Learning Communities-International Journal of Learning in Social Contexts最新文献

{"title":"Sociotechnologies, sovereignty, and transdisciplinary research","authors":"M. Christie","doi":"10.18793/lcj2020.26.02","DOIUrl":"https://doi.org/10.18793/lcj2020.26.02","url":null,"abstract":"When researchers from an academic knowledge tradition undertake transdisciplinary research – that is, research which takes seriously knowledge practices quite alien to the disciplines of the academy – science and technology studies can help unpick some of the assumptions which are embedded in their research practice. The analysis of sociotechnologies, which are understood as phenomena which are indivisibly both social and technical, allows a researcher in the many unique contexts of Australia’s remote Northern Territory, to take seriously the understandings and methods of Aboriginal knowledge authorities, and work collaboratively and generatively with them. In this paper, examples from research collaborations in education, language, politics, housing and health in the Northern Territory explores the utility of the STS analytic concept ‘sociotechnology’. In each example our methods identify tensions between practices – including epistemics – which remain unresolved except insofar as they may point towards strategies to address problems of the moment. Aboriginal sovereignty can be seen as a key to understanding the position of the academic researcher in transdisciplinary work, and conceptually sociotechnology offers a means to respect and engage with the ancestral knowledge practices and authority of Aboriginal elders.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91231434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meaning making in the cosmopolitics of heritage","authors":"Christine Tarbett-Buckley","doi":"10.18793/lcj2020.26.08","DOIUrl":"https://doi.org/10.18793/lcj2020.26.08","url":null,"abstract":"The cosmopolitics of heritage refers to the politics of working cosmologies together and separately simultaneously, in making meaningful stories of the multiple and complex histories that contribute to any place’s heritage. In this paper, I recount a visit to a World Heritage site in the Northern Territory of Australia. My story describes a seemingly modest disconcertment about the on-site presentation of the place. Taking this disconcertment seriously I point to some compromises that have been made in waging the cosmopolitics of designing the presentation. My aim in articulating this is to suggest that there are better and worse ways of making these compromises and that careful explicitness, even if the story of place becomes complex and complicated, is a helpful step towards achieving this. Figure 1: Kakadu National Park, stairway ascending to Angbangbang Rock Shelter Source: the author-December 2018 51 Learning Communities | Special Issue: Collaborative Knowledge Work in Northern Australia | Number 26 – November 2020","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82722039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sociotechnical assemblages in digital work with Aboriginal languages","authors":"C. Bow","doi":"10.18793/lcj2020.26.03","DOIUrl":"https://doi.org/10.18793/lcj2020.26.03","url":null,"abstract":"In this paper I consider how three digital resources for the preservation and transmission of Australian Indigenous language function as ‘sociotechnical assemblages.’ The three projects under consideration are a digital archive of materials from a particular era in Indigenous education in Australia’s Northern Territory, an online template for presenting language data under Indigenous authority, and an online course teaching a specific Indigenous language (Bininj Kunwok) in a higher education context. Considering each of these as a sociotechnical assemblage – collections of heterogeneous elements which entangle the social and the technical – and exploring how they constitute connections and contrive equivalences between different knowledge practices, and how they resist such actions, highlights how they can open up spaces for new collaborative work. The Living Archive contrives connections between disparate elements by gathering all these materials to a single repository for preservation and access. The coding of the archive (intentionally and unintentionally) assumes particular equivalences. It connects the various components of each item – the information inscribed in the metadata, the digitised copy of the book in PDF form, the extracted text file, and the cover image thumbnail – and displays them together as a single record. It links materials to places and languages on a map which functions as the entry point to the collection (see Figure 1), and shows connections between different versions of a story where these are available, such as translations in other languages or updated versions. Search, browse and filter options in the interface were designed to enable users to make their own connections between items – whether people, languages and places, or words, topics and themes. The use of standardised forms, such as ISO 639-3 language codes (SIL International, 2015), OLAC metadata standards (Simons & Bird, 2003), and OAI-PMH protocols for harvesting (Lagoze, Van de Sompel, Nelson, & Warner, 2002) all support connection to other collections and improve the discoverability and accessibility of the Archive and its contents. Hosting the collection on a university repository contrives sustainability into the future, and extensibility into wider linguistic and academic ecologies. Use of a permission form and Creative Commons license create connections between Indigenous and non-Indigenous practices of intellectual property management (Bow & Hepworth, 2019). The Living Archive constitutes equivalences by enabling diverse groups of users to access these materials. A highly visual online interface was developed to support navigation without requiring high text or technical literacy, while also maintaining standard search and browse options expected by users more familiar with library catalogues. The