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Artículos de revistas sobre el tema "Powley"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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1

Dix, Ann. "Interview with David Powley". Dramatherapy 39, n.º 1 (marzo de 2018): 49–53. http://dx.doi.org/10.1080/02630672.2018.1427771.

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This interview with David Powley, one of the pioneers of dramatherapy, took place in May 2017 and was conducted by Ann Dix. It is one of a series of interviews where the founders of dramatherapy in the UK are invited to reflect on their experiences and the development of dramatherapy as a profession.

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2

Kermoal, Nathalie. "La troisième « résistance » métisse de l’Ouest canadien". Recherches amérindiennes au Québec 39, n.º 3 (23 de marzo de 2011): 97–106. http://dx.doi.org/10.7202/045807ar.

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Un an après l’arrêt Powley de la Cour suprême du Canada en 2003, l’Alberta négociait un accord intérimaire avec les Métis, leur donnant le droit de chasser sur les terres de la Couronne. Cette victoire sera de courte durée puisqu’à la suite des mécontentements exprimés par les Albertains dans la presse locale ainsi que par certaines associations de chasseurs, le gouvernement albertain décidait de faire marche arrière en optant pour une politique unilatérale plutôt que pour une politique de négociation. En revenant sur certains points centraux de l’histoire des Métis et sur les événements marquants qui ont touché l’Alberta depuis 2004, le but de cet article est de tenter de mieux comprendre les processus coloniaux insidieux qui sont encore en jeu après l’arrêt Powley ainsi que les stratégies légales et illégales développées par les Métis pour faire avancer leurs droits. Dans la mesure où la réconciliation a laissé place à la résistance en Alberta, on est en droit de se demander si Powley représente réellement le renouvellement d’une relation historique entre les Métis, les différents niveaux de gouvernement au Canada et la population canadienne.

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3

Sloan, Kerry. "ALWAYS COMING HOME: METIS LEGAL UNDERSTANDINGS OF COMMUNITY AND TERRITORY". Windsor Yearbook of Access to Justice 33, n.º 1 (29 de enero de 2017): 125. http://dx.doi.org/10.22329/wyaj.v33i1.4814.

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Metis ideas of territory are complex, varied and often not well understood. Metis perspectives on intersections of territory and community are likewise not appreciated by Canadian courts. This is evident in the difficulties of Metis rights claimants in British Columbia, where misconceptions about Metis history and traditional use areas have resulted in courts questioning the existence of historic Metis communities in the province. The leading case on Metis rights in Canada, R v Powley, requires claimants to prove there is a historic Metis community in an area where claimed rights are exercised. In BC, courts following Powley in three cases – R v Howse, R v Nunn and R v Willison – have held there are no historic Metis communities in the Kootenays, the south Okanagan, or the Kamloops/Shuswap area. Although these regions comprise only a portion of lands within provincial boundaries, the BC government takes the position there are no Metis communities in the province capable of meeting the Powley test, and thus asserts there can be no Metis Aboriginal rights holders in BC. To challenge this position, and in order to illustrate the multiplicity and richness of Metis legal understandings of territory and community, the author braids family history, narrative, legal analysis and the perspectives of 23 Metis people from the southern BC interior who were involved in or affected by the Howse, Nunn and Willison cases. The author suggests that expansive and nuanced Metis understandings of communities and territories cannot be encompassed by the Powley/Willison definition of a Metis community as “... a group of Métis with a distinctive collective identity, living together in the same geographic area and sharing a common way of life”. While the court’s definition posits history, territory and community as separable, Metis views suggest these concepts are interlinked and mutually constitutive. Les idées des Métis au sujet du territoire sont complexes, diversifiées et souvent mal comprises. Dans la même veine, les tribunaux canadiens ne comprennent pas les points de vue des Métis sur les liens entre le territoire et la communauté. C’est ce qui ressort des difficultés qu’éprouvent les défenseurs des droits des Métis en Colombie-Britannique, où les perceptions erronées au sujet de l’histoire des Métis et des secteurs qu’ils utilisent à des fins traditionnelles ont incité les tribunaux à douter de l’existence de communautés métisses historiques dans la province. Selon l'arrêt clé concernant les droits des Métis au Canada, R. c. Powley, ceux qui revendiquent des droits sont tenus de prouver l’existence d’une communauté métisse historique dans un secteur où les droits revendiqués sont exercés. Dans la foulée de l’arrêt Powley, les tribunaux de la Colombie-Britannique ont conclu, dans les décisions R. c. Howse, R. c. Nunn et R. c. Willison, qu’il n’y a pas de communauté métisse historique dans les Kootenays, dans la région d’Okanagan-Sud ou dans celle de Kamloops/Shuswap. Bien que ces régions ne forment qu’une partie des terres situées à l’intérieur des limites provinciales, le gouvernement de la Colombie-Britannique soutient qu’il n’existe dans la province aucune communauté métisse pouvant satisfaire au critère de l’arrêt Powley, de sorte qu’il ne peut y avoir de titulaires de droits ancestraux métis. Pour affirmer le contraire et illustrer la multiplicité et la richesse des perceptions juridiques du territoire et de la communauté chez les Métis, l’auteur entremêle histoire familiale, récits et analyses juridiques, en plus de présenter les points de vue de 23 groupes de Métis du sud des terres de la Colombie-Britannique qui ont été touchées d’une façon ou d’une autre par les décisions Howse, Nunn et Willison. L’auteur fait valoir que la définition d’une communauté métisse énoncée dans l’arrêt Powley/Willison, soit « un groupe de Métis ayant une identité collectivité distinctive, vivant ensemble dans la même région et partageant un mode de vie commun », ne peut englober les perceptions ouvertes et nuancées des Métis au sujet des communautés et des territoires. Alors que la définition des tribunaux présente l’histoire, le territoire et les communautés comme des concepts distincts, les points de vue des Métis donnent à penser que ces concepts sont interdépendants et mutuellement constitutifs.

