semi-structured interviews with 18 medical students and doctors. A subgroup (n=6) provided longitudinal data. Figured Worlds theory and Gee’s discourse tools were used for analysis. Results: I have used the case of medical training and career choice in Ireland to explain how social, political and cultural context, and day to day experiences in the cultural world of medicine, shaped doctors’ career choices. My qualitative findings described a unifying model of career choice, consisting of priming, exposure, positioning and open-endedness, which can guide the design of interventions to shape and support career choice. Conclusion: My original contribution has been to demonstrate the fruitfulness of framing career choice in terms of identity development. This represents a turn in the conversation about career choice, which brings new starting points and moves the dialogue forward.

The rhetoric of acculturation: When integration means assimilation

Viewing traditional acculturation literature through a social constructionist lens, the present paper identifies a number of limitations with this research. A discourse analytic approach to acculturation is offered as a means of addressing some of these issues. Drawing on examples taken from British print media debate surrounding the issue of faith schooling in the UK, an analysis is presented which illustrates the manner in which, though optimally positioned within acculturative moral hierarchies directed towards the legitimization of both pro- and anti-faith schooling debates, integration rhetoric often conceals the (re-)production of a more implicit assimilationism. Findings are discussed in terms of their implications for hegemonically structured acculturative power relations. This exploratory analysis provides the basis for reflection on the benefits of a discursive approach to acculturation. Moreover, the dependence of integrationist discourse on a series of socio-spatial resources is considered and, following on from Dixon and Durrheim's (2000) discursive re-conceptualization of place-identity, is taken to signify the need for a more environmentally 'grounded' approach to acculturation.

‘5 ways to say your prayers’:The Art and Architecture of Curating People, Place and Creativity in a Post-Conflict Context. The Shed, Galway, Ireland 18th June – 23rd July 2013 Includes: 1. Co-Curation of Exhibition with Peter Mutschler, Director of PS² and 2. Morrow’s individual work as part of the exhibition, entitled ‘Departures & Arrivals: Academic Interactions with the Activities, Artists and Archive of PS² ’

This exhibition profiles the curatorial approach of PS² and the work of creative practitioners who have practiced alongside and with the organisation. PS² is a Belfast-based, voluntary arts organisation that initiates projects inside and outside its project space. It seeks to develop a socio-spatial practice that responds to the post-conflict context of Northern Ireland, with particular focus on active intervention and social interaction between local people, creative practitioners, multidisciplinary groups and theorists.
Morrow has collaborated with PS² since its inception in 2005, acting as curatorial advisor specifically on the projects that occur outside PS² . She regards her involvement as a parallel action to her pedagogical explorations within architectural education.

Morrow's personal contribution to the Exhibition aimed to:
-interrogate PS² spatial projects
-contextualise PS² curatorial practice
-open up the analytical framework and extend to similar local practices

The Shed, Galway, Ireland is a joint Galway City Arts and Harbour Company venture. The exhibition subsequently travelled to DarcSpace Gallery, Dublin (Sept 2013).

Masks as methodology and the phenomenological turn: issues of interpretation

The purposes of this chapter are to argue for (i) the heuristic value of the concept of mask and masking in research which has its basis in psychodynamic theory but relating it to socio-cultural theory as means to understanding self-experience (ii) the value of creating and performing masks as one valuable methodological ‘embodied’ form in social and educational research that represent individuals’ richly textured self-other constructions and allow for the interrogation of any simplistic dichotomies associated with notions of ‘inside’ ‘outside’ categories (iii) exploring possibilities and dilemmas of interpretation within this frame

Architecture from the dogs …

In this chapter Morrow talks of her return to Northern Ireland to 2003 and how her involvement in establishing a new school of architecture and a recent suite of interdisciplinary masters has led her to consider the relationship between the post-conflict context, architectural practice and its education. She examines the consequences of not facing the effects of conflict; the impact on societal and architectural creativity; and the potential for live project pedagogy to evolve effective models of socio-spatial rehearsals. She concludes with some strategies for schools of architecture that wish to feed and be fed by their context. This is a personalized commentary that teeters somewhere between deep-seated frustration with a blind-folded profession and sustained belief in architectural education’s potential to offer more than built solutions.

