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Journal Cover HSE - Social and Education History
  [2 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2014-3567
   Published by Hipatia Press Homepage  [14 journals]
  • Informationalism and informalization of learnings in 21st century. A
           qualitative study on meaningful learning experiences

    • Authors: Moises Esteban-Guitart, Josep Maria Serra, Ignasi Vila
      Pages: 1 - 25
      Abstract: Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time.
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • Full Issue

    • Authors: HSE HSE Editors
      Pages: 1 - 115
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • South Asian Immigration and Education in the U.S.: Historical and Social
           Contexts

    • Authors: Zaynah Rahman, Susan J. Paik
      Pages: 26 - 52
      Abstract: This article examines the historical and social contexts of South Asian immigration and their current socioeconomic and educational outcomes in the United States. Based on an adapted model of incorporation and literature review, this historical analysis examines government policies, societal reception, co-ethnic communities, as well as other barriers and opportunities of three immigration waves before and after the Immigration Act of 1965. The study reveals the modes of incorporation differed for each immigrant wave as well as subsequent socioeconomic and educational outcomes within the South Asian community. Before 1965, the earliest migrants had several barriers to incorporation coupled with government and societal hostility. After 1965, South Asians began immigrating under more favorable or neutral modes of incorporation. They were also more wealthy, educated, fluent in English, and had professional skills. While the majority of South Asians today represent this demographic composition, a rising subgroup of immigrants arriving under differential circumstances since the 1980s are facing more unique challenges within this community.
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • The Visual Rhetoric of Self-advocacy Organisations on Poverty: All about
           Courage?

    • Authors: Heidi Degerickx, Griet Roets, Angelo Van Gorp
      Pages: 53 - 77
      Abstract: At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy. In Belgium, in the aftermath of the General Report on Poverty (1994), grassroots organisations such as ATD Fourth World and BMLIK (Movement of People with Low Income and Children ) gained recognition as ‘organisations where people in poverty take the floor’. BMLIK launched the photobook Courage (1998) which contains prominent black and white photographs portraying families in deep poverty combined with oral testimonies. The central question we ask is whether and how this photobook can be considered an emblematic case for the framing of poverty as a violation of human rights, and for the way the self-advocacy paradigm has been materialised in this. Through a visual-rhetorical analysis (Foss, 1994) of Courage we present our research findings wherein the ‘pedagogical aesthetic’ (Trachtenberg, 1990) of socially engaged photography comes to the fore, as well as how this contributes to social change and justice.
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • La militarización de la educación física escolar. Análisis de dos
           imágenes publicadas en la prensa de Barcelona de principios del siglo XX.
           

    • Authors: Xavier Torrebadella Flix
      Pages: 78 - 108
      Abstract: En los regímenes de escolarización de la infancia de principios del siglo XX, la educación física fue afín a medios y modos disciplinares de adoctrinamiento militar. La prensa gráfica de la época recogió imágenes que hoy nos testimonian la impronta de una militarización escolar susceptible de ser analizada desde la dialéctica-crítica y el “giro visual”. A partir de dos imágenes, publicadas en el semanario La Hormiga de Oro de Barcelona, visualizamos las formas (re)productoras de violencia que subyacen en la educación física y desvelamos los dispositivos disciplinares (técnicas de saber/poder) que actúan en el inconsciente colectivo de la época para construir elementos de cohesión nacional. In infant schooling at the beginning of the twentieth century, physical education was similar to the disciplinary means and methods of military indoctrination. The picture press at the time printed images which show us today the mark of school militarisation which is open to analysis from a dialectical critical view and the “visual turn”. From these two images, published in the weekly La Hormiga de Oro of Barcelona, the (re)productive forms of violence that underlie physical education become evident and the disciplinary devices (knowledge/power techniques) acting in the collective subconscious of the time for the construction of elements of national cohesion are revealed. 
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • Women in Culture: an intersectional anthology for gender and women’s
           studies

    • Authors: Ginés Puente Pérez
      Pages: 109 - 111
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • Gender and Migration

    • Authors: Alicia Rodríguez Loredo
      Pages: 112 - 114
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
  • List of Reviewers

    • Authors: HSE HSE Editors
      First page: 115
      PubDate: 2017-02-22
      Issue No: Vol. 6, No. 1 (2017)
       
 
 
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