The Symbolic Construction of Community
01 Jan 2010-pp 125-130
About: The article was published on 2010-01-01. It has received 944 citations till now. The article focuses on the topics: Symbolic communication & The Symbolic.
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Book•
29 Jan 2015
TL;DR: This book presents an overview of the challenges faced by ethnographers who wish to understand activities that involve the internet, and explores both methodological principles and practical strategies for coming to terms with the definition of field sites, the connections between online and offline and the changing nature of embodied experience.
Abstract: The internet has become embedded into our daily lives, no longer an esoteric phenomenon, but instead an unremarkable way of carrying out our interactions with one another. Online and offline are interwoven in everyday experience. Using the internet has become accepted as a way of being present in the world, rather than a means of accessing some discrete virtual domain. Ethnographers of these contemporary Internet-infused societies consequently find themselves facing serious methodological dilemmas: where should they go, what should they do there and how can they acquire robust knowledge about what people do in, through and with the internet?This book presents an overview of the challenges faced by ethnographers who wish to understand activities that involve the internet. Suitable for both new and experienced ethnographers, it explores both methodological principles and practical strategies for coming to terms with the definition of field sites, the connections between online and offline and the changing nature of embodied experience. Examples are drawn from a wide range of settings, including ethnographies of scientific institutions, television, social media and locally based gift-giving networks. - See more at: http://www.bloomsbury.com/uk/ethnography-for-the-internet-9780857855701/#sthash.6wmdZKzF.dpuf
440 citations
01 Jan 2013
TL;DR: This book discusses the role of Mediating Artifacts in learning design, and the needs of pedagogical planners, in the context of the changing digital landscape of education.
Abstract: Table of Contents Preface - origins of and rationale for the book Setting the scene Ch 1Introduction a. Overview b. The context of modern education c. The nature of educational technology d. Today's learners e. The need for a new learning design methodology f. Audience and structure of the book g. The process of writing the book Ch 2 Design languages. a. Introduction b. The challenges of designing for learning c. Design languages d. Design notation in music, architecture and chemistry i. Musical notation ii. Architectural notation iii. Chemical notation e. Learning design i. Defining learning design ii. The origins of learning design iii. A spectrum of learning design languages f. Origins of the Open Learning Design methodology i. The OU Learning Design Initiative ii. Design-Based Research iii. The OULDI learning design methodology g. Conclusion Ch 3: Related research fields a. Introduction b. Instructional Design c. Learning Sciences d. Learning objects and Open Educational Practices e. Pedagogical Patterns f. Professional networks and support centres g. Conclusion Ch 4: Open, social and participatory media a. Introduction b. The changing digital landscape of education c. A review of new technologies i. The characteristics of new technologies ii. The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d. A review of Web 2.0 tools and practice e. Conclusion Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introduction b. Definitions c. Researchers' home disciplines d. The nature of theory e. Theoretical perspectives i. Cultural Historical Activity Theory (CHAT) ii. Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a. Methodological approaches i. Content analysis ii. Ethnography iii. Case studies iv. Action research v. Evaluation vi. Choosing an appropriate methodology b. Influences, beliefs and theoretical perspectives c. Conclusion Ch 6 The role of Mediating Artifacts in learning design a. Introduction b. The origins of the concept of Mediating Artifacts c. Capturing and representing practice d. Examples of Mediating Artifacts e. Understanding learning activities through Mediating Artifacts f. Meta-Mediating Artifacts g. An illustrative example of the application of this approach i. Teacher A: The design phase ii. Learner A: Use Scenario 1 - beginner's route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h. Conclusion Ch 7 Affordances a. Introduction b. Definitions of the term c. ICT affordances i. Collaboration ii. Reflection iii. Interaction iv. Dialogue v. Creativity vi. Organization vii. Inquiry viii. Authenticity ix. Negative affordances - constraints a. Conclusion Design representations and tools Ch 8 Design representations a. Introduction b. Types of representation c. Examples of different types of representations i. Textual ii. Content map iii. The course map view iv. The pedagogy profile v. The task swimlane representation vi. Learning outcomes map vii. The course dimensions view viii. