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RESUMO Objetivo: Discutir as novas fronteiras de pensamentos para a Ciência da Informação, considerando as mudanças sociais, políticas, econômicas e ambientais que vêm ocorrendo na contemporaneidade e seus potenciais reflexos em termos epistemológicos e metodológicos para o campo, apontando possibilidades de renovação nessa perspectiva. Método: Utiliza como método a pesquisa bibliográfica e documental, subsidiando uma discussão teórica-ensaística com abordagem praxiológica. Resultado: Como resultados, de um lado o ensaio levanta alguns dos principais tópicos de mudança social contemporânea em sua relação com o campo da Ciência da Informação, e, de outro lado, aponta experiências empíricas inovadoras no âmbito das políticas e ações culturais e sociais sinalizadoras de novas práticas informacionais. Estas práticas podem trazer subsídios para a formulação de questões e abordagens mais atualizadas, contribuindo para tornar mais assertivo o escopo teórico-metodológico do campo da Ciência da Informação. Conclusões: Destaca-se a necessidade de uma renovada troca entre teoria e prática, buscando uma abordagem praxiológica que incorpore, em seus procedimentos, formas de diálogo e colaboração com os sujeitos de pesquisa. Aponta a necessidade de uma metodologia efetivamente interdisciplinar e interseccional para a análise destes fenômenos, com um olhar comprometido com os contextos sociais locais, podendo ter como inspiração o conjunto de reflexões de diversos autores identificadas genericamente como “Epistemologias do Sul”. ABSTRACT Objective: To discuss the new horizons of thinking for the Information Science, considering the context changes on society, politics, economy, and environment that have been occurring and its potential reflection in epistemological and methodological terms for the field, pointing towards renewal possibilities under this perspective. Methods: Makes use of bibliography and documents research methodology, supporting a theoretical-essay discussion with a praxiological approach. Results: As results, on one hand, the essay raises some of the contemporary main social change topics related to the field of Information Science; on the other hand, points towards empirical experiences that are innovative on the subject of political, cultural and social action that brings new informational practices. Such practices can bring inputs for formulating updated research questions and methods, contributing to sharp the IS field theoretical-methodological scope. Conclusions: It is highlighted the necessity of a renewed exchange between theory and practice, aiming into a praxiological approach that incorporates dialogical forms and collaboration with the research subjects in its procedures. Also, the need for developing an effective interdisciplinary and intersectional methodology for the analysis of these phenomena, with a look committed to local social contexts, which may be inspired by the set of reflections by several authors generically identified as “Epistemologies of the South”.

The text presents an analysis of the situation with women philosophers in Croatia during the communist socialist period (1945 – 1989). The analysis is concentrated on two aspects: receiving doctorate degrees in philosophy and publications. Our analysis shows that during that period, women philosophers were proportionally approximately on the level of today’s women philosophers in western countries, including present-day Republic of Croatia by both criteria, i.e. the number of doctors of philosophy and the number of publications. Communist socialism was beneficial for women philosophers in two ways. First, administratively, it removed obstacles from women’s employment at universities and scientific institutes. Second, communism and socialism, being themselves philosophical and socio-philosophical doctrines, offered a set of new topics, investigations, and elaborations for further development. These factors made it possible that in Croatia, which at the time was economically and educationally much less developed than most of today’s western countries, proportionally the same number of women philosophers had an academic post as today in the western world (including today’s Croatia). We also analysed seven major philosophical journals published at the time and found that between 1945 and 1989, in percentage, 15,4% of the texts were authored by women. The proportion of women authorship is 0,2. This is an impressive number if we think that at that time the proportion of women authorships was higher than in today’s JSTOR, bearing in mind the differences in publication procedures then and now., Tekst predstavlja analizu situacije sa ženama filozofkinjama u Hrvatskoj tijekom komunističko-socijalističkog razdoblja (1945. - 1989.). Analiza se usredotočuje na dva aspekta: stjecanje doktorata iz filozofije i publikacije. Naša analiza pokazuje da su filozofkinje tijekom tog razdoblja po oba kriterija, odnosno po broju doktora filozofije i broju publikacija, bile proporcionalno na otprilike istoj razini kao i danas u zapadnim zemljama, uključujući današnju Republiku Hrvatsku. Komunistički socijalizam je bio koristan za filozofkinje na dva načina. Prvo, administrativno, uklonio je prepreke za zapošljavanje žena na sveučilištima i znanstvenim institutima. Drugo, komunizam i socijalizam, sami po sebi filozofske i socio-filozofske doktrine, nudili su niz novih tema, istraživanja i elaboracija za daljnji razvoj. Ti čimbenici omogućili su da u Hrvatskoj, koja je u to vrijeme bila ekonomski i obrazovno mnogo manje razvijena od većine današnjih zapadnih zemalja, proporcionalno isti broj filozofkinja ima akademsku poziciju kao danas u zapadnom svijetu (uključujući današnju Hrvatsku). Također smo analizirali sedam najvažnijih filozofskih časopisa koji su izlazili u to vrijeme i utvrdili da je između 1945. i 1989. godine 15,4% tekstova bilo napisano od strane žena. Omjer ženskog autorstva je 0,2. To je impresivan broj ako uzmemo u obzir da je u to vrijeme omjer ženskog autorstva bio veći nego trenutno na JSTOR-u, uzimajući u obzir razlike u postupcima objavljivanja tada i sada.

The aim of the thematic issue Family Supportive Networks and Practices in Vulnerable Contexts is to provide a cross‐national perspective on the current state of caregiving and support practices within family networks in Europe. The articles featured in this volume were selected from among the presentations made in 2021 at two conferences promoted by the research network Sociology of Families and Intimate Lives of the European Sociological Association (ESA RN13). Authors of the most promising, topical, and up‐to‐date research papers were invited to contribute to this thematic issue.

