Articles de revues : « Dis engagement »

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MA, LIN. « HEIDEGGER'S (DIS)ENGAGEMENT WITH ASIAN LANGUAGES ». Journal of Chinese Philosophy 35, n^o 2 (juin 2008) : 319–37. http://dx.doi.org/10.1111/j.1540-6253.2008.00480.x.

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Ma, Lin. « Heidegger’s (Dis)Engagement with Asian Languages ». Journal of Chinese Philosophy 35, n^o 2 (19 février 2008) : 319–37. http://dx.doi.org/10.1163/15406253-03502009.

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Webb, Darren. « Critical Pedagogy, Utopia and Political (Dis)engagement ». Power and Education 5, n^o 3 (septembre 2013) : 280–90. http://dx.doi.org/10.2304/power.2013.5.3.280.

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Ronksley-Pavia, Michelle, et Michelle M. Neumann. « Conceptualising Gifted Student (Dis) Engagement through the Lens of Learner (Re) Engagement ». Education Sciences 10, n^o 10 (10 octobre 2020) : 274. http://dx.doi.org/10.3390/educsci10100274.

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It is well-recognised that disengagement is a growing problem in schools across the globe. Furthermore, statistics show that nearly 60% of all gifted students are not actualising their potential, exposing the loss of potential for both the individual and society. While disengagement and underachievement are complex issues with no one root cause, it is well-established that when students are actively engaged in their learning, they learn more effectively. Talent actualisation is not guaranteed just because a student is gifted. As such there is heightened concern about student (dis)engagement, where there is a failure to adequately support (re)engagement so that gifted potential can develop into talent actualisation, which is evidenced through mastery. This conceptual article provides a new lens through which to explore (re)engagement opportunities for gifted students by conceptualising the interrelationship between three interconnected constructs: (1) four engagement dimensions (behavioural, affective, social, and cognitive); (2) Neihart and Betts’ six profiles of the gifted; and (3) appropriate pedagogical approaches aimed at (re)engagement. The authors’ focus on proposing new conceptualisations of these three interdependent constructs through a framework titled the (Re) Engagement Nexus Model. This model is intended as a starting point for future research in personalising (re)engagement opportunities for gifted learners and preventing underachievement and disengagement before it becomes entrenched.

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Asuri, Sirisha, Jingliang Yan, Nivanka C. Paranavitana et Lawrence A. Quilliam. « E-cadherin dis-engagement activates the Rap1 GTPase ». Journal of Cellular Biochemistry 105, n^o 4 (1 novembre 2008) : 1027–37. http://dx.doi.org/10.1002/jcb.21902.

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Sehin, Oleksandra, Joellen Coryell et Trae Stewart. « Engendering Hope : Women’s (Dis)engagement in Change in Afghanistan ». Adult Learning 28, n^o 3 (20 novembre 2016) : 91–98. http://dx.doi.org/10.1177/1045159516679357.

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Afghan women’s human rights are a crucial concern for the international community and the government in Afghanistan. Framed by hope theory, this study captured Afghan women’s understandings of recent realities, particularly those focused on expanding women’s roles in Afghan life and community. Based on focus groups with 107 women conducted in 10 different locations, findings reveal that many Afghan females are conditioned into self-perceptions that may undermine their capacity to believe they are worthy of human rights, education, and freedom from oppression. A discussion on agency, pathways, sociocultural influences, and education for hope in Afghan women’s future is presented.

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Strohmeier, Dagmar, Martyn Barrett, Carmen Bora, Simona C. S. Caravita, Elisa Donghi, Edmond Dragoti, Chris Fife-Schaw et al. « Young People’s Engagement With the European Union ». Zeitschrift für Psychologie 225, n^o 4 (décembre 2017) : 313–23. http://dx.doi.org/10.1027/2151-2604/a000314.

