This article presents and discusses an extracurricular, co-constructed programme: “The Catalyst Club” as a form of Artistic Educational Commoning (AEC). Having been developed as part of a PhD research at Minerva Art Academy (Groningen, TheNetherlands), The Catalyst Club (TCC) explored new perspectives on the education of artists and designers in a globalized world and created alternative modes of operating in higher art education. It brought together students, alumni, teachers from a range of disciplines, and external participants. During developing TCC, the author occupied a dual role as researcher and participant, working together with others in an artistic co-creative process. TCC drew on and developed the methods relating to Collaborative Autoethnography, Participatory Action Research and Artistic Research. This study presents AEC as a communal effort to build spaces for learning and experimentation. They are created through interaction and cooperation, based on social relations and the production of shared values. As such it can offer a counterbalance to the extensive individualisation, instrumentalization, and commodification of communities in higher art education. The article formulates some recommendations on how AEC can reconnect the education of artists and designers with the role of the arts in wider technological, societal, and political contexts.
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In maart 2011 dreigde Muammer Gaddafi van Libya duizenden onschuldige burgers van de stad Benghazi uit hun huizen te halen om hen te vermoorden. De Veiligheidsraad van de Verenigde Naties verwees de situatie door naar het Internationaal Strafhof in Den Haag, dwong een no-flyzone af en gaf de NAVO een mandaat om burgers te beschermen with all necessary means, met de uitzondering van grondtroepen. Deze operatie was snel, robuust en effectief. Het principe van The Responsibility to Protect (R2P) -de verantwoordelijkheid van de internationale gemeenschap om genocide, misdaden tegen de menselijkheid, etnische zuivering en oorlogsmisdaden te voorkomen en te stoppen- werd voor het eerst volledig toegepast. Is R2P daarmee een norm geworden? Dit onderzoek plaatst de casus Libië in het model van de "Norm Life Cycle" (de levenscyclus van een norm) van de Constructivistische theoretici Finnemore en Sikkink (1998). Libië toont aan dat R2P nu een tipping point (omslagpunt) heeft bereikt, en zich van de fase norm emergence (opkomende norm) naar de fase norm cascade heeft verplaatst. Er is echter een spanning ontstaan: de terughoudendheid van de Veiligheidsraad om R2P toe te passen in Syrië (2012) wijst de andere kant uit. Er is dus nog een lange weg te gaan, voordat R2P als een internalised norm (vanzelfsprekende norm) kan worden beschouwd. ABSTRACT In March 2011, Muammar Gaddafi of Libya threatened to pull thousands of civilian protesters in the city of Benghazi out of their homes and kill them. The Security Council of the United Nations referred the crisis to the International Criminal Court, imposed a no-fly zone and provided NATO with a mandate to protect civilians by all necessary means, with the exception of ground troops. This operation was fast, robust and effective. It also marked the first time that the Responsibility to Protect (R2P) principle was fully implemented, being the responsibility of the international community to prevent and respond to genocide, crimes against humanity and war crimes if the state in question is not able or not willing to protect its citizens itself. Has R2P become a new norm? This study situates the case of Libya in the 'Norm Life Cycle' model of Constructivist theorists Finnemore and Sikkink (1998). It suggests that R2P has reached a tipping point and has moved from the stage of norm emergence to the stage of norm cascade. However, a certain tension still exists: the reluctance of the Security Council to implement R2P again in the crisis in Syria (2012)points in the opposite direction. This suggests there is still a long way to go before R2P becomes an internalised norm in the international community.
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“Municipal Youth Work taken over by Christians”. (Binnenlands Bestuur, 2009) This heading refers to the work of Youth for Christ in an Amsterdam neighbourhood. This organisation, successful in Youth Work nationwide, last year came out first in an open competition of the Amsterdam district De Baarsjes. Because of this they were commissioned to undertake all the youth work in this multicultural neighbourhood. The conditions were not to evangelise and not to limit recruitment of personnel inside their own circle but to recruit from outside the organisation as well. When they later appeared to have put a job advertisement only on their own website, this led to heated debates. Finally Youth for Christ acknowledged and rectified this mistake. This example is a concrete illustration of the actual and sometimes delicate relationships between philosophy of life and social work
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Waarom een AIESEP Standpunt over Beoordeling bij Lichamelijke Opvoeding? Het doel van dit AIESEP Standpunt is viervoudig: • Om internationaal te pleiten voor de centrale positie van beoordeling bij de realisatie van een betekenisvolle, relevante, waardevolle lichamelijke opvoeding (LO)*; • Om het vakgebied LO op basis van inzichten uit onderzoek en eigentijdse praktijken te adviseren over beoordelings-gerelateerde zaken; • Om dringende onderzoeksvragen en -richtingen te signaleren, op het gebied van beoordeling binnen de LO; • Om onderbouwing te leveren voor collega’s die onderzoeksfinanciering willen aanvragen op het gebied van beoordelen binnen de LO, of die in de positie zijn om met beleidsmakers samen te werken of deze te beïnvloeden. De belangrijkste doelgroepen voor dit AIESEP Standpunt zijn leraren LO, studenten LO, ALOdocenten, LO-leerplanontwerpers, LO-onderzoekers, en leidinggevenden en beleidsmakers binnen de vakwereld. Hoe werd dit AIESEP Standpunt ontwikkeld? Het AIESEP-symposium ‘Future Directions in PE Assessment’ vond plaats van 18 t/m 20 oktober 2018 in Eindhoven, georganiseerd door Fontys Sporthogeschool. Het doel was om onderzoekers met inhoudelijke expertise op het gebied van beoordelen bij LO samen te brengen, om te presenteren en discussiëren over dit onderwerp op basis van wetenschappelijke inzichten. Er namen 71 specialisten uit 20 verschillende landen deel (zie bijlage 2) via lezingen, onderzoekspresentaties, en verschillende vormen van interactieve discussiesessies. Op basis hiervan werd een eerste versie geschreven van het AIESEP Standpunt. Deze werd gestuurd naar alle deelnemers voor feedback, waarna een tweede versie werd gepresenteerd op de AIESEP International Conference 2019 in Garden City, New York. Deelnemers aan deze sessie gaven hun input zowel ter plekke als achteraf via een online bevraging. De primaire opstellers van het Standpunt staan vermeld in Bijlage 1. Het bestuur van AIESEP gaf goedkeuring aan het Standpunt op 7 mei 2020. In lijn met de hoofdthema’s van het AIESEP-symposium ‘Future Directions in PE Assessment’ is het Standpunt opgedeeld in de volgende paragrafen: Beoordelingscompetentie, Beleid & Verantwoording, Constructive Alignment, Formatieve Beoordeling, Opleiding van Leraren LO & Professionele Ontwikkeling, Digitale Technologie. Deze paragrafen worden voorafgegaan door een kort overzicht van relevant onderzoek, en er wordt afgesloten met aanbevelingen voor toekomstig onderzoek.
