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ACCESS: Contemporary Issues in Education最新文献

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Violence, coloniality and a vision of nonviolence for education 暴力，殖民主义和非暴力教育的愿景
ACCESS: Contemporary Issues in Education Pub Date : 2021-12-23 DOI: 10.46786/ac21.7121
L. le Grange
{"title":"Violence, coloniality and a vision of nonviolence for education","authors":"L. le Grange","doi":"10.46786/ac21.7121","DOIUrl":"https://doi.org/10.46786/ac21.7121","url":null,"abstract":"We see images of violence of all kinds in the media on a daily basis. Moreover, violence associated with extreme political/religious beliefs has increased in the twentieth century and is particularly disturbing. In this article the author points out that violence is not a biological tendency but the effect of ever-increasing organisation capacities. As a consequence, violence is committed by people across the political spectrum, including the radical left and the extreme right. Carriers of violence are highlighted in the article, including coloniality and its effects on society generally and education specifically. Given that there is a force field of violence, a vision for non-violence for education is argued for. Inspiration for such a vision could come from traditional indigenous values such as the African value of ubuntu.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91029369","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}
引用次数: 0
The imbrication of education 教育的错综复杂
ACCESS: Contemporary Issues in Education Pub Date : 2021-12-23 DOI: 10.46786/ac21.6109
Nesta Devine
{"title":"The imbrication of education","authors":"Nesta Devine","doi":"10.46786/ac21.6109","DOIUrl":"https://doi.org/10.46786/ac21.6109","url":null,"abstract":"","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"112 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78009769","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}
引用次数: 0
Leadership for justice 领导正义
ACCESS: Contemporary Issues in Education Pub Date : 2021-12-10 DOI: 10.46786/ac21.0002
{"title":"Leadership for justice","authors":"","doi":"10.46786/ac21.0002","DOIUrl":"https://doi.org/10.46786/ac21.0002","url":null,"abstract":"","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82081567","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}
引用次数: 0
Bringing Māori concepts into school science: NCEA 将Māori概念引入学校科学:NCEA
ACCESS: Contemporary Issues in Education Pub Date : 2021-11-17 DOI: 10.46786/ac21.1591
G. Stewart, A. Tedoldi
{"title":"Bringing Māori concepts into school science: NCEA","authors":"G. Stewart, A. Tedoldi","doi":"10.46786/ac21.1591","DOIUrl":"https://doi.org/10.46786/ac21.1591","url":null,"abstract":"This commentary article discusses the inclusion of Māori knowledge in senior school science in the context of some new senior school science qualifications that are currently being trialled. These proposals raise challenging questions and are provoking intense debates among secondary science teachers in Aotearoa New Zealand. We introduce the proposals and their rationale and summarise the main objections raised by science teachers. We focus on three specific Māori concepts used in the proposals and comment on the possibilities.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80396625","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}
引用次数: 1
Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes 非传统学习空间中的学生代理:中间和边缘的生活
ACCESS: Contemporary Issues in Education Pub Date : 2021-11-15 DOI: 10.46786/ac21.4832
L. Benade, A. Wells, Kelly Tabor-Price
{"title":"Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes","authors":"L. Benade, A. Wells, Kelly Tabor-Price","doi":"10.46786/ac21.4832","DOIUrl":"https://doi.org/10.46786/ac21.4832","url":null,"abstract":"Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77569668","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}
引用次数: 0
Word weapons? Letters to editors 词武器?给编辑的信
ACCESS: Contemporary Issues in Education Pub Date : 2021-09-20 DOI: 10.46786/ac21.3671
G. Stewart
{"title":"Word weapons? Letters to editors","authors":"G. Stewart","doi":"10.46786/ac21.3671","DOIUrl":"https://doi.org/10.46786/ac21.3671","url":null,"abstract":"This short commentary argues that academic letters to editors on politically-contested topics must be treated with particular ethical care. The interface between science and Māori/Indigenous knowledge is one such topic, vulnerable to inadequate but commonly-held ideas about both science and Māori/Indigenous knowledge. Letters to editors by scientists are personal opinion but carry the imprimatur of science expertise. When such letters contain lay views masquerading as expert opinion, they have negative effects on both science and Māori knowledge, hence qualifying to be described as ‘word weapons’.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85856857","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}
引用次数: 1
In memoriam: Jim Marshall 纪念:吉姆·马歇尔
ACCESS: Contemporary Issues in Education Pub Date : 2021-09-06 DOI: 10.46786/ac21.2779
Nesta Devine, Elizabeth Gresson, M. Olssen, R. Irwin, E. Coxon, H. Chueh, Richard Heraud
