We are skipping our lessons to teach you one Jergus Kerstin; Schmidt, Melanie
Soziale Passagen Journal für Empirie und Theorie Sozialer Arbeit,
01/2024, Letnik:
16, Številka:
1
Journal Article
ZusammenfassungDieser Beitrag fragt danach, wie in den aktuellen jugendlichen Klimaprotestbewegungen ökologische Anliegen des Klimaschutzes und der nachhaltigen Zukunftsgestaltung mit gleichermaßen ...politischen wie pädagogischen Aktivitäten verschränkt werden. Ausgehend von der Beobachtung, dass klimaaktivistische Gruppierungen als Teil ihrer Protestpraxis eigene Bildungsräume einrichten, interessieren wir uns für den Stellenwert einer bewegungsbezogenen Bildungsprogrammatik aus erziehungswissenschaftlicher Sicht. Am Beispiel der aus den Reihen der Klimaprotestbewegung heraus organisierten Veranstaltungsreihe Public Climate School werden die pädagogischen Motive und Argumentationen der Gruppierungen untersucht. Im Zentrum der analytischen Vorgehensweise und des theoretischen Arguments steht die Frage danach, wie die Inszenierung und Befragung eines Generationenverhältnisses zum Schauplatz einer politischen Subjektivierung der Protestierenden wird.
Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of ...educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become interwoven. Since its first introduction, actor-network theory has undergone significant shifts and evolutions and as a result, it is not considered to be a single or coherent theoretical domain, but as developing diversely in response to various challenges.
This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent 'after-ANT' inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
Tara Fenwick is Professor of Professional Education at the University of Stirling, UK. Her research focuses on knowledge and education in workplace and professional practices, for which she won the Houle Award for Outstanding Contribution to Adult Education Literature, awarded by the American Association for Adult and Continuing Education. Richard Edwards is Professor of Education at the University of Stirling, UK. He has researched and written extensively on post-compulsory education and lifelong learning and has an international reputation in the field.
1. A Way to Intervene, Not a Theory of What to Think 2. Knowledge, Innovation and Knowing in Practice 3. (De)naturalizing Teaching and Learning 4. (En)tangling Curriculum-making 5. (Net)working Technologized Learning 6. (Un)making Standards in Education 7. Educational Reform and Planned Change 8. (Ac)counting for Education 9. (De)centring Educational Policy 10. Messy Research 11. Translating ANT in Education
Rol del fisioterapeuta en el entorno escolar Hoyos-Quintero, Angela Maria; Sandoval, Daniel; Palacios, Felipe ...
Iatreia (Medellín, Colombia),
04/2022, Letnik:
35, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Introducción: el rol del fisioterapeuta en el entorno escolar, como profesional partícipe en el desarrollo neuromotor del niño y su proceso de aprendizaje, se observa como un campo profesional desde ...un enfoque no clínico, convirtiéndose en una oportunidad de generación de nuevas alternativas laborales y conocimientos disciplinares. Esta investigación se orienta con el objetivo de analizar el rol del fisio-terapeuta en el entorno escolar. Metodología: se realizó una búsqueda sistemática en las bases de datos PubMed, Scopus, PEDro, Lilacs y Google Scholar, desde el inicio de las bases de datos hasta octubre del 2019. Los criterios de selección fueron previamente definidos según la edad de la población y el tema del artículo. Resultados: de los 9 artículos incluidos, las principales actividades encontradas se refieren a la promoción de la actividad física, psico-motricidad, inclusión escolar, rehabilitación en la escuela y asesoría a los docentes. De los roles encontrados, el de mayor frecuencia es el de facilitador de la inclusión escolar, dado que es la actividad más visibilizada. Conclusiones: de las 5 actividades identificadas del fisioterapeuta en la escuela, se destaca, principalmente, la inclusión escolar y la asesoría al docente. Sin embargo, la labor como promotor de la actividad física cobra importancia en la intervención del fisioterapeuta en la salud pública. REGISTRO PROSPERO CRD42020160617. Role of the physiotherapist in the school environment. Systematic review Introduction: The role of the physiotherapist in the school environment as a professional participates in the neuromotor development of the child and their learning process, it is observed as a professional field from a non-clinical approach, becoming an opportunity to generate new work alternatives and disciplinary knowledge. This research is oriented with the objective of analyzing the role of the physiotherapist in the school environment. Methodology: A systematic search was carried out in the databases PUBMED, Scopus, PeDRO, Lylacs and google scholar, from the beginning until October 2019. The selection criteria were previously defined regarding the age of the population and the subject of the article. Results: Of the 9 articles included, the main activities found refer to the promotion of physical activity, psychomotor skills, school inclusion, rehabilitation at school and advice to teachers. Of the roles found, the one with the highest frequency is that of facilitator of school inclusion, since it is the most visible activity. Conclusions: Of the 5 activities identified by the physiotherapist in the school, school inclusion and teacher counseling stand out mainly. However, the work as a promoter of physical activity becomes important in the intervention of the physiotherapist in public health. REGISTER PROSPERO CRD42020160617.