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4

Bériault, Xavier y Janique Dubois. "Le choc des paradigmes en études métisses depuis l'arrêt Powley". Canadian Journal of Political Science 53, n.º 3 (septiembre de 2020): 695–715. http://dx.doi.org/10.1017/s0008423920000268.

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RésuméDepuis l'arrêt Powley de la Cour suprême du Canada en 2003, les études métisses se sont fortement politisées dans la mesure où les conclusions des chercheurs qui servent d'experts dans les causes portées devant les tribunaux ont le potentiel d'avoir une influence concrète sur les jugements rendus. Cet article cartographie les réseaux intellectuels formés par les publications en études métisses à partir d'une analyse de réseaux qui utilise le logiciel UCINet. Notre analyse révèle la présence de deux paradigmes distincts qui proposent des conceptions opposées de l'identité métisse. D'une part, les chercheurs du paradigme de l'hybridité présentent le Métis comme étant issu d'une ascendance mixte. D'autre part, les chercheurs du paradigme de l'ethnogenèse conçoivent le Métis comme appartenant à une nation autochtone distincte. Notre analyse des réseaux en études métisses met en lumière les relations de pouvoir qui animent les débats politiques, juridiques et culturels sur l'identité métisse.

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5

Chartrand, Paul L. A. H. "THE HARD CASE OF DEFINING “THE MÉTIS PEOPLE” AND THEIR RIGHTS: A COMMENT ON R. V. POWLEY". Constitutional Forum / Forum constitutionnel 12, n.º 1, 2 & 3 (24 de julio de 2011): 2002. http://dx.doi.org/10.21991/c98d5g.

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Section 35(2) of the Constitution Act, 1982 refers to “the Métis people” as one of the Aboriginal peoples of Canada whose existing Aboriginal and treaty rights are guaranteed by section 35(1).1 The subsequent First Ministers Conference on Aboriginal Constitutional Reform in the 1980s and the Charlottetown Accord in 1992 proved inadequate to the task of addressing the substantive content of these constitutional provisions. The unenviable task of defining a people and their rights has now fallen to the courts. The challenge facing them is the hard case of Canadian Aboriginal law.

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6

Briggs, Roger. "Treatment development strategies for Alzheimer's disease. Edited by CROOKet al. Mark Powley Associates Inc., Madison, Connecticut. Pages: 699. 1986". Human Psychopharmacology: Clinical and Experimental 3, n.º 4 (diciembre de 1988): 302. http://dx.doi.org/10.1002/hup.470030412.

