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Governance and Land Management Fires Understanding Objects of Governance as Expressing an Ethics of Dissensus 治理和土地管理有助于理解治理的对象,表达一种不同意见的伦理
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.15.09
Helen Verran
Having worked in science studies for many years, objects of knowledge are my usual focus of analysis. In particular in the past I have puzzled about how the objects that scientists know, and objects that practitioners of Aboriginal Australian knowledge traditions know, might be connected and separated. One example of that analytic work involved analysing the objects of knowledge involved as scientists and Aboriginal landowners engaged with each other around land management firing (Verran, 2002a). In 2014 I find that the character of the entity that is my focus of analysis must change. Epistemic practices as such, are no longer of much interest to those who fund research in Australia. Nowadays it is objects of governance that are of interest. Of course objects of governance come to life as knowable in knowledge practices, but it is not their capacity to constitute enough certainty about the world known that matters nowadays. It is their role in allowing transparent organisational accountability that now matters. And that shift is accompanied by changed institutional arrangements. Research associated with services provision is now largely the order of the day in Australian universities. Thus it is that, near the end of my career, I find myself working in ‘GroundUP,’ a research group and a services provider located in a policy research unit in Charles Darwin University (see Charles Darwin University’s webpage www. cdu.edu.au/centres/groundup/). No longer a field worker, I am a story-teller who worries at coming up with some useful naming’s of what we are doing in our ground-up policy research and services delivery projects.
从事科学研究多年,知识对象通常是我分析的重点。特别是在过去,我对科学家所知道的物体和澳大利亚土著知识传统实践者所知道的物体是如何联系和分离的感到困惑。这种分析工作的一个例子涉及分析科学家和土著土地所有者围绕土地管理射击相互接触时所涉及的知识对象(Verran, 2002a)。2014年,我发现作为我分析重点的实体的特征必须改变。对于那些资助澳大利亚研究的人来说,这样的认知实践不再有多大的兴趣。如今,人们感兴趣的是治理对象。当然,在知识实践中,治理对象以可知的形式出现,但它们对已知世界构成足够确定性的能力在当今并不重要。现在重要的是他们在实现透明的组织问责制方面的作用。这种转变伴随着制度安排的改变。在澳大利亚的大学里,与服务提供相关的研究在很大程度上是当今的主流。因此,在我职业生涯即将结束时,我发现自己在“GroundUP”工作,这是一个位于查尔斯·达尔文大学政策研究部门的研究小组和服务提供商(见查尔斯·达尔文大学的网页www)。cdu.edu.au /中心/ groundup /)。我不再是一名实地工作者,而是一名讲故事的人,我担心为我们在基层政策研究和服务提供项目中所做的事情想出一些有用的名字。
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引用次数: 6
A cyber safety poster/pamphlet comes to life as an object of governance 一张网络安全海报/小册子成为治理的对象
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/lcj2015.15.03
Trevor van Weeren
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引用次数: 0
Reflective narration: Impact of Observing Young children's use of iPad on Lecturers' Teaching Approaches in Higher education 反思性叙述:观察幼儿使用iPad对高等教育讲师教学方法的影响
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.18.08
Gretchen Geng, Leigh Disney
People conduct learning for our knowledge, and learning can be undertaken outside learning institutions, between different people among social communities. Learning can be done not only publicly but also through private and reflection time. Education cannot be conducted within certain hours or certain places. It can happen anytime, with anyone and by any culture. This paper was based upon the perception and experience of the two high education lecturers in teacher education, made observations of pedagogical practices and philosophies of two young children playing iPad. Based upon the importance of reflective practice, this paper uses reflective narration to illustrate the influence from observing two young children’s use of iPad on two lecturers’ own teaching approaches in higher education settings. This paper uses the method of narrative inquiries and examples of observations of two children’s playing were demonstrated. This paper provides several future research interests into use of gestural interface technology in teaching strategies, and lecturers in higher education, particularly educators in information technologies and early childhood education will find this paper interesting in their own reflection and therefore improve their own teaching outcomes.
