CCAJ as cinephiliac pedagogy: cultural reproduction and renewal through watching and making film

Striving to emphasize the complex and dynamic relationships and mutual connection between the concepts of education and cultures, the aim of this work is to present the role of education in the process of cultural reproduction and the process of cultural production. Culture, with its meaning and values, pervades the educational process in all respects. Education is a process of reproduction, as well as a process of production and transformation of culture. The question analyzed in this paper is: where does education stand between cultural reproduction and cultural production? Cultural reproduction is a process that seeks to preserve a culture more or less as it is. The role of education in cultural reproduction is and can be considered at several levels, namely: at the level of collective culture, in culture and at the level of individual culture. As one of the most important intermediaries of culture between the individual and culture, according to many authors, the school stands out. By setting curricula that are mandatory and universal to a large extent, it allows its children to be exposed to a specific set of ideas, knowledge, beliefs, values, and attitudes. The dimensions of the curriculum, by whose analysis the role of the school in cultural reproduction can be followed, are: goals; educational materials and teaching methods. The hidden curriculum in education plays an important role in performing the function of cultural reproduction. The school successfully performs cultural reproduction, because the school itself, as well as culture, represents a certain life. The way of life in the school will be close to the way the culture, that the school belongs to, lives. On the other hand, in education there is the potential for the introduction of innovations and changes. This means that education also contributes to cultural production. In order to really promote cultural production, some innovations must be submitted to the school. Supporters of the socio-cultural approach offer numerous opportunities for organizing the educational process so that they are in the service of production. Some of the possibilities are: transforming the learning discourse, building a network of learners' literacy, and transforming assessment methods. It is necessary that education is based on interactions and dialogue with the active role of students, because only in this way will we get students used to thinking and acting productively.

In this essay Alain Bergala, one of the co-founders of Le cinéma, cent ans de jeunesse (CCAJ) reflects on thirty years of the film education project, exploring its distinctive pedagogy rooted in community, shared cinematic references and intergenerational exchange. Bergala argues that true film education emerges not from programmes which privilege metrics and evaluation or outcome-based frameworks, but through the ‘contagion’ of taste, memory and lived encounters with cinema. Drawing on experiences with filmmakers such as Abbas Kiarostami, Chantal Akerman and Agnès Varda, he highlights the transformative potential of films that resist easy assimilation, enabling participants to discover cinema as ‘their thing’ – a personal compass, cultural inheritance and enduring source of creative identity.

On the 21 st century there are quite interesting changes in education, especially in Indonesia. It is showed by the emergence of home schools or commonly known as homeschooling. This is interesting enough to be observed considering the education model that previously existed in Indonesia. This model consists of three models involved pesantren, madrasah, and regular school. The concept of school is not only could be done in formal school but also in non formal schools, as well as informal. Moreover, some of the homeschooling that has emerged in recent years has identified itself as homeschooling that apply the concept of Islamic education. This research took Homeschooling Group (HSG) Khairu Ummah Bantul as the research object, mainly for character education. The transferring of Islamic characters in HSG Khairu Ummah Bantul uses the concept that begins with the process of education in the classroom. The next process uses exemplary method (uswah hasanah) , advice (mau'izhah) , habituation, reward and punishment. This processes allowed their knowledge changed into understanding (mafhum) . Changes in basic concepts become the understanding is expected to form the mindset of Islam (aqliyah Islamiyah) . Furthermore, understanding of morality is expected to metamorphose into a standard deed (miqyas) in the personal life of learners. If learners are able to continuously/ consistently shows attitude and speech according to morals, then can be called learners have been embedded nature of qona'ah. At this point in the learners have formed an attitude pattern of Islam (nafsiyah Islamiyah) .