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Abstract. This study investigated whether demographic variables, efficacy beliefs, visions, and worries are associated with four different forms of (dis)engagement with the European Union (EU): intended voting in the 2019 EU elections, nonconventional political engagement, psychological engagement, and the wish that one’s own country should leave the EU. The sample comprised 3,764 young people aged 16–25 years living in seven European countries: Albania, Austria, Germany, Italy, Romania, Spain, and the UK. Economic challenges, human rights, and the environment were the most important future visions; unemployment and poverty, climate change, civil unrests, and collapse of the EU were the most important future worries. The four forms of (dis)engagement with the EU were differentially associated with predictors, although internal efficacy and future vision of economic challenges predicted all forms. Implications for future EU policy are discussed.

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Dahik, Ana. « Cross-Sector Partnerships for Sustainable Development : Understanding Community (dis)Engagement ». Academy of Management Proceedings 2020, n^o 1 (août 2020) : 18298. http://dx.doi.org/10.5465/ambpp.2020.63.

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Skogstad, Grace. « Canadian Federalism, Internationalization and Quebec Agriculture : Dis-Engagement, Re-Integration ? » Canadian Public Policy / Analyse de Politiques 24, n^o 1 (mars 1998) : 27. http://dx.doi.org/10.2307/3551728.

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Spack, R. « Dis/engagement : Zitkala-Sa's Letters to Carols Montezuma, 1901 1902 ». MELUS : Multi-Ethnic Literature of the United States 26, n^o 1 (1 mars 2001) : 173–204. http://dx.doi.org/10.2307/3185502.

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CONDOR, SUSAN. « Devolution and national identity : the rules of English (dis)engagement ». Nations and Nationalism 16, n^o 3 (25 juin 2010) : 525–43. http://dx.doi.org/10.1111/j.1469-8129.2010.00441.x.

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Hom, Sabrina L. « (Dis)Engaging with Race Theory ». Philosophy Today 62, n^o 1 (2018) : 31–50. http://dx.doi.org/10.5840/philtoday2018215199.

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Rebecca Tuvel’s controversial “In Defense of Transracialism” has been criticized for a lack of engagement with critical race theory. Disengagement with salient material on race is a consistent feature of the philosophical conversation out of which it arises. In this article, I trace the origins of feminist philosophy’s disengaged and distorted view of “transracialism” and racial passing through the work of Janice Raymond, Christine Overall, and Cressida Heyes, and consider some of the relevant work on passing that is omitted in the philosophy of “transracialism.” Finally, I offer methodological suggestions to avoid such distortions and omissions in feminist philosophy.

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Dyball, Maria Cadiz, Andy F. Wang et Sue Wright. « (Dis)engaging with sustainability : evidence from an Australian business faculty ». Accounting, Auditing & ; Accountability Journal 28, n^o 1 (19 janvier 2015) : 69–101. http://dx.doi.org/10.1108/aaaj-05-2014-1692.

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Purpose – The purpose of this paper is to explore how the lack of staff engagement with a university’s strategy on sustainability could be an enabling lever for organisational change. It examines the attitudes and views of employees of a business faculty at an Australian metropolitan university as it attempts to adopt a holistic approach to sustainability. Design/methodology/approach – The paper opted for a case study using data from an on-line survey, semi-directed interviews with key management personnel and archival material. Responses were analysed using Piderit’s (2000) notion of ambivalence. Findings – The paper provides empirical insights into why staff lacked engagement with the university’s strategy on sustainability. It suggests that staff were ambivalent, displaying dissonance in their personal beliefs on sustainability, the university’s strategy and the extent of their intentions to support the university. Staff were willing to offer ideas on how the university could, in the future, change towards sustainability. These ideas allow the possibility for the university to learn to adjust the scope of the implementation of its sustainability strategy. Research limitations/implications – The research results may lack generalisability. Therefore, researchers are encouraged to further examine staff attitudes on sustainability in higher education using Piderit’s notion of ambivalence. In-depth interviews and focus group discussions could allow a better understanding of harmony and dissonance in cognition of and intention for university sustainability strategies and initiatives by academic, professional and sessional staff. Practical implications – The paper includes implications for staff engagement with sustainability in higher education. Originality/value – This paper fulfils an identified need to study how staff engagement with sustainability in higher education can be enabled for organisational learning.

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Meng, Daryl Loh Wei, et Eliza Berezina. « The Role of Personality and Self-Motivation in Political (Dis)Engagement ». Makara Human Behavior Studies in Asia 24, n^o 1 (30 juillet 2020) : 87. http://dx.doi.org/10.7454/hubs.asia.2070220.

