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This article investigates how children learn body movements in informal social situations, and is based upon close observation and qualitative research interviews undertaken among eight- and nine-year-old children in an after-school programme (ASP) in Oslo. The learning process is described and discussed in relation to the concepts of imitation, joint attention and turn-taking. The study shows that learning body movements is usual during child-managed activities in the ASP, and occurs frequently as imitation. The imitation process is characterized by joint attention and turn-taking. In best-friend groups, joint attention, characterized by shared involvement along with intuitive turn-taking, is predominant. In activity groups that come together occasionally, considerable initiative is required on the part of the imitator in order to become an active part of a mutual process. It is recommended to encourage child-managed activities in ASP, and emphasize the ASPs complimentary role in contrast to the school.
This article highlights how perceptions and descriptions of child abuse vary with different cultures. Presenting a qualitative study using retrospective essays of child abuse in Southern Africa and Norway, the article compare situations of abuse and what helped children to get through their difficulties in the two cultures. The article indicates how protective factors help children to cope. It concludes with some implications on how to combat child abuse internationally.
This article examines the educational values of seduction and deception, first and foremost from the point of view of Søren Aabye Kierkegaard. The Danish philosopher used these demonic aspects as a way of teaching his readers, hence his philosophical and theological texts are related to education. The main purpose of this article is to reinvent a language for teaching which includes seduction and deception. The article also tries to figure out the differences between the two demonic concepts and why they are more effective when operating together. Finally, the article argues that it is possible to move beyond the pedagogic risks of seduction and deception.
The paper takes its starting point in recent pedagogical literature seeking to rehabilitate desire as a pedagogical theme. An overall purpose of this rehabilitation is to radicalize pedagogy in the direction of an understanding of human subject which on one side incorporates desire as a fundamental phenomenon in human lives – and on the other side makes possible a critical discussion related to a question on how desire is arranged within a given culture. With this purpose in mind the paper consists of a reading of Rousseaus Émile with focus on the concept of désir. The article brings forth four forms of desire through this reading: necessary desires (needs), desire for pleasure, recognition and power, desire for knowledge and erotic desire. Based on this reading the article brings Rousseaus perspective in relation to the recent pedagogical literature and the paper argues that we need to critically reflect on the cultural arrangement of desire and assign responsibility to pedagogy in the way individuals learn to handle passions.