Podcasts As a Medium to Foster the Historical Imagination of Students During the Covid-19 Pandemic

Online learning caused polemics in education, so teachers began showing action in creative pedagogy through the learning media, such as podcasts. This study aims to de-scribe podcast media that can be used to grow students' historical imagination in learning History and Social Sciences. Historical imagination is the cognitive ability to add or fill an insufficient space of historical facts. This research uses qualitative methods with a phenome-nological approach. The subject of this study was an eleventh-grade student of the social studies program at SMA Negeri 1 Tuntang and a teacher—data collection through online interviews via a Google form. The results showed that podcast media is a form of creative learning in history and social studies. Podcasts as a medium to grow students' historical imagination through the material "Stories from the Past” and "Come on Listen” content. The results showed that 74.6% of students responded positively about implementing podcast media. Despite having a high presentation in positive responses, 22.2% of students still have difficulty understanding the material using podcast media, and the rest feel ordinary, so they give advice. Based on this, it can be concluded that podcast media can be used to grow stu-dents' historical imagination despite several internal and external obstacles. An internal bot-tleneck in the podcast creation process takes quite a while. In contrast, external barriers are caused by students' growing demands for podcast-based learning. © 2023, Universitas Negeri Semarang. All rights reserved.

Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic

This paper explores how COVID-19 affected the experiences of international students enrolled to UK on-campus universities and how they made sense, navigated and lived out the on-line university as the possible educational alternative put in place during COVID-19. We argue that ‘emergency teaching' was normalised as digital education, leading students into a digital trap that constrained to a large extent their educational experience to access of expert knowledge. This curriculum issue is reflective of a lack of digital imagination which is compounded by a scarcity of digital cultural knowledge resulting in misrecognition of digital education as a field in its own right. We conclude that digital education would benefit from being understood as having its own logic of practice and localised within the cultural norms of its field of application: a digital field. [ FROM AUTHOR] Copyright of Learning, Media & Technology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Bestsellers: Popular fiction since 1900

This book charts the publishing industry and bestselling fiction from 1900, featuring a comprehensive list of all bestselling fiction titles in the UK. This third edition includes a new introduction which features additional information on current trends in reading including the rise of Black, Asian and LGBTQIA+ publishing;the continuing importance of certain genres and up to date trends in publishing, bookselling, library borrowing and literacy. There are sections on writing for children, on the importance of audiobooks and book clubs, self- published bestsellers as well as many new entries to the present day including bestselling authors such as David Walliams, Peter James, George R R Martin and far less well known authors whose books s sell in their thousands. This is the essential guide to best-selling books, authors, genres, publishing and bookselling since 1900, providing a unique insight into more than a century of entertainment, and opening a window into the reading habits and social life of the British from the death of Queen Victoria to the Coronavirus Pandemic. © Clive Bloom 2002, 2008, 2021. All rights reserved.

Did COVID-19 Make Me an Afro-Pessimist? A Conversation in Three Parts

As the COVID-19 pandemic continues to rage and disproportionately affect BIPOC, we keep count of the death toll around the world, in the U.S., in our own communities and in our own families. How can we have a "wish to live,” while so many around us die? Does a space exist between fateful (faithful) optimism present in Aretha Franklin's, "Mary Don't You Weep?” and the ever-present power structure, that as Reverend Al Sharpton noted, has always had its knee on our necks? More concretely, how do we reconcile what Aisha Durham discusses as "weathering and wounded,” as we sit in the space of being both and not wanting to endure much more. This piece articulates some of the conversations that we have stumbled upon, worked through and raged against from the space of our collective homes and fatigued spirits. It addresses notions of Afro-Pessimism and the intersection of Black Feminist Theory, the role that grief plays in Black Feminist praxis, the role of Diaspora in the historical imagination, and asks the question, "Did COVID and the state-sanctioned killings of Black people make us Afro-Pessimists?”

Rehabilitation of Imagination for Renewing Group Life

The COVID-19 crisis and its consequences, along with climate change, natural disaster, war, and trauma have led to collective injury across societies. In a poetic exploration that draws theoretical and practical understanding from trauma studies, expressive arts, and analytical psychology, I call for a rehabilitation of imagination to renew group life. I call for an intentional shift to bodies, relations, and social engagement with creative processes, rhythm, and synchrony to address perpetual states of shutdown and/or overwhelm. Positioned within an animate paradigm, emphasis is given to the imaginal, active imagination, and imagination as ethical care as ways to rebuild relations with self, other, place, and the numinous. Collective repair is sought through safe and attuned interpersonal relations, engagement with imagination, and somatic approaches Ingenta whereby we can experience improved vitality and joy. © 2023 Association of Management, Spirituality & Religion.

