April 2015, Burundi. What started as peaceful demonstrations against another term of president Nkurunziza, quickly turned into violent confrontations between mostly young male civilians and... Show moreApril 2015, Burundi. What started as peaceful demonstrations against another term of president Nkurunziza, quickly turned into violent confrontations between mostly young male civilians and government forces. The demonstrations signalled the beginning of a new political crisis after a decade of peace. In this paper, we draw on eye-witness accounts of civilians to understand the escalation of violence. We argue that legacies of conflict informed the understanding and escalation of the violence. For instance, memories and skills learned by adults and older peers during the civil war were passed on to novices to organise protests and neighbourhood defence. Yet the legacies of conflict also juxtaposed with protesters’ ideals on ‘civil’ non-violent political dialogue. The ambivalence towards violence experienced and narrated by protesters and witnesses points to intergenerational change, but may also be understood as contradictions in how political dialogue and competition is generally envisioned in Burundi. Show less
Kamp, M.T. van de; Admiraal, W.F.; Coertjens, L.; Goossens, M.; Rijlaarsdam, G. 2021
This study examinesspecificexploration activities in students’ visual arts portfolios from secondary edu-cation. Creating original visual arts products requires exploration according to Getzels... Show moreThis study examinesspecificexploration activities in students’ visual arts portfolios from secondary edu-cation. Creating original visual arts products requires exploration according to Getzels and Csiksentmihalyi(The creative vision. A longitudinal study of problem finding in Art. New York: John Wiley & Sons Inc.,1976). Obtaining insight about the contribution ofspecificexploration activities to the originality of artsproducts is important for designing and supporting learning in arts education. The aim of this study is toexamine the contribution of activities within three types of exploration:association,combination, andab-stractionto originality of visual arts designs. Data consist of 196 portfolio events showing exploration activi-ties and art designs, from 11 Grade 11 visual arts students. Portfolio events were coded for three differenttypes of exploration:association,combination, andabstraction, on a dimension of ascendingabstractness.Wecoded activities within each of these types, on a scale ofremoteness, to determine the metaphorical distance.Visual originality of each portfolio event was assessed using the comparative judgment method. Multilevelregression analyses showed all three types of exploration significantly contributed to originality of visualdesigns. In total, 31% of the variance in originality at portfolio events level was explained by these types ofexploration. In general, the moreremoteexploration activities were, the moreoriginalthe visual design.These findings are discussed related to the literature on creative processes. Show less
This dissertation focuses on ‘new learners’ with trendsetting learning biographies. Their biographies seem a prototypical fulfilment of a new cultural script as disclosed by for example education... Show moreThis dissertation focuses on ‘new learners’ with trendsetting learning biographies. Their biographies seem a prototypical fulfilment of a new cultural script as disclosed by for example education innovation and youth sociological discourses. Education innovators proclaim that learning processes of new generations will (have to) be fundamentally different. Youth sociologists emphasize today’s individualization of life courses. These changes are perceived as imperative in the shift towards an individualized knowledge society in which learning and life course constructing become almost synonymous. Empirical research that focuses on all aspects of learning and life courses of a new generation is scarce, and a coherent conceptual framework is lacking. General aim is to connect the - at this moment separate - discourses on learning and life courses. An integrated conceptual framework is developed with which learning biographies can be studied. This framework functions as a heuristic for the empirical study: analysing biographical narrations of expected ‘new learners’. The specific aim is to developa theoretically informed and empirically underpinned ideal type of a trendsetting learning biography. Central question: In what type of contexts do favorable conditions emerge for, and what are key factors in, trendsetting learning biographies of a new generation? Show less