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7

Olthuis, Brent. "The Constitution’s Peoples: Approaching Community in the Context of Section 35 of the Constitution Act, 1982". McGill Law Journal 54, n.º 1 (1 de octubre de 2009): 1–43. http://dx.doi.org/10.7202/038177ar.

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Abstract Modern negotiations between the Crown (or private parties) and Canada’s Aboriginal peoples are largely based on the legal principles articulated in major court decisions. Yet those decisions have not yet confronted a fundamental question: how, in the first instance, do we determine which groups can lay claim to the Aboriginal and treaty rights “recognized and affirmed” by section 35 of the Constitution Act, 1982? The author argues that this question ought to form the theoretical cornerstone of the doctrine of Aboriginal and treaty rights. It is also of critical significance to the continuing process of reconciliation between the Aboriginal and non-Aboriginal elements of Canadian society. The interlocutors in this process must be identifiable. The community recognition needed to give effect to section 35’s inherently group-centred approach cannot be purely subjective or purely objective in nature. Neither a process of unilateral declaration nor one of pure observation can accurately identify the communities at issue under section 35. Rather, the inquiry requires an exercise of interpretation. To this end, the author proposes guidelines to focus and assist the interpretive process. This analysis ultimately entails a reconsideration of some of the prevailing orthodoxies in Aboriginal law jurisprudence, including the “test” for determining the existence of Aboriginal rights (from R. v. Van der Peet) and the notion that an individual member of a modern, rights-holding, Aboriginal community must prove an ancestral or genealogical link to a member of the group at some earlier time (from R. v. Powley).

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8

Biley, Francis. "The arts in medical education a practical guideThe arts in medical education a practical guide Elaine Powley Higson Roger Radcliffe 140pp/CD £40 1 85775 626 6 1857756266". Nursing Standard 20, n.º 26 (8 de marzo de 2006): 27. http://dx.doi.org/10.7748/ns.20.26.27.s34.

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9

Rivard, Étienne. "Les sentiers battus de l’ethnogenèse métisse au Québec". Francophonies d'Amérique, n.º 40-41 (8 de marzo de 2018): 185–211. http://dx.doi.org/10.7202/1043703ar.

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Avec la reconnaissance en 2003 des droits autochtones de la communauté métisse de Sault-Sainte-Marie, en Ontario, partie intégrante de l’espace francophone historique ontarien, la Cour suprême du Canada a créé une onde de choc ressentie tous azimuts à l’échelle du pays. Non seulement cette décision a-t-elle encouragé la mobilisation métisse et engendré une pléiade de causes juridiques nouvelles, elle a aussi profondément bouleversé l’image du Métis aux yeux des Canadiens – laquelle image collait jusque-là essentiellement aux provinces de la Prairie – et jette ainsi un éclairage nouveau sur les phénomènes culturels et migratoires qui peuplent l’histoire de la francophonie canadienne. Pourtant, cette décision n’est rien d’autre que la reconnaissance juridique de plusieurs décennies de recherche fondamentale en ethnogenèse, un champ d’études justement né du besoin de traiter cette « myopie de la rivière Rouge » qui affectait les études métisses depuis longtemps. À la suite de ce jugement, on assiste toutefois à un changement de situation qui n’est pas sans soulever quelques inquiétudes. Dans les cours de justice, la recherche fondamentale est largement remplacée par une démarche scientifique qui vise avant tout à répondre à ce qu’on appelle maintenant le « test Powley ». La communauté de Sault-Sainte-Marie est en quelque sorte devenue le modèle métis par excellence, faussant ainsi largement la vision de la diversité du fait métis et, avec lui, de la francophonie. C’est sur ces prémisses que s’appuie le regard critique que nous posons ici sur l’intégration récente des études métisses dans l’univers juridique. Nos arguments reposent en bonne partie sur notre expérience en tant que témoin expert pour les intimés dans la cause Corneau au Saguenay–Lac-Saint-Jean.

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10

Phillips, Robert J. y Terry L. Powley. "Gastric volume detection after selective vagotomies in rats". American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 274, n.º 6 (1 de junio de 1998): R1626—R1638. http://dx.doi.org/10.1152/ajpregu.1998.274.6.r1626.