Dieser Aufsatz versucht zunächst aufzuzeigen, dass unter den oberflächlichen Unterschieden zwischen Marx und Heidegger strukturelle Ähnlichkeiten in ihrem Denken liegen, die sich als doppelte Kritik manifestieren. Der Grund dafür liegt in der gemeinsamen Erkenntnis beider Philosophen, dass die Grundlagen der Theorie in der alltäglichen Erfahrung des Lebens und Herstellens liegen. Zweitens teilen Heidegger und Marx auch ihre Betonung des Begriffs der Praxis, die trotz ihrer jeweiligen Vorlieben für Individualität und Gesellschaftlichkeit nicht im Widerspruch zueinandersteht, sondern sich vielmehr ergänzt. Mit Hilfe der Analyse von Marcuse sehen wir jedoch wieder, dass Heideggers Ontologisierung und Neutralisierung der Praxis ihn bis zu einem gewissen Grad in die von ihm selbst heftig kritisierte „Theoretisierung“ der Philosophie zurückfallen lässt. Und hier liegt die Möglichkeit, über Heidegger hinauszugehen, indem man zu Marx zurückkehrt., Ovaj članak najprije pokušava pokazati da se ispod površnih razlika između Marxa i Heideggera nalaze strukturalne sličnosti u njihovu mišljenju, koje se očituju kao dvostruka kritika. Razlog tome leži u zajedničkoj spoznaji obojice filozofa da su temelji teorije u svakodnevnom iskustvu življenja i stvaranja. Drugo, Heidegger i Marx također dijele naglašavanje pojma prakse. Premda je jedan sklon individualnosti, a drugi društvenosti, njihovi pojmovi prakse nisu suprotstavljeni, nego se međusobno dopunjuju. S pomoću Marcuseove analize ponovno vidimo da Heideggerovo ontologiziranje i neutraliziranje prakse dovodi do toga da se on, u određenoj mjeri, vraća u »teoretiziranje« filozofije, što je i sam snažno kritizirao. A u tome se nalazi mogućnost da se nadiđe Heideggera vraćajući se Marxu., This paper first tries to show that beneath the superficial differences between Marx and Heidegger, there are structural similarities in their thought that manifest themselves in a double critique. The reason for this lies in the common knowledge of both philosophers that the foundations of theory lie in the everyday experience of living and creating. Secondly, Heidegger and Marx also share an emphasis on the concept of praxis. Although one tends towards individuality and the other towards sociability, their concepts of praxis are not opposed but complementary. With the help of Marcuse’s analysis, we see again that Heidegger’s ontologisation and neutralisation of praxis leads him in a sense to return to the “theorising” of philosophy that he himself strongly criticised. And therein lies the possibility of going beyond Heidegger by returning to Marx., Cet article s‘applique dans un premier temps à montrer que derrière les différences entre Marx et Heidegger se trouvent des similarités structurelles au sein de leur pensée, qui se manifestent comme une critique double. La raison se situe dans la connaissance commune des deux philosophes selon laquelle les fondements de la théorie dans la vie quotidienne sont le vivre et le créer. De plus, Heidegger et Marx, mettent tous les deux l’accent sur le concept de praxis. Bien que l’un soit plus enclin à l’individualité et l’autre à la sociabilité, leur concept de praxis ne sont pas opposés mais se complètent mutuellement. À l’aide de l’analyse de Marcuse nous voyons à nouveau que l’ontologisation et la neutralisation qu’Heidegger fait de la praxis donne lieu, dans une certaine mesure, à un retour à la théorisation de la philosophie, ce que lui-même critiquait fermement. En cela repose la possibilité de dépasser Heidegger en revenant vers Marx.

Objective The insights of Latinx/@ immigrants are essential to developing interventions that better address complex multilevel phenomena impacting mental health. Despite important advances in methods that genuinely embody participatory research practices, attention to collaborative data collection, analysis, and dissemination are limited. Our aim is to describe the development and implementation of research practices to address these gaps through an emphasis on and understanding of the centrality of language in collaborative research processes. Method Guided from the outset by community-based participatory research principles, our community-academic research partnership recognized the importance of developing and intentionally studying our collaborative processes. As part of an ethnographic interview study with 24 Latinx/@ immigrants, a community-university research team developed innovative methods, including practices related to research team meetings, data collection, analysis, and dissemination, which we documented through ongoing discussion and reflection. Results The resulting participatory research processes were grounded in a theoretical framework of praxis and language and included six innovative and iterative stages: (a) Establishing the research team, (b) planning the interview process/data collection, (c) developing the data analysis methodology, (d) interpreting findings to adapt the intervention, (e) integrating results of the participatory process into the analysis, and (f) data analysis for dissemination. Conclusions A focus on praxis and language revealed how the language of research structures' power, meaning, feeling, collaboration, analysis, and transformation. We also found that bilingual participatory analytic processes have important implications with respect to achieving genuine inclusion in rigorous research that moves toward equity for Latinx/@ immigrants and other populations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

O presente estudo tem como objetivo analisar a práxis educativa e pedagógica como emancipação social e cultural na perspectiva de Paulo Freire. Utilizamos revisão bibliográfica a partir de estudiosos com publicações endossadas pela comunidade acadêmica internacional e nacionalmente como: (FREIRE, 1981, 1991, 2002, 2010; BEISIEGEL, 1989; MÜHL, 2011; VÁZQUEZ, 1977; KONDER, 1992; PASSOS, 2022) que concebem que a práxis está intrinsecamente vinculada com a formação permanente, de modo a fazermos o enfrentamento crítico e reflexivo transformando as realidades do cotidiano. Concluímos que o docente com compromisso crítico e ético, contribui para mudança da realidade opressora, uma vez que a educação tem também sua dimensão humana. Vemos a práxis como fundamental no processo de formação dos professores e elaboração de diretrizes para o trabalho docente, mas também para a formação dos estudantes, de modo que estes sejam valorizados, respeitados e que tenham suas vozes reconhecidas a partir de suas leituras de mundo, reflexões e ações.

This special issue on Provocations aims to propel scholarly discourse in pre-college engineering education with thought-provoking papers. Without provocation we risk haphazardly designing research studies, courses, and curricula that can hinder transformation or veneer what is critical. We expect the special issue will foster an epistemological dissonance while insisting the field of pre-college engineering education redefine its purpose, assumptions, and values.

Architecture exists in time. This statement may appear to be a truism but this is not the way in which architecture is typically conceived. It is not acceptable to conceive of architecture within the abstract context of stasis, nor to consider the architectural project ‘finished’ upon the completion of construction. Praxis must engage deeply with the dynamic conception of architecture within an evolving context, throughout the life of a building in time, and as animated through occupation and constructive perception. This paper provides a theoretical overview of time as it relates to architecture and philosophy. An architecture of time designs the conditions for interaction between user and environment, resists the crutch of formal autonomy, and finds novelty through engagement and the faith in the ability of the user to appropriate the space in unexpected and serendipitous ways. In this way architecture becomes a medium for the creative agency of time.

