Graffiti as Learning: Psychological Insights into Unconventional Education | Chapter 4 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

This chapter is a conceptual study which explores graffiti not merely as vandalism but as a noteworthy, albeit unconventional, mode of education and personal development. It digs into several psychological theories to unpack how the creation and interpretation of graffiti can promote learning, especially for students and groups operating outside formal educational contexts. The chapter assesses how identity formation theories illuminate graffiti's role in self-expression and the claiming of identity, especially among adolescents. The social learning theory is applied to comprehend the transmission of skills, values, and norms within graffiti subcultures, while the sociocultural theory outlines graffiti as a cultural tool for meaning-making and socially mediated learning within distinctive contexts. Furthermore, the chapter reviews the constructivist learning theory, revealing how both creators and viewers actively build understanding and interpretation of their environment through graffiti. It also examines graffiti's potential for critical pedagogy, empowering marginalised voices to contest prevailing narratives and engage in social criticism. Finally, principles related to art therapy are deliberated to appreciate the emotional expression and transformative potential built into the act of creating graffiti. By blending these psychological perspectives, the chapter argues for a nuanced awareness of graffiti as a complex phenomenon that can provide deep learning experiences related to identity, community, critical consciousness, and voice, urging a review of its place in discussions of informal and non-formal education. This theoretical examination offers professionals a robust, theoretically reinforced framework for re-contextualising graffiti from a problem of vandalism to a prospective avenue for informal education and personal development.

 

 

Author(s) Details

Edmore Chingwe
Department of Foundations of Education, Rwanda Basic Education Board, TTC Bicumbi, Rwanda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH4

Optimum Reverberation Time of Classrooms for Incomplete Hearing People Using Speech Intelligibility Tests | Chapter 8 | Theory and Applications of Engineering Research Vol. 7

 Because speech recognition performance is significantly lower at the age of nine or younger, and age over 65. The acoustic performance standards of classrooms for these people, incomplete hearing people, should be investigated separately. This study derives the appropriate reverberation time of classrooms for both lower-grade elementary school pupils and elderly in Korea. A virtual sound field was created by computer modeling using normalized classrooms of Korean elementary schools. A total of five classrooms with reverberation times from 0.6 s to 1.2 s were produced by varying the sound absorption coefficient of the ceiling. Auralized sounds were produced by synthesizing anechoic sounds of words in a virtual sound field. Speech intelligibility tests were undertaken with 20 young pupils and 50 elderly people. As a result, it was concluded that the reverberation time suitable for lower-grade classrooms of elementary schools should be below 0.6 s because test scores were significantly lower when RT was longer than this value. Also reverberation time below 0.8s was suggested for the learning space for elderly people.

Author(s) Details:

Chan-Hoon Haan,
Department of Architectural Engineering, Chungbuk National University, Cheongju 28644, Korea.

Please see the link here: https://stm.bookpi.org/TAER-V7/article/view/13688

Keywords: 

Past, Present and Future of Smart Learning Environment| Chapter 1 | Recent Progress in Science and Technology Vol. 1

 Smart education environment is new pedagogical aspect observing a lot of changes earlier two decades. Improvements in technological betterings and the swift changes in the business-related conditions of the people are conceiving new ideas and concreted a way for changes in the education of the learning atmosphere in the educational world. After the start of utilizing computers, this process has fast changed the whole scenario of human lives and to era we see computing instruments in every some human being’s life containing teaching knowledge process [1]. This paper discusses about the evolution of knowledge the environment and the changes in the smart knowledge environment in the current past in India. It further discusses about the Architectural facets related to smart learning atmosphere.

Author(s) Details:

Nagaraju Kaja,
Department of Architecture, School of Planning and Architecture, Vijayawada, India.

Sayak Benarjee,
Master of Sustainable Architecture, Department of Architecture, School of Planning and Architecture, Vijayawada, India.

Please see the link here: https://stm.bookpi.org/RPST-V1/article/view/9086

An Overview of Social Media in Education | Chapter 4 | Current Overview on Science and Technology Research Vol. 7

 Social radio was first conveyed to be secondhand for public interactions and to build a "computer world for us all" [1].  This view involves engaging accompanying mathematical dialogue and, now and then, devising a social description as accompanying Facebook. Social news did not have a education or instructional component [2]. Education experts are more and more surveying the likelihood that social television can have far-reaching potential further private requirements and is more carefully connected with instructional scenes where it ability cause a graduate the one is confident and skillful in utilizing technology. In the following belief post, I form the case that public media maybe favorably included into education. Significant parts concerning this short ideas are closely had connection with issues and tightnesses between educators and the TEL drama, still there are deep features when debating social television for teaching purposes.

Author(s) Details:

Ryan Thomas Williams,
University of Sunderland, United Kingdom.

Please see the link here: https://stm.bookpi.org/COSTR-V7/article/view/8506