The Landscape of Differences: Contact and Segregation in the Everyday Encounters

The article examines everyday life in Northern Ireland’s segregated communities and focus on a neglected empirical dimension of ethnic and social segregation developed within the socio-spatial relations between people and their built environment. It shows how the everyday urban encounters are reproduced through negotiating differences and the ways in which living in divided communities lead to social inequality and imbalanced use of space. The article employed qualitative research methods with individuals and community groups from the Fountain estate, a small Protestant enclave in Derry/Londonderry. Their stories were replete with cases of injustice and insights into the daily struggles that have generally occurred within theories of contact and social segregation as a whole. In fact, people in the Fountain presented their own intertextual references on what was more significant for them as a matter of routine survival and belonging, which allowed them to be more constructive about themselves. While segregation has persisted for multiple decades; time is believed to be the factor most likely to change it, as it is hoped that the younger generation will provide lasting change to Northern Ireland and eventual peace between currently segregated communities.

Chase over the Nile: The Social Evolution of Riverine Landscape in Urban Egypt

Throughout its history, Cairo evolved as a regional metropolis that sprawls along the banks of the Nile accumulating narratives of evolving social landscape. Overlooking the Nile reflected a privileged social position and place for the urban elite. In spatial terms, the urban bourgeoisie tend to develop living havens in enclaves that are distant from the populace’s everyday life. Ironically, exclusive settlements only attract urban growth further in their direction. This chapter offers an analytical reading of the socio-spatial structure of Cairo following the emergence and decline of a series bourgeoisie quarters along the shores of the Nile. It reports urban narratives based on archival records, documents and investigation of historical texts and travelers’ accounts. This essay argues that cities are essentially social constructs in which hierarchy and connectivity are fundamental aspects of its economic and spatial logic. Through social ambition and desire for upgrade, middle class infiltrate into bourgeoisie havens and sometimes encircle it, seeking better living condition inscribed by social mobility and connectivity to centres of wealth and power. Being both natural barrier and cohesive spine, the Nile helped Cairo to develop successive nucleuses of highly crafted urban experiences that have left their imprints on the contemporary urban scene.

The Modern Ordinary: Changing culture of living in Egypt’s traditional quarters at the turn of the twentieth Century

Having experienced social and political structures of the 19th century Europe, Western- educated Egyptian elite used public institutions to force legislative structures and procedures that ruled out traditional housing forms and spatial systems. This essay detects direct and indirect impact of these changes that informed the spatial change of modern living in Egypt in the first quarter of the twentieth century. It offers analysis of socio-spatial practices and change in ordinary Cairenes’ modes of everyday living, using social routine and interaction to explain spatial systems and changing house forms during the first quarter of the 20th century. In doing so, the essay utilized archival documents, accounts, formal decrees, and novels of the time as well as conducting survey of house forms and spatial organizations in Old Cairo.

Negotiating spatiality: Potential of border areas for intergroup mixing in divided cities

This paper will discuss the issues of spatial segregation in the divided city context,focusing on Belfast as a case study it will discuss, issues that limit the inclusivity of shared space in the city, the challenge of insular spatial patterns created by division, and the micro politics of everyday contact. It will argue the significance of creating everyday space to enable practical socio-spatial interaction between divided groups and propose that areas on community borders can be developed as active spaces accommodating services that the communities need, use, and want on an everyday basis, by doing so it offers a potential form valuable contact. It will report on an ongoing study which examines such sites located on community border and assesses their capacity to act as beneficial ‘spaces of engagement’ for communities set within divided context.

The neoliberalisation of the Cathedral Quarter and its contestations

Over time Belfast has been well researched as a site of ethnosectarian conflict, segregation and fear see (Boal et al 1976) and (Gaffiken and Morrisey 2011). The study of socio-spatial patterns of ‘ethnocracy’ is useful, but this article will argue how it is equally important to understand local forms of urban restructuring in terms of global processes that are linked to neoliberalism. To better understand the neoliberal urbanisation of Belfast this article is organised into two parts. The first part will demonstrate how the Northern Ireland State has sought legitimacy in the free market as ‘therapy’ for the production of neutral socio-spatial formations such as the Cathedral Quarter. Secondly it will examine this performance of neoliberal urbanism, as it ‘actually exists’ and demonstrate how market-led renewal has been extended through the clustering and non-sectarian interests, ‘soft’ arrangements of urban governance, cultural re-branding strategies, economic development incentives, and the development of various flagship projects. Critically this place-based grounding of neoliberalism is useful, as it also allows for the contestations of neoliberal urbanism to become real rather than just theoretical. The second part of the article will draw attention to the responses of local, and sometimes marginal, interests that have looked to challenge, adapt and, at times, divert the extension of market-led renewal. To be clear, this article does not want to overstate the performance of such interests. Nor does it want to claim that they significantly impact or obstruct the wider neoliberal urbanisation of Belfast. Instead it is interested in their behaviours and their different methods of working to explore what may be constituted as ‘alternative’, at least in the locality of the Cathedral Quarter. By studying how and why these interests have responded to the extension of neoliberal urbanism over time, it may just be possible to provide a better platform to articulate what more progressive forms of urban resistance might look like.