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Baily, Supriya, et Maria Katradis. « “Pretty Much Fear!!” Rationalizing Teacher (Dis)Engagement in Social Justice Education ». Equity & ; Excellence in Education 49, n^o 2 (2 avril 2016) : 215–27. http://dx.doi.org/10.1080/10665684.2016.1144833.

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Van den Berghe, Lynn, Isabel B. Tallir, Greet Cardon, Nathalie Aelterman et Leen Haerens. « Student (Dis)Engagement and Need-Supportive Teaching Behavior : A Multi-Informant and Multilevel Approach ». Journal of Sport and Exercise Psychology 37, n^o 4 (août 2015) : 353–66. http://dx.doi.org/10.1123/jsep.2014-0150.

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Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

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Lakew, Yuliya, et Ulrika Olausson. « Young, sceptical, and environmentally (dis)engaged : do news habits make a difference ? » Journal of Science Communication 18, n^o 04 (19 août 2019) : A06. http://dx.doi.org/10.22323/2.18040206.

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Research shows that news consumption plays a positive role in youths' environmental engagement. This article examines if this also holds true for sceptics by comparing Swedish climate change sceptics with non-sceptical youngsters in their early and late adolescence. We conceptualise news consumption as foci of public connection and orientation rather than a source of environmental information. The results show that in their early teens, heavy news consumers among both sceptics and non-sceptics are indeed more engaged with environmental issues than their less news-oriented peers. However, in late adolescence, sceptics among news consumers show very little environmental engagement.

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Susanto, Nurhadi. « Public (Dis)Engagement in Toll Road Project : A Case Study from Indonesia ». JKAP (Jurnal Kebijakan dan Administrasi Publik) 23, n^o 1 (31 mai 2019) : 77. http://dx.doi.org/10.22146/jkap.43994.

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Although numerous studies have established the importance of public participation in development, in practice, the government or companies in charge of infrastructure development often obscure public perception about its potential impact on development outcomes. This research aims to provide a more detailed description of the impact of toll road construction projects with low public participation. This research is study is a case study that employed qualitative research design approach. The study provides a deeper understanding the impact that ignoring public engagement has on the construction toll road. Results of this study underscore the importance of participatory public project planning and implementation on project outcomes and impact. Specifically, results of the study showed that public disengagement in the construction of road toll impacts public perception [during the project preconstruction and construction stages; willingness to accept change in land use change that is necessary to realize the project; and ultimately the social impact of similar project. Study results are valuable inputs into decision making process on the need for participatory infrastructure development to enhance project acceptability, effectiveness and social impact; the importance of good development planning that involves taking into consideration all the scenarios during the implementation phase.

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van de Wetering, Denis, Andreas Zick et Hannah Mietke. « Extreme Right Women, (Dis-)Engagement and Deradicalisation : Findings from a Qualitative Study ». International Journal of Developmental Science 12, n^o 1-2 (5 septembre 2018) : 115–27. http://dx.doi.org/10.3233/dev-170238.

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van Kessel, Cathryn. « The Transparency of Evil inThe Leftoversand its Implications for Student (Dis)engagement ». Educational Studies 52, n^o 1 (2 janvier 2016) : 51–67. http://dx.doi.org/10.1080/00131946.2015.1120206.

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Roll, Kate, Catherine Dolan et Dinah Rajak. « Remote (Dis)engagement : Shifting Corporate Risk to the ‘Bottom of the Pyramid’ ». Development and Change 52, n^o 4 (29 juin 2021) : 878–901. http://dx.doi.org/10.1111/dech.12669.

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Parr, Michelann M., et Marianne Vander Dussen. « Family-School (Dis)Engagement : Understanding What It Is, What It’s Not, and What to Do About It ». Language and Literacy 19, n^o 1 (2 mai 2017) : 48. http://dx.doi.org/10.20360/g26g6f.