人们为了我们的知识而进行学习,学习可以在学习机构之外进行,可以在社会群体中不同的人之间进行。学习不仅可以公开进行,也可以通过私人和反思时间进行。教育不能在特定时间或特定地点进行。它可以发生在任何时间,任何人,任何文化。本文基于两位高教讲师对教师教育的感知和经验,对两位幼儿玩iPad的教学实践和教学理念进行了观察。基于反思性实践的重要性,本文采用反思性叙述的方式来说明观察两个幼儿使用iPad对两位高等教育教师自身教学方法的影响。本文采用叙事调查的方法,并举例说明了两个孩子的游戏观察。本文为手势界面技术在教学策略中的应用提供了几个未来的研究方向,高等教育的讲师,特别是信息技术和幼儿教育的教育者会发现本文对他们自己的反思很有趣,从而提高他们自己的教学成果。
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引用次数: 0
Weaving this and that way: Ghost net connections in an Aboriginal community in northern Australia 编织这样或那样的方式:澳大利亚北部一个土著社区的幽灵网络连接
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/lcj2015.15.02
Emily Munro-Harrison
Walking along the shore of North Goulburn Island we look for rope and fishing nets discarded or cut loose by commercial fishing boats. These nets are given the name ‘ghost nets’ as they drift ownerless through the sea. I am here with the manager of the art centre on Goulburn Island and the manager of the Community Development and Employment Projects (CDEP)1 who invited me to go out on the sea with them on my first weekend in Warruwi. I am volunteering at the Mardbalk Arts and Craft Centre, as an assistant in the art centre and to conduct research for my Master of Environment thesis. We collect the bits of rope as we find them, tugging and pulling them out of the sand where they are deeply buried. As we walk along the shoreline I can see the beach as a kind of treasure trove, where all the bits and pieces of things end up after they are thrown ‘away’, into the unknown. My feet are scorching on the hot white and black sand, marked by goat tracks in every direction. In between buoys, seaweed, single shoes, glass and goat poo, we come across our desired objects. The rope known as ‘ghost net’ is considered by environmentalists to pose serious environmental risks as it can tangle and trap sea creatures, killing or seriously injuring the wildlife and end up as pollution on beaches in the region. However, rubbish collection is not our primary purpose. We are scavenging these ropes for the art centre where they are used to produce sculptural artwork.
沿着北古尔本岛(North Goulburn Island)的海岸,我们寻找被商业渔船丢弃或切断的绳索和渔网。这些网被称为“鬼网”,因为它们在海上漂流,无人看管。我和古尔本岛艺术中心的经理以及社区发展和就业项目(CDEP)的经理在一起,他们邀请我在瓦鲁维的第一个周末和他们一起出海。我在Mardbalk艺术和工艺中心做志愿者,作为艺术中心的助理,并为我的环境硕士论文进行研究。我们一边捡绳子,一边把它们从深埋的沙子里拽出来。当我们沿着海岸线散步时,我可以把海滩看作一个宝库,在那里,所有的东西都被“扔掉”,进入未知的世界。我的脚在白色和黑色的热沙滩上被烤焦了,到处都是山羊的足迹。在浮标、海藻、单鞋、玻璃和山羊粪便之间,我们遇到了我们想要的东西。环保人士认为,这种被称为“鬼网”的绳索会造成严重的环境风险,因为它会缠绕和诱捕海洋生物,杀死或严重伤害野生动物,最终成为该地区海滩的污染。然而,收集垃圾并不是我们的主要目的。我们正在为艺术中心清理这些绳索,在那里它们被用来制作雕塑艺术品。
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引用次数: 0
Participation in higher education in Australia among under-represented groups: What can we learn from the Higher Education Participation Program to better support Indigenous learners? 澳大利亚少数群体的高等教育参与:我们可以从高等教育参与计划中学到什么,以更好地支持土著学习者?
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.17.02
James A. Smith, S. Trinidad, S. Larkin
In 1988 the release of the Higher Education: A Policy Statement White Paper focused Australia’s national higher education equity policy on “changing the balance of the student population to reflect more closely the composition of society as a whole” (Dawkins 1990, 2-3). While improvement in access and participation has been noted for women, people from non-English speaking backgrounds, and people with disabilities, the interventions has remained less effective for people from Lower Socio-Economic Status (LSES backgrounds), Indigenous peoples; rural, regional and remote residents; (Gale & Tranter, 2011; Koshy & Seymour 2014). In 2009, in response to the Bradley Review (2008), the Australian government set a new agenda again focused on equitable participation in higher education, along with associated equity targets (which have since been abandoned), and funding to enable this reform as well as increased participation. Funding was delivered through the Higher Education Participation and Partnerships Program (HEPPP), renamed the Higher Education Participation Program (HEPP) in 2015 (Australian Government Department of Education and Training, 2015). A range of national partnerships, policy initiatives and programs has been used to facilitate improved achievement in schools as well as enable access, participation and achievement in higher education. These actions have included targeted programs through the use of intervention strategies aimed at widening participation in, and improving access to higher education.