A educação para o desenvolvimento sustentável na formação de professores: a Web 2.0 e as interações numa comunidade de prática online

A Educação para o Desenvolvimento Sustentável (EDS) é o cerne de um paradigma emergente na educação do século XXI. A EDS constitui-se um processo de aprendizagem holístico e sistémico e tem como função ensinar a viver de maneira sustentável. Apresenta-se como uma abordagem pedagógica inovadora, que combina aprendizagens ativas e participativas, suportadas por uma multiplicidade de estratégias didático-pedagógicas. Objetiva a promoção da capacidade de pensamento crítico, da resolução de problemas e da tomada de decisão, baseada em valores, por parte dos alunos. Para a implementação da EDS é fundamental que os professores tenham consciência de que lidar com as questões da sustentabilidade, na sala de aula, implica dotarem-se de competências específicas. É, portanto, necessário investir na formação de educadores e formadores; o que compreende o seu desenvolvimento profissional, focado no aperfeiçoamento das suas competências, de modo a potenciar novos processos na aprendizagem coerentes com os princípios da EDS. Neste contexto, no presente estudo, foi criada uma Oficina de Formação para professores do ensino básico, na modalidade b-learning, visando a criação de um espaço de formação que permitisse a integração das TIC/Web 2.0 na prática docente, mais concretamente no apoio à inclusão da EDS no currículo. Partindo do pressuposto que as TIC/Web 2.0 são ferramentas que nos oferecem novas oportunidades, pela sua versatilidade de disseminação do conhecimento, e que permitem reorientar o ensino e a aprendizagem sustentados na teoria sócio-construtivista, promovendo o trabalho colaborativo, criou-se uma Comunidade de Prática online. Recorreu-se, para o efeito, a uma plataforma de alojamento de redes sociais virtuais, o Grouply; visando o estabelecimento de interações entre os professores, a partilha de experiências, recursos e conhecimento, indutores da (re)configuração de práticas ao nível da integração das ferramentas da Web 2.0 no contexto da EDS e, ainda, objetivando promover a atualização, o aperfeiçoamento e a aquisição de novas competências pedagógicas contribuindo para o seu desenvolvimento profissional e social. Metodologicamente o presente estudo assumiu uma natureza qualitativa, segundo um design de investigação-ação, o que implicou um plano de ação realizado numa espiral de três ciclos de investigação-ação: recurso a diferentes técnicas e instrumentos de recolha de dados, particularmente o inquérito por questionário e entrevista, realizados aos professores que frequentaram a oficina de formação; observação com base no diário da Investigadora com os registos de observação das sessões de grupo, reflexões da Investigadora/Formadora e das sessões de acompanhamento individual (Supervisão pedagógica), realizadas ao longo da referida oficina; análise documental dos e-portefolios com registos das reflexões individuais de cada uma das sessões da oficina, as reflexões finais dos professores e o registo dos post´s no fórum de discussão, blogs e Whiteboard da Comunidade de Prática online. Decorrente da análise e discussão dos resultados obtidos, o trabalho realizado sugere que os professores adquiriram/desenvolveram competências em EDS e digitais, tendo-se verificado que a oficina de formação contribui para algumas mudanças nas práticas dos professores.

‘A true feeling of authentic portuguese golf'? The discursive construction of the Algarve region in portuguese golf websites

In an increasingly competitive global marketplace, the need for golf destinations to differentiate themselves from competitors has become more critical than ever. This paper raises questions about the promotional strategies employed by the golf sector in the Algarve, focusing on internet communication strategies, since this medium has become the biggest driving force towards the commoditisation of all aspects of the tourism experience. By offering a complementary perspective to the field of (critical) tourism studies, and drawing on a qualitative, multi-modal discourse analysis, this work-in-progress looks at the particular ways that representations and images presented on the Algarve golf websites constitute and frame identities (of people and places) and socio-spatial relationships. This paper analyses a corpus of 45 texts collected from official websites of the 40 Algarve golf courses and from five entities which promote the Algarve as a golf destination, along with the golf images that are displayed alongside them. Findings point to salient discursive and visual representations of a global setting enjoyed by the global elite. Whereas the courses‟ positioning in relation to their regional competitors draws on similar discursive strategies which reflect those used in tourism advertising discourses in general – e.g. reiteration of explicit comparisons, superlatives and hyperbolic statements -, representations of local emplacedness are not salient; in some cases local place seems to have been almost intentionally suppressed.

As cidades médias e suas múltiplas particularidades: produção e consumo do espaço urbano em Marília - SP e Mossoró - RN

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)