contents of the Archive are treated equally, with no hierarchies within the materials: a simple word book with a line drawing on each page has the same st","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77247666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Micro-credentialing as making and doing STS","authors":"M. Spencer","doi":"10.18793/lcj2020.26.10","DOIUrl":"https://doi.org/10.18793/lcj2020.26.10","url":null,"abstract":"When researchers from an academic knowledge tradition undertake transdisciplinary research – that is, research which takes seriously knowledge practices quite alien to the disciplines of the academy – science and technology studies can help unpick some of the assumptions which are embedded in their research practice. The analysis of sociotechnologies, which are understood as phenomena which are indivisibly both social and technical, allows a researcher in the many unique contexts of Australia’s remote Northern Territory, to take seriously the understandings and methods of Aboriginal knowledge authorities, and work collaboratively and generatively with them. In this paper, examples from research collaborations in education, language, politics, housing and health in the Northern Territory explores the utility of the STS analytic concept ‘sociotechnology’. In each example our methods identify tensions between practices – including epistemics – which remain unresolved except insofar as they may point towards strategies to address problems of the moment. Aboriginal sovereignty can be seen as a key to understanding the position of the academic researcher in transdisciplinary work, and conceptually sociotechnology offers a means to respect and engage with the ancestral knowledge practices and authority of Aboriginal elders.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81984295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘More than an academic thing’: Becoming a teacher in Ltyentye Apurte and beyond","authors":"Al Strangeways, Vivien Pettit","doi":"10.18793/lcj2019.25.05","DOIUrl":"https://doi.org/10.18793/lcj2019.25.05","url":null,"abstract":"Becoming a teacher involves much more than building an effective collection of professional knowledge and practice. Establishing a satisfying and meaningful teacher identity is the foundation of teacher development and has implications for teacher retention and for reclaiming the profession from its current domination by policy discourses. Much can be learned by teacher educators, education leaders and teachers themselves from narratives of identity development. Such stories offer an embodied picture of the complex inter-relationship between the different elements of a teacher’s identity and how a teacher’s experiences, relationships and socio-cultural context shape the meaning they make of their teacherself. This paper draws on arts-based, narrative and dialogic methods to share Author 2’s story of his professional identity formation before, during and after his participation in the Growing Our Own (GOO) program at Ltyentye Apurte (Santa Teresa). The story emerges from data collected over six years of the eight-year working relationship between Author 2 and Author 1, a lecturer on the program. It casts light on the people, places and experiences that shaped his professional identity, on the challenges he encountered, and the impact becoming a teacher had on his identity as an Indigenous man and a member of his community. This story contests the notion of professional identity development as a straightforward journey towards a known destination and offers a rich embodiment of the complex nature of teacher identity as ecological, transactional and relative to time and place. Background and context Teacher identity When Author 2 said, “It’s more than an academic thing: it’s about relationships and feeling good, feeling like you belong”, he wasn’t referring to his own learning. He was talking about his students’ experience of school at the remote Indigenous community of Ltyentye Apurte (Santa Teresa) in central Australia where he learned to become a teacher as part of the Growing Our Own (GOO) program. GOO is a joint initiative of Charles Darwin University and Catholic Education, designed to deliver Indigenous teacher education ‘on-country’ and so address the shortage of remote Indigenous teachers. Author 2’s insight into the relational and cultural aspects of his students’ learning applies equally well to his own experience of learning to become a teacher. Becoming a teacher is “more than an academic thing,” and this is supported by the literature, which foregrounds the ecological nature of teacher identity formation (Beauchamp & Thomas, 2009). Researchers and teacher educators are becoming increasingly aware that a teacher’s development involves far more than the “acquisition of assets” such as skills, knowledge or beliefs (Akkerman & Meijer, 2011, p. 308). Identity formation also involves the experience and negotiation of emotions, commitments and other elements that are not captured by a predefined set of professional standards. The post-structu","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85886318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"It’s just a matter of time: The perceptions of growing our own students of the Growing Our Own program","authors":"Nicoli Barnes, Ben van Gelderen, Kelly Rampmeyer","doi":"10.18793/lcj2019.25.03","DOIUrl":"https://doi.org/10.18793/lcj2019.25.03","url":null,"abstract":"In this paper, we give the Growing Our Own students1 the opportunity to tell us their perceptions of the Growing Our Own program. As Growing Our Own partners and lecturers, it has been easy to provide our view of what we see happening when we work in the Growing Our Own program. We are aware that what this program offers to us, both personally and professionally, is highly valuable. We commonly express the privilege we feel to be working in the program and our talk often turns to the care that is given to and received from the people involved: our students, our mentor teachers, our