The Mind's eyes: An autoethnographic exploration of learning to draw in adulthood

Amid a long period of deskilling in art school curricula, craft has been denigrated as inferior to art and confining for artists, but can craft liberate imagination? The purpose of this study was to understand the relationship between an adult learner's self-perceived capacity for imaginative expression in representational drawing and the development of her artisanal judgment during a self-directed program of classical study, online and in-person, over a period of 22 months (mostly during the coronavirus pandemic). The researcher created, coded, and analyzed drawings, photographs, field notes, diaries, and video recordings to track cognitive events and situative factors encountered in the process of learning to draw. Rooted in Kantian philosophy and guided by Polanyi's theory of tacit knowing, an analytic interpretation of findings revealed the role of knowledge (empirical, axiomatic, tacit) and epistemically felicitous falsehoods in achieving constructive perception, a capability suited to imaginative expression in drawing and the predominant challenge of navigating complex attentional dynamics. Findings also described the role of embodied modalities, which constituted a somatic activity system, in grounding cognition and supporting learning transfer. Exploration of communities of practice served as a rite of passage, bringing to light artistic apparatus and valuable opportunities for peer learning. The inquiry exposed the author's unhelpful assumptions about imagination and identified methods for developing it that could be earned, not merely gifted: elaborative sketching, engaging with art, visual research, perceptual and recollective drawing, constructive drawing, and problem finding. This firsthand processual account of adult learning recommends a holistic approach to constructivist pedagogy over naive, or trivial conceptualizations of constructivism in drawing curricula. In addition to helping novice artists heal the breach between skill-building and imagination, the study contributes to literature, in educational psychology and social sciences generally, on adult learning and cognition in the arts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Multiple voices and lockdown

Between January 2019 and December 2022, a student (named L.A.) doing a BTS (a senior technologist's certificate) in Management was treated using a trimodal system of care by the BAPU of the Claude Bernard Center. How was this original system organized, and how did changes related to the lockdown of March-May 2020 allow for progress in the proposed treatment? The consulting psychologist, Ms. Beaudre, received the initial request: L.A. had multiple difficulties (learning, language, social, psychic, somatic, etc.). Rapid guidance was recommended in an individual space dedicated to educational psychology, while continuing with consultations. In the educational psychology space, L.A. met with Mr. Sanchez and first explained to him her concerns about her difficulties with the French language, her rejection of her mother tongue and her accent. Her learning difficulties made her fear she would fail the BTS. L.A. had low self-esteem. At the start of the lockdown of March-May 2020, the educational psychological support was done at a distance (by telephone), and this did not help to reduce L.A.'s anxiety. Shortly before the start of the lockdown, L.A. had met with Ms. Dziwulski, psychologist-psychotherapist, as part of a therapeutic relaxation session. The question of the physical isolation was an overwhelming concern. The isolation imposed by COVID-19 posed a serious problem for the continued use of this trimodal system of care: how to continue working with L.A.? Within the parameters of this trimodal care, an attempt was made to adapt the follow-up for L.A. around the question of the verbal contact via telephone and the physical presence (distant or real), in a way which would allow this young woman to question/examine the orders given by her inner voice that she called her "policeman". The temporary suspension of in person contact, as well as work on her self-image and imagination, the exclusivity of her inner voice and then the application of the telephone voice/real physical presence at the BAPU leading to the questioning of the role of the body in her difficulties, allowed L.A to exist differently. The establishment of and the modifications made to this system of care ultimately functioned as a mediation, which provided L.A. the possibility of acquiring another voice, another space in which to think.Copyright © 2023

Can we imagine the meal-sharing economy without service providers? The impact of COVID-19

The meal-sharing economy has taken significant scholarly attention recently;however, no study examines the impact of the current health crisis on meal-sharing economy platforms. This research attempts to bridge this gap by investigating the effect of the COVID-19 on the meal-sharing economy based on the service providers' perspective. For this purpose, thirteen interviews with meal-sharing service providers in Istanbul were conducted, and the data were examined through conventional content analysis. Findings showed that meal-sharing service providers have been facing unprecedented challenges since the outbreak. The findings also reveal a common consensus on the disruptive role of the coronavirus measures in terms of limiting meal-sharing activities. Moreover, it was indicated that the current health crisis has compelled service providers to redesign their events as online virtual activities. The results provide favorable theoretical and practical insights to guide the meal-sharing platforms for a health crisis adoption and revival of such platforms. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