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Rats receiving intragastric infusions of 2.5, 5.0, 7.5, or 10.0 ml of normal saline while their pylori are reversibly occluded suppress meal size to the smallest infusion and display a dose-dependent reduction across volumes [Phillips, R. J., and T. L. Powley. Am. J. Physiol. 271 ( Regulatory Integrative Comp. Physiol.40): R766–R779, 1996]. To evaluate the contributions of the vagus to this detection of gastric volume, groups prepared with different selective vagotomies and equipped with pyloric cuffs and gastric catheters were tested. Liquid diet consumption during a 30-min feeding bout was measured after infusions of 5.0 and 10.0 ml of normal saline on cuff-open and cuff-closed trials. Consistent with earlier observations, sham animals with cuffs closed exhibited volume-dependent suppression of food intake to the infusions, and completely vagotomized animals did not inhibit feeding in response to the loads. In cuff-closed trials, the suppression function slopes of the selective vagotomy groups were intermediate to those of the shams and the completely vagotomized animals. Furthermore, for the different groups, the extent of suppression after vagotomy was proportional to the density of the afferent innervation respective branches supplied to the stomach. Specifically, the group with the gastric branches spared (nonsignificantly attenuated in comparison to shams) and the group with only the hepatic branch spared (significantly attenuated with respect to shams) both still exhibited significant dose-dependent suppression slopes (compared with completes), whereas the group with only celiac branches spared was not significantly different from completely vagotomized animals. In sum, the vagus nerve mediates the detection of the gastric volumes tested, and the different branches of the vagus make distinctive contributions to this afferent feedback.

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11

Cheng, Zixi (Jack), Hong Zhang, Jerry Yu, Robert D. Wurster y David Gozal. "Attenuation of baroreflex sensitivity after domoic acid lesion of the nucleus ambiguus of rats". Journal of Applied Physiology 96, n.º 3 (marzo de 2004): 1137–45. http://dx.doi.org/10.1152/japplphysiol.00391.2003.

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The nucleus ambiguus (NA) and the dorsal motor nucleus of the vagus (DmnX) innervate distinct populations of cardiac ganglionic principal neurons. This anatomic evidence suggests that these two nuclei play different roles (Cheng Z and Powley TL, Soc Neurosci Abstr 26: 1189, 2000). However, lesion of the DmnX does not attenuate baroreflex sensitivity (Cheng Z, Guo SZ, Lipton AJ, and Gozal D, J Neurosci 22: 3215–3226, 2002). The present study tested the functional role of the NA in baroreflex control of heart rate (HR). Domoic acid (DA) was injected into the left NA of Sprague-Dawley rats to lesion the NA. The neuronal loss was assessed using retrograde labeling and confocal microscopy. HR changes induced by phenylephrine and sodium nitroprusside administration and after electrical stimulation of the left vagal trunk were measured at 15 days, and HR responses to left NA microinjection of l-glutamate were determined at 180 days postlesion. Compared with vehicle injections, DA lesions significantly reduced the population of NA motor neurons by ∼68% ( P < 0.01) and attenuated baroreflex sensitivity by ∼83% ( P < 0.01) at 15 days. Similarly, electrical stimulation of the vagal trunk of DA-lesioned animals led to attenuated decreases in HR responses. NA neuronal counts were reduced by ∼81% ( P < 0.01) and mean HR responses to l-glutamate injection into the lesioned NA were attenuated by ∼65% ( P < 0.01) at 180 days. Therefore, the NA plays a major role in baroreflex control of HR, and the integrity of the NA is critically important for the normal baroreflex control. In addition, NA lesions produce long-term anatomic and functional dysfunction of the nucleus, and thus it may provide an useful model for functional assessment of respective roles of the NA and DmnX.

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12

Potter, R. y D. Georg. "Physics Aspects of Quality Control in Radiotherapy, Edited by W.P.M. Mayles, R. Lake, A. McKanzie, E.M. Macaulay, H.M. Morgan, T.J. Jordan and S.K. Powley, The Institute of Physics and Engineering in Medicine, York, 1999, 286 pp. ISBN: 0-904181-91-X". European Journal of Radiology 36, n.º 1 (octubre de 2000): 63–64. http://dx.doi.org/10.1016/s0720-048x(00)00146-7.