1988年发布的《高等教育:政策声明白皮书》将澳大利亚国家高等教育公平政策的重点放在“改变学生人口的平衡,以更密切地反映整个社会的构成”(Dawkins 1990,2 -3)。虽然妇女、非英语背景的人和残疾人在获取和参与方面有所改善,但干预措施对社会经济地位较低的人(LSES背景)、土著人民的效果仍然较差;农村、地区和偏远地区居民;(Gale & Tranter, 2011;Koshy & Seymour 2014)。2009年,作为对布拉德利评论(2008)的回应,澳大利亚政府再次制定了新的议程,重点关注高等教育的公平参与,以及相关的公平目标(后来被放弃),并为实现这一改革和增加参与提供资金。资金通过高等教育参与和合作计划(HEPPP)提供,该计划于2015年更名为高等教育参与计划(HEPP)(澳大利亚政府教育和培训部,2015年)。一系列国家伙伴关系、政策倡议和方案已被用来促进学校成绩的提高,并使高等教育的获得、参与和成就成为可能。这些行动包括通过使用旨在扩大高等教育参与和改善高等教育机会的干预战略而制定的有针对性的计划。
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引用次数: 29
Including children’s perceptions from meditation in a discussion about reflective practices in education 在关于教育中的反思性实践的讨论中,包括儿童对冥想的看法
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.18.09
S. Smith
This paper is a co-constructed narrative comprising of inputs from children and their teachers and contextualisation from the embedded position of the chief investigator in this study to gain insights into how a group of class of Year 5-6 primary school students experienced meditation. The study is situated in a Buddhist Religious Instruction class, where learning was conducted inside a designated weekly half hour session. In accordance with the cultivation of individual responsibility and executive function that is the ethos of Buddhist pedagogy participating students and their volunteer teacher were invited into the research as research inquirers. Again the tradition exhorts the role of an experienced teacher to guide what can become an intrapersonal learning journey through meditation. At a time where mindfulness exercises and permutations have captured the public imaginary, and where educators are showing increasing interest, the discussion is timely. While the study is directed towards secular and plural educational applications, reference to the tradition that has borne mindfulness alerts the field to some considerations as to how the uptake of mindfulness in schools might be applied with further rigour and integrity. Further, the utilisation of children’s drawings of happiness scales and their added narratives offers a way in which research into the interior experiences of children might be conducted. Their insights from experience in meditation supports findings from clinical studies with children, and poses a viable addition to current reflective, wellbeing and resilience strategies in education.
这篇论文是一个共同构建的叙述,包括来自儿童和他们的老师的输入,以及来自本研究首席调查员嵌入位置的背景化,以深入了解一组5-6年级的小学生如何体验冥想。这项研究是在一个佛教宗教教学课堂上进行的,在那里学习是在指定的每周半小时的课程中进行的。根据个人责任和执行功能的培养,这是佛教教育学的精神,参与的学生和他们的志愿老师被邀请到研究中作为研究调查者。再一次,传统劝诫一个有经验的老师的角色,引导什么可以成为一个个人的学习之旅,通过冥想。在一个正念练习和排列已经抓住了公众想象力,教育工作者表现出越来越大兴趣的时代,讨论是及时的。虽然这项研究是针对世俗和多元的教育应用,但参考传统的正念,提醒该领域考虑如何在学校中吸收正念,以进一步严格和完整的方式应用。此外,利用儿童绘制的幸福量表及其附加的叙述提供了一种研究儿童内心体验的方法。他们从冥想经验中获得的见解支持了儿童临床研究的结果,并为当前教育中的反思、健康和弹性策略提供了可行的补充。
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引用次数: 0
Governing Climate: Griffith Taylor’s Climographs and Contemporary Blind Spots 治理气候:格里菲斯·泰勒的气候图和当代盲点
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/lcj2015.15.05
Chris O'brien
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引用次数: 2
Digital Amnesia and the Demise of a Learning Community 数字健忘症和学习型社区的消亡
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.18.04
J. Mason
Through presentation of a personal account of the emergence of Education Network Australia (EdNA) in 1995 through to its eventual demise some 15 years later this article uses narrative inquiry to reflect upon a number of critical issues regarding the sustainability of learning communities and of the digital infrastructure that is developed to support them. ‘Digital amnesia’ is introduced as a construct to describe practices that ultimately led to the disappearance of digital content and services associated with Internet domains associated with EdNA – and hence the learning community associated with it. EdNA’s demise is described as in terms of squandering social and community capital. The formation of a new entity and services intended to fill the service vacuum has shown little evidence of a sustainable approach or an understanding of the affordances of digital technology, particularly with regards to information stewardship. A number of lingering questions are teased out from the narrative and together represent a challenge for further inquiry.
