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  • 1.
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Daring the Meaning, or Cyberspace that Matters. Criticism-Creativity and Online Education2018In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 9, no 13, p. 2016-2036, article id 88017Article in journal (Refereed)
    Abstract [en]

    This paper focuses on online education and generic competences such as criticism and creativity. It brings to the fore theories that address processes of meaning making (i.e., a psychological constructionist account of the brain basis of emotion-the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and reflect on various patterns of meaning making comprising those that lead to criticism and creativity (i.e., the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum) to inspire pedagogical practices that aim to create critically-creative abilities among students. Concomitantly, it seeks to reflect on how such pedagogical undertakings can be actualized in online education and on the possibilities online environment offers to promote criticism and creativity among graduates. By posing questions related to teaching methods, learning activities, software and hardware, and their combinations in online education, and by addressing and problematizing concepts and phenomena of immersion and DFI-digital facial image, I will make an effort to not only highlight, what I call, the promises of cyberspace, but also ponder on how the aforementioned pedagogical practices can be actualized online.

  • 2.
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Affect and Concept or Zero∞Gravity Consciousness2017In: Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters / [ed] Edyta Just and Wera Grahn, Newcastle upon Tyne: Cambridge Scholars Publishing, 2017, 1, p. 9-27Chapter in book (Other academic)
  • 3.
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Desiring Bodies: Problematizing the Matter of ARTs in Poland2017In: Assisted Reproduction Across Borders: Feminist Perspectives on Normalizations, Disruptions and Transmissions / [ed] Merete Lie and Nina Lykke, New York, London: Routledge, 2017, 1, p. 164-175Chapter in book (Refereed)
  • 4.
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Daring to Dare: Theoretical Experiment for Pedagogical Practices and Body-Brain-Embedded Subject2016In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 7, no 2, p. 293-301, article id 63877Article in journal (Refereed)
    Abstract [en]

    This article discusses and experiments with a psychological constructionist account of the brain basis of emotion—the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum. Why those two? The conceptual act model theorizes process of meaning making of external and internal sensations including experience of emotions. Deleuze and Guattari, with their accounts, reflect on various patterns of making meaning comprising those that lead to self-/criticism and creativity. Since it is crucial to think about teaching practices that support students in daring to challenge, problematize and generate new meaning of experienced sensations, theories that address meaning making processes are of particular relevance. This article shows that those theories alone and once exposed to an experiment may possibly inspire pedagogical undertakings that aim to create self-/critically-creative abilities among students, but also add to the ways of conceptualizing subject, body, mind and brain.

  • 5.
    Just, Edyta
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Computing and Affective Body-Brain. A Critically-Creative Reflection on Affect2014In: Gendered neurocultures : feminist and queer perspectives on current brain discourses / [ed] Sigrid Schmitz and Grit Höppner, Wien: Zaglossus , 2014, p. 355-372Chapter in book (Refereed)
  • 6.
    Just, Edyta
    et al.
    Department of Transatlantic and Media Studies and Women's Studies Centre, University of Lodz, Poland.
    Wojtaszek, Marek
    Department of Transatlantic and Media Studies and Women's Studies Centre, University of Lodz, Poland.
    Pantopia of Transference: Of Future and Sound. The Soloist and the Sonic Unconscious2013In: Esthetic Experiments: Interdisciplinary Challenges in American Studies / [ed] E, Just and M. Wojtaszek, Newcastle upon Tyne: Cambridge Scholars Publishing, 2013, p. 155-168Chapter in book (Other academic)
  • 7.
    Oleksy, Wiesław
    et al.
    Department of Transatlantic and Media Studies, University of Lodz, Lodz, Poland.
    Just, Edyta
    Women's Studies Centre, University of Lodz, Lodz, Poland.
    Zapedowska-Kling, Kaja
    Department of Transatlantic and Media Studies, University of Lodz, Lodz, Poland.
    Gender issues in information and communication technologies (ICTs)2012In: Journal of Information, Communication and Ethics in Society, ISSN 1477-996X, E-ISSN 1758-8871, Vol. 10, no 2, p. 107-120Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to present some of the findings (which were reported on more extensively in earlier work) regarding the visibility of gender issues in the literature on selected information and communication technologies (ICTs) with a view to make predictions about potential ethical issues that the application of these ICTs may bring about in the future. This paper is part of the larger research project called ETICA (Ethical Issues of Emerging Information and Communication Technologies), a collaborative project funded by the 7th Framework Programme of the European Union.

    Design/methodology/approach – On the basis of the analysis of around 100 published sources, which dealt with various aspects of selected ICTs, conclusions have been drawn regarding gender issues and concerns that the applications of these ICTs may cause. The authors' analysis is theoretically informed by critical discourse analysis (CDA) which assumes that texts, both written and spoken, as well as other forms of symbolic representations, are indicative of social practices. Of particular methodological relevance was the survey of methods of text and discourse analysis presented in Titscher et al. and especially the application of keyword search as a way to measure the prominence of each investigated method. This approach to literature surveying proved very useful in selecting analytic material: only those published sources on the selected four ICTs have been included in the survey, for which the analysis of keywords, abstracts and indexes of terms indicated authors' interest in gender issues.

    Findings – First, ICTs such as affective computing, ambient intelligence, and artificial intelligence, have been found to have the potential of positively affecting gender power relations and thus positively affecting gender balance in the areas of labour market related to ICT across EU countries and worldwide. Second, more research on the relationship between gender and ICT design, application and representation is needed, so as to enhance a better understanding of ethical issues resulting from unequal participation of women and men in all aspects of ICT production and implementation, which in itself is an ethical dilemma with which both the ICT business and legislators have to grapple.

    Originality/value – The paper offers insight into the relationship between the level of attention devoted to particular ICTs by ICT researchers, as evidenced in the reviewed literature, and the likelihood of the application of a particular ICT in the future, which is looked at and assessed from a gender perspective.

  • 8.
    Just, Edyta
    University of Lodz, Poland.
    Teaching Gender in Interdisciplinary and Transnational Classrooms2012In: Quilting Stories: essays in honor of Elżbieta H. Oleksy / [ed] Marek M Wojtaszek, Edyta Just, Łódź, Poland: Wydawnictwo Uniwersytetu Łódzkiego , 2012, p. 167-179Chapter in book (Other academic)
  • 9.
    Just, Edyta
    Utrecht University, The Netherlands.
    Reference Points for the Design and Delivery of Degree Programmes in Gender Studies [Tuning project]2010Book (Other academic)
    Abstract [en]

    The Gender Studies Tuning Brochure contains the reference points for the design and delivery of degree programmes in Gender Studies. Undergraduate first cycle courses, MA- or second cycle programmes preparing students for a professional life and the third or doctoral cycle for students who train for scholarly research. The Reference Points that are offered here are intended to help those involved in the design and delivery of degree programmes in Gender Studies to reflect on their own quality requirements, their choices and decisions and their students’ needs – wherever they are and whatever their background.

  • 10.
    Braidotti, Rosi
    et al.
    Utrecht University, Utrecht, Utrecht, Netherlands.
    Mensink, Marlise
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    The Making of European Women's Studies : Volume V : a work in progress report on curriculum development and related issues in gender education and research2004Book (Refereed)
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