Stories play an important role in how World Heritage Sites are experienced and valued by local communities, visitors, and tourists. This paper explores the diverse narratives associated with Bridgetown and its Garrison in Barbados, designated as a World Heritage site in 2011. Through qualitative research involving a four-day participatory workshop and follow-up interviews with local stakeholders, the study examines dominant narratives and lesser-known stories connected to this heritage site, as well as the meanings constructed from these stories and the sentiments they evoke. The findings reveal a richness of stories, ranging from the official UNESCO narrative about colonial tangible heritage to lived experiences and intangible heritage. This narrative diversity suggests that incorporating multiple storytelling perspectives into destination storytelling practices could better reflect Barbadian identity and enhance visitor experiences at the World Heritage Site. Based on these findings, the study demonstrates the potential synergy between tangible and intangible heritage, with storytelling acting as a bridge between these domains. While recognizing the importance of a coherent storyworld, this paper advocates for a model of narrative plurality in destination storytelling.
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This article provides a description of the emergence of the Spanish ‘Occupy’ movement, Democracia real ya. The aim is to analyse the innovative discursive features of this movement and to connect this analysis to what we consider the innovative potential of the critical sciences. The movement is the result of a spontaneous uprising that appeared on the main squares of Madrid and Barcelona on 15 May 2011 and then spread to other Spanish cities. This date gave it its name: 15M. While the struggle for democracy in Spain is certainly not new, the 15M group shows a series of innovative features. These include the emphasis on peaceful struggle and the imaginary of a new democracy or worldview, transmitted through innovative placards and slogans designed by Spanish citizens. We consider these innovative not only due to their creativity, but also because of their use as a form of civil action. Our argument is that these placards both functioned as a sign of protest and, in combination with the demonstrations and the general dynamics of 15M, helped to reframe the population’s understanding of the crisis and rearticulate the identity of the citizens from victims to agents. In order to analyse the multimodal character of this struggle, we developed an interdisciplinary methodology, which combines socio-cognitive approaches that consider ideological proposals as socio-cognitive constructs (i.e. the notion of narrative or cognitive frame), and Critical Discourse Analysis (CDA) in the analysis of discourses related to processes of social imagination and transformation. The socio-constructivist perspective is used to consider these discourses in relation to their actors, particular contexts and actions. The use of CDA, which included a careful rhetoric analysis, helped to analyse the process of deconstruction, transformation and reconstruction that 15M uses to maintain its struggle. The narrative analysis and the discursive theoretical concept of articulation helped to methodologically show aspects of the process of change alluded to above. This change was both in terms of cognition and in the modification of identity that turned a large part of the Spanish population from victims to indignados and to the neologism indignadanos, which is a composition of indignado and ciudadano (citizen).
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This article explores the perceptions of development through metaphor use by students of International Business Management Studies at The Hague University. Students’ reflections upon the concepts of nature and development before and after educational intervention are examined through discourse analysis and narrative analysis. Results show that initially students reflect the dominant development paradigm which tends to conflate ‘nature’ with ‘natural resources’. This study suggests that the critical course has the potential to shift the student focus from the unquestioning acceptance of economic development and instrumental view of nature to recognition of more ecologically benign and culturally variable paths to sustainability. In terms of pedagogy, the ‘trans-human’ Gestalt, or mindset conducive to planetary consciousness, may require a distinct type of didactic strategy, discussed in this article. It is concluded that while transformative social learning towards sustainability requires the integrative switching back and forth between the various mindsets, effective, ecologically engaged and critical learning may require a more fixed, committed and above all affirmative action approach. https://doi.org/10.1177/0973408214529989 https://www.linkedin.com/in/helenkopnina/
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In this article, I present a philosophical perspective on Kunneman’s concept of ‘amor complexitatis’ based on the philosophical work of Hannah Arendt. I analyse the two constituting elements, ‘amor’ and ‘complexitas’. In opposition to most classic philosophers who engage with the vita contemplativa, the eternal decontextualized aspects of life, Arendt was concerned with the vita activa, a philosophy of the world. She distinguishes three human activities: labour, which corresponds to the biological functions of the body; work which creates enduring artefacts in the world and is a predictable, instrumental activity; and action which is political in nature and is the result of humans dealing with the inherent plurality of the world. It is the realm of difference where people engage in discussion, interaction, and narratives to generate ideas, etc. The outcome of human action is unpredictable and therefore always holds the potential for something new to emerge, which Arendt calls ‘natality’, a central concept in her philosophy. Plurality is the precondition for political life. Removal or denial of difference and plurality is catastrophic for the vita activa and the realm of the political. Arendt and Kunneman are both part of a philosophical tradition which critiques modernity’s instrumentalization of human action. Both engage with the concept of love to deal with the complexities of human action without abolishing these complexities. Drawing on the work of Biesta, I then critically discuss Arendt’s perspective on education. Arendt proclaims an education for the world and it is the role of the teacher to engage the child into this world with all its complexities. The analysis of the concept of complexitas in education reveals three dimensions, each related to a particular key concept of Arendt’s philosophy: plurality, action and natality. I end this contribution with a discussion of the practical implications of Arendt’s views for teaching in the light of normative professionalism.
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The promotor was Prof. Erik Jan Hultink and copromotors Dr Ellis van den Hende en Dr R. van der Lugt. The title of this dissertation is Armchair travelling the innovation journey. ‘Armchair travelling’ is an expression for travelling to another place, in the comfort of one’s own place. ‘The innovation journey’ is the metaphor Van de Ven and colleagues (1999) have used for travelling the uncharted river of innovation, the highly unpredictable and uncontrollable process of innovation. This research study began with a brief remark from an innovation project leader who sighed after a long and rough journey: ‘had I known this ahead of time…’. From wondering ‘what could he have known ahead of time?’ the immediate question arose: how do such innovation journeys develop? How do other innovation project leaders lead the innovation journey? And could I find examples of studies about these experiences from an innovation project leader’s perspective that could have helped the sighing innovation project leader to have known at least some of the challenges ahead of time? This dissertation is the result of that quest, as we do know relatively little how this process of the innovation project leader unfolds over time. The aim of this study is to increase our understanding of how innovation project leaders lead their innovation journeys over time, and to capture those experiences that could be a source for others to learn from and to be better prepared. This research project takes a process approach. Such an approach is different from a variance study. Process thinking takes into account how and why things – people, organizations, strategies, environments – change, act and evolve over time, expressed by Andrew Pettigrew (1992, p.10) as catching “reality in flight”.
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A case study and method development research of online simulation gaming to enhance youth care knowlegde exchange. Youth care professionals affirm that the application used has enough relevance as an additional tool for knowledge construction about complex cases. They state that the usability of the application is suitable, however some remarks are given to adapt the virtual environment to the special needs of youth care knowledge exchange. The method of online simulation gaming appears to be useful to improve network competences and to explore the hidden professional capacities of the participant as to the construction of situational cognition, discourse participation and the accountability of intervention choices.
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This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.
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Paper presented at Diversity of Journalisms. ECREA Journalism Studies Section and 26th International Conference of Communication (CICOM) The launch of more than 300 free daily newspapers worldwide during the last 15 years defies the idea that newspaper markets are impossible to penetrate. Although a third of papers closed down in the last ten years, newspaper circulation in most countries with free newspapers is actually higher than before their entry. Readership analysis of free newspapers shows that these papers have a younger audience than paid newspapers, contradicting the notion that young people don’t read newspapers anymore.
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