/pdf/creative-thinking-in-teacher-education-colleges-an-3658tkecjf.pdf

Creative thinking in teacher education colleges : an investigation of the preparation of primary pre-service student teachers in Kuwait

Encounters with Christian visual artworks offer viewers opportunities to articulate religious understanding through interpreting representations of Christian scripture, beliefs and practice (Jensen, 2011; Ledbetter, 2001; McCarthy, 2010). To date, however, visual artworks are a largely unexplored resource in Australian Catholic primary school Religious Education, with research into children’s interpretation of visual art being primarily limited to aesthetic dimensions of understanding. This thesis, which arises from experience as a Catholic primary school educator, takes an interdisciplinary approach to exploring children’s interpretations of Christian artworks. It seeks to develop a more diverse knowledge of children’s understanding of Christian artworks. The study responds to two current concerns within the Australian Catholic education sector. One issue is the need to enhance students’ visual interpretation skills in response to the increasing role of images in society (Australian Curriculum, Assessment and Reporting Authority, 2013). The other concern is the need for effective strategies and resources to address falling levels of student religious literacy (Bishops of NSW and the ACT, 2007). The study investigates 13 children’s interpretations of a range of artworks depicting the biblical narrative of the Annunciation to Mary (Luke 1:26-38). The study is set in a Catholic primary school with participants ranging from six to eleven years of age. The Interpretivist framing of the study takes into account the particular religious perspective of the Catholic school setting, and the individual nature of children’s interpretations of visual artworks. The findings of the study show that children make sense of visual artworks through a range of cognitive, affective and sensory interactions. Their interpretations chiefly focus on the intelligibility of an artwork’s subject matter, where they generally endeavour to integrate pictorial elements into a cohesive narrative to explain an artwork. In addition, children often spontaneously embodied the emotions and interactions between figures depicted in artworks as part of their interpretations. The findings bring to light a fruitful correspondence between children’s characteristic aesthetic attention to an artwork’s subject matter, and the symbolism or iconography of Christian artworks. As children encounter Christian artworks they draw on traditional iconographic features such as symbolic colours, gestures, poses and settings that imbue these works with layers of meaning (Apostolos-Cappadona, 1995; Brown, 2008; McCarthy, 2011; Ratzinger, 2005). The participants’ engagement with various aspects of Christian iconography throughout their interpretations of these artworks provides valuable insight into children’s understanding of Christian scripture, beliefs and traditions. The study raises implications for the use of Christian artworks in primary school settings. These works are shown to be meaningful and developmentally appropriate resources for children, which support holistic and challenging learning. Encounters with Christian artworks offer effective interdisciplinary learning opportunities including the support of multimodal literacy, visual arts appreciation skills, and knowledge about Christian scriptures, teachings and traditions. Overall, the findings of this study provide valuable background for Catholic educators and offer several areas for further inquiry.

An angel's just appeared and Mary looks kind of worried: Children's interpretations of Christian artworks

The United States, as in other nations, is in the midst of a social-climate crisis inflamed by a staggering economic gap between the rich and the poor, a polarized and paralyzed political system, a history of criminal injustice that has led to mass incarceration of marginalized populations, a proliferation of gun violence and rampage shootings, and much more. The contentious conditions shaping social relations in the United States are also evident in the atmosphere of heated interactions surging in the world.