Examining a broad range of texts,“‘Superbly Sterile:’ Queer Reproduction in Victorian Literature and Culture,” argues that Thomas Hardy’s final naturalist novels, popular nineteenth-century vampire narratives, and the fiction of Oscar Wilde queered the bildungsroman (or novel of development) through characters who failed or refused to progress along sexual and maturational timelines. Where these texts’ critics have tended to read them as cautionary tales about homosexuality or predatory female sexuality, this dissertation contends that they also presented alternate forms of kinship and reproduction. They do so through the use of recursive, inverted, or otherwise backward relationships to time. Where Victorian sexology and psychology consistently pathologized temporal backwardness,“‘Superbly Sterile:’ Queer Reproduction in Victorian Literature and Culture” argues that these texts recuperate non-linear, recursive temporality in order to consider the ways in which it might sustain new modes of kinship and reproduction. These include the consanguineous-sexual bonds of vampire fiction; the historical kinship espoused in Hardy’s novels; and art’s status as a lasting product of homoerotic attraction in Wilde’s fiction. Along with queer theory, this project also places these narratives in the context of Victorian sexology, situating them within the work of Havelock Ellis, Carl Vogt, Otto Weininger, Max Nordau and other theorists who described both queer and female sexuality in terms of temporal recursiveness, arguing that both Hardy’s and Wilde’s fiction adapts the terms of this rhetoric in order to resist its often pathologizing and limiting effects. The chapter on Oscar Wilde’s fiction relies on the concept of jouissance, a shattering disruption of the dichotomies separating pleasure from pain, self from other, and life from death, constituting a transformative experience that defines queer, death-driven sexuality, in order to contend that in Wilde’s fiction privileges a death-driven male-homoerotic form of aesthetic reproduction over the more banal, bodily kinship and procreative bonds offered by women. The third chapter focuses on maternal vampires, arguing that these characters espouse a form of single-gender kinship, one which blurs the lines between consanguineous and sexual relationships, and which offers eternal life through a perverse return to the pathologized female body.

Music as Social and Cultural Reproduction: A Sociological Analysis of Educational Processes in Ontario Schools. Un article de la revue Canadian University Music Review / Revue de musique des universités canadiennes (Numéro 5, 1984, p. 1-373) diffusée par la plateforme Érudit.

About the Authors. Preface. Chapter 1 What Is Culture? Culture in the News. The Concept of Culture in Historical Context. Categories of Culture. Definition of Culture. Organization of the Book. What is Social about Social Psychology of Culture? Chapter 2 Strategies for Describing Culture. Culture in the News ! and Fairy Tales. Describing Cultural Variations. The Global Approach. The Focal Approach. Summary and Conclusion. Chapter 3 Psychological Foundation of Human Culture. Culture in the News. Ape Cultures. Human Cultures. Cognitive Foundation of Human Cultures. Social Psychological Foundation of Human Culture. Nature, Culture, and Mind. Chapter 4 What is Culture For? Fact or Hoax? Biological and Cultural Evolution. What Does Culture Do for the Survival of the Species? What Does Culture Do for a Society? What Does Culture Do for the Individual? Conclusion . Chapter 5 Culture as Mental Habits: Shared Unintended Thoughts. Culture Travelers' Journal. Taxonomy of Knowledge. Interpretive Cautions. Mental Habits as Procedural Knowledge. The Linguistic Relativity Hypothesis. Conclusion. Chapter 6 Culture, Self, and Others: Who Am I and Who Are They? Culture and Architecture. Person Representations. Representations of Other People. Representations of the Self . Representations of Groups. Conclusion. Chapter 7 Events and Norms: How Events Unfold and What We Should Do. Cultural Psychology in Public Bathrooms. Event Representations. Norm Representations. Conclusion. Chapter 8 Organization and Application of Cultural Knowledge. Cultural Icons. Organization of Cultural Knowledge: Is Culture a Coherent Meaning System? Multiple Determinants of Cultural Behavior. Relative Influence of Different Determinants. The Context of Cultural Knowledge. Conclusion. Chapter 9 Reproduction of Culture and Cultural Change. Cultural Change across the Globe. Media of Cultural Transmission. How are Shared Representations Constructed and Reproduced? Cultural Change. Conclusion. Chapter 10 Intercultural Contacts: Implications for Cultural Competence. The Rice Storm and the Butterfly Effect. Nature of Cultural Competence. Psychological Benefits of Intercultural Contacts. Psychological Costs of Intercultural Contacts. Conclusion. Chapter 11 Globalization and Multicultural Identities. Tsunami and Globalization. Migration and Globalization. Will Globalization Lead to Homogenization of Cultures? Globalization and Cultural Diversity. Migration and Management of Multicultural. Identities. Colonization and Identity Negotiation. Conclusion. Chapter 12 Scientific Study of Cultural Processes. Studying Culture in Coffee Shops. Beyond Description of Cultural Differences. Explaining Cultures. Psychic Unity and Cultural Relativity. What is Social about Social Psychology of Culture? References. Author Index . Subject Index

Following in the theoretical tradition of the Frankfurt School, Christopher Lasch contends that the narcissistic personality has become the modal personality type in the United States. According to Lasch, the narcissistic personality is nurtured in the contemporary nuclear family and sustained by a culture that promotes immediate gratification and a preoccupation with the self. The central aim of this paper is to critically analyze Lasch's argument. The paper will show that Lasch's perspective rests on the unfounded psychoanalytic assumption that the adult personality is crystallized during childhood socialization and remains largely resistant to change. It will further be shown that Lasch's Freudianism is at odds with his Marxist politics, and that his conceptualization of culture and personality rests upon a functionalist bias in his theoretical perspective. The conclusion of this paper is that Lasch does not provide any reliable evidence for the existence of a narcissistic personality type in contempor...