{"title":"In memoriam: Jim Marshall","authors":"Nesta Devine, Elizabeth Gresson, M. Olssen, R. Irwin, E. Coxon, H. Chueh, Richard Heraud","doi":"10.46786/ac21.2779","DOIUrl":"https://doi.org/10.46786/ac21.2779","url":null,"abstract":"","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76078682","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}
引用次数: 1
“Me and Socrates, we are tight friends”: Co-constructing a polis of teachers and philosophers of education. “我和苏格拉底，我们是亲密的朋友”:共同构建一个教师和教育哲学家的城邦。
ACCESS: Contemporary Issues in Education Pub Date : 2021-07-23 DOI: 10.46786/AC21.8287
Cara E. Furman
{"title":"“Me and Socrates, we are tight friends”: Co-constructing a polis of teachers and philosophers of education.","authors":"Cara E. Furman","doi":"10.46786/AC21.8287","DOIUrl":"https://doi.org/10.46786/AC21.8287","url":null,"abstract":"It is an educational truism that reflection helps teachers to be more effective and ethical. Building on John Dewey’s assertion that we learn by doing and reflecting, and Hannah Arendt’s that reflection is strengthened through discourse among peers, I argue that a valuable role for teacher educators is to be interlocutors with whom teachers can reflect. Adding to previous scholarship that positions philosophers of education as ideal interlocutors, I focus on the nature of the relationship between teachers and philosophers of education. Mirroring the format of the Socratic dialogues, I include three dialogues to explore how teachers and philosophers of education might reflect together. The first dialogue is the transcription of an interview about reflection and teaching between a former elementary school teacher colleague and me (then a doctoral student in philosophy of education). The second is a written dialogue that brings the interview into communication with Plato and Arendt to further elucidate what it means to reflect as a teacher and with teachers. The third dialogue occurred many years later as a group of philosophers of education reflected upon dialogues 1 and 2 to consider how they might better engage with teachers.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80413661","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}
引用次数: 0
“The changing map of international student mobility” as an experiment in collective and co[labor]ative writing “国际学生流动的变化地图”作为集体和共同劳动创造性写作的实验
ACCESS: Contemporary Issues in Education Pub Date : 2021-04-26 DOI: 10.46786/ac21.7566
Stephanie Hollings
{"title":"“The changing map of international student mobility” as an experiment in collective and co[labor]ative writing","authors":"Stephanie Hollings","doi":"10.46786/ac21.7566","DOIUrl":"https://doi.org/10.46786/ac21.7566","url":null,"abstract":"This short paper explores the collective writing experiment that materialized into the paper, “The Changing Map of International Student Mobility” (Peters, Hollings et al., 2021). It explains how 15 students of Professor Michael A. Peters, each writing 500-word essays, were able to create a unique and diverse dialogue on international student mobility. By being reliant on numerous perspectives, this dialogue offered a more holistic outlook on recent disruptions to international education and international students. Thus, the dialogue offered a collective approach to knowledge production within a knowledge socialist pedagogy.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"7 1","pages":"29-32"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78597122","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}
引用次数: 0
Pedagogy here on the ground: Using lived experience to research and understand our lives with children 实地教学法:用生活经验来研究和理解我们与孩子的生活
ACCESS: Contemporary Issues in Education Pub Date : 2020-11-20 DOI: 10.46786/ac20.8853
Andrew Madjar
{"title":"Pedagogy here on the ground: Using lived experience to research and understand our lives with children","authors":"Andrew Madjar","doi":"10.46786/ac20.8853","DOIUrl":"https://doi.org/10.46786/ac20.8853","url":null,"abstract":"In education, it is common to hear that we need to close the gap between research and practice. Less common is a consideration of what it means to close this gap. A lot of policy, research and professional learning assumes that research should inform teacher practice by providing evidence about ‘what works’ for students’ learning. However, there are other important ways that we can understand the relationship between research and practice. In this paper, I discuss one possibility for understanding this relationship by looking at the research of Max van Manen and his work in phenomenological pedagogy. Phenomenology provides a way for teachers to reflect on their practice by prioritising the meaning and significance of lived experience. As I describe, phenomenology is a valuable way for research to inform practice; but its value lies not in being able to tell us ‘what works’, but in its power to do something with us.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87430505","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}
引用次数: 1
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