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13

Yang, Jingshuai, Nan Li y Xiangming Wang. "Optimal Power Control for Wind Turbine System based on the Simplified Fuzzy-PID Controller". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (marzo de 2017): 1–10. http://dx.doi.org/10.23977/poweet.2017.11001.

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14

Ai, Hong y Jin Bai. "Research on Simulation and Control Strategy of Doubly - fed Wind Power Generation System". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (marzo de 2017): 11–15. http://dx.doi.org/10.23977/poweet.2017.11002.

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15

Li, Zhen-dong, Yu-dong TANG, Zhe-yuan Zhao, Xiao-bo Wu, Cai-jie Fan, Li Li y Yan Han. "The Model and Parameters Based on the Operation Mode of a 500kV Multi-terminal Flexible DC Power Grid". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (marzo de 2017): 16–24. http://dx.doi.org/10.23977/poweet.2017.11003.

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16

Liu, Qiao, Tian-liang Yao, Zhen-feng Liang y Xiao-ping Yang. "The Study on Single-Phase Adaptive Reclosure of Transmission Lines with Series Capacitance". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (marzo de 2017): 25–31. http://dx.doi.org/10.23977/poweet.2017.11004.

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17

Dong, Wenna. "Analysis of Power Categories Problems in National Undergraduate Electronic Design Contest". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (marzo de 2017): 32–34. http://dx.doi.org/10.23977/poweet.2017.11005.

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18

Dou, Tingting, Haizhou Du, Yuchen Mao y Shaohua Zhang. "A Fast Time Series Rule Finding Based on Motif Searching". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (2017): 35–39. http://dx.doi.org/10.23977/poweet.2017.11006.

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19

Zeng, Shuqin, Haizhou Du y Tingting Dou. "A Fast Clustering Algorithm for Power Data". International Journal of Power Engineering and Engineering Thermophysics 1, n.º 1 (2017): 40–46. http://dx.doi.org/10.23977/poweet.2017.11007.

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20

Gruzevich, A. V. y D. A. Derecha. "Gas-powder spraying as a high-efficient method of increasing the operation reliability of power equipment". Paton Welding Journal 2019, n.º 5 (28 de mayo de 2019): 28–35. http://dx.doi.org/10.15407/tpwj2019.05.04.

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21

Lange, Gerrie. "Vortex Target: A New Design for a Powder-in-Gas Target for Large-Scale Radionuclide Production". Instruments 3, n.º 2 (3 de abril de 2019): 24. http://dx.doi.org/10.3390/instruments3020024.

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This paper presents a design and working principle for a combined powder-in-gas target. The excellent surface-to-volume ratio of micrometer-sized powder particles injected into a forced carrier-gas-driven environment provides optimal beam power-induced heat relief. Finely dispersed powders can be controlled by a combined pump-driven inward-spiraling gas flow and a fan structure in the center. Known proton-induced nuclear reactions on isotopically enriched materials such as 68Zn and 100Mo were taken into account to be conceptually remodeled as a powder-in-gas target assembly, which was compared to thick target designs. The small irradiation chambers that were modeled in our studies for powdery ‘thick’ targets with a mass thickness (g/cm2) comparable to 68Zn and 100Mo resulted in the need to load 2.5 and 12.6 grams of the isotopically enriched target material, respectively, into a convective 7-bar pressured helium cooling circuit for irradiation, with ion currents and entrance energies of 0.8 (13 MeV) and 2 mA (20 MeV), respectively. Current densities of ~2 μA/mm2 (20 MeV), induces power loads of up to 4 kW/cm2. Moreover, the design work showed that this powder-in-gas target concept could potentially be applied to other radionuclide production routes that involve powdery starting materials. Although the modeling work showed good convective heat relief expectations for micrometer-sized powder, more detailed mathematical investigation on the powder-in-gas target restrictions, electrostatic behavior, and erosion effects during irradiation are required for developing a real prototype assembly.

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22

Watts, Michael. "Power and Education". Power and Education 1, n.º 1 (enero de 2009): 1. http://dx.doi.org/10.2304/power.2009.1.1.1.

