Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1074870
B. Cope, M. Kalantzis
Abstract In this article, we argue that big data can offer new opportunities and roles for educational researchers. In the traditional model of evidence-gathering and interpretation in education, researchers are independent observers, who pre-emptively create instruments of measurement, and insert these into the educational process in specialized times and places (a pre-test or post-test, a survey, an interview, a focus group). The ‘big data’ approach is to collect data through practice-integrated research. If a record is kept of everything that happens, then it is possible analyze what happened, ex post facto. Data collection is embedded. It is on-the-fly and ever-present. With the relevant analysis and presentation software, the data is readable in the form of data reports, analytics dashboards and visualizations. We explore the methodological consequences of these developments for research methods.
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Pub Date : 2015-01-01DOI: 10.1080/23265507.2014.986187
Peter McLaren
Abstract Set against the backdrop of the contemporary crisis of capitalism and world-historical events, this article examines the advance of globalized imperialism from the perspective of a Marxist-humanist approach to pedagogy known as ‘revolutionary critical pedagogy’ enriched by liberation theology. It is written as an epistolic manifesto to the transnational capitalist class, demanding that those who willingly serve its interests reconsider their allegiance and calling for a planetary revolution in the way that we both think about capitalism and how education and religion serves to reproduce it at the peril of both students and humanity as a whole.
{"title":"On Dialectics and Human Decency: Education in the dock","authors":"Peter McLaren","doi":"10.1080/23265507.2014.986187","DOIUrl":"https://doi.org/10.1080/23265507.2014.986187","url":null,"abstract":"Abstract Set against the backdrop of the contemporary crisis of capitalism and world-historical events, this article examines the advance of globalized imperialism from the perspective of a Marxist-humanist approach to pedagogy known as ‘revolutionary critical pedagogy’ enriched by liberation theology. It is written as an epistolic manifesto to the transnational capitalist class, demanding that those who willingly serve its interests reconsider their allegiance and calling for a planetary revolution in the way that we both think about capitalism and how education and religion serves to reproduce it at the peril of both students and humanity as a whole.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"2 1","pages":"1 - 25"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.986187","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994762","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}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1103663
L. Claiborne, S. Cornforth, A. Milligan, Jayne White
Abstract Possibilities for postmodern emergence [Somerville, M. (2007). Postmodern emergence. International Journal of Qualitative Studies in Education, 20(2), 225–243] in professional practice were explored by a group of tertiary educators working together on a collaborative memory project. This allowed new possibilities for informing and extending practice beyond taken-for-granted norms circumscribed by the neoliberal university environment. Each author branched off from an initial study to work further with their constituent professional groups: early childhood educators, teachers, counsellors and educational psychologists. The collaborative method involves theoretical provocations for analysing positionings within dominant discourses that shape contemporary educational practices, providing support for reflexive insight into professional work. Findings indicated the fruitfulness of collaborative support for theoretical explorations into diverse domains of inquiry relevant for practice. There were also challenges associated with collaborative theorising in the individualistic setting of the university, including difficulties in embracing group coherence without homogenising intra-group differences. This process could be used in other settings to renew the research, discoveries and future becomings of academic or professional selves.
