The present article explores the way translated literature informs on (i) how exile shapes the cities’ landscapes (both the starting city and the arrival), as well as (ii) the emotional hardship of ...the exilic condition, which entails a feeling of estrangement and the longing for imaginary homelands. To attain this twofold aim, it focuses on the eighteenth- and nineteenth-century Portuguese migrant movements to Paris. It searches, on the one hand, to retrace exilience in descriptions of Lisbon and Paris in biographical accounts of Portuguese exiles. On the other hand, it analyses an 1848 rewriting of Rabelais’
in Portuguese. It is contented that
bears testimony of the presence of anonymous Portuguese-language exiles in mid-nineteenth-century Paris, while creating a “safe house” for them, by seeking historical justice which would, in turn, assist in coping with the exilic condition.
This paper reports the findings of a digital storytelling praxis within a higher education classroom located outside of Metro Detroit in the United States. Drawing on Zembylas’s (2006, 2008) ...scholarship on emotion in the production of knowledge and the teacher’s role, adjacent to literature surrounding personal writing and safe houses for learning, an investigation of student perceptions of digital storytelling within a writing classroom took place during the 2016 and 2017 academic years. Data highlights the students’ interest for the emotionally-driven course content digital storytelling encourages, as it taught students how to insert genre conventions into their own writing. Digital storytelling, according to the students, also supplied a means for students to develop relationships with their peers as many students felt isolated on this largely commuter campus. Students additionally viewed the curriculum as promoting ‘real world’ skills they could transfer outside of the classroom and into their lives. However, to craft digital stories, data revealed how students turned toward sharing personal (and or traumatic) narratives. This can be problematic in terms of emotional safety if students are made to feel they must leverage emotions for grades and are then forced to broadcast their digital stories in a public forum. To lessen these concerns, strategies for implementing digital storytelling into the curriculum are provided. Lastly, the author concludes that educating students within a Trump presidency requires a different pedagogical approach. Assignments such as digital storytelling that merge the scholarly and the personal, alongside nurturing empathy, open dialogue, and building relationships might offer a direction forward.
Schools have historically been a location of oppression for Indigenous students in Australian schools. Giroux argues it is critical to create a democratic space inside schools and Aboriginal ...Community Education Officers (ACEOs) have been employed to achieve this goal. This paper explores the processes of democratising the school space by ACEOs through an Indigenous ethics of care framework. The enactment of Indigenous ethics of care between ACEOs and Indigenous students is explored, with a particular focus on the use of the Nunga room as a 'safe house'. A safe house refers to social and intellectual spaces where groups can constitute themselves as horizontal, homogeneous, sovereign communities with high degrees of trust, shared understandings, temporary protection from legacies of oppression. The paucity of Indigenous ethics of care theory and the role of ACEOs' work in the Nunga room in education literature is problematic, as many non-Indigenous teachers continue to racialise Indigenous students through negative stereotypes. Qualitative data is used to demonstrate the links between pedagogy, Indigenous ethics of care and the role of ACEOs to illustrate the need for greater recognition of this theoretical paradigm. This is critical information for teachers and preservice teachers as it expands conceptualisations of social justice and its link to pedagogy. Contact zone theory is used to explore the tensions of working and learning in schools that are shaped by institutional power relations that routinely lead to the misrecognition of Aboriginal students' location as First Nations citizens. Author abstract, ed
In examining the activities of eight networks involved in human smuggling and/or trafficking from Eastern Europe to Belgium, we focus on the function of the 'safe' houses they use. We compare our ...findings with those reported in the existing literature on safe houses, which mainly looks at Chinese human smuggling networks. The differences relate to trafficking for the purpose of female prostitution, to smuggling practices directly associated with illegal employment, and to the 'integrated-business' character of Balkan criminal entrepreneurship.
Drawing upon nearly a decade of experience, I describe the challenges and advantages of teaching composition with the Internet at Howard University; I also explore the implications for other ...historically Black colleges and universities (HBCUs). First, I discuss the digital divide that has made it so difficult for many HBCU faculty members and students to access the Internet for composition courses. Next, I describe how students and I succeeded in harnessing the Internet not only to practice high-level writing skills but to “do cultural work”: to establish online “safe houses” for African American English, to collaborate with White North Americans and Black South Africans, and to publish Afrocentric material on the Web. In closing, I identify the pedagogical strategies that turned the Internet into a productive tool for the students in my writing courses.