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23

Cole, Mike. "The Color-Line and the Class Struggle: A Marxist Response to Critical Race Theory in Education as it Arrives in the United Kingdom". Power and Education 1, n.º 1 (enero de 2009): 111–24. http://dx.doi.org/10.2304/power.2009.1.1.111.

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24

Gillborn, David. "Who's Afraid of Critical Race Theory in Education? A Reply to Mike Cole's ‘the Color-Line and the Class Struggle’". Power and Education 1, n.º 1 (enero de 2009): 125–31. http://dx.doi.org/10.2304/power.2009.1.1.125.

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25

Ryoo, Jean J., Jenifer Crawford, Dianna Moreno y Peter McLaren. "Critical Spiritual Pedagogy: Reclaiming Humanity through a Pedagogy of Integrity, Community, and Love". Power and Education 1, n.º 1 (enero de 2009): 132–46. http://dx.doi.org/10.2304/power.2009.1.1.132.

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26

DePalma, Renée, Michael Watts, Michael Watts, Heather Piper y Renée DePalma. "Book Review: Justice and Equality in Education: A Capability Perspective on Disability and Special Educational Needs, Amartya Sen's Capability Approach and Social Justice in Education, the Capability Approach: Concepts, Measures and Applications, Capabilities and Happiness, the Dangerous Rise of Therapeutic Education, Minority Status, Oppositional Culture and Schooling, Minority Status, Oppositional Culture and Schooling". Power and Education 1, n.º 1 (enero de 2009): 147–56. http://dx.doi.org/10.2304/power.2009.1.1.147.

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27

Holley, Shante's y Maja Miskovic. "Barack Obama and the Power of Critical Personal Narrative". Power and Education 1, n.º 1 (enero de 2009): 15–29. http://dx.doi.org/10.2304/power.2009.1.1.15.

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28

Schostak, John. "Researching and Representing Wrongs, Injuries and Disagreements: Exploring Strategies for Radical Research". Power and Education 1, n.º 1 (enero de 2009): 2–14. http://dx.doi.org/10.2304/power.2009.1.1.2.

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29

Goddard, Roy. "Not Fit for Purpose: The National Strategies for Literacy Considered as an Endeavour of Government". Power and Education 1, n.º 1 (enero de 2009): 30–41. http://dx.doi.org/10.2304/power.2009.1.1.30.

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30

Dunne, Linda. "Discourses of Inclusion: A Critique". Power and Education 1, n.º 1 (enero de 2009): 42–56. http://dx.doi.org/10.2304/power.2009.1.1.42.

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31

Cole, David R. "The Power of Emotional Factors in English Teaching". Power and Education 1, n.º 1 (enero de 2009): 57–70. http://dx.doi.org/10.2304/power.2009.1.1.57.

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32

Taylor, Richard. "Lifelong Learning under New Labour: An Orwellian Dystopia?" Power and Education 1, n.º 1 (enero de 2009): 71–82. http://dx.doi.org/10.2304/power.2009.1.1.71.

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33

Levering, Bas, Stefan Ramaekers y Paul Smeyers. "The Narrative of a Happy Childhood: On the Presumption of Parents' Power and the Demand for Integrity". Power and Education 1, n.º 1 (enero de 2009): 83–93. http://dx.doi.org/10.2304/power.2009.1.1.83.

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34

Rolling, James Haywood. "Invisibility and In/di/Visuality: The Relevance of Art Education in Curriculum Theorizing". Power and Education 1, n.º 1 (enero de 2009): 94–110. http://dx.doi.org/10.2304/power.2009.1.1.94.

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35

Bauman, Zygmunt. "Education in the Liquid-Modern Setting". Power and Education 1, n.º 2 (enero de 2009): 157–66. http://dx.doi.org/10.2304/power.2009.1.2.157.

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36

Dahlstrom, Lars. "Education in a Post-Neoliberal Era: A Promising Future for the Global South?" Power and Education 1, n.º 2 (enero de 2009): 167–77. http://dx.doi.org/10.2304/power.2009.1.2.167.

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37

Jones, Susan y Christine Hall. "Creative Partners: Arts Practice and the Potential for Pupil Voice". Power and Education 1, n.º 2 (enero de 2009): 178–88. http://dx.doi.org/10.2304/power.2009.1.2.178.

