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Recognition, Vulnerability and the International
Kate Schick

2 Unsettling Pedagogy: Recognition, Vulnerability and the International Kate Schick Social and political theorists are becoming increasingly interested in the philosophy of education. Axel Honneth, for example, maintains that education is the ‘twin sister’ of democratic theory but notes that over the past century

in Recognition and Global Politics
Bilge Firat

3 The accession pedagogy Enlargement from soft power to pedagogy When the Turkish foreign minister revealed his government’s desire to apply for membership of the European Economic Community on 14 April 1987 with letters hand-delivered to the Belgian foreign minister and president of the Community and to the president of European Commission, no one in his cabinet anticipated the post-1989 reterritorialisation in Europe (Keskin 2001). A little over a year earlier, in 1986, the Community had enlarged for the third time with the ac­ cessions of Spain and Portugal

in Diplomacy and lobbying during Turkey’s Europeanisation
Daniel Weinbren

6 Pedagogies promoting participation The Open University has always faced the task of balancing independent study with collaborative learning. Stephen Brookfield observed that ‘all learning exhibits some independence’ and survey evidence suggests that many students at the OU favour working by themselves.1 At the same time the trend across the university has been towards encouraging forms of social interaction. Since the 1990s the OU’s pedagogy has aimed to enable students to build their own mental structures through transformative dialogue. The intention has

in The Open University
Mark Garavan

8 Paulo Freire’s Pedagogy of the Oppressed Mark Garavan Introduction When the contemporary reader first approaches Paulo Freire’s Pedagogy of the Oppressed there may be some initial barriers to be confronted. First, precisely what kind of book is it? Is it an education textbook providing instructions for achieving adult literacy? Is it a manifesto for a ‘new person’, a quasi-religious exhortation to social and political justice? Is it a call for revolution outlining a radical new method for achieving ‘bottom-up’ social transformation? Second, in the light of so

in Mobilising classics
Abstract only
Andrew Klevan

A note on pedagogy The book has aimed to give a perspicacious account of the theory and practice of aesthetic evaluation particularly as it relates to film. It hopes to encourage the development of new generative avenues for pursuing appraisals; further the exploration of concepts and criteria; and lead to the refinement of process and procedure. Because the strength of any discipline is maintained by good pedagogy, providing some guidance pertaining to this matter is worthwhile. To help students orientate their work towards evaluation, Richard Foster offers the

in Aesthetic evaluation and film
Experiences from higher education institutions
Felix M. Bivens

5 Curricular and pedagogical impacts of community-based research: experiences from higher education institutions Felix M. Bivens Introduction Universities no longer monopolize knowledge. Once seen as society’s primary institution for preserving, creating and disseminating knowledge, higher education institutions (HEIs) now find themselves in a world in which knowledge is too commercially valuable and omnipresent to be contained within academy walls. The advent of the knowledge economy has seen the proliferation of other organizations, many profit driven, which

in Knowledge, democracy and action
How ‘dirt’ shaped surgical nurse training and hierarchies of practice, 1900–1935
Pamela Wood

suppurates, someone is to blame’. 9 Nurses recognised the shame of the presence of pus. As one nurse, Gladys Tatham, declared in an article in the British Journal of Nursing in 1914, a suppurating wound was a ‘disgrace’. 10 Pus also shaped pedagogy – a pedagogy that incorporated more than a curriculum of nursing knowledge and skills. It also embedded values, and shaped or reinforced hierarchies of practice, including a social order of surgical relations. Curriculum design and delivery Five elements need to be addressed when considering a curriculum: intention

in Germs and governance
or, The Self-Possessed Child
Steven Bruhm

The late twentieth century is fascinated by the phenomenon of the gothic child, the child who manifests evil, violence, and sexual aggression. On the face of it, this evil is “caused” by either medical or social factors: medicinal drugs, radiation, or the corrupting influences,of political others. However, this essay argues that the gothic child actually arises from conflicting forces of child-philosophies, the intersection of Romantic childhood innocence with Freudian depth models. These models tacitly point to a child that “is” rather than “is,made”, a child that belies contemporary parental attempts to make it be otherwise. Moreover, the idea that the child is somehow immune to parental influence – that it is self-possessed rather than possessed by another – extends to the current notion of,the “inner child”, that “self” who is the seat of identity and coherence. Because of this, the gothic as often fantasizes the killing of the “child within” as it revels in killing the child without.

Gothic Studies
Dominique Marshall

of information about development in Canadian schools during that period offer the historian a significant opportunity to study practical and ideological traditions of visual communications for pedagogical purposes among humanitarian agencies. The focus of historical inquiries of visual media is often on the content produced and the intended audience, with limited examination of those responsible for the logistics and pedagogical dimensions of the distribution of the materials. This article discusses the following aspects of the practices of CIDA: the purpose of

Journal of Humanitarian Affairs
Representations of Lower-Class Voices in Ann Radcliffe’s Novels
Reema Barlaskar

This paper investigates lower-class voices within the context of anti-Gothic criticism, using Ann Radcliffe’s novels and early Gothic critic Joseph Addison’s essays to highlight the ways in which Radcliffe reassigns value to the Gothic aesthetic. It further emphasizes Radcliffe’s reconfiguration of domestic roles as she positions patriarchal figures as anti-Gothic critics, the heroine as reader of gothic narratives, and lowerclass voices and tales as gothic texts. The Mysteries of Udolpho and Romance of the Forest subvert critical discourse and its motif of servants’ contagious irrationality. In Radcliffe’s novels, ‘vulgar’ narratives as superstitious discourse do not spread fear to susceptible heroines, embodiments of bourgeois virtue, but demonstrate the ways in which fear is a construct of patriarchal discourse. Servants and country people, in turn, construct a pedagogy for reading gothic texts that permit heroines to deconstruct metaphors of ghostly haunting embedded in their tales and resist patriarchal hegemony and interpretative authority over gothic texts.

Gothic Studies