This chapter explores the extent to which an international film education program, le Cinema cent ans de jeunesse, might support its participants’ developing cognitive skills. It uses the work of Elliott Eisner, in his book Arts and the Creation of Mind, to speculate on the kinds of thinking that filmmaking, watching, and discussion stimulate in the program. It concludes that the program provides the grounds for explicit and conceptually-based, meta-cognitive strategies, while also sharing significant affinities with the approaches of both Eisner and French film educator Alain Bergala in their conceptions of art education.

By way of a conclusion, this chapter considers the foregoing genealogy of school and schooling subjects in terms of global development discourses and attempts at reform efforts that aim to “indigenize” school. Framed by the logic of so-called national and economic development, school is continually promoted as the solution to the problems of both developing countries as well as to individuals who live in those contexts; the most pervasive contemporary trend in the islands is to “reclaim” formal schooling by making curricula more “culturally responsive.” The effect of this indigenizing, I argue, in fact has the opposite result, in that colonial power relations are in fact strengthened by ignoring the various circulations of power that operate through schooling. Drawing on Spivak’s notion of catachresis, or the idea that a concept-metaphor in one context does not mean the same thing in another, I argue for a set of counter-discourses that will allow for a redefinition of “education” separate from the concept of schooling. Here I conclude that such counter-discourses also offer the various communities in the region the opportunity to exercise political and ethical self-determination, not according to the terms of development discourses, but rather in terms of alternative conditions of possibility for what we mean by education.

Given the 30th anniversary of Le Cinéma, cent ans de jeunesse (CCAJ) and the recent termination of its funding, the question arises as to how the legacy of this visionary film education initiative can be preserved and benefited from in the future. The persisting website can be seen as one of its many legacies. In this article I examine this online platform as a resource for film education in regular school education and to what extent it can be fruitful as a resource for teachers who are not technically trained, especially in language and literature classes. In accordance with the work of Alain Bergala, the article also questions the influence of CCAJ on various transformation processes in film mediation approaches – between theory and practice and between independent initiatives and institutionalisation.

In the first part of this article, the author reflects on her experience of making filmmaking workshops with young people in Australia, China and the UK an integral component of a research project on the representation of child migrants and refugees in world cinema. She then sets her approach to these workshops in the context of Alain Bergala's ideas about film education, of which she had initially been unaware. In discussing a couple of further workshops that she ran in the UK and Australia as part of the 'Cinéma, cent ans de jeunesse' programme, she focuses particularly on the benign or obstructive role of institutional gatekeepers, who act as intermediaries or agents determining the terms of access to children and young people for film educators, researchers and practitioners. The legal, protective and ethical dimensions of the relationship between educator, gatekeeper and participating students are discussed. The article cites cases in which the interaction worked well, and others in which it proved problematic. The functions, responsibilities and potential drawbacks of gatekeepers are compared with Bergala's conception of the pedagogic role of the passeur – a figure who also holds power in relation to young people's access to film and film-making, but one that connotes positive, even magical, properties.