Gefördert im Rahmen des Projekts DEAL

No recuerdo dónde leí la anécdota de un profesor inglés de la Open University que daba una conferencia sobre la docencia universitaria. Uno de los asistentes, avanzada la conferencia, le interrumpió para protestar diciéndole que todo aquello que les estaba señalando resultaba inne-cesario, que él como parte de sus colegas allí presentes tenían ya muchos años de ser profesores, 25 en su caso, y que todo lo que había que saber sobre enseñanza ya lo sabían. El conferenciante, que tampoco se mordía la lengua, le respondió preguntándole si estaba seguro de tener 25 años de experiencia o lo que tenía era, más bien un año de experiencia repetido 24 veces.

Fil: Goyenechea, Elisa. Pontificia Universidad Católica Argentina; Argentina Abstract: The paper inquires the category of performance in Hannah Arendt. Her concept of the political eludes the tradition-inherited approach and subtracts the praxis from instrumental reason. Arendt revisits the political experiences of ancient Greek cities, where tragedy and assembly, theater and agora, provide the propitious space for action. She avoids the instrumental approach of homo faber, conceptualizes action as performance and shows its connaturality with the performing arts, to the detriment of the productive ones. In “What is Freedom?” Arendt understands political freedom as a “worldly fact”, and assesses the Machiavellian virtù as public excellence: as performance on stage. Resumen: El trabajo examina la categoría de performance en Hannah Arendt. Su concepto de lo político elude el enfoque heredado por la tradición y sustrae la praxis de la razón instrumental. Arendt acude a las experiencias políticas de las antiguas ciudades griegas, donde tragedia y asamblea, teatro y ágora, conceden el espacio propicio para la acción. Elude el enfoque del homo faber, conceptualiza la acción como performance y muestra su connaturalidad con las artes performativas, en desmedro de las productivas. En «What is Freedom?» Arendt indaga la libertad política como «hecho mundano» y valora la virtù maquiaveliana como la excelencia que aparece en público: como performance on stage.

Racial inequities in palliative and end-of-life care have been well-documented for many years. This inequity is long-standing and resistant to many intervention efforts. One reason for this may be that research in racial inequity in palliative care, and the interventions developed, do not account for the effects of race and the everyday racism that patients of color experience while navigating the healthcare system. Public Health Critical Race Praxis (PHCRP) offers researchers new routes of inquiry to broaden the scope of research priorities in palliative care and improving racial outcomes through a novel conceptual framework and methodology. PHCRP, based off critical race theory (CRT), contains ten principles within four foci to guide researchers toward a more race conscious approach for the generation of research questions, research processes, and development of interventions targeting racial inequities.

Editorial do volume 14, número 1, de abril de 2022

Purpose: The primary purpose of this article is to explore the speech-language pathology (SLP) Praxis test, a barrier to culturally and linguistically diverse (CLD) individuals entering the profession, by investigating first-time pass rates and mean scores by test taker race/ethnicity. Other potential barriers to licensure and certification, as well as solutions for mitigating these barriers, will also be addressed. Method: SLP Praxis test data from two windows of time, 2008–2011 and 2014–2020, were compared for the following: (a) proportions of test taker race/ethnicity relative to U.S. demographic estimates of racial/ethnic group proportions overall, (b) proportions of racial/ethnic groups, and (c) trends in test-taker mean scores by race/ethnicity. First-attempt pass rates by racial/ethnic groups were also calculated for the 2014–2020 testing window. Results: The percentage of some CLD SLP Praxis test-taker groups increased since the 2008–2011 testing window but is still not representative of U.S. racial/ethnic demographics. The first-attempt pass rates and overall mean scores of CLD test-taker groups remained substantially lower than White non–Hispanic/Latinx test takers. Conclusions: Despite the encouraging trends in SLP Praxis test-taker racial/ethnic diversity, disparities persist between the racial/ethnic makeup of SLP Praxis test takers and the demographic makeup of the United States. Consequently, these disparities have implications for the continued lack of cultural representativeness seen in our workforce.

En este trabajo proponemos mostrar que las múltiples experiencias de opresión -como efecto de las imbricaciones simultáneas entre instancias de diferenciación social y relaciones de poder- tienen como reverso experiencias de lucha, organización y resistencia colectiva como formas de participación política. Para el abordaje de las desigualdades entrecruzadas y diversas formas de violencia proponemos un enfoque interseccional por su carácter multidimensional y complejo, así como por sus raíces de lucha. Para ello, en primera instancia, trazaremos genealogías políticas que permitan historizar la interseccionalidad y anudarla a sus luchas y demandas fundacionales. Analizaremos en esta dirección, las experiencias de la Colectiva del Río Combahee (Combahee River Collective) y de la Alianza de Mujeres del Tercer Mundo (Third World Women's Alliance), organizaciones feministas negras de la década del setenta en los Estados Unidos que buscaban enfrentar las desigualdades estructurales producidas por las articulaciones entre distintos sistemas de dominación y que direccionaron su participación política antiimperialista, anticapitalista, anticolonialista y antisexista. En un segundo momento, proponemos recuperar genealogías críticas de la interseccionalidad para repolitizarla y recomplejizarla, bajo el diagnóstico de neutralización y simplificación de la perspectiva. Finalmente, proponemos subvertir los binarismos dicotómicos y excluyentes bajo los cuales se han estructurado espacios de jerarquías y privilegios; que reproducen violencias y desigualdades. In this work we propose to present that the multiple experiences of oppression -as an effect of the simultaneous entanglements between instances of social differentiation and power relations- have as reverse experiences of struggle, organization and collective resistance as forms of political participation. To address intersecting inequalities and forms of violence, we propose an intersectional approach due to its multidimensional and complex nature, as well as its roots in struggle. To do this, in the first instance, we will draw political genealogies that allow us to historicize intersectionality and tie it to its foundational struggles and demands. We will analyze in this direction, the experiences of the Combahee River Collective and the Third World Women's Alliance, black feminist organizations of the 1970s in the United States that sought to confront the structural inequalities produced by the articulations between different systems of domination and that directed its anti-imperialist, anti-capitalist, anti-colonial and anti-sexist political participation. In a later instance, we propose to recover critical genealogies of intersectionality to re-politicize and recomplex it, under the diagnosis of neutralization and simplification of the perspective. Finally, we propose to subvert dichotomous and exclusionary binarisms under which spaces of hierarchies and privileges have been structured; which reproduce violence and inequalities. Fil: Parra, Fabiana. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.

