Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
2017, S. Storchi, M. Spunta, M. Morelli (eds), Women and the Public Sphere in Modern and Contemporary Italy. Essays for Sharon Wood (Leicester: Troubador)
2024 •
This year's SFSIA program, "Art, Apparatus and Neural-Digital Entanglement in Cognitive Capitalism," will map the history of artistic forms of resistance beginning with photography, through cinema, video, and other digital technics, in order to find clues on how to combat the threats that may result from new neural and brain-based technologies at our doorstep. We will throw a wide net around notions of the mind, brain and consciousness of our time, in order to capture the contemporary discourse and consider potential new forms of practical insurgency. In "What Is an Apparatus?" and Other Essays (2006), Giorgio Agamben defines an apparatus as a kind of network established between "a heterogeneous set that includes virtually anything, linguistic and nonlinguistic, under the same heading: discourses, institutions, buildings, laws, police measures, philosophical propositions and so on." Additionally, he describes the apparatus
Techne Logos, Care and the (Neg)Anthropocene: The second annual conference of the European Culture and Technology Laboratory. Noel Fitzpatrick Connell Vaughan (Eds.) Dublin: EUT Academic Press.
Lynch, K 2024 Chapter 1 Capitalocentrism in Education, Time for Epistemic Disobedience2024 •
Education needs a radical we-think, a way of educating people to think and act carefully and relationally with the world, be it with other humans, other species and/or the environment. A new educational praxis, based on a more plural, and a more carecentric understanding of the ontology of the human condition is required. The recent focus of leading educationalists on the reimagining of what democracy for education can and should involve is welcome, especially in the context of a world of many wars, growing economic inequalities, rising forms of authoritarian politics, and experiencing the adverse impact of climate change. However, when democratic education takes places in a context where one is ranked, graded and hierarchically ordered on a daily basis in school and college, the habitual learning of competing and winning contradicts the formal principles of solidarity and equality that are foundation stones of democracy. The praxis of education teaches little about how to live out solidarity principles, and how to be habitually (in the Bourdieusian sense) caring and attentive to the needs of others, especially vulnerable others, vulnerable species and the earth itself. Because students are evaluated throughout education in the zero-sum game of winning or losing, the habitus of intense individualised competitiveness frames their dispositions. The success of education is measured by the credentialised human capitals each individual has acquired. If the utilitarian and egocentric ways of approaching education are to change, then the hierarchical and competitive capitalocentrism at the heart of educational practice needs to be challenged. This requires acts of epistemic disobedience from conventional ways of thinking about what it means to be educated, and how assessment operates. It also involves a profound challenge to the human capital-dominated model of education that is ubiquitously endorsed by most nation states and powerful multilateral bodies including the OECD [Organisation for Economic Co-operation and Development] and the European Commission.
This paper is concerned with pragmatic techniques of curbing examination malpractices in Nigerian schools. Annually, the West African Examination Council (WAEC) withholds and cancels thousands of students' results as a result of examination malpractices. The concept and forms of examination malpractices are discussed in this paper. CAUSES OF EXAMINATION MALPRACTICES These are traced to students, teachers, parents and examination officers. Low intellectual ability, poor attitude to learning, peer pressure, crave for dishonest gains, parental pressure and laxity on external supervisor's part are some specific causes. The resultant effects include loss of credibility of certificates and blacklisting of schools. Recommendations are made on pragmatic ways of curbing the menace. These include Personal determination, Values education training, orientation for parents, use of computer-based tests and biometric verification.
2010 •
2020 •
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
Vol 18, No 2 (2019)
The Impact of Social Media Marketing on Consumer Buying Behaviour: Theoretical Aspect2019 •
2011 •
Atmospheric Environment
Biomonitoring of 210Po and 210Pb using lichens and mosses around a uraniferous coal-fired power plant in western Turkey2003 •