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Europeans live their lives at a time when certain collective expectations of how the world should function no longer seem to describe their experience of what actually happens. This bifurcation of experience and expectation is causing some severe symptoms of dislocation. Truth turns relative and his- tory seems in need of radical revision. Even time itself seems topsy-turvy, in a way that some Messianic beliefs find very much to their taste. This is the hallmark of the contemporary moment and why, this essay will argue, that in lieu of any other generalising term, we need to make the most use of ‘contemporary’ and ‘contemporaneity’ for emancipatory purposes.
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Neoliberal discourse often conceptualizes nature in relation to its market utility and economic development. This article will address the role of metaphors in shaping neoliberal discourse in business education. The aim of this article is to reveal reasoning patterns about environmental problems and economic development in students of sustainable business minor. The case study described in this article involves business students at The Hague University in The Netherlands. This case study aimed to explore a shift in student understanding of environmental problems and economic development before and after the intervention. The results suggest that critical curriculum can inform students about the alternative conceptions as well as instruct them about potential solutions to the sustainability challenges. The article culminates with the argument that without goal-oriented education for sustainability; neoliberal education may not permit transcendence from unsustainable practices. https://doi.org/10.3390/su6117496 https://www.linkedin.com/in/helenkopnina/
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By supporting creation of protected areas, conservation projects are known to bring economic prosperity to the local communities, but also incite criticism. A common theme in the critique of conservation organizations is the proximity to neoliberal agencies seeking to capitalize on environment, which disadvantage the local communities. Community participation has been proposed as a panacea for neoliberal conservation. However, conservation efficacy is not always contingent on the community involvement and reliance on ‘traditional’ practices in protected areas has not always benefitted biodiversity. Simultaneously, critique of conservation ignores evidence of indigenous activism as well as alternative forms of environmentalism which provide a broader ethical support base for conservation. This article highlights the challenges and contradictions, as well as offers hopeful directions in order to more effectively ground compassionate conservation. https://doi.org/10.1080/23251042.2015.1048765 https://www.linkedin.com/in/helenkopnina/
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This paper considers the partnership model, which is in the author’s view the best answer in the social policy creation in contemporary conditions. The author refers to changes and reforms in the development of welfare state in the world from 1980s onwards. He describes various approaches and models, paying particular attention to the welfare society model, and partnership as its central concept. Furthermore, he analyses the functioning of the partnership model based on the experience of the European Union, Great Britain and Hungary
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Stefan Bengtsson's commentary about policy hegemony discusses the alternative discourses of socialism, nationalism, and globalism. However, Stefan does not adequately demonstrate how these discourses can overcome the Dominant Western Worldview (DWW), which is imbued with anthropocentrism. It will be argued here that most policy choices promoting sustainability, and education for it, are made within a predetermined system in which the already limiting notion of environmental protection is highly contingent on human welfare. What would really contest the dominant assumptions of Vietnamese policy and, more specifically, education for sustainable development (ESD) is an alternative discourse that challenges the DWW. That alternative discourse embraces philosophical ecocentrism and practices of ecological justice between all species, and deep ecology theory - all perspectives fundamentally committed to environmental protection. https://doi.org/10.1080/00958964.2015.1048502 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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The threat of climate change and the Paris agreement to limit global temperature rise to well below 2?C and to pursue efforts to limit it to 1.5?C has stimulated research on and broad commitment to community energy. We investigate this research. We assess how nine different approaches study community energy over time, which methods they use, which countries and regions they focus on, and where they discuss and publish. We analyze the keywords used to identify the research and investigate how these differ along the approaches. We show that community energy research took off only very recently and that especially ‘developed’ countries, in particular, the United Kingdom, United States, Germany, and the Netherlands, are studied. Different networks contribute to the understanding of community energy; however, the maturity and reach of these networks vary and there is limited exchange between research networks.
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