Ao abordar o desafio persistente de integrar totalmente as dimensões individuais e a subjetividade humana dentro da Teoria da Atividade Histórico-Cultural, este artigo sugere várias etapas para revisar seu núcleo ontoepistemológico em uma abordagem expansiva denominada posicionamento ativista transformador. Essa abordagem delineia a dialética sutil dos planos individuais e coletivos da práxis humana, em que cada indivíduo é moldado pela história coletiva e por práticas colaborativas enquanto, ao mesmo tempo, os molda e os percebe por meio da contribuição para sua materialidade coletiva e dinâmica, indo além do status quo. Ao capitalizar as pessoas sempre transcendendo o que existe no “aqui e agora”, de forma não adaptativa, com base em um compromisso e visão de como o mundo “deveria ser”, a subjetividade individual é reivindicada, em si própria, como um processo material-discursivo totalmente social e corporificado. A subjetividade individual e a agência ganham status ao contribuir para mudanças nas práticas “coletividual” como a ontoepistemologia primária de um domínio unitário que é ao mesmo tempo individual e social/coletivo.

The benefits of user-centered and participatory design have been widely acknowledged for the development of technologies that are likely to be appropriated by the product's stakeholders. While participatory design has been applied to some affective technologies, the technical and algorithmic complexity of those based on semi-intelligent information filters (SIIFs) pose distinct challenges. Coincidentally, these technologies raise important and distinct ethical issues that make stakeholder input critical during product design. We present a framework for fostering genuine engagement from stakeholders through the case example of biomusic - a SIIF-based affective technology that translates emotion-related physiological changes into sound. During a 3-day workshop, ethnographic methods were used to collect data about the interface between biomusic and individuals on the autism spectrum. From these data, emergent themes, such as such as privacy, data security, conceptions of assistive technology and representation of emotions were analyzed using a grounded theory approach. In order to illuminate distinct design decisions implicated by these complex and interwoven ethical issues, we propose a design framework consisting of a technological, a human-centered and an ecological lens. This framework and recommendations provide a concrete praxis for engaging stakeholders in the complex issues associated with the design of SIIF-based emotion-oriented systems.

The prevalence use and handling of plastics have become a global menace to the environment. This menace has even led to a national discourse on banning plastics in Ghana. The plastic waste situation seems to be an oblivious less concerned by some Ghanaian sculptors, engineers and scientists on its artistic exploration and contribution to the quota of environmental sanitation in Ghana. However, having identified the artistic qualities of plastics, this article seeks to transform plastic waste into art by exploring and analysing non-biodegradable polyethylene as a viable and unconventional material for sculpture. The focus of this studio-based research employed the Praxis with arts-based recycling approach as technique and procedures to create a bust from plastic waste as a means of establishing its viability as an unconventional material for sculpture. It was established from the outcome of the research that plastics as non-biodegradable material should not be seen as an environmental menace, but a viable and unconventional material for sculptors and other professionals like engineers and scientists beyond Ghana must also expand on this research further.

Este artigo tem como objetivo argumentar a favor de um posicionamento partidário1 à educação, a partir da leitura das obras de Paulo Freire, especialmente Pedagogia do oprimido (1987), A importância do ato de ler (1989) e Pedagogia da autonomia (2002). Com o advento do “Escola sem partido” (2014), houve um aumento considerável de materiais que repercutiram as contradições e os antagonismos latentes da educação, difundidos na imprensa e nas redes sociais. Muitas informações são afirmações críticas ao projeto educacional freiriano, declarações que enfatizam uma educação ultrapassada, subjetivista, anárquica e doutrinária política, contrária a uma educação “livre” e “imparcial”. Em um giro dialético, este artigo defende que o legado de Freire é e deve ser considerado partidário, que a política está na educação e que nenhum “ponto de vista” é “imparcial”, mas parcial na defesa de alguma causa. This article aims to argue in favor of a partisan stance regarding education, based on the reading of Paulo Freire’s works, especially “Pedagogy of the Oppressed” (1987), “The Importance of the Act of Reading” (1989), and “Pedagogy of Autonomy” (2002). With the emergence of the “School without Party” movement (2014), the number of articles addressing the contradictions and the latent educational antagonisms disseminated both in the press and in social media considerable increased. Several works criticize the Freirian educational project, emphasizing an outdated, subjectivist, anarchic, and politically doctrinaire education that oppose to the “free” and “impartial” education. In a dialectical turn, this article claims that Freire’s legacy is and must be considered as being partisan, that politics is inserted in education, and that no “point of view” is “impartial,” but rather partial in defense of a certain cause. Este artigo tem como objetivo argumentar a favor de um posicionamento partidário1 à educação, a partir da leitura das obras de Paulo Freire, especialmente Pedagogia do oprimido (1987), A importância do ato de ler (1989) e Pedagogia da autonomia (2002). Com o advento do “Escola sem partido” (2014), houve um aumento considerável de materiais que repercutiram as contradições e os antagonismos latentes da educação, difundidos na imprensa e nas redes sociais. Muitas informações são afirmações críticas ao projeto educacional freiriano, declarações que enfatizam uma educação ultrapassada, subjetivista, anárquica e doutrinária política, contrária a uma educação “livre” e “imparcial”. Em um giro dialético, este artigo defende que o legado de Freire é e deve ser considerado partidário, que a política está na educação e que nenhum “ponto de vista” é “imparcial”, mas parcial na defesa de alguma causa.

Previous research has demonstrated the impact that Twitter can have for promoting and\ud discussing a feminist agenda. Given the gendered neoliberalism that exists within\ud academia, tweets under the hashtag ‘#AcademicTwitter’ may also be an important space\ud for feminist praxis. Yet, to our knowledge, there is no empirical work analysing the\ud function of ‘Academic Twitter’ from a distinctly feminist perspective. Thus, we asked\ud “How is Academic Twitter used for feminist praxis?”. We conducted a reflexive thematic\ud analysis of 596 tweets containing the hashtag #AcademicTwitter. This generated four\ud themes showing how Academic Twitter can be a valuable site for feminist praxis, by\ud enabling academics to 'give testimony to academia', 'access the hidden curriculum’, and\ud engage in both 'academic kindness' and 'resistance and advocacy'. Despite these benefits,\ud we also observed a tension between Academic Twitter as a site for feminist practice, yet \ud 2\ud also as potentially complicit in promoting the competitiveness and overwork that\ud pervades academia. We recommend that future feminist research interrogates the ways in\ud which more diverse forms of feminist praxis, including more negative experiences, are\ud negotiated on Academic Twitter.

This study shows records that teachers make about their practices, experiences in light of the impact of changes in educational policy. The interest in knowing what teachers think about their practice began with a reflection aimed at a new praxis in which one of the obstacles to student learning is related to the teacher's precarious academic knowledge, with discrepancies between theory and practice, since theory it is important, but alone it is insufficient for the classroom. The aim of the study was to explore, through the literature, the need for alignment between theory and practice. The methodological procedures used for data collection included literature review, on-site observation and semi-structured interviews with teachers. The information collected was analyzed qualitatively, from the perspective of the authors who guided the theoretical foundation. It was concluded that it is up to the educator to perceive characteristics of the student and their interaction with the environment.

