Topic outline
Visual discussion material I: Girl on fence
Description of the content and form of the visual discussion-material:
This visual discussion material consists of one single image of a young girl walking on a high fence. The proposed activity concerns shifting the adult eye and ear from moral assessment to other possible interpretations of young girls’ explorations. The image is available below. Study the image and discuss departing from the following questions:
- What is happening here?
- What is this girl exploring; what is she interested in?
- How could this exploration and this interest be further enhanced in a project?
- Does this image of a girl differ in relation to common conceptions of young girls and in that case how?
- Are there images of young girls, situations and events in your local contexts and in your case studies where you would need to reconsider your interpretations and assessments?
Purpose:
The purpose of engaging with this visual discussion material is to question our images of young girls and open up to other possible interpretations.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o question taken for granted images of young girls,
o incorporate many different understandings and images of children in their educational practice and in their case studies.
Reference-literature:
Günter Hanssen, A. (2020) A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities, Cultural Studies of Science Education, 15, 885–910 https://doi.org/10.1007/s11422-020-09980-w
Günther-Hanssen, A., Danielsson, A.T. & Andersson, K. (2020) How does gendering matter in preschool science – Emergent science, ‘neutral environments’ and gendering processes in preschool, Gender and Education, 32(5,) 608-625, DOI: 10.1080/09540253.2019.1632809
Visual discussion material II: Wargames
Description of the content and form of the visual discussion-material:
This visual discussion material consists of a images of young boys’ “wargames”. The proposed activity concerns shifting the adult eye and ear from moral assessment to other possible interpretations of young boy’s explorations. The images are available in Ebba Theorell's dissertation available below. Discuss the images departing from the following discussion-points:
- What is happening here?
- What are the boys exploring; what are they interested in?
- How could this exploration and this interest be further enhanced in a project?
- Does these images of the boys differ in relation to common conceptions of young boys and in that case how?
- Are there images of young boys, situations and events in your local contexts and in your case studies where you would need to reconsider your interpretations and assessments?
Purpose:
The purpose of engaging with this visual discussion material is to question our images of young boys and open up to other possible interpretations.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o question taken for granted images of young boys,
o incorporate many different understandings and images of children in their educational practice and in their case studies.
Reference-literature:
Theorell, E. (2021) Force, form, transformations: kinesthetic musicality and body-worlding in boys' war play. Dissertation. Stockholm: Stockholm University.
Visual discussion material III Portraits of education, educators, and children/youth
Description of the content and form of the visual discussion-material:
This visual discussion material consists of different portraits of the role of education, educators and children/youth in the following feature films:
Être et avoir
Amarcord
Hunt for the Wilderpeople
Half Nelson
Le Ciel attendra
Entre les murs
The Kindergarten Teacher
Captain Fantastic
Leave no Trace
Printemps, Été, Automne, Hiver et Printemps
Watch one or several of these films and discuss departing from the following questions:
- How is education and the educator portraited in the film?
- How is the child/youth portraited in the film?
- How would you like to portrait the role of education, the educator and the child/youth and why?
Purpose:
The purpose of this visual discussion material is to give participants opportunities to discuss and take stance concerning the role of education, educators and children/youth in education.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o analyse and describe portraits of education, educators, and children in visual media,
o take a stance and argument for one’s own portrait of the role of education, the educator and children/youth in education.
Reference-literature:
Lilja, Peter & Dahlbeck, Johan (2019). In the Absence of Adults: Generations and Formation in ‘Hunt for the Wilderpeople’. Journal of Philosophy of Education, 53(2), pp. 407-424.Visual discussion material IV In My Language
Description of the content and form of the visual discussion-material:
This visual discussion material concerns how to actively work with social inclusion through linguistic and extra-linguistic means of expression and communication in educational practices and project-work. The material consists of a video called In My Language made by Amanda Baggs, who, herself being attributed the diagnosis of autism, questions and widens our conceptions of language. Watch the video by clicking on the link below. Discuss the video departing from the following questions:
- What conventional understandings of language does this film help us see and what other means of expression and communication do they exclude?
- How could education be organized in order to incorporate more extra-linguistic resources?
- How can you work in your local context, in your projects and in your case study in order to incorporate extra-linguistic means of expression and communication?
Purpose:
The purpose of this seminar is to question and widen the predominant focus on linguistic means of expressions and communication in education. The purpose is also to prepare for the use of extra-linguistic means of expressions and communications in the case studies.Learning outcomes:
After attending this seminar participants can:
o question taken for granted conceptions of language, expression, and communication in education,
o incorporate extra-linguistic means of expression and communication in their local educational contexts and case studies.
Reference-literature:
Manning, E. (2008) Creative propositions for a thought in motion, INFLeXions 1(1). Accessible at: https://www.inflexions.org/n1_manninghtml.htmlVisual discussion material V Inclusive and equal room(s) for all
Description of the content and form of the visual discussion-material:
This visual discussion material consists of a film made by the art/performance group Kollaborativet of a room and materials that are part of an interactive performance together with children with varying abilities called “Spiralens mitt” / The Centre of the Spiral. In the film adults are exploring the room through extra-verbal explorations and communications. Watch the film by clicking on the link in the word-document below and discuss the visual material departing from the following discussion-points:
- How is the room and the material designed and what consequences for social inclusion/exclusion in education can you see that the design produces?