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This paper traces the journey of a community of schools, bound together by a geographical radius that sees some students travelling one hour each direction, as they attempt to interrupt institutional discourses and question the assumptions that underlie family-school engagement practices through collaborative inquiry and community-based research. We offer reconsideration of family (dis)engagement, and a set of principles to guide family-school engagement that recognizes the diversity of the relationship, and the need for both families and schools to meet each other where they are, repositioning both parties as partnered, harmonic voices in the education of children.

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Goldson, Randy R. « Liberating the Mind : Rastafari and the Theorization of Maroonage as Epistemological (Dis) engagement ». Journal of Black Studies 51, n^o 4 (21 février 2020) : 368–85. http://dx.doi.org/10.1177/0021934720908011.

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This article explores the concept of maroonage (other spellings “maronage,” “marronnage,” and “marronage”) as a process of epistemological engagement and disengagement using the way in which the Rastafari movement constructs, organizes, and legitimates knowledge and knowledge production. By focusing on the Rastafari processes of knowledge production and legitimation, this article allows for a theorization of maroonage as a constant engagement not only in the sense of physical withdrawal from hegemonic systems of dominance but an ideological opting out. While many Rastafarians live in secluded communities and choose not to participate in systems that work against their interest, many have renegotiated the process of knowing such that they can be in Babylon but not of Babylon. The epistemic shifts in Rastafari discourse on a Black God, King, and Zion stand as exemplars of epistemological self-determination characteristic of the maroonage on the ideological level. The article develops by: (a) looking at ideology, (b) the contours of Rastafari epistemology, (c) the sociopolitical context of epistemological (dis) engagement, and (d) the epistemic shift in Rastafari discourse on a Black God, King, and Zion as epistemological self-determination.

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Masden II, Kenneth G., et Nikos A. Salingaros. « INTELLECTUAL [DIS]HONESTY IN ARCHITECTURE ». JOURNAL OF ARCHITECTURE AND URBANISM 38, n^o 3 (8 octobre 2014) : 187–91. http://dx.doi.org/10.3846/20297955.2014.941522.

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Many, if not a majority, of the world’s citizens view contemporary architecture as ineffective in accommodating the lives of everyday human beings. And yet, voluminous texts by prominent architects and the media argue just the opposite; that, in fact, flashy and expensive new projects profoundly benefit humanity. Those buildings supposedly provide continued advancement in how humans occupy the world. While there is no doubt that the built environment is instrumental to human achievement and wellbeing, what is the true value of the ill-formed, and perhaps ill-conceived, products of today’s leading architects? This essay argues that the elite power structure behind high-profile architectural projects is focused more upon promoting like-minded architects, and their narrow ideological interests, than in satisfying the ordinary everyday user. In doing so, this activity irrevocably damages the environment and markedly diminishes human neuro-physiological engagement with the man-made world. The logical conclusion from this purposeful misrepresentation is that the profession deliberately manipulates both the general public and architecture students to serve its own agenda.

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Waitoller, Federico R., et Gia Super. « School choice or the politics of desperation ? Black and Latinx parents of students with dis/abilities selecting charter schools in Chicago ». education policy analysis archives 25 (5 juin 2017) : 55. http://dx.doi.org/10.14507/epaa.25.2636.

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In this paper, we focus on the city of Chicago to examine how Black and Latinx parents of students with dis/abilities engage with school choice. Using analytical tools from grounded theory (Strauss & Corbin, 1990) and a theoretical lens informed by critical notions of space, race and dis/ability, we analyze interviews with parents of students with dis/abilities, field notes, and various artifacts from charter schools (e.g., student handbooks and websites). We found that parents engaged with the politics of desperation (Stovall, 2013): an assemblage of thoughts and rationales to make school decisions amid poor and ableist educational options for Black and Latinx students with dis/abilities. We found that the neoliberal restructuring of urban education space was a driving force shaping parents’ engagement with the politics of desperation. Thus, our study sheds light on the relationship between race, dis/ability, and urban spatial restructuring.

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Soegiono, Agie Nugroho. « Investigating Digital (Dis)engagement of Open Government : Case Study of One Data Indonesia ». JKAP (Jurnal Kebijakan dan Administrasi Publik) 22, n^o 1 (24 juillet 2018) : 36. http://dx.doi.org/10.22146/jkap.31848.