What is to Hand: The Fold as Landscape Within Textile Imagination

This article explores the fold and textile imagination within art by using as main case study the author's project Imaginary Landscapes. This work consists of a series of photographs taken during the first COVID-19 lockdown in the UK in 2020 and was motivated by a longing for spaces and places at a time of confinement. It provided an opportunity to work with "material to hand”, pointing to Martin Heidegger and Barbara Bolt's discussion of his theory regarding "handling.” The cloth as arranged or folded allows for light to enhance form whilst suggesting landscapes such as shorelines, mountains, forests, deserts or volcanoes. The discussion refers to Gilles Deleuze's reading of Leibniz, Christine Buci-Gluckmann's observations on the Baroque, and to various theoretical and artistic positions concerning the fold, drapery, and textile imagination within different visual contexts, including Giuliana Bruno's observations on the fold in relation to the screen. Imaginary Landscapes is explored with particular attention to contemporary artists Christo and Jeanne Claude, Christian Boltanski and Angela de la Cruz. The argument concludes that the fold as visual and conceptual process allows us to engage in spatio-temporal relations where the appreciation of materiality through handling/folding informs ideas of movement within and across media.

Introducing Rhythmanalysis through the Work of Dawn Lyon

However, not unlike but clearly more than other disciplines, housing scholarship has failed to engage with Lefebvre's and Régulier's Rhythmanalysis project (Lefebvre 2004;Lefebvre and Régulier [2]). Across five chapters, the first book above, published in 2020, places Lefebvre and Régulier's Rhythmanalysis among previous work on rhythms while also linking it to Lefebvre's other theoretical contributions. Lefebvre's vast oeuvre has been widely recognized by housing scholars, many of whom were inspired by his ideas of the production of space, the critique of everyday life or the Right to the City. [Extracted from the article] Copyright of Housing, Theory & Society is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Looking back, looking forward: Taking stock of teacher education at (another) crossroad

Teacher education in the time of the covid is unpredictable indeed. Fifty years ago, a major political overhaul of initial teacher education removed control from state education departments and began the transition of ITE to a university discipline. This led to the emergence of the teacher education professional, and the need for an association such as ATEA to maintain self-regulation and development of the field. While "on the ground" the daily practice of teacher education may not feel the same as it did in 1971, when we think about our possible futures, we argue that we must always take account of our pasts-and how they have shaped the social, political, and educational contexts we do and will experience. The things we do as teacher educators, along with how we do them, where we do them, and even who we do them with, are always changing: attention to our history is essential as we imagine shaping our future. We are indeed in an unpredictable position. We revisit our history here to argue that there is benefit now, in listening to advice from the past-and considering the possibilities of a road not yet taken. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The prospects of strategic imagination in explaining international security challenges.

This paper will study the potential applicability of the strategic imagination method to international security analysis, which has been previously used to improve prognostic quality in business studies. The method should allow security experts to think about the future by considering "what if" situations, and creatively assess the probability of different threats, even those that appear as improbable to others. The components of the method include strategic fit (the actor's competence between its abilities and the needs of market), structure (the degree of concentration and maturity), competitive advantages (the extent to which the resources denied to the competition can be gathered, for example, access to novel technology), and strategic focus (i.e., on cost advantages, a differentiated product or exploitation of a market niche), in which a strategic advantage can be obtained by changing rules or deliberately creating turbulence. Strategic imagination can promote an academic discussion on changing nature of global processes like the emergence of global security market and provide nonorthodox methods for advancing a qualitative security analysis. Educated forecasting by connecting today's developments with strategic imagination offers an important component in building successful security strategies and supportive public policies, especially in what concerns psychological warfare. For example, in the current COVID-19 crisis, main efforts have been made to defend against its national consequences (e.g., various restrictions introduced by individual countries), and less attention has been paid to cooperative strategies that can significantly reduce the global spread of the virus.

In praise of counting books

This article discusses the process of counting book titles by the author during the COVID-19 pandemic. The COVID adventure and project of counting titles and ordering bookshelves was accompanied by the hope of being more conscious of what the author has gathered over the years and discovering the reasons for passionate collecting. Reading opens up the imagination to explore. It affords living vicariously in both outer and internal worlds. It illuminates different characters who reflect internalized parts of the psyche. It serves as manna for new, creative ideas transforming into growth and fresh insights. It always calls forth shared experiences between the like-minded or curious newcomers and friends. A multitude of reasons reveal, speak of mysteries, provide "aha" moments, and flesh out one's own life experience. The books told the stories about life: samplings of how one experience and navigate their own course. Each tale became an aspect of the breadth and width of the human saga: what attracts one, what one is curious about, what one learns from and integrate. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

What Can COVID Teach Us? An Essay

This essay explores the broader implications for education of the COVID-19 pandemic. It asks: What can COVID teach us? The case is made that COVID is inviting us to consider a relational universe, and what a pedagogy of presence would look like. It takes a futures perspective and is therefore, unabashedly speculative. It draws on the author's many years as both a teacher and as a university lecturer in cultural change and futures studies. The essay speaks to the pedagogical imagination as a tool for rethinking learning and our collective futures. The paper concludes that love, intimacy, and presence are very much part of educational and cultural discourses and that though currently eclipsed by a technocratic and neoliberal discourse, they are being called forth as a possible response to the Covid pandemic.