- How are you going to design the place, the material and the environment in your local contexts and case studies so that they may support social inclusion in education?
Purpose:
The purpose of this visual discussion material is to give an opportunity for participants to question and discuss the role that the place, the material and the environment plays in inclusive education.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o question and analyse different places, materials, and environments in terms of their production of social inclusion/exclusion in education,
o incorporate work with places, materials, and environments to promotesocial inclusion in their local educational contexts and case studies.
Reference-literature:
Kollaborativet (2021) Description of the interactive performance “The Centre of the Spiral”.
Visual discussion material VI Gender and Postcolonialism - Rethinking the commons' construction from the perspective of interdependence and dialogue of knowledges
Description of the content and form of the visual discussion material:
This visual training material specifically addresses the need to develop 'commoning practices' from a feminist and decolonial perspective. Thinking from the commons must ensure that all voices are present, subject to critical analysis and performed within equal conditions of recognition and management of power. Over the last decades feminism has contributed to making visible the importance of care and the importance of thinking care not as a women's issue, but as a societal one (Vega et al. 2018, 18). We propose to focus the commons' construction from the perspective of interdependence and care, considering the dynamics of mobility and co-participatory and inclusive educational practices. As Silvia Federici has highlighted from a feminist perspective: there is no commons without community and no community without caring relations. It is necessary to cross the borders that separate communities and overcome the social segregation of the excluded and the urban cartography that differentiate between “wild” and “civilized” areas (De Sousa, 2009, 45). The construction of collective discourse entails that no story is left out of value, that we recognize ourselves in discursive interrelation, affirming knowledge as inter-knowledge and therefore, betting on an ecology of knowledge (De Sousa, 2006). The visual discussion material here presented illustrates the above presented perspectives. Engage with the material following these steps:
1) Warming up/Activating prior knowledge
Watch Silvia Federici. Feminism:
2) Introductory activity
Feminist groups and collectives: Mujerescreando. Video + discussion
3) Main activity (30’)
How to construct narratives; Iriowenasi; short video and collective reflection about how to participate to make visible the hidden stories and why this fosters the social justice.
4) Discussion forum
Use the discussion forum to share reflections related to the videos and contents presented on the previous activities.
Purpose:
The purpose of engaging with this visual discussion material is to promote a feminist approach on the commons ‘construction, where focus is on interdependence and care as core aspects of the commoning practices. The purpose is also to invite to an inclusive and decolonial discourse with the objective of creating wider and fairer communities.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o identify inequalities connected with the hegemonic patterns and address them from a feminist approach,
o identify and describe the notion of interdependence and its relation to care,
o include feminism in the development of commoning practices,
o construct a collective discourse based on the recognition of the cultural diversity, making that visible as a fundamental part of social justice and of the commons itself.
Reference-literature:
Aroca, S. (1999) ‘Voices Inside Schools - La Verdena-Saint Martí”: A School Where People Dare to Dream,’ Harvard Educational Review, 69 (3): 320-336.
Bruner, J. (2003). La Fábrica de Historias: Derecho, literatura, vida. Buenos Aires: Fondo de CulturaEconómica.
De Sousa, B. (2009). Más allá del pensamientoabismal: de las líneasglobales a una ecología de saberes. En: Pluralismoepistemológico, 31-84. La Paz: CLACSO-Muela del Diablo Editores-Comunas-CIDES.
De Sousa, B. (2006). Renovar la teoríacrítica y reinventar la emancipación social. Buenos Aires: CLACSO.
Ghiso, A. (1993). Cuandoelsaberrompeelsilencio. Diálogo de saberesen los procesos de educación popular. La Piragua, 7, 32-36.
Haraway, D. (1995). Ciencia, ciborgs y mujeres: la reinvención de la naturaleza. Valencia: EdicionesCátedra.
Moll, L. C. (1997). Vygotsky, la educación y la culturaenacción. En A. Álvarez (Ed.), Hacia un currículum cultural. La vigencia de Vygotskien la educación, 39-53. Madrid: Fundación Infancia y Aprendizaje.
Federici S, Calibán y la Bruja, Mujeres, cuerpo y acumulaciónoriginaria (Traficantes de Sueños, Madrid, 2010).
Reencantarelmundo, El feminismo y la política de los comunes (Traficantes de Sueños, Madrid, 2020).
Pérez Orozco A, Subversiónfeminista de la economía. Sobreelconflicto capital-vida (Traficantes de sueños, Madrid, 2014)
Adriana Guzman. El patriarcado
Iriowenasi https://vimeo.com/246754333Visual discussion material VII Telling stories through the camera: Audio-visual participatory methodology
Description of the content and form of the visual discussion material:
This visual discussion material focuses audio-visual participatory methodology, and specifically, audio-visual narrative productions, as mechanisms for introspection and possible empowerment and tools for collective action. Engage with the material following these steps:
1) Warming up (20’)
Mini video forum session: Solo (9’)/Roots (9')
2) Activating prior knowledge (20’)
Conversation questions to explore:
- role of the images and the sound,
- audio-visual language narratives,
- community focus and connection with public.