En este artículo analizaremos la forma en que el campo intelectual y cultural fue visualizado e interpelado por el Movimiento Izquierda Revolucionaria (Praxis). Esto nos permitirá contribuir a reconstruir la concepción de esta organización política fundada por Silvio Frondizi y a poner de relieve los motivos de los cambios que aquella sufrió. Para ello determinaremos cuáles fueron las voces que intervinieron en los textos culturales de la prensa del MIR-P, qué diferencias presentaron, qué tópicos fueron transitados, qué tipo de interpelaciones se dirigió a los intelectuales.

This study presents a systematic review on existing cognitive screening tools for mild cognitive impairment and dementia in populations with low education and literacy levels. Cochrane Library, PubMed and LILACS databases were examined for studies including adults aged 50 years old or older with low educational level. 61 articles were included. Despite its frequent use, studies on Mini-Mental State Examination (MMSE) revealed that educational level biased the score obtained, regardless of other factors. Separately, the Informant Questionnaire on Cognitive Decline in the Elderly, the Fototest, or the Eurotest, appear to minimize the effect of education and literacy. MMSE is unreliable for individuals with low literacy. Tasks involving reading, writing, arithmetics, drawing, praxis, visuospatial, and visuoconstructive skills have a greater educational bias than naming, orientation, or memory. An adequate determination of educational level and validation of instruments in populations with heterogeneous levels of literacy requires further research.

This article outlines a theoretical framework for researching popular politics in the Middle East and North Africa. It sketches a Gramscian alternative to existing approaches in materialist Marxism, cultural studies, and social movement studies. It also aims to think a Gramsci useful to historians, political scientists, sociologists, and anthropologists, beyond the common loci of Gramsci scholarship in political theory, comparative literature, and international relations. With a start point in Gramsci's philosophy of praxis, it puts forward a concept of popular politics as a mostly slow-moving, complex, and many-layered transformative activity, a form of historical protagonism comprising a variety of moments, capable of working changes on existing forms of hegemony and founding new social relations. The point is to enable researchers in Middle East studies to see and research popular politics, carry on a critique of transformative activity, and inform transformation in the present.

The article calls attention to a mismatch between the multiple and often seemingly incommensurable understandings of ‘gender’, circulating both within trans and non-trans gender scholarship. Particular attention is paid to the ways in which ‘gender’ is assumed and utilized in feminist ethnography. I argue that the pressing implications that transgender theory and experience have for epistemic habits and ethnographic praxis are yet to be properly acknowledged. Using personal experiences as a non-passing transfeminine ethnographer, I show how a masking of contradicting understandings of gender regularly takes place both in everyday research situations and on levels of academic writing. This, I argue, contributes to upholding cisnormativity in ethnography.Keywords: ethnography, transgender, methodology, feminism’Nainen’, ’naisena’, mitä sillä tarkoitat? Feministinen etnografia, transtutkimus ja läpimenemättömyyden käyttöArtikkeli käsittelee sekä trans- että ei-transsukupuolen tutkimuksessa kiertäviä ’sukupuolen’ määritelmien moninaisuuksia ja näiden keskinäisiä ristiriitoja. Tekstin painopiste on erityisesti tavoissa, joilla sukupuolta ymmärretään feministisessä etnografiassa. Artikkelissa väitän, että transteorian ja -kokemusten implikaatioita episteemisille ja etnografisille käytännöille ei ole tähän mennessä huomioitu kunnolla. Hyödynnän omia kokemuksiani transfeminiininä etnografina näyttääkseni, miten ristiriitaisten sukupuolikäsitysten häivyttäminen tapahtuu sekä kentätyötilanteissa että tieteellisessä kirjoittamisessa. Peittämisen käytännöt ylläpitävät osaltaan etnografian cisnormatiivisuutta.Avainsanat: etnografia, transsukupuolisuus, metodologia, feminismi

Engaging organizational communication and rhetorical studies subfields, we develop a case for decolonial and Indigenous approaches that offer texture and depth. In the process, we flip the existing topographic “map” of the field and shift Eurocentric canons undergirding cultural and critical Communication Studies. Drawing on vignettes from our fieldworks, we argue for a decolonial critical intervention to affirm marginalized voices, experiences, and theories. Our focus demonstrates how Indigenous methods and decolonial theories advance more responsible engagements with Indigenous epistemologies. Providing a theoretical challenge to the occlusion of indigeneity, we offer a conceptual praxis-oriented mode of theory building that engages communities toward creating Indigenous Communication futures.

Braiding our words, "dissi-dance," and desires, this article engages how various social actors, and communities-which we are a part of and belong to-challenge structural violence, oppression, inequity, and social, racial, and epistemic injustice. We thread these reflections through our written words, in subversive letters which we offer in the form of a written relational conversation among us: a plurilogue that emerges in response to our specific locations, commitments, and refusals, as well as dissents. Our stories and process of dissent within the various locations, relationships, and contexts that we occupy served as the yarn and needle to thread our stories, posed questions and reflections. Braiding, threading and weaving together, we animate deep decolonial inquiries within ourselves, and our different cultural contexts and countries. Refusing individualism-the illusions of objectivity as distance, the academic as expert, and the exile of affect and emotion on academic pages-we choose to occupy academic writing and ask: What if academic writing were stitched with blood and laughter, relationships and insights, rage and incites? What if, at the nexus of critical psychology and decolonizing feminism, we grew an "embodied praxis?" Unlike academic writing, traditionally designed to camouflage affect, connection, relationality and subjectivity, these letters are unapologetically saturated in care and wisdom toward a narrative-based embodied practice: decolonial plurilogues of relational solidarities for epistemic justice. Our plurilogue of dissent offers a view to advance community research and action with goals of liberation, decoloniality, and community wellness.

In this article, we will discuss an editing model that highlights the plurality of texts and paratexts from writers' archives, provided by the approximation between Textual Criticism and information technology that culminated in the emergence of Digital Humanities. Our proposal seeks to rethink and review the philological praxis of text editing through the Critics interfaces: Textual, Genetic and Sociological, in a digital environment. We will outline an editing proposal that rethinks and points out new paths of contemporary philological practice, made possible by new electronic supports, to review and expand the voices of history and perceive other subjectivities about the concepts of text and authorship. The objective is to show how digital editing explores the complexities of the text, through a digital hypermedia, in a way that contemplates the multiple aspectsof the corpus: linguistic, contextual and bibliographical, considering the production, transmission and reception processes.