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Over the last decade, Indonesia has achieved remarkable progress in promoting transparent andinclusive development through implementing open government principles. This research investigatesone of the open government projects in Indonesia- One Data Indonesia (ODI), a one-stop opengovernment data portal that provides accurate, reliable, and interoperable single-reference datafor the public to use and redistribute without any limitation. The study aims to highlight thecurrent updates on open data implementation in Indonesia and the challenges that may hinder itsapplication in future. The study is an action research, conducted through the participation of theauthor in a three-month internship programme at the Executive Office of the President Republic ofIndonesia. Data on the portal’s engagement was based on Google Analytics. This study finds thatthere is disengagement in open data implementation, which is reflected by a small percentage ofavailable datasets and an imbalance in user access across Indonesia. This study argues that thedisengagement is due to several factors, including irrelevant and uncertain regulatory frameworks,confusion over setting priority goals, inadequate data infrastructure, and limited digital-literatehuman resource. Despite high investment and expectations from the portal, the benefits and civicengagement it has generated so far remain questionable.

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JIN, Xia Nan. « Female street vendors’ (dis)engagement with politics in Rwanda – Orientalising women’s political participation ». Excursions Journal 9, n^o 1 (25 janvier 2020) : 101–17. http://dx.doi.org/10.20919/exs.9.2019.244.

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Women’s political participation was initiated as an instrument for gender equality yet now is under research scrutiny. Due to gender quotas and other institutionalization of women’s political inclusion, Rwanda has the highest number of women in its parliament – 67%. But is women’s political participation a real tool for gender equality, or is it one that through the artificial guise of women’s political representation sets up an exclusive political space? Apart from women who work in political institutions, who else are participating in politics and how and where are they engaging with politics? Feminists should claim back this discussion, reject neoliberal approach to ‘empower’ women and propose a more distributive and collective agenda. As part of my PhD project regarding women’s (dis)engagement with politics in Rwanda, female vendors drew my attention during my fieldwork in Rwanda. In Rwanda, female vendors are among the groups who are the ‘furthest’ to participate and influence the political decision-making process, yet are heavily influenced by various political policies on a daily base. For example, the by-law forbidding street vendors was initiated in 2015 and further enforced in 2017 was designed to punish street vendors because they build “unfair competition for customers with legitimate businesses paying rent and taxes” . Consequently, many female vendors face a great deal of violence by local forces. Using feminist ethnography as the methodology, I choose visual methods to tell the stories of female vendors. That is, the photography project is designed to elicit stories of ‘what happened when’, and to encourage participants to ‘remember’ past events, and past dynamics on the street, as well as to express their own opinions and ideas. My task is to reconstruct the process of female street vendor’s engagement with politics and in doing so deconstruct the fake formal image of female political participation in Rwanda.

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Cole, Andrea, HyunSoo Kim, Kevin Lotz et Michelle R. Munson. « Exploring the perceptions of workers on young adult mental health service (dis)engagement ». Social Work in Mental Health 14, n^o 2 (30 octobre 2015) : 133–48. http://dx.doi.org/10.1080/15332985.2015.1022244.

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Bermeitinger, Christina, Clara Hellweg, Christoph Andree, Julia Roick et Tobias Ringeisen. « Goal (dis)engagement, emotions, and cognitions in an exam situation : A longitudinal study ». Applied Cognitive Psychology 32, n^o 1 (janvier 2018) : 55–65. http://dx.doi.org/10.1002/acp.3379.

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Woods, Ruth, Sharon Coen et Ana Fernández. « Moral (dis)engagement with anthropogenic climate change in online comments on newspaper articles ». Journal of Community & ; Applied Social Psychology 28, n^o 4 (13 juin 2018) : 244–57. http://dx.doi.org/10.1002/casp.2355.

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Garrett-Peters, Patricia T., Irina L. Mokrova, Robert C. Carr et Lynne Vernon-Feagans. « Early student (dis)engagement : Contributions of household chaos, parenting, and self-regulatory skills. » Developmental Psychology 55, n^o 7 (juillet 2019) : 1480–92. http://dx.doi.org/10.1037/dev0000720.