3) Main activity (30’)
Ask participants to look in their photos and social media files and select the most relevant photos and videos that could represent who they are, their essences, roots and perspective. Work in small groups (3-4) to share material and find a connecting thread to create a small collective piece (3-5 minutes).
4) Analysis and reflections (30’)
Projection Videos ActiFem Project (not available yet)
Reflections about memory, the selection of relevant moments, places and people, the exercise of priority and exclusion. The difference between social media auto representations and audio-visual ones.
Talk about their own experience on preview exercise, selecting their own photos and videos.
5) Self-evaluation and closing (20’)
Suitcase evaluation: Show these three items to participants: suitcase, dustbin and an office shelf. The suitcase symbolizes “I take this content, good experience, feeling etc. with me, because it was important to me”. The dustbin symbolizes “I don’t need this; negative content, experience etc.”. The office shelf symbolizes “I don’t need that content right now, it was a neutral experience, I cannot integrate this content, feeling and experience for myself now, but it might get helpful/ meaningful later”
Participants will have some time to write key-words on cards and place the cards next to the items that symbolizes their attitude towards this key-word.
6) Extra optional activity
Elaborate in groups (the ones used for the main activity) a short audio-visual piece (3-5 minutes) with your selection of photos and videos and consider a narrative connecting thread.
Purpose:
The purpose of engaging with this visual discussion material is to introduce participants in the discovery of the narratives possibilities of audio-visual to explain stories and connect emotionally to people. The activities also focus the educational commons perspective of this methodology especially in relation to the collective construction of knowledge and the inversion of roles.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o observe and analyse reality through the lens of the camera,
o see the potential of the audio-visual to develop collective creations,
o identify characteristics of educational commons in audio-visual participatory methodology.
Reference-literature:
Pritzker, S., Lachapelle, A. & Tatum, J. (2012). “We need their help”: Encouraging and discouraging adolescent civic engagement through Photovoice. Children and Youth Services Review, 34(11), 2247-2254.
Wang, C., Morrel-Samuels, S., Hutchison, P. M., Bell, L., &Pestrong, R. M. (2011). Photovoice: Community building among youths, adults, and policymakers. American Journal of Public Health, 94, 911-913.
Visual discussion material VIII Media discourses and social representations
Description of the content and form of the visual discussion material:
Globalization implies an interconnected world. People have the challenge of ethnocentrism to incorporate the 'Other' as a valid interlocutor and media discourse has a powerful role in the way we perceive us and construct the imaginary about who is “the other” and the position “other” people have in society. For that reason, the seminar focuses the role of mass media in the construction of social representations and imaginaries of minorities, the transmission of stereotypes and prejudices and the influence in the construction of public opinion. Engage with the material following these steps:
1) Warming up (10’)
Watch No hate speech Video
2) Activating prior knowledge (15’)
Ask participants to look in their social media profiles, find examples of hate speech and debate about them and what they think are the roots of hate speech, guide students to reflect about media representation of minorities.
3) Main activity (25’)
Present participants newspaper portraits and headlines and ask them to identify stereotypes about different collectives: women, immigrants, young people, etc. Ask them to make a collage and rewrite the headlines and debate about the impact of this news on public opinion’s construction.
4) Analysis and reflection (20’)
Reflect on how media has historically has the power to create collective imaginaries:
Example 1: 1950’s and the American dream
Example 2: Spanish representation of non-accompanied children (“menas”)
5) Self-evaluation and closing (20’)
Five finger feedback activity: Ask participants to draw the outline of their hand on a sheet of paper and let them fill it out according to the description below or draw one big hand on a big sheet and let all participants fill out one outline.
Thumb: What I liked best…
Index finger: This is what I want to point out …
Middle finger: I did not like this …
Ring finger: that was my piece of jewellery/ that’s what I take with me…
Pinkie finger: that missed out a bit …
Purpose:
The purpose of engaging with this visual discussion material is to promote critical thinking about how media discourses could contribute to building social representations and imaginaries, reinforcing stereotypes, prejudices, and behaviours of discrimination. Further, the purpose is to provide strategies to offer resistances to hegemonic media messages.
Learning outcomes:
After having engaged with this visual discussion material participants can:
o elaborate a critical position about media role in the construction of social representations and imaginaries,
o identify stereotypes in media discourse and have a clear understanding of their influences in public opinion,
o deconstruct imaginaries and offer alternative narratives.
Reference-literature:
Pineda, A., García-Jiménez, L., & Rodrigo-Alsina, M. (2017). ‘No, there is no room for you’: Audience reception and televised interculturality in Spain, International Journal of Iberian Studies, 30(2), 93-112.
Rodrigo-Alsina, M., & Medina-Bravo, P. (2016). A reflection on identities, culture models and power. Journal of Intercultural Communication, 40. http://www.immi.se/intercultural/