Se muestran diferentes obras y proyectos relacionados con el arte sonoro, la ciudad y el uso de tecnologías contemporáneas. Se divide en introducción, metodología, resultados y conclusiones. En los resultados primero se señalan conocidas obras que sirven de antecedentes a los siguientes proyectos mostrando la tradicional reunión de este género con lo tecnológico. Después se abordan las obras núcleo del texto avanzando desde internet y las conocidas Tecnologías de la Información y la Comunicación, a los Sistemas de Gestión Geográfica, las Apps, la Realidad Virtual, la Inteligencia Artificial, el Big Data y el Internet de las Cosas. Con todo ello se muestra que estas tecnologías ofrecen importantes posibilidades al arte sonoro, a la ciudad y al ciudadano, que este género sigue beneficiándose de las innovaciones tecnológicas y que ciertas temáticas y praxis como mapas, cartografías, audioguías, conciertos de ciudad o la urbe como instrumento continúan directa o indirectamente tomando hoy nuevos niveles de profundidad.

This article argues that South African teacher education and development policy lack an explicit philosophy of education and corresponding pedagogy that promote transformation and equality. After an analysis of some works by Paulo Freire, it is argued that it is in a Freirean philosophy of education and in a pedagogy of hope that the praxis of teacher education establishes the notion of teachers as unfinished beings and agents of hope. This article offers an opportunity to imagine what Freire’s Pedagogy of hope (FREIRE, 1994) could contribute to the dialogue regarding the policy, gazetted in 2011 and revised in 2015, on the minimum requirements for teacher education qualifications in South Africa. The fundamental role that teacher education institutions can play in contributing to the transformation of education is defended, particularly if the philosophy of Freirean education and a pedagogy of hope are compromised. The article concludes with an attempt at re-orientation of teacher education policy. Este artículo sostiene que la política sudafricana de formación y desarrollo docente carece de una filosofía educativa explícita y de una pedagogía correspondiente que promueva la transformación y la igualdad. Tras un análisis de algunas obras de Paulo Freire, sostengo que dentro de una filosofía freireana de la educación y una pedagogía de la esperanza, la praxis de la formación docente establece la noción de maestros como seres inacabados y agentes de esperanza. Este artículo ofrece la oportunidad de imaginar lo que la Pedagogía de la Esperanza de Freire (FREIRE, 1994) podría contribuir al diálogo sobre la política, publicada en 2011 y revisada en 2015, en cuanto a los requisitos mínimos para la formación de profesores en Sudáfrica. Yo defiendo el papel fundamental que las instituciones de formación docente pueden desempeñar para contribuir a la transformación de la educación, sobre todo si la filosofía de la educación freireana y una pedagogía de la esperanza son comprometidas. El artículo concluye con un intento de reorientación de la política de formación docente. O presente artigo argumenta que a política de formação e desenvolvimento de professores(as) na África do Sul carecem de uma filosofia da educação explícita e correspondente pedagogia que promovam transformação e igualdade. Após uma análise de algumas obras de Paulo Freire, argumenta-se que uma práxis de formação de professores(as) encontra na filosofia da educação freireana e na pedagogia da esperança a compreensão de professores(as) como seres inacabados e agentes da esperança. Este artigo oferece uma oportunidade para imaginar o que a Pedagogia da esperança de Freire poderia contribuir para o diálogo acerca da política, publicada em 2011 e revisada em 2015, que define os requerimentos mínimos de qualificação para a formação de professores(as) na África do Sul. Defende-se o papel fundamental que instituições de formação de professores(as) podem desenvolver, contribuindo para a transformação da educação, especialmente quando a filosofia de educação e a pedagogia da esperança são prejudicadas. O artigo conclui com uma proposta de reorientação da política de formação de professores(as).

Facing the massive changes that occur in society as a result of the Industrial Revolution 4.0 era, an era marked by a blend of technology that blurs the lines between the physical, digital, and biological fields. Between the physical and digital become connected. Acceleration towards the digital world was stimulated by the emergence of the Covid-19 pandemic. The digital world becomes a world no longer a virtual world but a real world whose existence is in our midst. Changes in the Industrial Revolution 4.0 era will greatly impact the religious social life of mankind. The development of the Industrial Revolution 4.0 era, has given birth to changes in community culture which of course must also change the paradigm and praxis of the church's mission. The paradigm and praxis of the church's mission need to be evaluated and rethinking and reconstruction need to be carried out in the light of God's Word and contextually. This study uses the following methods: 1. Systematic Literature Review by collecting several references through literature study so as to obtain data related to the paradigm and praxis of the church's mission that is developing; 2. Hermeneutics by examining several Bible verses related to the topic as the basis for the construction of paradigms and missionary praxis in the era of the Industrial Revolution 4.0. The results of this research are expected to be able to contribute to the church, especially with regard to the construction of the paradigm and practice of the church in carrying out its mission in the era of the Industrial Revolution 4.0. The church can take advantage of the opportunities resulting from the Industrial Revolution 4.0 era. in carrying out its mission.

NVivo is a methodological tool in analyzing qualitative data. The software belongs to the genre of Computer-assisted Qualitative Data Analysis Software (CAQDAS). This qualitative case study aimed to explore the practices of NVivo adopters within the West Visayas State University (WVSU) System, Academic Year 2019-2020. A researcher-made and foreshadowed Focus Group Discussion (FGD), in-depth interview, and observation protocols were utilized to gather data from the participants. The conceptual analysis was done using NVivo 12 Plus, while the researcher did the analytic analysis. The study revealed that the WVSU NVivo adopters are generally tech-savvy and stationed in the research office. Their speed of using the software varies. The adopters vary in terms of using NVivo- some were fast learners, while others were slow. They regularly ask questions from the researcher-resource speaker, though the NVivo manual of operation was distributed to them. Seven (7) themes have emerged that may optimize NVivo’s functionalities in qualitative data analysis. These themes are requirements for improved coding practices, the need for enhanced visualization skills; the importance of the knowledge on the NVivo research cycle; qualities of NVivo adopters; motivation in using NVivo; and practices for practical qualitative data analysis using NVivo. It is thus concluded that there is a need for WVSU administration to consider several mechanisms to improve the use of CAQDAS, specifically NVivo, in qualitative data analysis.