Can Systemic Humiliation Be Transformed into Systemic Dignity

........................................................................................................................... xii Chapter 1  Introduction: The Puzzle of Conditional Extremism .......................................................... 1 1.1  Introduction ................................................................................................................................................................... 1 1.2  Radical Right Ideology – What’s the Radical Right Vision? ....................................................................... 3 1.3  Individual‐level (Micro) factors ............................................................................................................................ 9 1.4  Environmental‐Level (Macro) Factors ............................................................................................................. 14 1.5  Modifiers of Radical Right Demand: Electoral Laws .................................................................................. 17 1.6  Conclusion and Plan for the Dissertation ....................................................................................................... 19 Chapter 2  Environmental Triggers of National Identity .................................................................... 26 2.1  Introduction ................................................................................................................................................................. 26 2.2  Brief Case Studies of the Rise of the Radical Right – Switzerland, Belgium and Austria ........... 27 2.3  Environmental Level Triggers of Individual Level Predispositions ................................................... 33 2.4  Priming Mechanism: The Role of Elite Frames ............................................................................................ 37 2.5  Implications of the Explanation – Hypotheses ............................................................................................. 40 2.6  Conclusion .................................................................................................................................................................... 47 Chapter 3  Demand Side of Radical Right Support:  Exclusionary National Identity, National Threat &  Radical Right Attitudes .................................................................................................................. 55 3.1  Introduction ................................................................................................................................................................. 55 3.2  Research Design ......................................................................................................................................................... 56 3.2.1  Data Sources ....................................................................................................................................................... 56 3.2.2  Measures – Independent Variables.......................................................................................................... 58 3.2.3  Measures – Dependent Variables ............................................................................................................. 69 3.3  Statistical Model ......................................................................................................................................................... 71 3.4  Cultural Threat Hypothesis Analyses ............................................................................................................... 71 3.4.1  Anti‐Immigrant Attitudes ............................................................................................................................. 71 3.4.2  Radical Right Ideology ................................................................................................................................... 75 3.4.3  Discussion of Cultural Threat Hypothesis ............................................................................................ 77 3.5  Economic Threat Hypothesis Analyses ........................................................................................................... 78 3.5.1  Anti‐Immigrant Attitudes ............................................................................................................................. 78 3.5.2  Radical Right Ideology ................................................................................................................................... 81 3.5.3  Discussion of Economic Threat Hypothesis ......................................................................................... 84 3.6  Economic‐Cultural Threat Interaction Hypothesis Analyses................................................................. 85 3.6.1  Anti‐Immigrant Attitudes ............................................................................................................................. 86 3.6.2  Radical Right Ideology ................................................................................................................................... 88 vii 3.6.3  Within Country Analyses .............................................................................................................................. 90 3.6.4  Discussion of Economic‐Cultural Threat Interaction Hypothesis .............................................. 94 3.7  Conclusions .................................................................................................................................................................. 95 Chapter 4  Supply Side of Radical Right Support:  Modifying Effects of Electoral Laws ......... 114 4.1  Introduction .............................................................................................................................................................. 114 4.2  Data and Measures ................................................................................................................................................. 116 4.3  The Statistical Model ............................................................................................................................................. 120 4.4  Anti‐Immigrant Attitudes ................................................................................................................................... 121 4.5  Extreme Right Ideology ....................................................................................................................................... 124 4.6  Radical Right Subelectorates ............................................................................................................................. 126 4.7  Exclusionary National Identity ......................................................................................................................... 132 4.8  Discussion .................................................................................................................................................................. 135 4.9  Conclusion ................................................................................................................................................................. 136 Chapter 5  Conclusion ................................................................................................................................. 147 5.1  Introduction – Why Conditional Extremism Matters ............................................................................. 147 5.2  Implications for Scholarship on Anti‐Immigrant Attitudes and the Radical Right ................... 149 5.3  Implications for Contemporary Politics ....................................................................................................... 152 5.4  Future Research and Unanswered Questions............................................................................................ 156 5.5  Conclusion ................................................................................................................................................................. 162 Appendix ........................................................................................................................ 164 Bibliography .................................................................................................................. 172

/pdf/conditional-extremism-when-do-exclusionary-national-hqh714fsw8.pdf

Conditional Extremism - When Do Exclusionary National Identities Spur Hostility to Immigrants & Radical Right Support?

The Black Swan and Postnatal Depression: preventitive talismans and transformative garments for ‘bad’ mothers surveys the outcomes of practise-based research in the field of visual arts into the personal experience of Postnatal Depr

The black swan and postnatal depression: preventive talismans and transformative garments for 'bad' mothers

Gender, Humiliation, and Global Security: Dignifying Relationships from Love, Sex, and Parenthood to World Affairs

Seeing as a Way of Knowing: The Relationship between Observation and Meaning

Doctoral research in any discipline is predicated on the assumption that a research paradigm exists for the discipline. In the case of design, this is not yet clearly articulated. We may not doubt that research takes place. How this aligns with conventional university research is not yet apparent. Much design research is about design, rather than in design. The outcome of doctoral studies in design should be new design. To achieve this it is necessary to articulate the role of Practice Based Research, where a practical outcome, an object, design or patent, is part of the thesis. Arguably, all research was practice based historically and this is a return to the traditional. It can be argued that design falls directly within the standard expectations of research. The OECD defines research as 'creative work undertaken on a systematic basis in order to increase the stock of knowledge' Design certainly is 'creative work'; it is also 'undertaken on a systematic basis' by individual designers, even if that system is sometimes apparently random; even intuitive methodologies depend on established systems of production. The issue becomes whether design increases 'the stock of knowledge'. New knowledge in any discipline is how it contributes to culture; new knowledge in medicine results in improved health care; new knowledge in science contributes to new technology; new knowledge in engineering contributes to better machines. All are developments which contribute to culture; as a result culture evolves in intellectual and material terms - we have enhanced quality of life. This paper argues that design produces new knowledge by a parallel contribution to culture.

New Knowledge as Cultural Production: Design as Research

National Identity and the Visual Arts

Educating for innovation: is creativity necessary?

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