Participating together: dialogic space for children and architects in the design process

Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation.     

Creating an intentionally dialogic space: Student activism and the Newcastle Occupation 2010

Dominant discourses tend to represent young people as politically apathetic, disengaged and inert. Yet, in late 2010, tens of thousands of young people across the UK protested against government proposals to change the ways in which higher education is funded. In numerous universities across the country, students occupied buildings, facilitated protests and challenged university leaders to speak out against the proposed changes. At Newcastle University, a group of highly organised students occupied the Fine Art lecture theatre for seventeen days in late 2010 in resistance to these changes. In this paper, we draw upon a detailed analysis of twenty-seven interviews with young people who participated in the Newcastle Occupation, supplemented by participant observation of Occupation meetings. We argue that the students created an intentionally dialogic space in the Occupation in a number of ways, including how they organised it, how they used social media and the internet, the actions they participated in and the ways in which they engaged with the elite. These insights offer an important contribution to debates and young people and politics and exemplify the ways in which the student activists involved in the Newcastle Occupation were sophisticated political agents who strategically and tactfully engaged with politics matters.     

印度尼西亚华人的历史地位、作用和贡献

华人在印尼的历史已有上千年。在西方殖民者入侵前 ,华人与原住民一向和睦相处 ,对繁荣当地经济做出了重要贡献。荷兰殖民统治后 ,大批华人到印尼谋生或被掳掠当劳工 ,他们全面参与了印尼经济从自然经济向市场经济的过渡并发挥了重要作用。 2 0世纪 ,在印尼出现了华人和原住民两种民族觉醒和双轨的民族运动 ,在争取民族独立的斗争过程中二者逐渐汇合并轨。印尼独立后 ,原住民中的“原住民主义”思想抬头 ,曾出现大规模的经济排华。“新秩序”时期 ,“原住民主义”思想变本加厉 ,对华人采取强制、快速和彻底的同化政策 ,企图通过消灭华人的“一切特性”以实现完全的“原住民化” ,导致 1 998年的“五月骚乱”和“新秩序”政权的垮台。印尼进入民主改革时期之后 ,对华人的历史地位、作用和贡献才有了比较客观和公正的评价