Abstract Despite sometimes being considered unworthy of scholarly attention, the study of toilet graffiti, also known as latrinalia, has nevertheless garnered increasing interest among researchers. ...Graffiti writing still suffers from the stigma of being associated with transgression, vandalism, and a deviant subculture. However, findings from this study show that writing on the restroom wall can facilitate a unique form of communication among the writers. Drawing from semiotic linguistic landscaping and serendipity as methodological inspiration, this research explores data collected from a women's restroom at a UK university over a ten-month period. It examines how restroom users utilized the graffiti-covered wall as a safe house and a repository for their anxieties and concerns. The findings illustrate a palpable emotional connection to this specific wall, where writers seek and offer advice, share personal struggles, and provide mutual support to the extent that they see it as contributing more to their mental health than the university does. Through an analysis of the conversational threads present in the graffiti, this study underscores the potential for examining latrinalia within educational institutions to gain valuable and meaningful insights into the student body. The main implication is for educators to consider innovative, non-traditional ways of reaching out to students outside of the formal spaces of learning such as classrooms and libraries. This study, therefore, encourages us to reconsider toilet graffiti as potentially offering an additional or supplementary communication platform for individuals who might otherwise lack the confidence to express themselves openly through traditional means of soliciting feedback.
The human vermiform (“worm-like”) appendix is a 5–10
cm long and 0.5–1
cm wide pouch that extends from the cecum of the large bowel. The architecture of the human appendix is unique among mammals, ...and few mammals other than humans have an appendix at all. The function of the human appendix has long been a matter of debate, with the structure often considered to be a vestige of evolutionary development despite evidence to the contrary based on comparative primate anatomy. The appendix is thought to have some immune function based on its association with substantial lymphatic tissue, although the specific nature of that putative function is unknown. Based (a) on a recently acquired understanding of immune-mediated biofilm formation by commensal bacteria in the mammalian gut, (b) on biofilm distribution in the large bowel, (c) the association of lymphoid tissue with the appendix, (d) the potential for biofilms to protect and support colonization by commensal bacteria, and (e) on the architecture of the human bowel, we propose that the human appendix is well suited as a “safe house” for commensal bacteria, providing support for bacterial growth and potentially facilitating re-inoculation of the colon in the event that the contents of the intestinal tract are purged following exposure to a pathogen.
This paper provides valuable insights into the use of disaster video games in museums. It contributes not only towards a better understanding of disasters within popular culture but also in fostering ...greater museum visitor participation in learning about disaster and disaster risk reduction (DRR). The theoretical background of this study draws on various scholarships from video game research, constructivist learning theory, and the museum learning environment. This research was undertaken in two New Zealand museums (Te Papa in Wellington and Quake City in Christchurch) which housed the disaster video game Quake Safe House (QSH). The research findings and associated discussion considers the potential of QSH to build disaster awareness based upon participants' gameplay. Ultimately, it is demonstrated that the use of ‘serious’ disaster video games, such as QSH, cannot be a stand-alone item for the purpose of learning within a museum space. Instead, such video games require better integration within the museum's environment and educational disaster displays to encourage and foster the participation of museum visitors in learning about disaster and DRR through multiple mediums.
This paper provides valuable insights into the use of disaster video games in museums. It contributes not only towards a better understanding of disasters within popular culture but also in fostering ...greater museum visitor participation in learning about disaster and disaster risk reduction (DRR). The theoretical background of this study draws on various scholarships from video game research, constructivist learning theory, and the museum learning environment. This research was undertaken in two New Zealand museums (Te Papa in Wellington and Quake City in Christchurch) which housed the disaster video game Quake Safe House (QSH). The research findings and associated discussion considers the potential of QSH to build disaster awareness based upon participants' gameplay. Ultimately, it is demonstrated that the use of ‘serious’ disaster video games, such as QSH, cannot be a stand-alone item for the purpose of learning within a museum space. Instead, such video games require better integration within the museum's environment and educational disaster displays to encourage and foster the participation of museum visitors in learning about disaster and DRR through multiple mediums.
Fluent speakers of a target language choosing to enrol in beginner-level courses at tertiary institutes could be considered unfair. In this paper, however, based on data obtained from in-depth ...qualitative interviews with 12 students at a Hong Kong university, we show that fluent speakers of Japanese - a widely-spoken foreign language in Hong Kong - were motivated to engage in learning activities during beginner Japanese lessons, as those lessons constituted 'safe houses' in which the participants shaped subversive identities against the perceived institutional dominance (GPA-oriented system) of the university and negotiated security. Our key findings related to the participants' L2 motivations are three-fold. First, perceived ease pertained to the participants' motivations to enrol in the course. Second, the participants were motivated to 'outsmart' the university's dominant GPA-oriented system and 'cash in' their accumulated effort to achieve fluency in Japanese, 'converting' it into good grades. Third, the participants showed motivation because they believed beginning Japanese lessons to be sites in which they could feel secure, due to being able to speak Japanese and extend their Japanese-related social networks. This paper concludes with implications for L2 motivation research and suggestions for language teachers who are faced with such fluent speakers in beginner-level language classrooms.
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