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Roos, Salmivalli et Hodges. « Emotion Regulation and Negative Emotionality Moderate the Effects of Moral (Dis)Engagement on Aggression ». Merrill-Palmer Quarterly 61, n^o 1 (2015) : 30. http://dx.doi.org/10.13110/merrpalmquar1982.61.1.0030.

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Pang, Bonnie, et Doune Macdonald. « Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport ». Physical Education and Sport Pedagogy 21, n^o 4 (15 mai 2015) : 441–58. http://dx.doi.org/10.1080/17408989.2015.1043257.

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Carvalho, Anabela. « Media(ted)discourses and climate change : a focus on political subjectivity and (dis)engagement ». Wiley Interdisciplinary Reviews : Climate Change 1, n^o 2 (9 février 2010) : 172–79. http://dx.doi.org/10.1002/wcc.13.

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Levinson, Martin P. « The Quest for Genuinely Participatory and Inclusive Research Approaches : Exploring and Expressing Experience Through Cultural Animation and Transcription Poetry ». International Review of Qualitative Research 13, n^o 2 (3 juillet 2020) : 182–99. http://dx.doi.org/10.1177/1940844720934372.

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This paper discusses approaches used in an AHRC (Arts and Humanities Research Council) research project across a number of sites in the United Kingdom. The Disability and Community: Dis/engagement, Dis/enfranchisement, Dis/parity, and Dissent (D4D) project explores issues around disability and community, investigating diverse topics related to inclusion/exclusion. The D4D project is distinctive in the combination of academic and nonacademic Co-Investigators. One objective is to contribute to the evolution of a research language that is accessible to a wider public. Using arts-based approaches, the research team also seeks to develop research methods and an ethical framework that will be appropriate for co-constructed community research. This paper focuses on different ways of exploring and expressing participant experience. First, it considers the use of cultural animation (CA) as an alternative to the traditional interview, providing participant and researcher reflections. Cultural animation is a participatory arts-based and embodied methodology of community engagement and knowledge coproduction that draws on everyday experience of participants. Transcription poetry (TP) converts interview transcripts into poems. Short interview extracts and poems are selected here to illustrate the approach. D4D team members believe that CA generates authentic and rich data where there is not only fidelity to participant experience through the TP process but a greater resonance in the words than would have been the case in traditional representations.

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Heiss, Raffael, Johannes Knoll et Jörg Matthes. « Pathways to political (dis-)engagement : motivations behind social media use and the role of incidental and intentional exposure modes in adolescents’ political engagement ». Communications 45, s1 (18 novembre 2020) : 671–93. http://dx.doi.org/10.1515/commun-2019-2054.

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AbstractBased on the Social Media Political Participation Model (SMPPM), this study investigates the relationship between four key motivations behind the use of Social Network Sites (SNS) and political engagement among adolescents. We collected our data in a paper-pencil survey with 15- to 20-year-old adolescents (N=294), a highly underexplored group, which is most active on social media. We theorize that adolescents’ user motivations are related to political engagement via two modes of exposure: The intentional mode, which is related to active information seeking, and the incidental mode, in which adolescents run into politics only by accident. We found that political information and self-expression motivations were positively related to political engagement via the intentional mode. By contrast, entertainment motivations were negatively related to offline, but not to online engagement via the incidental mode.

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Blackwood, Leda, Nick Hopkins et Steve Reicher. « Turning the Analytic Gaze on “Us” ». European Psychologist 18, n^o 4 (1 janvier 2013) : 245–52. http://dx.doi.org/10.1027/1016-9040/a000151.

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What leads to the alienation and political (dis)engagement of minority groups is a critical question for political psychologists. Recently, research has focused attention on one particular minority group – Muslims in the West – and on what promotes “anti-Western” attitudes and behavior. Typically, the research focus is on factors internal to the individuals or the minority communities concerned. However, we argue this overlooks the ways in which the perspective and practices of the majority group affect minority group members’ understandings of who they are and how they stand in relation to the majority. In this paper we examine the social-psychological processes through which authorities’ surveillance and intervention affects minority group members’ sense of themselves, their relationship to authorities and the wider community. In doing so, we discuss a number of hitherto neglected psychological processes that may contribute to alienation-namely, processes of misrecognition, disrespect, and humiliation. We draw on research conducted with British Muslims to illustrate our argument for widening our analytic focus to give a more dynamic account of alienation and (dis)engagement.