The pandemic and the strengthening of oppressor-oppressed relationship in contemporaneity have characterized difficult times in Brazil, marked by moments of the conservative’s ideals advancement, and the questioning of social and educational values. In this essay, we revisit Freire’s works to dialogue about the oppressed ones in contemporaneity, and how the freeing praxis in teaching can overcome oppression, restoring humanity. This research utilizes the approach of qualitative nature and chooses as an investigative process the bibliographic study. In the analysis, the problematizing education can be the way to promote debates about social, economical, political, and cultural problems, leading to the true participation and the transforming formation of students. Freire’s theoretical-methodological perspective becomes highly relevant in the current political context, which can provide conditions to the oppressed to identify the alienation of the popular masses by narratives, by means of communication and in its relation to the world.

Calls to decolonise the curriculum gain traction across the academe. To a great extent, the movement echoes demands of the decolonisation era itself, a period from which academics draw both impetus and legitimacy. In this article, we examine the movement’s purchase when applied to the teaching of international law. We argue that the movement reinvigorates debates about the origins of international law, centring its violent foundations as well as its Eurocentric episteme. Yet, like many critical approaches toward international law, the movement is smitten with itself and with the regime. As a consequence, the outcome of its activism and critique is predetermined: both must redeem the Eurocentrism of international law and its associated pedagogy. Calls to decolonise the curriculum ultimately validate the epistemological limitations inherent to a stratified, international order, failing to offer a genuine alternative framework or epistemology.

Taking a geopolitical perspective centred in the Argentinian Andes, the authors propose a hermeneutical view of dialogical archaeology. The application of this theoretical and methodological approach to the example of the archaeological site of Huayatayoc (Puna de Jujuy, Argentina) enables an interpretation of the site as a complex woven fabric of diachronic local and scientific practices and narratives. The authors’ work at Huayatayoc provides an example of the potential of this approach for the development of a critical Latin American archaeology, which seeks to acknowledge the multiple interests and narratives of researchers and local communities in dialogue.

Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models (HLM) of time sampling data of their teaching practices in elementary music classrooms. Participants ( N = 7) shared beliefs that everyone is musical and that music educators must therefore create an environment in which children develop their musicianship by singing, moving, and playing. Time sampling data indicated that teachers spent most of their time talking, while students spent most of their time sitting still and silent. Children in younger grades spent significantly more time in movement activities than those in older grades. HLM analyses provided predictive implications for teachers’ use of singing and movement. In this article, we present findings from qualitative analysis of planning artifacts, reflections, and interviews and from HLM of time sampling data, and discuss potential meanings for music teaching and music teacher education.

Ao analisar a experiência de agrupamentos humanos engajados em causas transformadoras, observa-se que, recorrentemente, as premências do presente não apenas direcionam o olhar ao passado no sentido de diagnosticar obstáculos para modificar a situação corrente, como também na busca por experiências pretéritas que sirvam de inspiração para pensar o futuro. Assumindo este ponto de partida e por intermédio de análises bibliográficas, o manuscrito reflete acerca do itinerário histórico das concepções de utopia e de sua variante, a ucronia, de forma a identificar como estes futuros e passados idealizados dialogam com realidades concretas e com interesses de agrupamentos humanos específicos. Por fim, pondera a respeito da relação entre ucronia e os conceitos de “desacordo-diagnóstico” e de “autoafirmação-inspiração”, de forma a categorizar as estratégias de instrumentalização do passado pelos interesses transformadores e pela práxis política dos movimentos sociais contemporâneos.

En el presente trabajo se combinan la sólida y valiente defensa de la razón humana realizada en varios lugares por Joseph Ratzinger, con su aplicación al campo de la regulación y valoración de la praxis humana, en especial al derecho, la política y la economía. Finalmente, se realiza una valoración de las ideas de Ratzinger en esos aspectos y una defensa de sus conclusiones.

The world is experiencing the impacts of COVID-19 pandemic – from lockdown restrictions to economic uncertainty. Though troubling, the COVID-19 crisis presents an opportunity to galvanize support to strengthen urban planning's capacity in Africa. This paper draws on the global response to the pandemic to proffer three lessons that can bolster planning action to respond to health, spatial and socio-economic challenges confronting African cities: (i) recognition of urban planning as an urgent public health activity; (ii) emphasizing urban planning's innate capacity to address health crises; and (iii) citizen engagement to accept planning measures. These lessons are likely to improve urban planning action.

English Medium Instruction (EMI) is a growing educational praxis in the world. Sri Lanka also practises EMI in primary, secondary and university education contexts. Nevertheless, EMI is not adequately researched: the existing scholarship alludes to the significance of its context-dependency (e.g., Snchez-Prez, Maria del Mar 2020). Moreover, there is a lacuna of scholarly knowledge of how EMI works in Sri Lankan educational contexts. Hence, this exploratory study examined lecturers’ practices of, and insights into, EMI within the context of Sri Lankan higher education. The data were drawn from in-depth qualitative interviews with ten lecturers who teach Social Sciences through EMI at three state universities in the country. Interviewees – encompassing males and females and belonging to varying age groups – have a range of EMI teaching experience and different professional and educational qualifications. Qualitative thematic analysis was utilised to uncover themes related to EMI in the data. Findings disclose a few issues and problems associated with EMI. They underscore the belief that EMI enhances L2 (Second Language) proficiency, thus creating a space for job opportunities for undergraduates, and higher education and professional development for both lecturers and students. Nevertheless, EMI is problematic mainly due to (i) low L2 proficiency in both lecturers and students, (ii) lecturers’ inconsistent praxis in assessing and teaching students, (iii) the shortage of training programmes on EMI, and (iv) arbitrary administration issues including the recruitment of EMI lecturers. The paper provides insights into EMI implementation in English as L2 contexts and adds new vocabulary to EMI praxis and research.

En este artículo indagaremos en la perspectiva heideggeriana de la corporalidad a partir de sus consideraciones de los gestos y las figuras hápticas, tanto en elaboraciones en torno a Sein und Zeit como en sus especificaciones de los Zollikoner Seminare. En este marco distinguiremos el carácter secundario de sus consideraciones del cuerpo físico y algunas de sus implicancias. Para ello analizaremos sus elaboraciones en torno a la praxis y las relaciones con el mundo circundante para circunscribir su tratamiento de los índices corporales o las figuras manuales en su trabajo de 1927. Luego articularemos sus consideraciones sobre los gestos corporales en sus seminarios de 1960, de tal modo que permita dar cuenta de alcances y límites de estas elaboraciones.

