Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.700
A. Culver, T. Hopper
This article is written as a confessional tale of the authors’ experience of conducting a métissage research process on inclusive classrooms within a course as part of a graduate program. Amanda, the lead author, is a queer elementary school teacher, researching the 2SLGBTQIA+ community within local classrooms and schools, and the Tim is their instructor in a research methods course. Together, we worked to explore the métissage methodology through a confessional tale to unpack the process and to frame the performance piece shared as an anonymously read métissage based on three participants’ voices: (a) a teacher and parent of a child with a disability, (b) an Indigenous teacher and (c) the lead author’s voice as a queer teacher. As Kluge (2001) explained, confessional tales represent the researcher’s personal account through the reflexive process that they experienced in the beginning, during, and at the end of the research process. Confessional tale is the postscript that follows the research progression in a highly personal diary-like format (Van Maanen, 1988). A métissage is an arts-based research methodology where a series of narrative writings by single authors are woven together to create a larger, thematic text, with the intent of “transformation from the inside out” (Worley, 2006, p. 518). In this article, therefore, we offer insights from Amanda's reflective comments, with their critical friend Tim (course instructor), on both the métissage process and their commitment to use research to create safer spaces for all through promoting participatory lived experience insights on inclusivity. Keywords: confessional, métissage, inclusion, queer, LGBTQ, Indigenous, disability, performance, participatory
{"title":"Inclusive Classrooms: A Confessional Tale on a Métissage","authors":"A. Culver, T. Hopper","doi":"10.37119/ojs2023.v28i2a.700","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.700","url":null,"abstract":"This article is written as a confessional tale of the authors’ experience of conducting a métissage research process on inclusive classrooms within a course as part of a graduate program. Amanda, the lead author, is a queer elementary school teacher, researching the 2SLGBTQIA+ community within local classrooms and schools, and the Tim is their instructor in a research methods course. Together, we worked to explore the métissage methodology through a confessional tale to unpack the process and to frame the performance piece shared as an anonymously read métissage based on three participants’ voices: (a) a teacher and parent of a child with a disability, (b) an Indigenous teacher and (c) the lead author’s voice as a queer teacher.\u0000As Kluge (2001) explained, confessional tales represent the researcher’s personal account through the reflexive process that they experienced in the beginning, during, and at the end of the research process. Confessional tale is the postscript that follows the research progression in a highly personal diary-like format (Van Maanen, 1988). A métissage is an arts-based research methodology where a series of narrative writings by single authors are woven together to create a larger, thematic text, with the intent of “transformation from the inside out” (Worley, 2006, p. 518). In this article, therefore, we offer insights from Amanda's reflective comments, with their critical friend Tim (course instructor), on both the métissage process and their commitment to use research to create safer spaces for all through promoting participatory lived experience insights on inclusivity.\u0000Keywords: confessional, métissage, inclusion, queer, LGBTQ, Indigenous, disability, performance, participatory","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76610165","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 : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.725
Jessica Madiratta
A Review of Absolon, K. E. (2022). Kaandossiwin: How we come to know Indigenous re-search methodologies (2nd ed.). Fernwood
Absolon, K. E.(2022)。Kaandossiwin:我们如何认识土著研究方法(第2版)。Fernwood
{"title":"A Review of Kaandossiwin: How We Come to Know Indigenous Re-Search Methodologies (2nd ed.)","authors":"Jessica Madiratta","doi":"10.37119/ojs2023.v28i2a.725","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.725","url":null,"abstract":"A Review of Absolon, K. E. (2022). Kaandossiwin: How we come to know Indigenous re-search methodologies (2nd ed.). Fernwood","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86315711","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 : 2023-06-08DOI: 10.1177/00345237231183342
K. D. Regmi
In recent years, literatures related to the use of technology for teaching and learning have proliferated, which can be divided into two groups: technology positivism and technology criticism. The technology positivism literatures posit that communities can be created in online platforms whereas the second group of literatures argue that learning technologies can detach learning from human societies. Despite criticisms, creating an online learning community has become the focus of technology positivism literatures whereas the notion of learning society that connected learning with society has disappeared. Drawing on key sociological theories of learning such as constructivism, social cognition, and communicative actions, this paper argues that the notion of learning society is a better alternative of online learning community. It proposes online learning society as an alternative model for online teaching and discusses its three key components: social construction of knowledge, situated cognition and social integration.