{"title":"Collaborative Research to Support Reflexive Feminist Professional Work","authors":"L. Claiborne, S. Cornforth, A. Milligan, Jayne White","doi":"10.1080/23265507.2015.1103663","DOIUrl":"https://doi.org/10.1080/23265507.2015.1103663","url":null,"abstract":"Abstract Possibilities for postmodern emergence [Somerville, M. (2007). Postmodern emergence. International Journal of Qualitative Studies in Education, 20(2), 225–243] in professional practice were explored by a group of tertiary educators working together on a collaborative memory project. This allowed new possibilities for informing and extending practice beyond taken-for-granted norms circumscribed by the neoliberal university environment. Each author branched off from an initial study to work further with their constituent professional groups: early childhood educators, teachers, counsellors and educational psychologists. The collaborative method involves theoretical provocations for analysing positionings within dominant discourses that shape contemporary educational practices, providing support for reflexive insight into professional work. Findings indicated the fruitfulness of collaborative support for theoretical explorations into diverse domains of inquiry relevant for practice. There were also challenges associated with collaborative theorising in the individualistic setting of the university, including difficulties in embracing group coherence without homogenising intra-group differences. This process could be used in other settings to renew the research, discoveries and future becomings of academic or professional selves.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"2 1","pages":"267 - 281"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1103663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995089","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}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1010174
M. Peters
Michael W. Apple is the John Bascom Professor of Curriculum and Instruction and Educational Policy Studies in the Departments of Curriculum and Instruction (CI) and Educational Policy Studies (EPS) at the University of Wisconsin-Madison School of Education where he has taught since 1970. Michael Apple is one of the foremost educational theorists in the world and a public intellectual who is deeply committed to empowerment and transformation of people through education. Professor Apple specializes in understanding and analyzing the relations between education and power. He has made major contributions to the fields of cultural politics, curriculum theory and research, and critical teaching. He has been a tireless advocate and activist-theorist for development of democratic schools over four decades. He began teaching in elementary and secondary schools in New Jersey where he grew up and served as president of the local teachers’ union. He has spent his career working with educators, unions, dissident and disadvantaged groups throughout the world on democratizing educational policy and practice. Professor Apple’s research centers on the limits and possibilities of critical educational policy and practice in a time of conservative restoration. Michael received his BA in Education from Glassboro State College, NJ (1966), an MA in Curriculum and Philosophy (1967) and EdD in Curriculum and Teaching (1970) at Columbia University, NY. He is the recipient of many awards and honors including honorary doctorates fromMcGill University (Canada), University of Rosario (Argentina) and the Institute of Education (London) where he is World Scholar. He also received the Medal for Distinguished Academic Achievement (Equivalent of Honorary PhD) from the University of California. He is the author of many works including: Can Education Change Society? (Routledge, 2013), Education and Power, 3rd edition (Routledge, 2012), Global Crises, Social Justice, and Education (Routledge, 2010), The Routledge International Handbook of Sociology of
Michael W. Apple是威斯康星大学麦迪逊分校教育学院课程与教学系(CI)和教育政策研究系(EPS)的John Bascom课程与教学和教育政策研究教授，自1970年以来一直在该学院任教。Michael Apple是世界上最重要的教育理论家之一，也是一位致力于通过教育赋予人们权力和转变的公共知识分子。Apple教授擅长理解和分析教育与权力的关系。他在文化政治、课程理论与研究、批判教学等领域做出了重要贡献。四十多年来，他一直是民主学校发展的孜孜不倦的倡导者和活动家理论家。他开始在新泽西州的小学和中学教书，在那里他长大，并担任当地教师工会主席。在他的职业生涯中，他一直与世界各地的教育工作者、工会、持不同政见者和弱势群体合作，推动教育政策和实践的民主化。Apple教授的研究集中在保守主义恢复时期批判性教育政策和实践的局限性和可能性。他于1966年获得新泽西州格拉斯伯勒州立学院教育学学士学位，1967年获得课程与哲学硕士学位，1970年获得纽约哥伦比亚大学课程与教学教育学博士学位。他获得了许多奖项和荣誉，包括麦吉尔大学(加拿大)，罗萨里奥大学(阿根廷)和教育学院(伦敦)的荣誉博士学位，他是世界学者。他还获得了加州大学颁发的杰出学术成就奖章(相当于荣誉博士学位)。他是许多著作的作者，包括:教育能改变社会吗?(劳特利奇出版社，2013)、《教育与权力》第3版(劳特利奇出版社，2012)、《全球危机、社会正义与教育》(劳特利奇出版社，2010)、《劳特利奇社会学国际手册》
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Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1052009
Gelsa Knijnik, Fernanda Wanderer
Abstract The article discusses mathematics education within two educational projects addressed to rural multigrade schools in Brazil: Active School Program (in Portuguese, Programa Escola Ativa—PEA) and the Landless Movement (Movimento Sem Terra—MST) Pedagogy. It is based on an ethnomathematics perspective drawn from Wittgenstein's later work and Michel Foucault's thinking. Data comprised PEA teachers’ and students’ documents, MST guideline documents and reports about mathematics education projects developed in MST schools. Its analytical strategy considers the new configurations of what was formerly called rural and urban spaces, in countries like Brazil. Based on this, the article examines the relationship between peasants’ knowledge and school mathematics in those two projects. We show that taking peasant language games into account was important for both. However, for PEA, this was the point of departure while these were taught at schools as part of their struggles for MST. Thus, we argued that the two different educational projects for multigrade peasant schools in rural Brazil (connected to different projects of society) were in dispute: the first was aligned with neoliberal hegemonic logic while the second was attuned to the struggles of MST in opposition with World Bank guidelines.