Memory of the Covid Pandemic. Reflection from a Philosophical Anthropology

From an anthropological approach and a scholar framework of visual archaeology, this article tries to question-ask and answer-about the status, causes and effects that the "visual remains" of the lockdown of the Pandemic caused in the Spanish-speaking world and, particularly in Spain. The underlying question is whether these "visual remains” can be considered "spaces of resistance”-mostly collective-, or if, on the other hand, they have been framed within other interpretive frameworks, such as spaces of pain, spaces of hope, etc. © 2022, Eagora Science. All rights reserved.

Application of theory to literary tourism: a comparison of parasocial interaction theory and co-creation theory

During the COVID-19 quarantine, reading increased worldwide and with it the demand for literary tourism. While previous research has examined the motivations for literary tourists, no generalizable theory has emerged. After analyzing the previous work on literary tourism, this study compared the applicability of parasocial interaction theory and co-creation theory for literary tourists. This study conducted four surveys of both literary society members and the general public. Most of the antecedents of co-creation theory were significant for literary tourists while two of the antecedents of parasocial interaction theory were applicable for the public, although the overall model was supported. For researchers, this is one of the first papers to apply social science theories to literary tourism. For literary destinations, partnering with literary societies can attract guests who want to help create the experience for themselves and other society members.

Re-imagining Time in the Midst of Crisis: From Sci Fi Thrillers and Zombie Flicks to Young People's Lived Temporalities of COVID-19

Popular films often depict pandemics in apocalyptic ways, temporally portraying how day by day, fear increases as a virus takes over the world. The speed of transmission, alongside the virus's seemingly unstoppable global spread, evoke a sense of being engulfed by the extraordinary, creating an experience of time characterised by feelings of intensity and fear, both on and off-screen. In contrast, the lived realities of young New Zealanders during the COVID-19 pandemic speak to a more elongated, 'empty' experience of time that lacks such intensity. Our interviews with New Zealand youth revealed their sense of time as ever-shifting, characterised occasionally by moments of fear and anxiety, but much more so by long hours of boredom and disturbing lack of structure, particularly during lockdowns. This paper draws on Bakhtin's notion of the chronotope, alongside Bergson's insights into lived experiences of time and Deleuze's Cinema books, to compare the emotional temporalities of two leading science fiction pandemic films, 'Contagion' and 'Outbreak', and a range of popular zombie movies, to young New Zealanders' lived experiences of multiple COVID-19 lockdowns. We consider how New Zealand youth (in our interviews, but also on social media) narrate their lived experiences of COVID-19 by drawing upon an 'imaginative repertoire' made up of sci fi films, zombie references and moral ideas of the self, which can help us to better understand how temporality is reshaped during a pandemic, particularly for young people.

Culture is Digital and the shifting terrain of UK cultural policy

In this paper, a change to the remit and title of a UK government department provides a starting point for reflection on the growing role of digital technologies in the re-imagination of UK cultural policy. An early strategic report produced by the re-named DCMS was entitled Culture is Digital. Identifying the UK’s cultural and technology sectors as ‘the ultimate power couple,’ this report directs the cultural sector towards the use of technology to enhance public engagement and to improve technical skills through the development of collaborations with technology companies. Reflecting on the place of DCMS in UK cultural policymaking and drawing on analysis of this report and associated strategic documents, including responses and updates produced in the light of the Covid pandemic, the paper analyses the claims made about the elision between culture and the digital and their consequences for the status of cultural policy within the British state.

Promoting prosocial behavior through "everyday heroism": The heroic imagination project

The Heroic Imagination Project (HIP) was started in 2010, by the researcher who constructed the well-known Stanford Prison Experiment in 1971 (Zimbardo, 2021). This chapter looks at the origins, purpose and current directions of this organization and, in doing so, also engages in a critical analysis of the role and function of psychology and social psychology, in becoming more global in their reach, and their ability to help change behaviors in positive directions in response to the COVID pandemic. Zimbardo's choice of his two key words-hero and imagination-come from vocabularies outside of the narrow domain of scientific psychology. Together these concepts embrace literature, myth, philosophy and more (Davies, 2012;Isen, 2010). This analysis of the Heroic Imagination Project has five (5) parts: a. An examination of Zimbardo's meaning and use of the concept of hero, and imagination;b. The role and limits of science in the development and use of both of these concepts;c. HIP's response to the shift away from a narrow Western psychological perspective to a recognition of a psychology that has diverse and global dimensions;d. An examination of the application of HIP strategies to the COVID pandemic;e. Concluding concerns and issues for future research and consideration. (PsycInfo Database Record (c) 2022 APA, all rights reserved)