Estimates of “Street Youth” (SY) (those who live/work on the streets) show 150 million around the world, with approximately 50,000 in Kenya alone as of 2018. Challenges these youth face remain a significant barrier to national governments achieving Sustainable Development Goal 4 (Quality Education) targets, as formal schools limit access or fail to provide meaningful and supported learning experiences for SY. However, informal learning spaces that empower youth to solve problems themselves may provide them with the knowledge and skills they are denied by formal schools. SY rescue, rehabilitation, and reintegration centers all around the world emphasize and place education at the center of their operations. Recommendations for educational services for SY include providing flexible, alternative education and skills training for youth unable or unwilling to return to school. However, the lack of skilled professionals working with the SY population is one of the most critical challenges.To meet the learning needs of vast numbers of SY, teachers already connected to this population must be trained in teaching more empowering, skill-based courses such as engineering, which are typically complex. Such innovative, problem-centered curricula demand skilled teachers who are prepared to facilitate a more student-centered classroom. However, sub-Saharan Africa faces a shortage of 17 million formally qualified teachers, even for its formal public schools. Therefore, connecting with the teachers in the context and training them in engineering teaching is crucial. Researchers have long argued the need for teacher professional development to be continuous and long-term. Through this dissertation, I present a Design-Based Research (DBR) study of untrained Teacher Professional Development (TPD) in collaboration with three aspiring engineering teachers at an alternative school for SY in western Kenya. I draw on the theoretical framework of Situated Learning and Communities of Practice (CoP) to discuss the outcomes of a three-phase professional development program. Each phase was designed using the recommendation from McKenney et al. (2006) to include three iterative micro-cycles of analysis, design, and evaluation leading to a meso-cycle. In total, three meso-cycles were completed to arrive at DBR’s final phase of reflection and generation of design principles.In the first phase, teachers in this study adopted reflective practice strategies to increase their awareness of the practice. Analysis from the study showed that the teachers individually and collectively showed resilience to challenging and complex experiences by establishing a strong foundation for the community of practice. In the second phase, teachers engaged in action research to improve both teaching and learning outcomes. Results demonstrated increased active participation of the teachers in their teaching practice, and developed new understandings of engineering teaching. However, the first two studies also showed the challenges limiting the teachers from constructing an engineering teacher identity and unresolved questions about the sustainability of the TPD. Therefore, in the last phase, the teachers adopted mentoring new teachers as a strategy to develop their identities and sustain the engineering TPD.The findings from the three phases resulted in generation of design outcomes that include a situated understanding of the theory in this fragile context and design principles that are transferable in comparable settings. Implications of this work suggest a sustainable teacher professional development model for untrained engineering teachers in fragile contexts and present relevant design principles for the CoP.

The article is devoted to the study of existing approaches to the reproduction of culture in the education system. At present, the problems of cultural reproduction in the education system are of particular relevance due to the accelerating pace of changes in society. Unification of cultures and way of life leads to the threat of loss of traditional values along with the acquisition of new ones. In such conditions, one of the main guarantors of the traditions preservation, that is, the reproduction of traditional cultural values remains the education system. At the same time, the rapid change in the educational space associated with the digital revolution is causing changes in the role of educational institutions as a translator of traditions. All these factors actualize the development of a new approach to the reproduction of culture and its research. The object of the research is cultural reproduction in the education system; the subject of the research is the features of cultural reproduction in the education system in modern conditions. The purpose of the study is to identify possible approaches to the reproduction of cultural values in modern conditions. The research objectives are to study the main approaches to cultural reproduction in the educational system; to identify contradictions between existing approaches and the reality of the modern educational space; to determine the relevance of developing a new approach to the reproduction of culture in the educational system. Synergetic and diachronic approaches are the methodological basis of the study and allow us to analyze the processes of culture change over time. General scientific methods (theoretical analysis, systematization, generalization, analysis of sources on the topic) made it possible to identify the development of methodological approaches to the study of cultural reproduction and put forward a position on the need to develop a new approach. Having analyzed the existing methodological approaches to the study of the reproduction of culture in the education system and having studied the problem of the loss of traditional cultural values, the author proposes the development of a new approach based on the reproduction of cultural heritage in the education system in the new digital reality

In our time film making is regarded as a powerful teaching tool. Jean Mitry and Alain Bergala, amongst other filmmakers and writers associated with cinema, advocate that filmmaking is not just an art or a way to express culture, but it’s also a way of acquiring knowledge. Bearing these thoughts in mind, we intend in this paper, to point out how learning and education come together in Willy Russell’s film, Educating Rita . This film is based on the social constructivist notion advocated by Piaget (1896-1980) and Vygotsky (1896-1934), in which the determining factors for cognitive development interact with the physical and social environment, with human symbolism and with social interactions. Educating Rita refers to the social, historical and cultural context of the United Kingdom during the70’s, and conveys how the educational process turns out to be a social practice. In this film the student is given a primary role, namely he is responsible for his own learning and proves he can find ways to achieve his goals and being responsible for the consequences of his choices, in a process of experiencing, reflecting and transforming himself through and educational experience he undergoes in adult. In addition to the importance of social context in education, the film focuses on the affective and educational issues and calls up a reflection on the affective dimension during the teaching-learning process.

The Role of Education in Cultural Reproduction in Iran