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Displaced landscape : the art and life of Ni Zan (1301-1374)

This dissertation, "Displaced Landscape: The Art and Life of Ni Zan (1301-1374), " retrieves the lived experiences of underrepresented, displaced people during the Yuan-Ming dynastic transitional era. By using Ni Zan's paintings as counter-memories, my project raises new questions about the dominant mythology surrounding Ni Zan. Mainstream historiographies in China define him as a loyal recluse, which limits understandings of the variety of his life experiences. Instead, my research shows that Ni Zan was an active agent who coped with turbulent times by means of artistic practice, and reconstructs the forgotten local history of the Wu region (today's Suzhou and its surrounding area) in the late Yuan period. My analysis of Ni's paintings shows how art objects can operate as a creative social force and spotlights two previously overlooked potentialities in Chinese painting. First, it can function as, what I term, a "communal space" of memory, communion, or personal/political mourning. Second, it can function as "objectified charisma, " the sedimentation of an individual's virtues and powers into objects embedded with iconic and indexical properties.

Curriculum alignment and progression between early childhood education and care and primary school [electronic resource] : A brief review and case studies

Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment.

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