schools, our relationship with Catholic Education, our teaching, our learning (and learning and learning), our joys, our failures, the extreme hilarity and the sadness we feel at some of the stories we hear of the struggles our students encounter. Contained within all these discussions is our unquestioning assumption that Growing Our Own works. We see it and experience it every time we enter the communities that we work with and despite all the things that could go wrong—intercultural misunderstandings, the danger of the elements and isolation, internal community issues, a lack of language (on our behalf), an often inflexible, mainstream institutional system at schooling and university levels, logistical issues with travel, resources, the extreme need for flexibility—it still works. Evaluations have been done in the past and will be again, so we know that it works (Ebbeck, 2009; Giles, 2010; Maher, 2010). We, as lecturers, regularly share all this, strongly believing that Growing Our Own works from our perspective. But are we wrongly assuming that it is the same for our students? In this paper, we explore what our Growing Our Own students believe is happening that helps them (or doesn’t) to engage, learn, grow and succeed as fully trained teachers in the isolation of remote communities in the Northern Territory (NT), a place that typically challenges the best teachers and the most dedicated teacher education students.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90769217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Both-Ways science education: Place and context","authors":"Joël Rioux, G. Smith","doi":"10.18793/lcj2019.25.09","DOIUrl":"https://doi.org/10.18793/lcj2019.25.09","url":null,"abstract":"This paper presents a Both-Ways place-based science education initiative, which situates Indigenous and western science knowledge traditions together as official curriculum knowledge, within a Bachelor of Education science education unit. This program is delivered in-situ to preservice teachers who work as Aboriginal Teaching Assistants in school classrooms. The program, known as Growing Our Own, is established in Indigenous communities in the Northern Territory (NT). This initiative has engaged Indigenous preservice teachers in border-crossing pedagogical practices as a way to recognise the legitimate use of the Indigenous concepts of place. It has also contextualised the teaching of school science as described in the Australian curriculum. This Both-Ways approach privileges the voices and knowledge of local Indigenous peoples and creates a bridge to the curriculum of science in a placebased contextually relevant methodological manner. Such modifications realise a meaningful cultural and place contextualization, which values and enables border-crossing between local Indigenous science knowledge, language and western science. The paper presents pedagogical discourses of place-based and contextual approaches in five NT Indigenous communities to demonstrate how the teaching of science has been reconceptualised. The authors and the preservice teachers use Indigenous perspectives intertwined with the science of the Australian curriculum. Such approaches have provided meaningful border-crossing opportunities for preservice teachers in the Growing Our Own program.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79752876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"I look behind me… genesis of Growing Our Own","authors":"A. Elliott, CQUniversity, B. Keenan, N. Office","doi":"10.18793/lcj2019.25.02","DOIUrl":"https://doi.org/10.18793/lcj2019.25.02","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74129614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language at home and the school: Resistance and compromise","authors":"Birut I. Zemits, M. Mullins, Therese Parry","doi":"10.18793/lcj2019.25.07","DOIUrl":"https://doi.org/10.18793/lcj2019.25.07","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84098989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers to inclusion: Aboriginal pre-service teachers’ perspectives on inclusive education in their remote Northern Territory schools","authors":"B. Staley, Leonard A. Freeman, Bertram Tipungwuti, Kial King, M. Mullins, Edwina Portaminni, Rachel Puantulura, Marcus Williams, Nikita Jason, Anthony Busch","doi":"10.18793/lcj2019.25.08","DOIUrl":"https://doi.org/10.18793/lcj2019.25.08","url":null,"abstract":"Inclusive practices can be interpreted broadly as the ways in which we ensure that all students have an equitable education to optimise student learning outcomes, achievement and attendance. In this paper, Aboriginal pre-service teachers, all currently working towards their teaching degrees and all working as Aboriginal teaching assistants in Northern Territory (NT) classrooms, share their perceptions regarding barriers to inclusion for students in their schools and communities. The reflections were drawn from their university assignments in a unit on inclusive education, which focused on teaching all students including those with additional needs. Pre-service teachers were asked to name barriers to learning for their school-aged students and make suggestions about changes that would help students in/from their communities engage more successfully with school. This paper is intended to privilege the voices of this cohort of pre-service teachers who have significant insight into their schools, given many of them are working in the schools that they themselves attended as students. Using their assignments in the inclusive education unit as a basis for understanding their experiences with exclusion, identified barriers are examined along with their proposed solutions. This work calls for greater cultural inclusion of local languages and traditions. Inclusive and equitable education requires partnership with families and community members so that the education delivered, truly caters for students’ diverse learning needs.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89236166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}