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Camille L. Bryant Andrea D. Frazier Becky Becker Amanda Rees 《Children's Geographies》2020,18(4):406-419
ABSTRACT This qualitative research endeavor explored the role of embodiment as a pathway to visual-spatial thinking. The researchers relied on an interdisciplinary approach using geography and theater rooted in kinesthetic and empathetic embodied activities to facilitate visual-spatial thinking within the context of a community redevelopment project. The participants consisted of 14 elementary and middle school aged girls attending a Girls Inc. program within a low-income housing community. The researchers situated the findings using McCormack’s ([1998. Visual/Spatial Thinking: An Essential Element of Elementary School Science. Washington, DC: Council for Elementary School Science]; [2011. “Don’t Verbalize, Visualize!” NSTA WebNews Digest. Accessed June 15, 2016. http://www.nsta.org/publications/news/story.aspx?id=58298]) visual-spatial thinking typology and theories of embodiment. The findings revealed that the girls exhibited three types of visual-spatial thinking, which ranged from foundational to highly advanced ways of thinking about space, to include visual-spatial perception, memory, and creative thinking. The results also illustrate that embodied activities that engage sensorimotor functions through an interdisciplinary approach, can facilitate visual-spatial thinking. 相似文献
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As the Covid-19 pandemic continues to unfold around the world, governments engage in diverse decision-making processes that shape everyday living patterns, rituals and livelihoods. This article compares and examines state-level governmental influences on the social construction of the Covid-19 disaster in the United States, specifically analyzing the states of Ohio and Georgia. The authors interrogate how governing bodies and officials in these states differentially construct the crisis and reshape social norms during periods of liminality. 相似文献
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Names can act as daily reminders of a colonial presence. To unsettle Settler origin stories, we strive to reveal the legacy of (dis)possession rooted in naming. As case studies, we consider the attribution of the name Salish Sea, the naming of the Straits of Juan de Fuca and Georgia, and the delineation of national boundaries during the San Juan Water Boundary Dispute. We use these examples to demonstrate the unsettling potential of (re)naming practices. To conclude, we suggest further areas for praxis and research that are situated in a broader context of naming practices. 相似文献