Reimagining Education: A Materialist Perspective on Visual Data Analysis - Essay Sample

Challenging Anthropocentric Analysis of Visual Data: A Relational Materialist Methodological Approach to Educational Research

Abstract

The article aims at changing the standard anthropocentric view in analyzing educational data. The paper puts to the challenge the common assumption and mindset that only humans can educate. It brings out other non-human subjects related to education, especially in a developing child in need of assistance concerning learning items and objects. The article provides a comprehensive explanation bringing out a whole new set of possibilities in understanding the importance of other non-human factors in education. The writer aims to decentering human beings in school because other factors play the part as well.

Review

The use of pictures to explain the writers' point of view comes out well. It helps the reader understand the writer's point of view and central focus. The images appear real and supportive of the statements in the article. The center makes the article worth reading and brainstorming. However, the final part of the item does not appeal to the introductory section. The introduction enticed the reader into a challenge. The conclusion deserves a better engaging approach that takes into account a holistic and broad approach, thus engaging the reader to the trial to improve connectivity.

Feedback

Pictorial usage remained relevant, and it provided a definite buffer proof as evidence. The idea thus comes in handy, especially for future study situations when evidence and a little more explanation remains the essential aspect to prove the point.

Reflection

The non-human factors in playing the role of education remained challenging and daunting. The reader has keen attention to learning outcomes and the entire learning environment. Besides the formal aspect of training in the classroom, the write prefers training in the school. Through this, the writer will develop a better and closer view of the objects and situations around to engage and integrate seamlessly with learning requirements.

Becoming-crocus, becoming-river, becoming-bear: A relational materialist exploration of place(s)

Abstract

The journal attempts to find out whether the surroundings and the venue during learning matters. The journal further seeks to find out if there are problems and concerns in the type of environments for students. If, for example, the learning takes place outside, the main question will entail the student's keen attention and focus despite the high chances of distractions. The research uses a relational materialist method to carry out an outdoor setting with students, intending to find out the skills, place, and journey that help to encounter human or non-human characters in education.

Review

The article's flow of contents remained good. The writer's arrangement of the sub-topics also stands forth as exemplary and easy to understand. In terms of the agreement, the whole structure illustrates how the research process occurred and the eventual conclusion. Additionally, the step by step event enables for easier understanding. However, the abstract part seems too concrete and rigid, thus, and it remains unclear, especially in understanding the primary concept of the paper "clearly." A reader has to read deep through the introduction to understand the thesis of the article.

Feedback

The journey throughout the research process remained relevant. This short journey helps the reader to 'walk' with the researcher in pursuit of answering the outlined questions. Additionally, it makes the paper look more practical, and the findings appear real. The entire arrangement remains a challenge for the writer's future study goals and ambitions. For a conclusive outcome, remaining practical will require an in-depth look into the research, thus calling for a great deal of sacrifice and time. Sacrifice and time remain a vital point in undertaking future research in any given field.

Reflection

The role of landscapes in an outdoor learning experience challenged remained a challenge all through the exercise. I am not sure whether being actively involved in an outdoor setting makes one learn better than when in closed and quiet surroundings. The distractions in an outdoor environment play a negative role, thus limit one's knowledge absorption. Do they remain ad stand out as a source of learning or only time passing? A practical session of the two scenarios will give a vivid answer.

Becoming a Place-Responsive Practitioner: Exploration of an Alternative Conception of Friluftsliv in the Swedish Physical Education and Health Curriculum

Abstract

The article gives the importance of Friluftsliv (Outdoor education) learning for both teachers and students. The concept of environmental education for students helps both the teacher and students to have a broader perspective of understanding Friluftsliv. At the same time, the research provides new innovative ways for teachers. The teachers can multitask; instead of having regular teaching lessons, they can engage in cross-curricular experiences more locally since they remain in a serene and more favorable environment.

Review

The co-relation between Friluftsliv and place-responsive comes out well to make the reader understand how both environments are useful for the curriculum. However, the writer does not bring out well if indeed, Friluftsliv should be the way to go in terms of education or not. The reason being, some of the people used to carry out the research disagree with the method. Therefore, the findings do not come out clearly. They remain a bit confusing.

Feedback

The research design and presentation of members used for research provide a precise method of understanding. This design and performance clearly show the number of people employed and their feedback. An excellent way to give back data and proof enough that indeed, research took place. The method plays a part in a take-home assignment for my future study situations that will guide, carry out, and present research.

Reflection

The answers from the people who participated in the research process challenged my thinking. Some remained sure about the success of Friluftsliv, while others see the process as a typical outdoor event. I am taking the challenge of carrying out research that can help me see if the experience will be any different.