Search

Placemaking as a practice

tbrelage
In response to

Place-making practices refer to the ways in which people create and define physical spaces as meaningful and significant through their everyday activities and social interactions.[1] In Ethnography, the study of these practices is often referred to as ‘ethnography as place-making,’ which involves the exploration of the cultural meanings and practices that shape the physical and social environments in which people live. This can include examining how people create and maintain social boundaries, how they express their identities and values through the built environment,[2] and how they negotiate power and control over the spaces they inhabit.

This place in Gröpelingen is made a place through the interaction of the people tending to the urban gardening project. 

  1. Pink 2008, 178ff. 

  2. See: urbanization 

  3. Pink 2008, 190. 

Petro-Pedagogy & Science Capital

prerna_srigyan
Annotation of
In response to

"Far from being anti-science and anti-education, BP has successfully embedded itself at the heart of elite UK science and education policy and practice networks – in particular, networks focused on development and delivery of STEM (Science, Technology, Engineering and Mathematics) education. Rather than limiting itself to the narrow promotion of pro-petroleum rhetoric, BP has long seen its interests as being best served by the general promotion of pro-business practices and values throughout UK public education. Petro-pedagogy, in the case of BP at least, is best understood as a core component of a more extensive corporate education reform network that, for the past decade, has focused on promoting a neoliberal model of STEM education in schools" p. 475

"This brings us back to the argument of Eaton and Day (2019) that began this article: to tackle the crisis of climate change, we ‘need to dismantle the corporate power of the fossil fuel industries and their petro-pedagogy’ (15). Doing this, however, will require a far different model of STEM education: one that can help students ‘understand how manipulative politics, economic power and myth making PR are subverting public democratic will,’ and encourage ‘young people to apprentice as critical scientific policy analysts,’ and ‘create innovative counter-narratives to the old dysfunctional stories of intensifying carbon dependence’ (Elshof 2011, 15)." p.486

pece_annotation_1480130335

maryclare.crochiere
Annotation of
In response to

"Two FDNY EMTs who had to intervene to stop four police officers beating a handcuffed patient on a stretcher have turned the cops in to authorities"

""Three cops began to punch the patient in the face, EMS (had) to get in the middle of it to intervene. Pt's. wounds and injuries cleaned in the (ambulance)," the report said."

pece_annotation_1480130537

maryclare.crochiere
Annotation of
In response to

The article shows the fact that EMTs had to step in to prevent police officers from further abusing an inmate/patient. The purpose of EMS is to take care of people that are hurt accidentally or in crimes, not to pull police officers off of patients. This article is purely factual, but shows a very poor example of police "helping" EMTs.

pece_annotation_1480130855

maryclare.crochiere
Annotation of
In response to

This article is all about emergency response. Could you imagine being called to a scene where the patient is sustaining injuries from a police officer? As EMTs, we are trained to help police for help if the patient is combative or a minor, and all they should do is restrain the patient or act as their parent for custody purposes. The police officer should not be the reason we have to provide care, unless someone's safety was at risk - which it does not seem was the case. This situation shows increased risk for EMTs in the field and more challenges we are facing each day with the politics and violence around police departments these days.

pece_annotation_1480173939

wolmad
Annotation of
In response to

"The violence broke out when the patient spit at the Emergency Service Unit officers and swore at them. The officers responded by hitting him in the face, hauling him off the stretcher to the ground and then tossing him back on the stretcher, "

"After the first round of punches, the patient was "taken off the stretcher to the ground and restrained again, pt. was thrown by ESU again on to my stretcher," the EMT wrote. "Pt. sustained injuries to face and head," the report said."