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- Merrill, Samuel, 1984-, et al.
(författare)
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'Different Folks, Different Strokes' : goINDIGO 2022’s «Creators vs Academics» Discussion Round
- 2023
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Ingår i: document | archive | disseminate graffiti-scapes. - : Urban Creativity. - 9798394601279 ; , s. 25-44
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- During the first discussion round of goINDIGO 2022, which took place on Thursday, 12 May and was called Creators vs Academics, four local graffiti creators were invited to consider a series of (potentially provocative) statements in discussion with symposium participants (joining in-person and online). The statements, compiled by Geert Verhoeven in consultation with Samuel Merrill, were:Academia CHANGES graffitiGraffiti MUST be recordedALL graffiti are archive-worthyDecontextualisation MATTERSGraffiti NEED categorisationDigital media are ESSENTIALThe four attending graffiti creators agreed to participate following their contact and invitation via Instagram. When introducing themselves, each conveyed their own, often close, relationship to the Donaukanal as well as their different levels of experience and exposure within Vienna’s wider graffiti scene. JANER ONE (active since 2012), for instance, took hope from doing graffiti in "tough times" and identified the Donaukanal as a really big playground - "it does not have many rules, and the few rules it has, you must pick up by yourself" - and a site of graffiti history. MANUEL SKIRL (active since 2006) meanwhile recounted how the openness and inclusiveness of the Donaukanal offered the chance to begin creating and, in time, to develop a personal style in "more artistic" directions. SERT (active since 2009) highlighted moving to Vienna partly to be close to the Donaukanal after growing up in a "pretty small village" in the countryside. SNUF’s (active since 2012) first piece was at the prestigious Donaukanal, the "best art gallery of the city with almost daily changing exhibitions". Each of the four brought their personal, 'inside' perspectives to the discussion of the selected statements that is recorded in the following text. This text is not, however, a verbatim nor sequential account of that discussion. Firstly, although retaining the 'feel' of the discussion has been prioritised, the text has been edited for readability, and some superfluous content removed. Secondly, as is often the way with the most exploratory of dialogues, the main topic of conversation shifted quickly and regularly. Thus, although the six statements were originally detailed by Merrill (in his capacity as moderator) following a preamble at the start of the discussion round, in this text these statements (and their more detailed elaborations) have been chronologically redeployed to structure the text in a manner that might better serve the reader. The reordering of the transcription in this way means that in some places the text does not always flow consecutively in the way it did during the discussion. These places are indicated by […] and they do not only represent hops forward, but also hops backward in time.Finally, it is essential to know that all authors - of which none was a minor - have read this text and confirmed in writing that they were fine with their statements. This agreement notwithstanding, one must understand that these statements were raised in a lively discussion and must also be understood and treated this way.
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| 2. |
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Continuity and Discontinuity in Learning Careers Potentials for a Learning Space in a Changing World Series: Research on the Education and Learning of Adults, Volume: 6
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.
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| 3. |
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Exploring Learning Contexts: Implications for Access, Learning Careers and Identities
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The concept of learning contexts is underpinned by different theoretical approaches and is open to a range of meanings in adult education. On the one hand, we can think about learning contexts as a phenomenon distributed across the social order of educational institutions, the workplace, home or community: they are embedded in practices. On the other hand, the learning context can be seen as an outcome of activity or a set of practices itself. At another level it is important to consider that the notion of lifewide learning and the distinction between formal/non-formal/informal learning are not universally accepted. Different scholars have warned that if the whole of life becomes “pedagogised" many aspects belonging to the private sphere are at risk of being exposed to external scrutiny, evaluation and intervention with related issues of power and control. This raises questions of: What is specific to a learning context which is not to be found in other contexts? And who names these contexts as learning contexts? This book offers different perspectives to face these questions. Developed from the ESREA Access, Learning Careers and Identities Network, the book provides contributions from Europe, Australia, Canada and India with a scholarly attempt to answers to these complex questions.
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| 4. |
- Lozano, Rodrigo, et al.
(författare)
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Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education : A Literature Review and Framework Proposal
- 2017
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 9:10
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Forskningsöversikt (refereegranskat)abstract
- Research into and practice of Higher Education for Sustainable Development (HESD) have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities’ curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences.
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