摘要本文讨论了针对巴西农村多年级学校的两个教育项目中的数学教育:积极学校计划(葡萄牙语，Programa Escola Ativa-PEA)和无地运动(Movimento Sem Terra-MST)教学法。它基于维特根斯坦后期作品和米歇尔·福柯思想的民族数学视角。数据包括PEA教师和学生文件、MST指导文件和MST学校开发的数学教育项目报告。它的分析策略考虑了在巴西等国家以前被称为农村和城市空间的新配置。在此基础上，本文考察了这两个项目中农民知识与学校数学的关系。我们发现，将农民语言游戏考虑在内对两者都很重要。然而，对于PEA来说，这是一个起点，而这些都是作为他们争取MST的一部分而在学校教授的。因此，我们认为，巴西农村多年级农民学校的两个不同的教育项目(与不同的社会项目相连)存在争议:第一个与新自由主义霸权逻辑相一致，而第二个则与MST反对世界银行指导方针的斗争相一致。
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Pub Date : 2015-01-01DOI: 10.1080/23265507.2014.989901
Lynley Tulloch
Abstract Children are particularly vulnerable to structured inequalities in society. Building on the work of Erich Fromm (1900–1980), this article contends that modern (post)industrial capitalism corrupts the human capacity to operate in the ‘being mode’—that is, in altruistic and compassionate ways. Rather, within the individualistic logic of the ‘having’ mode of existence there are morally empty spaces where children become objectified, separated from caring communities, dominated and measured. The second part of this article will discuss these insights in relation to the significant impact of neoliberal regimes on children's social and physical wellbeing. In particular, it is argued that from the mid-1980s in New Zealand, the restructuring of the welfare state in line with neoliberal ideology has increased the vulnerability of young children to poverty and related issues. The narrow conception of poverty that is integral to the ‘having’ mode of existence merely serves to justify the ruling ideological neoliberal consensus. It is argued that any genuine attempt at human progress and the elimination of poverty needs to operate outside of this logic.
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Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1074869
B. Cope, M. Kalantzis
Abstract This article sets out to explore a shift in the sources of evidence-of-learning in the era of networked computing. One of the key features of recent developments has been popularly characterized as ‘big data'. We begin by examining, in general terms, the frame of reference of contemporary debates on machine intelligence and the role of machines in supporting and extending human intelligence. We go on to explore three kinds of application of computers to the task of providing evidence-of-learning to students and teachers: (1) the mechanization of tests—for instance, computer adaptive testing, and automated essay grading; (2) data mining of unstructured data—for instance, the texts of student interaction with digital artifacts, textual interactions with each other, and body sensors; (3) the design and analysis of mechanisms for the collection and analysis of structured data embedded within the learning process—for instance, in learning management systems, intelligent tutors, and simulations. A consequence of each and all of these developments is the potential to record and analyze the ‘big data' that is generated. The article presents both an optimistic view of what may be possible as these technologies and pedagogies evolve, while offering cautionary warnings about associated dangers.
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Pub Date : 2014-01-01DOI: 10.1080/23265507.2014.972439
M. Peters, Tina Besley
Abstract This article offers a broad philosophical and historical background to the dyad of social exclusion/inclusion by examining the analytics and politics of exclusion first by reference to Michel Foucault who studies the modern history of exclusion and makes it central to his approach in understanding the development of modern institutions of emerging liberal societies. Second, it traces the political ecology (and etiology) of ‘social inclusion’ as a response to the crisis of the welfare state and the French Republican tradition of social solidarity initiated in France by Rene Lenoir and subsequently adopted as a fundamental principle for the European social model. Third, it provides a philosophical discussion of inclusive education that draws the distinction between the legal and moral legitimation of rights and questions the moral justifications (or the lack of them) offered for the right to inclusive education.