通过对1995年澳大利亚教育网(EdNA)的出现以及15年后其最终消亡的个人描述,本文采用叙述性调查来反思一些关于学习社区的可持续性以及为支持他们而开发的数字基础设施的关键问题。“数字健忘症”是一种结构,用来描述最终导致与EdNA相关的互联网域相关的数字内容和服务消失的实践,从而导致与之相关的学习社区消失。EdNA的消亡被描述为对社会和社区资本的浪费。旨在填补服务真空的新实体和服务的形成几乎没有显示出可持续的方法或对数字技术的能力的理解,特别是在信息管理方面。一些挥之不去的问题从叙述中梳理出来,共同构成了进一步调查的挑战。
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引用次数: 1
The Origins of Alternate Sign Languages in Australia: could they include hearing Impairment? 澳大利亚替代性手语的起源:是否包括听力障碍?
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/lcj2015.16.03
A. Butcher
*  ž Ÿ $ % Z # # # ` Z‰ “™€} = ~ ™`! ; Z ` number of communities scattered around the world where the sign language of the deaf is also routinely used by hearing individuals. Such communities are, without exception, culturally or geographically isolated (often practising endogamy) and have a high proportion of profoundly deaf members. The deaf group develops its own sign language and the hearing members acquire mastery of it to varying degrees, using it in particular to communicate with deaf friends and relatives.
* $ % z # # # ' z´´´´}= ~´´!;在世界各地的许多社区中,聋人的手语也经常被正常人使用。这些社区无一例外地在文化上或地理上是孤立的(通常实行内婚制),并且有很大比例的重度失聪成员。聋人群体发展了自己的手语,听力正常的人在不同程度上掌握了手语,特别是在与聋人朋友和亲戚交流时使用手语。
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引用次数: 4
Finding the 'tipping point': A Framework for building an institutional learning community to improve learning and teaching 寻找“引爆点”:建立机构学习社区以改善学与教的框架
IF 1.1 Pub Date : 2015-01-01 DOI: 10.18793/LCJ2015.18.05
Deborah West
Universities are inherently learning communities in the broadest sense. Central to this and generally explicit in university mission statements are their goals in providing quality experiences for students. The scholarship of teaching and learning (SoTL) is a core element in the ongoing improvement of the student experience which embodies a valued scholarly research process. The idea of building an institution wide learning community with a focus on SoTL should therefore be at the heart of the university’s agenda and a relatively easy undertaking. Yet for a range of reasons it proves elusive in many institutions. This paper explores the underlying issues surrounding this challenge and identifies a range of factors which lay the foundation for building a SoTL learning community. It begins with an examination of the key concepts of SoTL, learning communities and structuralism to set the scene. The paper then examines key literature and existing data on SoTL and concludes with the presentation of a framework for building an institution wide learning community which supports the improvement of learning and teaching for students using a SoTL approach.
从最广泛的意义上讲,大学本质上是学习社区。大学使命宣言的核心是为学生提供高质量的体验。教与学奖学金(SoTL)是学生体验持续改善的核心要素,体现了一个有价值的学术研究过程。因此,建立一个以SoTL为重点的全校范围内的学习社区应该是大学议程的核心,也是一项相对容易的任务。然而,由于种种原因,它在许多机构中难以捉摸。本文探讨了围绕这一挑战的潜在问题,并确定了为建立SoTL学习社区奠定基础的一系列因素。它首先检查了SoTL的关键概念,学习社区和结构主义来设置场景。然后,本文检查了关于SoTL的主要文献和现有数据,并以构建一个机构范围内的学习社区的框架作为结论,该框架支持使用SoTL方法改善学生的学习和教学。
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引用次数: 0
期刊
Learning Communities-International Journal of Learning in Social Contexts
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