Appel à contributions // Revue symplokē

Transparency is one of the buzzwords of today’s political and organizational discourse. At heart an aesthetics of the becoming-visible, transparency is at once an injunction to communicate, as well as a moral imperative. It posits itself as the necessary but also sufficient condition of a number of mediatic and political virtues that are ardently pursued but rarely questioned. This special issue explores the notion of transparency using the tools of the Humanities, following three axes of critical inquiry. The first considers transparency as an epistemic scenography, a carefully crafted mise-en-scène that is supposed to  guide us to the truth. The second considers transparency as a rhetorical device, aimed at effectively settling controversies, and establishing consensus. The third considers transparency as a media affordance, by which technical devices cultivate the illusion of a complete grasp of their representational objects and the signifying dispositifs involved. These three axes – transparency as truth, settler of controversies, and media affordance – are in practice regularly combined, so we invite submissions that explore overlaps between the three lines of inquiry, and shed light on the ways transparency shapes multiple relationships to knowledge.

Focus Editors: Jeremy Hamers, Ingrid Mayeur, François Provenzano, Élise Schürgers, Jan Teurlings

Corresponding editor: j.a.teurlings@uva.nl

Deadline for submissions: 15 May 2024

Informations complètes sur le site de la revue

AAC: Supports didactiques, ressources pédagogiques. Formes, (in-)égalités, autorités et pratiques

Le prochain colloque du Didactifen prendra pour objet les supports didactiques, envisagés en première analyse comme des unités matérielles et formelles mobilisant une ou plusieurs ressources à des fins éducatives : manuels, fiches-outils, sites interactifs, applications, podcasts, MOOCs, syllabus, diaporama, portefeuille de lectures, recueil d’exercices, mallettes pédagogiques, etc. On interrogera le support comme instrument d’une médiation éducative (Danvers 1996) dans ses relations multiples avec les finalités de l’enseignement, la programmation des contenus disciplinaires, les pratiques d’enseignement et d’évaluation dans un contexte historiquement et socialement situé.

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