This paper contributes to the controversial literature on the nature, perceptions, causes, social contexts and consequences of school violence in Cameroon. This study adopts the process tracing ...method that is valuably instrumental in qualitative studies. On the causes of school violence, this study reveals that lack of parental guidance, abusive use of social media, sociocultural factors, poor working conditions of teachers, inadequate number of guidance counsellors in schools, lack of trained discipline masters/mistresses in security-related issues, and rigidity of the educational system to technological advancements constitute the main causes of school violence in Cameroon. On the consequences of school violence, the study reveals that school violence results to: (i) the disruption of the teaching-learning process, which impacts negatively on both the student and teacher’s output, thereby leading to falling educational attainment rates, (ii) psychological, emotional and mental trauma, depression, frustration, perpetual disability and death of the victimized individual (learners, teachers, and school administrators), and this negatively impacts on the educational life of students, (iii) destruction of school property, thereby leading to huge financial burdens on the educational stakeholders, which inevitably weakens existing social ties among students, teachers, parents and the school administration, thereby making it difficult to foster peace within the school environment, (iv) social unrest, high crime wave, school dropout, and loss of lives, which generally constitute an impediment to socioeconomic development of the country. Contingent on these findings, it is apparent that fostering peaceful school environments through the eradication of school violence requires the joint efforts of all education stakeholders (parents, teachers, students, school administrators and educational policymakers). Consequently, there is need for the creation of a National Violence Prevention Council (NVPC) in Cameroon. Besides, several preventive measures for practical policy implications are discussed in the context of this study.
•Exploring the nature, causes and consequences of school-based violence.•Need to create a national violence prevention council.•The process tracing methodology is adopted.•Violence is observed to result from direct, cultural and structural sources.•Violence negatively impact academic performance, increasing financial burden on stakeholders.
•The study examined the relationships between the school environment and three health outcomes in adolescents.•Increasing the proportion of green space and playground within school environment leads ...to a reduction of BMI of adolescents.•Enhancing land use mix and NDVI in school neighbourhood environment positively affects the physical fitness of adolescents.•GVI has a more positive effect on adolescent mental health compared to the NDVI in school neighborhood environment.•Physical activity mediates school environment and improvements in physical fitness and mental health, but it does not affect BMI.
Schools offer prospects to enhance adolescent health by encouraging physical activity. This study contributes to the understanding of adolescent health research, drawing on data from physical fitness and mental health surveys conducted in 2015. The participants included 8,967 seventh-grade students across 45 junior high schools in Dalian, China. By employing multilevel analytical models, this research explores the effects of both the school environment and school neighbourhood environment on adolescents’ body mass index (BMI), physical fitness (PF), and mental health (MH). Additionally, we delve into how physical activities (PA) affect these relationships through stepwise regression analysis. The findings indicate that the school setting significantly affects adolescents’ health outcomes. Specifically, BMI is positively correlated with distance to the nearest amusement park. Conversely, it negatively relates to the extent of school green space and playground, the diversity of land use, and sidewalk density. In terms of PF, positive associations were observed with land use mix and the normalised difference vegetation index (NDVI). However, PF demonstrates negative associations with distance to the nearest parks and beaches. Concerning MH, there is a positive relationship with the proportion of playground, land use mix, sidewalk density, NDVI, and the green view index (GVI). On the contrary, MH is negatively correlated with the distance to park, amusement park, and beach. PA, as an intermediary factor, moderates the relationship between the school environment and both adolescent PF and MH, with mediation effects of 3.713% and 25.193%, respectively. These insights offer valuable theoretical guidance for designing health-promoting schools and urban planning strategies.
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