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Pinar, William F. "The Unaddressed ‘I’ of Ideology Critique". Power and Education 1, n.º 2 (enero de 2009): 189–200. http://dx.doi.org/10.2304/power.2009.1.2.189.

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Grønbæk, Justine. "Servile Power: When Something is Rotten in the State of Denmark". Power and Education 1, n.º 2 (enero de 2009): 201–13. http://dx.doi.org/10.2304/power.2009.1.2.201.

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Thomas, P. L. "The Futility and Failure of Flawed Goals: Efficiency Education as Smoke and Mirrors". Power and Education 1, n.º 2 (enero de 2009): 214–25. http://dx.doi.org/10.2304/power.2009.1.2.214.

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Allen, Ansgar. "The Foucauldian Peacekeeper: On the Dispersion of Power and the Futility of Change". Power and Education 1, n.º 2 (enero de 2009): 226–37. http://dx.doi.org/10.2304/power.2009.1.2.226.

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McCarthy, Cameron. "The New Neoliberal Cultural and Economic Dominant: Race and the Reorganization of Knowledge in Schooling in the New Times of Globalization". Power and Education 1, n.º 2 (enero de 2009): 238–51. http://dx.doi.org/10.2304/power.2009.1.2.238.

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Smith, Mark Philip, Jennie Bristow y Liz Airton. "Book Review: Problematizing Identity: Everyday Struggles in Language, Culture, and Education, Don't Touch! The Educational Story of a Panic, Whipping Girl: A Transsexual Woman on Sexism and the Scapegoating of Femininity". Power and Education 1, n.º 2 (enero de 2009): 252–58. http://dx.doi.org/10.2304/power.2009.1.2.252.

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Carlile, Anna. "Finding Space for Agency in Permanent Exclusion from School". Power and Education 1, n.º 3 (1 de enero de 2009): 259–69. http://dx.doi.org/10.2304/power.2009.1.3.259.

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This article aims to examine the experiences of pupils and professionals who are affected by permanent exclusion (what used to be called being expelled) from school. An ethnographic study conducted during the author's employment as a Pupil Support Officer within secondary schools and the children's services department of an urban local authority in England explores the idea that professionals may be forced to make inequitable decisions about including or excluding pupils in the face of powerful competition between the politically unchallengeable concepts of tolerance, inclusivity, attainment, and choice. The article argues that the tensions of multi-agency working are focused within what will be described as the contested space of the young person's ‘extended body’. However, whilst the contested nature of this space renders it vulnerable to negative description and to the biased judgements of authoritarian power, it also offers itself as a space for emancipatory self description by the young person and for the expression of agency on the part of those professionals working for social justice.

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Pirries, Anne y Gale Macleod. "Travels with a Donkey: Further Adventures in Social Research". Power and Education 1, n.º 3 (1 de enero de 2009): 270–81. http://dx.doi.org/10.2304/power.2009.1.3.270.

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This article is intended as a contribution to the debate on the epistemology of educational research. The latter is construed as an ethical project that brings with it a distinctive set of power relations, and entails a degree of self-effacement on the part of the researcher, a subordination of the self to the internal logic of the task in hand. The conditions within the academy that inhibit the development of these qualities are briefly outlined, as is the status of the academic as an awkward hybrid between animal laborens and homo faber. The authors build upon earlier work that drew upon ethnographic research on walking and a comparative anthropology of the line in order to develop a new approach to understanding the relation between movement, knowledge, description and measurement in social research. They bring into dialogue the notion of wayfaring elaborated by the anthropologist Tim Ingold and Richard Sennett's socio-cultural exploration of the realm of the craftsman. By drawing extensively on Alan Bennett's The Lady in the Van, they begin to open up perspectives for further debate on the literary turn in social research. But we are all travellers in what John Bunyan calls the wilderness of this world – all, too, travellers with a donkey: and the best that we find in our travels is an honest friend. He is a fortunate voyager who finds many. We travel, indeed, to find them. They are the end and the reward of life. They keep us worthy of ourselves; and when we are alone, we are only nearer to the absent. (R.L. Stevenson, Preface to Travels with a Donkey in the Cévennes [1879/1982])

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Choi, Tat-Heung. "Power and the Subversion of Stories". Power and Education 1, n.º 3 (1 de enero de 2009): 282–94. http://dx.doi.org/10.2304/power.2009.1.3.282.

