Vandaag de dag lijkt de focus van docenten en andere onderwijsontwerpers vooral te liggen op het uitvoeren van het onderwijs. Kortgezegd, we evalueren te weinig terwijl dat juist hard nodig is om ons onderwijs te verbeteren. Als we wel evalueren doen we dat vaak op basis van studentenevaluaties, maar die worden weer als minder betrouwbaar en niet valide gezien. Wil jij simpel en snel inzicht krijgen in manieren waarop je jouw onderwijsontwerp verder kunt ontwikkelen? Zoek je concrete handvatten op maat die je helpen om snel en op een heldere manier te evalueren? Antwoord op deze en andere vragen vind je in deze publicatie van het lectoraat Teaching, Learning & Technology zodat je in zeven minuten weer bent bijgepraat over het ontwerpen, evalueren en door ontwikkelen van je onderwijs.
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The moment of casting is a crucial one in any media production. Casting the ‘right’ person shapes the narrative as much as the way in which the final product might be received by critics and audiences. For this article, casting—as the moment in which gender is hypervisible in its complex intersectional entanglement with class, race and sexuality—will be our gateway to exploring the dynamics of discussion of gender conventions and how we, as feminist scholars, might manoeuvre. To do so, we will test and triangulate three different forms of ethnographically inspired inquiry: 1) ‘collaborative autoethnography,’ to discuss male-to-female gender-bending comedies from the 1980s and 1990s, 2) ‘netnography’ of online discussions about the (potential) recasting of gendered legacy roles from Doctor Who to Mary Poppins, and 3) textual media analysis of content focusing on the casting of cisgender actors for transgender roles. Exploring the affordances and challenges of these three methods underlines the duty of care that is essential to feminist audience research. Moving across personal and anonymous, ‘real’ and ‘virtual,’ popular and professional discussion highlights how gender has been used and continues to be instrumentalised in lived audience experience and in audience research.
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Anthropocentrism is the belief that value is focused on human beings and that all other beings are means to human ends. Related to anthropocentrism, humanism privileges the aim of improvement of human welfare. Humanism has underwritten efforts to expose social injustices and improve the welfare of all human beings. In relation to the environment, post-humanism can be defined by a number of characteristics. First, post-humanism exposes anthropocentrism as an attempt to ignore the behavior in which humans focus on themselves at the expanse of all other species. Second, post-humanism critiques exclusive moral focus on human inequalities in relation to environmental protection, emphasizing that inequality between species should remain within the scope of ethical consideration. Third, post-humanism exposes anthropocentrism as an inadequate basis for environmental action as it criticizes anthropocentrism as ethically wrong as well as pragmatically ineffective. https://onlinelibrary.wiley.com/doi/book/10.1002/9781118924396 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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This article uses a study of the life-story narratives of former classmates of Dutch and Moluccan descent to argue that the constructionist approach to intersectionality, with its account of identity as a narrative construction rather than a practice of naming, offers better tools for answering questions concerning intersectional identity formation than a more systemic intersectional approach. The case study also highlights the importance of the quest for origins in narratives. It demonstrates that theories of intersectionality are not justified in subsuming the issue of belonging under the identity marker of ethnicity, when all identities are performatively produced in and through narrative enactments that include the precarious achievement of belonging. The case study demonstrates that if narrative accounts of a (singular or collective) life fail to achieve narrative closure regarding roots, attempts to trace routes are seriously hampered.
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The study of moral reasoning in relation to sustainable development is an emerging field within environmental education (EE) and education for sustainable development (ESD). The vignette method was used to evaluate the perception of the relationship between environmental and social issues in the Dutch upper elementary school children. This case study is placed within two broad areas of tension, namely between the need to address urgent environmental problems and to promote pluralistic democratic learning; and between the value of environment as an economic asset and deep ecology perspective. Results of this study indicate that the children are able to critically think about the moral dilemmas inherent in sustainable development and distinguish between different values in relation to environment. https://doi.org/10.1016/j.stueduc.2013.12.004 https://www.linkedin.com/in/helenkopnina/
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A discussion of the inherent biases in data that reproduce and arguably strengthen system prejudices
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Biodiversity preservation is often viewed in utilitarian terms that render non-human species as ecosystem services or natural resources. The economic capture approach may be inadequate in addressing biodiversity loss because extinction of some species could conceivably come to pass without jeopardizing the survival of the humans. People might be materially sustained by a technological biora made to yield services and products required for human life. The failure to address biodiversity loss calls for an exploration of alternative paradigms. It is proposed that the failure to address biodiversity loss stems from the fact that ecocentric value holders are politically marginalized and underrepresented in the most powerful strata of society. While anthropocentric concerns with environment and private expressions of biophilia are acceptable in the wider society, the more pronounced publicly expressed deep ecology position is discouraged. “Radical environmentalists” are among the least understood of all contemporary opposition movements, not only in tactical terms, but also ethically. The article argues in favor of the inclusion of deep ecology perspective as an alternative to the current anthropocentric paradigm. https://doi.org/10.1080/1943815X.2012.742914 https://www.linkedin.com/in/helenkopnina/
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Huiselijk geweld lijkt sterk toe te nemen tijdens de Covid-19 pandemie. Wat opvalt in de berichtgeving, is dat er stelselmatig wordt uitgegaan van mannelijke daders en vrouwelijke slachtoffers. Is dit wel terecht? In dit artikel beschrijven Vivienne de Vogel en Kasia Uzieblo dat ook vrouwen huiselijk geweld plegen en gaan ze in op de weerstand in de maatschappij om vrouwen als pleger én om mannen als slachtoffer te zien van huiselijk geweld. The prevalence of domestic violence seems to be increasing during the COVID-19 pandemic. In most media coverage and calls for preventive initiatives from professionals and policy, males are consistently portrayed as perpetrators of domestic violence and females and children as victims, also by leading organizations like the WHO. However, research has clearly shown that there are more types of domestic violence, like sibling and elder abuse and that women are also capable of serious violence towards their family. The current article aims to summarize the literature on gender and domestic violence, and to discuss the societal reluctance to acknowledge females as potential perpetrators, and males as potential victims.
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This article focuses on the role of ethical perspectives such as deep ecology and animal rights in relation to environmental education, arguing that such perspectives are well-placed to reposition students as responsible planetary citizens. We focus on the linkage between non-consequentialism, animal rights, and deep ecology in an educational context and discuss the broader issue of ethics in education. Finally, we discuss how the inclusion of deep ecology and animal rights perspectives would improve current environmental education programs by deepening the respect for nonhumans and their inclusion in the ethical community. https://www.linkedin.com/in/helenkopnina/
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