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Henn, Matt, Mark Weinstein et Sarah Hodgkinson. « Social Capital and Political Participation : Understanding the Dynamics of Young People's Political Disengagement in Contemporary Britain ». Social Policy and Society 6, n^o 4 (octobre 2007) : 467–79. http://dx.doi.org/10.1017/s1474746407003818.

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Only 37 per cent of young people voted at the 2005 British General Election, seemingly confirming the oft-cited view that this generation is becoming increasingly disconnected from the political process. Results from a nationwide survey, however, indicate that their withdrawal from formal politics is more a result of their scepticism of the way the political system operates, than apathy. Furthermore, they are diverse in their political (dis)engagement. Results from an examination of the relative effects of socio-economic location and social capital are inconclusive, although the data indicate that government social policy aimed at mobilising social capital and addressing socio-economic issues may increase civic engagement.

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Light, Ben, Gaynor Bagnall, Garry Crawford et Victoria Gosling. « The material role of digital media in connecting with, within and beyond museums ». Convergence : The International Journal of Research into New Media Technologies 24, n^o 4 (23 novembre 2016) : 407–23. http://dx.doi.org/10.1177/1354856516678587.

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The connective potentials of digital media have been positioned as a key part of a contemporary museum visitor experience. Using a sociology of translation, we construct a network of visitor experiences using data from a digital media engagement project at a large and multi-sited museum in the United Kingdom. These experiences relate to (dis)connections with the museum, museum objects and other visitors. Through this analysis, we disclose the often contradictory roles of the non-human, including and going beyond the digital, as contributors to the success and failure of attempts to change museum visitor experiences through engagement activities rooted in narratives of participation and connectivity.

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Pilipets, Elena. « From Netflix Streaming to Netflix and Chill : The (Dis)Connected Body of Serial Binge-Viewer ». Social Media + Society 5, n^o 4 (octobre 2019) : 205630511988342. http://dx.doi.org/10.1177/2056305119883426.

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With the digitization of the entertainment industry, our everyday media encounters become increasingly data-saturated. In the framework of the digital attention economy, lifestyle technologies stimulate and modulate intensive participation on a regular basis. By conceptualizing the American streaming brand and content provider Netflix as a networked experiential environment, this article explores the practice of binge-watching in light of its multilayered possibilities for user engagement. With the focus on the affective entanglements of recommendation, attention, and attachment, the first part of the article foregrounds binge-watching as the main driving force behind Netflix’s promotional stance on personalization and quality. The second part provides a situated analysis on how binge-viewing technologies and bodies connect and disconnect by zooming in on users’ adaptations of the viral catchphrase “Netflix and chill” on Tumblr. Highlighting the embodied dynamics of engagement with today’s tech brands, I argue for thinking about the value of these dynamics as embedded in the digital logic of contact/capture.

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Grubbauer, Monika. « Postcolonial urbanism across disciplinary boundaries : modes of (dis)engagement between urban theory and professional practice ». Journal of Architecture 24, n^o 4 (19 mai 2019) : 469–86. http://dx.doi.org/10.1080/13602365.2019.1643390.

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Ellison, Nick, et Roger Burrows. « New Spaces of (Dis)engagement ? Social Politics, Urban Technologies and the Rezoning of the City ». Housing Studies 22, n^o 3 (mai 2007) : 295–312. http://dx.doi.org/10.1080/02673030701253998.

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Lorenz, Katherine, Anne Kirkner et Laurel Mazar. « Graduate Student Experiences with Sexual Harassment and Academic and Social (Dis)engagement in Higher Education ». Journal of Women and Gender in Higher Education 12, n^o 2 (4 mai 2019) : 205–23. http://dx.doi.org/10.1080/19407882.2018.1540994.

