Drawing on socio-cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern foreign languages, music and science. The influence of young people's out-of-school uses of ICT on inschool learning is discussed. The creative tension between idiosyncratic and institutional knowledge construction is emphasised and we argue that this is exacerbated by the use of ICT in the classroom.
The Covid-19 pandemic presents the profoundest public health and economic crisis of our times. The seemingly impossible has happened: borders have closed, nations have locked down, and individuals have socially isolated for the collective good. We find ourselves involved in an unprecedented social experiment. This living laboratory is ripe for sociological analysis. In this introductory article, we provide a broad sociology of Covid-19, paying attention to the production of pandemics and the creation of vulnerabilities. We acknowledge the dystopian elements of the pandemic: it will provide opportunities for ‘disaster capitalists’ to profit, it will enhance certain forms of surveillance, and it will impact some constituencies far more negatively than others (here we pay particular attention to the pandemic’s gendered consequences). Yet there are also resources for hope. We are witnessing altruistic acts the world over, as mutual aid groups form to render assistance where needed. Notions of welfare reform, progressive taxation, nationalisation and universal basic income now seem more politically palatable. Some even predict the imminent demise of neoliberalism. While this may be too hopeful, reactions to the pandemic thus far do at least demonstrate that other ways of living are within our grasp. As Arundhati Roy has said: the virus is a portal, a gateway between one world and the next.
The argument for a pedagogy which embraces visual and multimodal representation is well established in academic circles (and a plethora of literacies congregate around the ever-expanding subject English as the prime site for innovation and development. This paper will focus on one exploratory case study from the Economic and Social Research Council InterActive Education Project 1 to examine how working with multimodal texts creates tensions for English teachers as well as creative opportunities for pupils. Questions around what might be an appropriate pedagogy and metalanguage for the new literacies involved were tested against the models put forward by the New London Group. The process has shown that the development of a viable metalanguage for teaching and assessing multimodal texts is highly problematic and is in need of further empirical study. This cultural work is constrained by the current assessment requirements for English in England and needs to be considered against discussions of what definition of English and literacy we need in the 21st century.
Social capital discourse occupies an important place in disaster studies. Scholars have adopted various inflections of social capital to explain how those with greater amounts of this crucial resource are generally more resilient to disasters and experience speedier recovery. Disaster scholars have also discovered that people typically display altruistic tendencies in the wake of disasters and develop novel networks of mutual support, known as 'communitas', which is also seen to build resilience and boost recovery. In this paper, we use the work of Pierre Bourdieu to synthesise these literatures, conceptualising communitas as 'disaster social capital'. We offer a fleshedout definition of disaster social capital to distinguish it from regular social capital and discuss the barriers to, and the enablers of, its formation. While primarily a conceptual discussion, we believe that it has practical and policy value for disaster scholars and practitioners interested in inclusive disaster risk reduction as well as full and just recoveries.
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