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Language is a multiplicity of meaning-making systems, which are connected with social, cultural and psychological networks. Focusing on issues of power, this article is concerned to explore how the readings of a European folktale triggered attempts among teenage girls in Hong Kong to make their own feminist and subversive interpretations in English. The reconstructed stories are more than a partial reproduction of the conventional text, they are also a useful reflection of the teenage girls' literacy and gender experience, as well as of their generic and social knowledge. With a resistance to textual conventions, the teenage girls demonstrate their written competence to create alternative subject and reading positions, which are textually motivated by their sense of difference. The material realisation of the stories is also characterised by splits and instabilities, in the negotiation of a new boundary for femininity. This negotiation demonstrates how the teenage girls are on the move, facing and settling contradictory possibilities in acquiring literacy and social roles. Along these lines of observation, the synchronic view of language, characterised by regularity and internal consistency, needs to be challenged in second-language writing instruction.

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McIntosh, Paul y Paula Sobiechowska. "Creative Methods: Problematics for Inquiry and Pedagogy in Health and Social Care". Power and Education 1, n.º 3 (1 de enero de 2009): 295–306. http://dx.doi.org/10.2304/power.2009.1.3.295.

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This article provides an overview of initial discussions emerging from the Creative Methods Network, an informal organisation concerned with the use of the creative arts in research, teaching and practice in health and social care. Key issues are presented and contextualised with regard to the current conditions in which health and social care research and education is practised. Our own discussions have come to question the seeming dominance of governance within professional education programmes in which there is a primary focus on developing technical skill and capacity. Such governance often extends itself to the measurement of the implementation of these technical skills and this is set against concerns about the absence of creativity and the humanities in the educational programmes of caring for human beings. Consequently, the article reflects a view that the use of the creative arts and humanities in the education of the human caring professions is being eroded away in favour of technical-rational reasoning. It is argued that this then presents an important problem manifested in an emphasis on established and quantifiable knowledge transfer which inhibits other forms of knowledge generation. For the purposes of this discussion we have viewed this problem through the lenses offered by Foucault and Bourdieu.

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Garratt, Dean y Linda Hammersley-Fletcher. "Academic Identities in Flux: Ambivalent Articulations in a Post-1992 University". Power and Education 1, n.º 3 (1 de enero de 2009): 307–18. http://dx.doi.org/10.2304/power.2009.1.3.307.

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The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and ‘academic freedom’. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion of new targets and technologies has in turn challenged the intellectual freedoms of academics, promoting new vistas of empowerment and constraint. Changing academic identities and social and pedagogical relations have produced somewhat ‘ambivalent articulations’, in Morley's words, around the future relationship of teaching, research and administration in HE. In this article, we draw attention to some of these pressures in a case study of a post-1992 university where, in spite of more recent calls for it to succeed, research has traditionally emerged a poor second to the delivery of taught programmes. The article discusses the attitudes of academics towards the context of changing values and conditions and further considers the contested freedoms that are part of the evolving landscape of contemporary HE.

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Boni, Alejandra, Jordi Peris, Estela López y Andrés Hueso. "Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis". Power and Education 1, n.º 3 (1 de enero de 2009): 319–32. http://dx.doi.org/10.2304/power.2009.1.3.319.

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In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.

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Ridley, Barbara. "Articulating the Power of Dance". Power and Education 1, n.º 3 (1 de enero de 2009): 333–44. http://dx.doi.org/10.2304/power.2009.1.3.333.

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Making some minor changes to the syllabus of a peripheral GCE subject – Advanced Level (A-level) Dance – would hardly seem to be of much importance to anyone except dance students and their teachers. But the loss of dance notation is not as unimportant as it might appear: there are implications for the status of dance in the curriculum, for its ability to attract a range of students and for the development of the subject itself. Whilst being a popular social activity, in UK schools dance is constructed as a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy. Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Using the notion of docile bodies, the author considers the centrality of the body as instrument in defining the power of dance and how Foucault's mechanisms of power and knowledge are exemplified in current conceptions of dance in education.

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