{"title":"Learning technology beyond positivism and criticism: Reconnecting learning with society through online teaching","authors":"K. D. Regmi","doi":"10.1177/00345237231183342","DOIUrl":"https://doi.org/10.1177/00345237231183342","url":null,"abstract":"In recent years, literatures related to the use of technology for teaching and learning have proliferated, which can be divided into two groups: technology positivism and technology criticism. The technology positivism literatures posit that communities can be created in online platforms whereas the second group of literatures argue that learning technologies can detach learning from human societies. Despite criticisms, creating an online learning community has become the focus of technology positivism literatures whereas the notion of learning society that connected learning with society has disappeared. Drawing on key sociological theories of learning such as constructivism, social cognition, and communicative actions, this paper argues that the notion of learning society is a better alternative of online learning community. It proposes online learning society as an alternative model for online teaching and discusses its three key components: social construction of knowledge, situated cognition and social integration.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85839714","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 : 2023-05-01DOI: 10.1177/00345237231172951
G. Vass, Amanda Heffernan
It may be an anathema to many of those that maintain connections with punk that a scholarly interest and approach to engaging with punk is attempted at all, however there is increasingly an interest in punk from academics, and there aremany good reasons for why this is the case (Furness, 2012). The stereotypical representations and ideas associated with punk are best put aside at this point – while the enduring stereotype is of mohawks, ripped and dishevelled clothes, and explosions of anti-authoritarian rage, punk is better conceptualised as an understanding and view of the world that can be manifested in wide and creative articulations of cultural production. Hence, punk sensibilities and critique of materialistic massproduced culture (and the politics and economics that underpin this) can be communicated in a wide variety of ways, and similarly, a sense of community that fosters individuality and a commitment to rolling up your sleeves to get things done – rather than waiting around for things to get done by others, is demonstrated in equally diverse ways (Way, 2021). Punk demurs from being defined, and efforts to somehow frame or explain what it is, tend to result in contestations. This has not halted the fact that after several decades, punk is a phenomenon with a global presence (see above, Dunn, 2016). The emergence of punk has been linked with notions of ‘postmodernity’ in recognition that people – and in some respects initially it was ‘young people’ more specifically – were defiantly pushing back on dominant cultural, political and economic practices that were increasingly saturated by mass-media and
{"title":"Punk and education research: ‘Don’t want to be taught to be no fool’","authors":"G. Vass, Amanda Heffernan","doi":"10.1177/00345237231172951","DOIUrl":"https://doi.org/10.1177/00345237231172951","url":null,"abstract":"It may be an anathema to many of those that maintain connections with punk that a scholarly interest and approach to engaging with punk is attempted at all, however there is increasingly an interest in punk from academics, and there aremany good reasons for why this is the case (Furness, 2012). The stereotypical representations and ideas associated with punk are best put aside at this point – while the enduring stereotype is of mohawks, ripped and dishevelled clothes, and explosions of anti-authoritarian rage, punk is better conceptualised as an understanding and view of the world that can be manifested in wide and creative articulations of cultural production. Hence, punk sensibilities and critique of materialistic massproduced culture (and the politics and economics that underpin this) can be communicated in a wide variety of ways, and similarly, a sense of community that fosters individuality and a commitment to rolling up your sleeves to get things done – rather than waiting around for things to get done by others, is demonstrated in equally diverse ways (Way, 2021). Punk demurs from being defined, and efforts to somehow frame or explain what it is, tend to result in contestations. This has not halted the fact that after several decades, punk is a phenomenon with a global presence (see above, Dunn, 2016). The emergence of punk has been linked with notions of ‘postmodernity’ in recognition that people – and in some respects initially it was ‘young people’ more specifically – were defiantly pushing back on dominant cultural, political and economic practices that were increasingly saturated by mass-media and","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83812005","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 : 2023-04-11DOI: 10.1177/00345237231169453
D. Loo
This study explores how trust is established by a casual academic working at a Malaysian public university. Narrative data was collected through a series of semi-structured interview with a case participant, Dinah. The data was analyzed in light of priori themes derived from existing literature about casual academics at the university. The analysis illustrated two themes of how trust is established. First, trust is established through the entrepreneurial self, seen through the recognition of one’s pedagogical knowledge and classroom experience. Second, trust is established through a combination of compliance and non-compliance. The former refers to meeting the expectations of the institution, while the latter refers to the casual academic’s personal rationalization of what is deemed best for the students. Based on these findings, trust for the casual academic was found to be a multidimensional construct that was not necessarily bound to performative metrics, unlike their full-time counterparts. Furthermore, due to grey areas in oversight, there may be more opportunities for casual academics to teach on the basis of morality.