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners' approaches to design c. Repurposing an Open Educational Resource d. The development of Compendium LD e. Evaluation of the use of Compendium LD f. Use by practitioners g. Use by students h. Other visualization tools i. Conclusion Ch 10 Pedagogical planners a. Introduction b. The need for pedagogical planners c. Examples of pedagogical planners i. The DialogPlus toolkit ii. Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d. Conclusion Openness Ch 11 The nature of openness a. Introduction b. Facets of openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research c. Principles d. Defining openness e. Characteristics of openness f. The OU's Supported Open Learning (SOL) model g. Applying openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research h. Conclusion Ch 12 Open Educational Resources a. Introduction b. The Open Educational Resource movement c. A review of OER initiatives d. Case study 1: Openlearn e. Case study 2: Wikiwijs f. Case study 3: LeMill g. Case study 4: Podcampus h. Conclusion i. Appendix: The broader OER landscape Ch 13 Case study: Realising the vision of Open Educational Resources a. Introduction b. The Olnet initiative c. The OPAL initiative i. Strategies and policies ii. Quality assurance models iii. Collaborative and partnership modles iv. Tools and tool practices v. Innovations vi. Skills development and support vii. Business models and sustainability strategies viii. Barriers and enablers d. Enhancing the quality and innovation of OER e. Conclusion Social and participatory media Ch 14: Online communities and interactions a. Introduction b. The co-evolution of tools and practice c. Modes of interaction d. The changing nature of online communities e. The pedagogies of e-learning f. Sfard's metaphors of learning g. Frameworks for supporting online communities h. The Community Indicators Framework i. Conclusion Ch 15 Case study: Cloudworks a. Introduction b. Cloudworks c. Theoretical underpinnings d. Evaluation of the OU Learning and Teaching Cloudscape e. Using Cloudworks to support learning Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book
426 citations
TL;DR: Different users of public spaces attain a sense of well- being for different reasons: the paper calls for policy approaches in which the social and therapeutic properties of a range of everyday spaces are more widely recognised and nurtured.
418 citations
Cites background from "The Symbolic Construction of Commun..."
...These have the potential to change the landscape quite radically in some parts of Newham and we were interested to know what the implications might be for existing ‘public spaces’ that people might value and wish to retain....
[...]
...…critique of the notion of ‘community’ for example is that it can be based on exclusion, invoked to establish distance from others (Lockwood, 1966; Cohen, 1985), whilst network closure is considered necessary for the trust and reciprocity (Coleman, 1990) which form the basis of social capital…...
[...]
TL;DR: This article revisited the notion of community within the field of heritage, examining the varied ways in which tensions between different groups and their aspirations arise and are mediated, and pointed out the conceptual disjunction that exists between a range of popular, political and academic attempts to define and negotiate memory, place, identity and cultural expression.
Abstract: This paper revisits the notion of ‘community’ within the field of heritage, examining the varied ways in which tensions between different groups and their aspirations arise and are mediated. Our focus is a close examination of the conceptual disjunction that exists between a range of popular, political and academic attempts to define and negotiate memory, place, identity and cultural expression. To do so, the paper places emphasis on those expressions of community that have been taken up within dominant political and academic practice. Such expressions, we argue, are embedded with restrictive assumptions concerned with nostalgia, consensus and homogeneity, all of which help to facilitate the extent to which systemic issues tied up with social justice, recognition and subordinate status are ignored or go unidentified. This, inevitably, has serious and far‐reaching consequences for community groups seeking to assert alternative understandings of heritage. Indeed, the net result has seen the virtual disappea...
365 citations
Cites background from "The Symbolic Construction of Commun..."
...(Cohen 1985, p. 98) In all these cases, whether such processes are taking place on a small or large scale, imaginatively or face-to-face, we wish to retain the sociality of the process....
