Intercultural communication and language education, 2017

As stated at the onset, this book aims to make a contribution to the improvement of Japanese JHS English education by arguing for the need to integrate ICC-oriented content. It does so by exploring ways to facilitate its integration from pedagogical and research-related angles. In this endeavor, it is necessary to develop greater understanding of (a) forces-structural, cultural, and agentivepotentially acting as impediments to this complex endeavor, bringing attention to specific ideational and/or ideological realities said to be operating within the Japanese EFL context, (b) how these forces can be researched, and (c) how they can be dealt with by the principal actors involved in the EFL project. Furthermore, because this book explores what can be said about ideology in education (i.e., content of analysis) and how we talk about it (i.e., theory and method grounding analysis), it is thus particularly concerned with theory-grounded CDA research. In this chapter, I review important theoretical issues grounding the study of specific ideological discourses in foreign language education. Some of these issues have already received extensive scrutiny in the literature, which means that many of the ideas found in this chapter and throughout the book are not new: they are part of an ongoing discussion taking place in many fields of social research regarding CDA. My goal here is not to reiterate what others have said but to (a) locate conceptual problems complicating the study of ideology in foreign language education, (b) look at the core issues involved from a multidisciplinary perspective, and (c) provide viable theoretical and methodological alternatives. As discussed earlier, the original contribution of this book is in how it combines ideas already available in applied linguistics, anthropology, sociology, social theory, and other fields, and attempts to develop a new approach to studying ideology in educational contexts. Below, I explore a range of concepts which ground the study in this book and which surface at multiple points throughout the subsequent analysis. Theoretical themes include distinctions between ideology and hegemony, structure, culture, and agency, and reflexivity as the process mediating these three levels or strata of the social system.

This is about different ways of looking at, what center or instance is thought to be initiating thinking and wanting.

Authentic Reading Assessment: Practices and Possibilities , 1994

In this chapter we elaborate on various definitions of and perspectives on authentic reading assessment. This chapter provides a framework and vocabulary for understanding authentic assessment initiatives.

1996

The structure of this brief paper follows an emerging convention -the FAQ -Frequently Asked Questions list. FAQs have grown out of Internet newgroups where participants, tired of seeing the same questions repeated by newcomers, provide a list of canned answers to the most frequently asked questions. An FAQ also provides a covert role in defusing tiresome or unduly acrimonious debates by summarising the arguments and pre-empting outbreaks of "flame wars". This is our attempt, somewhat tongue-in-cheek, to do the same for viewpoints. The FAQ serves as our introduction to the theme of the special issue papers which follow.

Critical Distance Centre for Curators, 2021

The curatorial introduction to "Groundwork," a group exhibition featuring artists Alana Bartol, Ileana Hernandez Camacho and Ts̱ēmā Igharas. Curated by Valérie Frappier at Critical Distance Centre for Curators, Toronto, May-August 15, 2021.

The last two decades focussed on the characteristics of the human condition, in particular how these could be approached from an operational point of view. It led to a stream of contributions which in the end could profit of some ordering. This is the aim of the present text at the same time offering an accessible introduction. It has four parts. The first lists the tenets, principles, premises, fundamental points of view providing the fundament for the perspective taken. It will immediately be clear that embodiment, constructivism, operationalism, pragmatism and the like are key concepts. The second and third parts provide illustrations. The second exposes the suggestion that a perceptive cognitive reorganization resulting into a template of objectification might provide the watershedding stepping stone into the human way of negotiation the burdens of the environment, in short the human condition. The third part is methodological in kind. Mainstream concepts are shrouded in historical based meanings. Mind for instance is not a natural kind but a construct. The set goal to describe operations as sober as possible, needs undoing the relevant concepts of their historical contamination. The final part offers an overview of the contributions relevant for this subject.

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Coastal Impacts, Adaptation, and Vulnerabilities, 2012