This paper critically examines the parallels of devaluation encountered by early childhood educators and sessional faculty members in Ontario as reflective praxis. The three authors’ experiences are diverse and include a tenured professor and two sessional faculty members, both ofwhom have worked in the field of Early Childhood Education and Care (ECEC). The narratives of the authors inform the concerning trend of precarity and devaluation embedded within two polarizing spectrums of the Ontario educational landscape: Post-Secondary Education (PSE) and ECEC. Although these aforementioned areas of education rarely intersect, the authors centre them on the frontline of the neoliberal assault on education transpiring in Ontario today. The three authors self-identify as female settlers; two have doctoral degrees; one has an MA and is an early childhood educator (ECE). One author self-identifies as a racialized and white-coded cis-gendered woman, and two selfidentify as white, cis-gendered women. All of the authors have worked in Ontario’s post-secondary landscape, one as sessional faculty member and then a tenured professor, and two as sessional faculty members. The paper will problematize the neoliberal assault on higher education and ECEC through a Feminist Political Economy (FPE) conceptual framework in order to draw on the multifaceted ways femAtlantis Journal Issue 40.1 /2019 46 inized discourses devalue the work of ECEs and perpetuate the overrepresentation of women, particularly racialized women in precarious faculty positions.

RESUMO O presente artigo aborda as distinções e as aproximações entre as elaborações de Gramsci e Lukács acerca do princípio educativo. Problematizou-se a possibilidade de o trabalho ser ou não um princípio educativo, como base de um projeto político-pedagógico emancipador. Para tanto, realizou-se uma leitura imanente das obras:Para a Ontologia do Ser Social, volume 14, de Georg Lukács;Cadernos do Cárcere, volumes 11, 12 e 22, e algunsEscritos Políticos, de Antônio Gramsci. Como resultados da pesquisa, o princípio educativo, que tenha como desígnio fundamentar um sistema educacional pautado no desenvolvimento integral dos seres sociais, foi defendido como formação humana. ABSTRACT This article addresses the distinctions and approximations between Gramsci and Lukács’ elaborations about the educational principle. The possibility of work being or not an educational principle was questioned, as the basis of an emancipatory political-pedagogical project. For that, an immanent reading of the works was carried out: The Ontology of the Social Being (TOSB), volume 14, by Georg Lukács; Prison Notebooks, volumes 11, 12 and 22, and some Selections from Political Writings, by Antonio Gramsci. As a result of the research, the educational principle, which aims to ground an educational system based on the integral development of social beings, was defended as a human formation.

Wenngleich die Erhebung in die mathematische Erkenntnissphäre, sofern sie mit einer gewissen Wahrscheinlichkeit und in einer gewissen Regelmäßigkeit gelingen sollte, wohl seit jeher auf eine mathematikdidaktische Praxis angewiesen war, hat das Projekt einer mathematikdidaktischen Wissenschaft erst in der zweiten Hälfte des letzten Jahrhunderts wirklich an Fahrt gewonnen. Erst in dieser Zeit hat man Fachzeitschriften gegründet, an den Universitäten eigenständige Lehrstühle und Institute eingerichtet und so der mathematikdidaktischen Forschung den ‚institutionellen Boden‘ bereitet, auf dem sie den Weg zu einer Wissenschaft gehen konnte. Auf diesem Weg stand die Mathematikdidaktik vor einer doppelten Aufgabe. Sie musste sich einerseits im Feld der Wissenschaften verorten: Wie unterscheidet sich etwa eine mathematikdidaktische Forschungseinstellung von einer mathematischen? Und was genau trennt die Mathematikdidaktik in ihren Fragestellungen und Gegenständen von der Psychologie, Soziologie oder Philosophie? Die mathematikdidaktische Forschung musste aber andererseits auch eine gewisse Distanz zur mathematikdidaktischen Praxis gewinnen und stand damit vor der Herausforderung, ihr eigenes Verhältnis zur Praxis zu bestimmen: Wie verhalten sich Mathematikdidaktik als Forschung und Mathematikdidaktik als Praxis zueinander? Wodurch unterscheiden sich diese beiden ‚Gesichter‘ der Mathematikdidaktik? Und was haben sie miteinander gemein? Blickt man durch die Folie dieser Aufgabe in die mathematikdidaktische Literatur, so zeigt sich, dass dort vor allem der erste Komplex von Fragen diskutiert wird. Auch ich selbst habe mich in einer anderen Arbeit mit der Frage beschäftigt, wie die disziplinäre Unabhängigkeit der Mathematikdidaktik legitimiert werden kann (Lensing, 2021, S. 7–36). Seltener stößt man dagegen auf theoretische Arbeiten, die sich mit dem Verhältnis von mathematikdidaktischer Forschung und Praxis auseinandersetzen. Die nachfolgenden Überlegungen sollen daher diesem Fragenkomplex gewidmet sein.

Steffen Martus, Carlos Spoerhase: Geistesarbeit - Eine Praxeologie der Geisteswissenschaften. Berlin: Suhrkamp 2022. 978-3-518-29979-1

Caroline Ebel widmet sich der Rolle bzw. der Rollenwerdung und Rollengestaltung von Lehrpersonen. Die Rollenvorstellungen seitens der angehenden Lehrpersonen und die Rollenerwartungen seitens der Schüler*innen haben sich grundlegend gewandelt. Wie Studierende in ihrer Praxisphase im Masterstudium bei der Entwicklung ihrer individuellen Lehrer*innenpersönlichkeit durch Rollencoaching gezielt unterstützt werden können wird in diesem Beitrag anhand eines Praxisbeispiels aus der Ausbildung angehender Musiklehrer*innen gezeigt. Besonderes Augenmerk liegt hierbei auf der Spezifik eines künstlerischen Faches, da Musiklehrpersonen in ihrer Rolle nicht nur Fach und Pädagogik kombinieren müssen, sondern auch ihrer Identität als Künstler*innen ein großer Stellenwert beizumessen ist. (DIPF/Orig.)

Christian Heuer berichtet von einem Modell der fachdidaktischen Ausbildung angehender Lehrpersonen aus dem Fach Geschichte. In seinem Beitrag geht er der Frage nach, wie viel Wissenschaft die Ausbildung angehender (Geschichts-)Lehrer*innen braucht, über den Ort, wo diese angesiedelt und wie deren Praxis gestaltet sein sollte. Der Autor berichtet über das Setting und die ersten empirischen Ergebnisse der Beforschung einer Lehrveranstaltung – „Einführung in die Geschichtsdidaktik“ –, welche zum Ziel hat, Studierenden einen neuen Zugang zur Praxis der Geschichte zu eröffnen. (DIPF/Orig.)