[...]
TL;DR: In this paper, the authors used meta-analysis of individual and social level factors that influence school belonging. And the average association between each of these factors and school belonging was meta-analytically examined across 51 studies (N = 67,378).
Abstract: Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.
364 citations
Cites background from "The Symbolic Construction of Commun..."
...…can be applied to the concept of belonging, including Maslow’s hierarchy of needs (Maslow 1968), parental involvement (Epstein 1992), attachment theory (Bowlby 1973; Cohen 1985), social capital (Putnam 2000), self-presentation (Fiske 2004) and socio-ecological themes (Bronfenbrenner 1994)....
[...]
References
More filters
Book•
29 Jan 2015
TL;DR: This book presents an overview of the challenges faced by ethnographers who wish to understand activities that involve the internet, and explores both methodological principles and practical strategies for coming to terms with the definition of field sites, the connections between online and offline and the changing nature of embodied experience.
Abstract: The internet has become embedded into our daily lives, no longer an esoteric phenomenon, but instead an unremarkable way of carrying out our interactions with one another. Online and offline are interwoven in everyday experience. Using the internet has become accepted as a way of being present in the world, rather than a means of accessing some discrete virtual domain. Ethnographers of these contemporary Internet-infused societies consequently find themselves facing serious methodological dilemmas: where should they go, what should they do there and how can they acquire robust knowledge about what people do in, through and with the internet?This book presents an overview of the challenges faced by ethnographers who wish to understand activities that involve the internet. Suitable for both new and experienced ethnographers, it explores both methodological principles and practical strategies for coming to terms with the definition of field sites, the connections between online and offline and the changing nature of embodied experience. Examples are drawn from a wide range of settings, including ethnographies of scientific institutions, television, social media and locally based gift-giving networks. - See more at: http://www.bloomsbury.com/uk/ethnography-for-the-internet-9780857855701/#sthash.6wmdZKzF.dpuf
440 citations
01 Jan 2013
TL;DR: This book discusses the role of Mediating Artifacts in learning design, and the needs of pedagogical planners, in the context of the changing digital landscape of education.
Abstract: Table of Contents Preface - origins of and rationale for the book Setting the scene Ch 1Introduction a. Overview b. The context of modern education c. The nature of educational technology d. Today's learners e. The need for a new learning design methodology f. Audience and structure of the book g. The process of writing the book Ch 2 Design languages. a. Introduction b. The challenges of designing for learning c. Design languages d. Design notation in music, architecture and chemistry i. Musical notation ii. Architectural notation iii. Chemical notation e. Learning design i. Defining learning design ii. The origins of learning design iii. A spectrum of learning design languages f. Origins of the Open Learning Design methodology i. The OU Learning Design Initiative ii. Design-Based Research iii. The OULDI learning design methodology g. Conclusion Ch 3: Related research fields a. Introduction b. Instructional Design c. Learning Sciences d. Learning objects and Open Educational Practices e. Pedagogical Patterns f. Professional networks and support centres g. Conclusion Ch 4: Open, social and participatory media a. Introduction b. The changing digital landscape of education c. A review of new technologies i. The characteristics of new technologies ii. The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d. A review of Web 2.0 tools and practice e. Conclusion Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introduction b. Definitions c. Researchers' home disciplines d. The nature of theory e. Theoretical perspectives i. Cultural Historical Activity Theory (CHAT) ii. Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a. Methodological approaches i. Content analysis ii. Ethnography iii. Case studies iv. Action research v. Evaluation vi. Choosing an appropriate methodology b. Influences, beliefs and theoretical perspectives c. Conclusion Ch 6 The role of Mediating Artifacts in learning design a. Introduction b. The origins of the concept of Mediating Artifacts c. Capturing and representing practice d. Examples of Mediating Artifacts e. Understanding learning activities through Mediating Artifacts f. Meta-Mediating Artifacts g. An illustrative example of the application of this approach i. Teacher A: The design phase ii. Learner A: Use Scenario 1 - beginner's route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h. Conclusion Ch 7 Affordances a. Introduction b. Definitions of the term c. ICT affordances i. Collaboration ii. Reflection iii. Interaction iv. Dialogue v. Creativity vi. Organization vii. Inquiry viii. Authenticity ix. Negative affordances - constraints a. Conclusion Design representations and tools Ch 8 Design representations a. Introduction b. Types of representation c. Examples of different types of representations i. Textual ii. Content map iii. The course map view iv. The pedagogy profile v. The task swimlane representation vi. Learning outcomes map vii. The course dimensions view viii. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners' approaches to design c. Repurposing an Open Educational Resource d. The development of Compendium LD e. Evaluation of the use of Compendium LD f. Use by practitioners g. Use by students h. Other visualization tools i. Conclusion Ch 10 Pedagogical planners a. Introduction b. The need for pedagogical planners c. Examples of pedagogical planners i. The DialogPlus toolkit ii. Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d. Conclusion Openness Ch 11 The nature of openness a. Introduction b. Facets of openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research c. Principles d. Defining openness e. Characteristics of openness f. The OU's Supported Open Learning (SOL) model g. Applying openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research h. Conclusion Ch 12 Open Educational Resources a. Introduction b. The Open Educational Resource movement c. A review of OER initiatives d. Case study 1: Openlearn e. Case study 2: Wikiwijs f. Case study 3: LeMill g. Case study 4: Podcampus h. Conclusion i. Appendix: The broader OER landscape Ch 13 Case study: Realising the vision of Open Educational Resources a. Introduction b. The Olnet initiative c. The OPAL initiative i. Strategies and policies ii. Quality assurance models iii. Collaborative and partnership modles iv. Tools and tool practices v. Innovations vi. Skills development and support vii. Business models and sustainability strategies viii. Barriers and enablers d. Enhancing the quality and innovation of OER e. Conclusion Social and participatory media Ch 14: Online communities and interactions a. Introduction b. The co-evolution of tools and practice c. Modes of interaction d. The changing nature of online communities e. The pedagogies of e-learning f. Sfard's metaphors of learning g. Frameworks for supporting online communities h. The Community Indicators Framework i. Conclusion Ch 15 Case study: Cloudworks a. Introduction b. Cloudworks c. Theoretical underpinnings d. Evaluation of the OU Learning and Teaching Cloudscape e. Using Cloudworks to support learning Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book
426 citations
TL;DR: Different users of public spaces attain a sense of well- being for different reasons: the paper calls for policy approaches in which the social and therapeutic properties of a range of everyday spaces are more widely recognised and nurtured.
418 citations
TL;DR: This article revisited the notion of community within the field of heritage, examining the varied ways in which tensions between different groups and their aspirations arise and are mediated, and pointed out the conceptual disjunction that exists between a range of popular, political and academic attempts to define and negotiate memory, place, identity and cultural expression.
Abstract: This paper revisits the notion of ‘community’ within the field of heritage, examining the varied ways in which tensions between different groups and their aspirations arise and are mediated. Our focus is a close examination of the conceptual disjunction that exists between a range of popular, political and academic attempts to define and negotiate memory, place, identity and cultural expression. To do so, the paper places emphasis on those expressions of community that have been taken up within dominant political and academic practice. Such expressions, we argue, are embedded with restrictive assumptions concerned with nostalgia, consensus and homogeneity, all of which help to facilitate the extent to which systemic issues tied up with social justice, recognition and subordinate status are ignored or go unidentified. This, inevitably, has serious and far‐reaching consequences for community groups seeking to assert alternative understandings of heritage. Indeed, the net result has seen the virtual disappea...
365 citations
TL;DR: In this paper, the authors used meta-analysis of individual and social level factors that influence school belonging. And the average association between each of these factors and school belonging was meta-analytically examined across 51 studies (N = 67,378).
Abstract: Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.
364 citations