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Verkuyten, Maykel, Jochem Thijs et Nadya Gharaei. « Discrimination and academic (dis)engagement of ethnic-racial minority students : a social identity threat perspective ». Social Psychology of Education 22, n^o 2 (23 janvier 2019) : 267–90. http://dx.doi.org/10.1007/s11218-018-09476-0.

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Katsifaraki, Georgia D., et Marios Theodosiou. « How different (dis)engagement behaviors affect performance within an e-market ecosystem : A longitudinal analysis ». Journal of Business Research 121 (décembre 2020) : 578–91. http://dx.doi.org/10.1016/j.jbusres.2020.04.061.

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Tantucci, Vittorio, et Aiqing Wang. « Resonance and engagement through (dis-)agreement : Evidence of persistent constructional priming from Mandarin naturalistic interaction ». Journal of Pragmatics 175 (avril 2021) : 94–111. http://dx.doi.org/10.1016/j.pragma.2021.01.002.

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Chevrette, Eric. « From Self-fictionalization to Self-(dis)engagement : Autofiction in Frédéric Beigbeder’s Windows on the World ». ESC : English Studies in Canada 45, n^o 1-2 (2019) : 61–83. http://dx.doi.org/10.1353/esc.2019.0001.

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Angus, Lawrence, Ilana Snyder et Wendy Sutherland-Smith. « Families, Cultural Resources and the Digital Divide : ICTs and Educational (dis)Advantage ». Australian Journal of Education 47, n^o 1 (avril 2003) : 18–39. http://dx.doi.org/10.1177/000494410304700103.

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By concentrating on cases of family engagement with information communication technologies at a very local level, this paper tries to illustrate that issues related to ‘access’ and social disadvantage require extremely sophisticated and textured accounts of the multiple ways in which interrelated critical elements and various social, economic and cultural dimensions of disadvantage come into play in different contexts. Indeed, to draw a simple dichotomy between the technology haves and have-nots in local settings is not particularly generative. It may be the case that, even when people from disadvantaged backgrounds manage to gain access to technology, they remain relatively disadvantaged.

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Price, Deborah, Deborah Green, Barbara Spears, Margaret Scrimgeour, Alan Barnes, Ruth Geer et Bruce Johnson. « A Qualitative Exploration of Cyber-Bystanders and Moral Engagement ». Australian Journal of Guidance and Counselling 24, n^o 1 (11 septembre 2013) : 1–17. http://dx.doi.org/10.1017/jgc.2013.18.

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Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.

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Canoy, Nico, Subash Thapa et Karin Hannes. « Transgender persons’ HIV care (dis)engagement : a qualitative evidence synthesis protocol from an ecological systems theory perspective ». BMJ Open 9, n^o 1 (janvier 2019) : e025475. http://dx.doi.org/10.1136/bmjopen-2018-025475.

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IntroductionThere seems to be little information on interactional patterns of enabling and constraining factors contributing to HIV care engagement across systems and across time. Understanding these patterns from a (micro–meso–macro–exo) systems perspective can provide rich insights on relevant social networks affecting transgender populations. In this review, we will synthesise the wealth of literature on transgender persons’ engagement in the HIV care continuum.Methods and analysisWe will perform a networked systems approach to qualitative evidence synthesis of relevant qualitative research data generated from primary qualitative, mixed-method and evaluation studies exploring HIV care engagement among diverse transgender populations. Studies not using qualitative methods and studies not published in English will be excluded from this review. Empirical studies will be identified via a search in major databases such as PubMed, Scopus, ERIC, Embase, Web of Science, Sociological Abstracts, PsychInfo and Social Services Abstract in January 2019. Two reviewers will independently screen the studies for inclusion, assess their quality and extract data. In case some of the system levels in the network are ill-covered by empirical studies, non-empirical studies will be considered for inclusion. The qualitative evidence synthesis includes a summary of descriptive data (first order), an exploration of relationships between system levels or their components (second order) and a structured summary of research evidence through narrative synthesis. The narrative synthesis will be extended with an overall social network analysis that visualises important nodes and links cutting across ecological systems.Ethics and disseminationEthical approval is not required to conduct this review. Review findings will be disseminated via peer-reviewed academic journals and a targeted information campaign towards organisations that work with our population of interest.PROSPERO registration numberCRD42018089956.

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