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Pub Date : 2014-01-01DOI: 10.1080/23265507.2014.964297
Jeffrey W. Murray
Abstract This article seeks to provide some modest insights into the pedagogy of higher-order thinking and metacognition and to share the use of color-coded drafts as a best practice in service of both higher-order thinking and metacognition. This article will begin with a brief theoretical exploration of thinking and of thinking about thinking—the latter both in the sense of thinking more deeply about what one is learning/has been thinking about in the course (i.e. higher-order thinking) and in the sense of thinking about one's thinking process (i.e. metacognition). Using concepts borrowed from philosopher Immanuel Kant and literary theorist Kenneth Burke, I wish to suggest that any sort of thinking about thinking, whether it be higher-order thinking about course material or metacognition about one's learning, requires that one framework of thought be brought to bear upon the first framework of thought. This perspective will in turn illuminate how the use of color-coded drafts (in the first-year core-education classroom, at least) provides an opportunity for both higher-order thinking and metacognition. The overall conclusion is that, in the case of color-coded drafts, the act of superimposition, rather than the use of color per se, triggers higher-order thinking and metacognition.
{"title":"Higher-order Thinking and Metacognition in the First-year Core-education Classroom: A case study in the use of color-coded drafts","authors":"Jeffrey W. Murray","doi":"10.1080/23265507.2014.964297","DOIUrl":"https://doi.org/10.1080/23265507.2014.964297","url":null,"abstract":"Abstract This article seeks to provide some modest insights into the pedagogy of higher-order thinking and metacognition and to share the use of color-coded drafts as a best practice in service of both higher-order thinking and metacognition. This article will begin with a brief theoretical exploration of thinking and of thinking about thinking—the latter both in the sense of thinking more deeply about what one is learning/has been thinking about in the course (i.e. higher-order thinking) and in the sense of thinking about one's thinking process (i.e. metacognition). Using concepts borrowed from philosopher Immanuel Kant and literary theorist Kenneth Burke, I wish to suggest that any sort of thinking about thinking, whether it be higher-order thinking about course material or metacognition about one's learning, requires that one framework of thought be brought to bear upon the first framework of thought. This perspective will in turn illuminate how the use of color-coded drafts (in the first-year core-education classroom, at least) provides an opportunity for both higher-order thinking and metacognition. The overall conclusion is that, in the case of color-coded drafts, the act of superimposition, rather than the use of color per se, triggers higher-order thinking and metacognition.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"11 1","pages":"56 - 69"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.964297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994897","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}
Pub Date : 2014-01-01DOI: 10.1080/23265507.2014.964645
Ourania Filippakou, Gareth Williams
Abstract The interest of higher education researchers in entrepreneurialism in European universities began in the late 1990s with the appearance of two path-breaking books: Sheila Slaughter and Larry Leslie on Academic Capitalism and Burton Clark on Creating Entrepreneurial Universities. Since that time ‘entrepreneurial’ has become a popular term to describe what many people, politicians in particular, believe is necessary for university survival, and indeed economic survival, as the new paradigm of development. Drawing mostly from a three-year comparative study undertaken as part of the European Framework social science research programme, this article explores whether this new paradigm of ‘development’ is a contingent result of the huge expansion of higher education in the previous quarter century or whether it is primarily the result of ideological changes which have led to the current global dominance of neo-liberalism. The view we have attempted to put forward is the latter. The article deploys ideas and research from governmentality theory to suggest some limitations of the use of empirical data in current higher education policy research and some ways of thinking differently about entrepreneurialism and Clark's ‘pathways of transformation’ to the universities he studied. The article offers a short example of the useful work that social theory can do in relation to policy agendas like university entrepreneurialism which often lie unproblematized within higher policy and practice.
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