{"title":"Should we trust the university casual academic? A narrative inquiry case study","authors":"D. Loo","doi":"10.1177/00345237231169453","DOIUrl":"https://doi.org/10.1177/00345237231169453","url":null,"abstract":"This study explores how trust is established by a casual academic working at a Malaysian public university. Narrative data was collected through a series of semi-structured interview with a case participant, Dinah. The data was analyzed in light of priori themes derived from existing literature about casual academics at the university. The analysis illustrated two themes of how trust is established. First, trust is established through the entrepreneurial self, seen through the recognition of one’s pedagogical knowledge and classroom experience. Second, trust is established through a combination of compliance and non-compliance. The former refers to meeting the expectations of the institution, while the latter refers to the casual academic’s personal rationalization of what is deemed best for the students. Based on these findings, trust for the casual academic was found to be a multidimensional construct that was not necessarily bound to performative metrics, unlike their full-time counterparts. Furthermore, due to grey areas in oversight, there may be more opportunities for casual academics to teach on the basis of morality.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89555263","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 : 2023-03-27DOI: 10.1177/00345237231160301
F. Stewart, L. Way
DIY is often viewed as a core element of punk, an aspect that enabled activism against an assumed authority and power (Guerra, 2018; Martin-Iverson, 2017). It is therefore often lauded as a means of engaging with/utilising punk in a pedagogical sense (Bestley, 2017; Cordova, 2016). It should be capable of working in tandem with education in developing and encouraging the ‘movement against and beyond boundaries’ (hooks, 1994). However, this is not necessarily simple or straightforward to realise through one’s own pedagogical practices, especially when one considers them through an intersectional lens. We argue that punk scholarship on DIY fails to account for its capacity to support ableist ideologies and structures - incorporating it into punk pedagogy in an uncritical manner risks further deepening asymmetrical power relations in regards to disability and the adversity that people with disability experience. We utilise collaborative auto-ethnography to unpack some of the complexities involved in pursuing punk pedagogical practices and unpacking the aforementioned critique of DIY further. We consider how DIY can/could potentially be a powerful, empowering pedagogical tool and consider the ways DIY purports a damaging, ableist narrative, which at times can even aid the neoliberal agenda within higher education. The necessity for punk pedagogies to be underpinned by considerations of intersectional issues, both from the viewpoint of the teacher and the students, is demonstrated through our use of critical disability theory as an analytical tool.
{"title":"Beyond boundaries? Disability, DIY and punk pedagogies","authors":"F. Stewart, L. Way","doi":"10.1177/00345237231160301","DOIUrl":"https://doi.org/10.1177/00345237231160301","url":null,"abstract":"DIY is often viewed as a core element of punk, an aspect that enabled activism against an assumed authority and power (Guerra, 2018; Martin-Iverson, 2017). It is therefore often lauded as a means of engaging with/utilising punk in a pedagogical sense (Bestley, 2017; Cordova, 2016). It should be capable of working in tandem with education in developing and encouraging the ‘movement against and beyond boundaries’ (hooks, 1994). However, this is not necessarily simple or straightforward to realise through one’s own pedagogical practices, especially when one considers them through an intersectional lens. We argue that punk scholarship on DIY fails to account for its capacity to support ableist ideologies and structures - incorporating it into punk pedagogy in an uncritical manner risks further deepening asymmetrical power relations in regards to disability and the adversity that people with disability experience. We utilise collaborative auto-ethnography to unpack some of the complexities involved in pursuing punk pedagogical practices and unpacking the aforementioned critique of DIY further. We consider how DIY can/could potentially be a powerful, empowering pedagogical tool and consider the ways DIY purports a damaging, ableist narrative, which at times can even aid the neoliberal agenda within higher education. The necessity for punk pedagogies to be underpinned by considerations of intersectional issues, both from the viewpoint of the teacher and the students, is demonstrated through our use of critical disability theory as an analytical tool.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73921082","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 : 2023-03-18DOI: 10.1177/00345237231163048
Ana M. Amigo-Ventureira, M. Durán, R. DePalma
Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, and to design more effective teacher training concerning sex and gender diversity.
{"title":"Exploring the relationship between transphobia and homophobia and other demographic factors among practicing and future primary school teachers","authors":"Ana M. Amigo-Ventureira, M. Durán, R. DePalma","doi":"10.1177/00345237231163048","DOIUrl":"https://doi.org/10.1177/00345237231163048","url":null,"abstract":"Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, and to design more effective teacher training concerning sex and gender diversity.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88015578","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 : 2023-03-14DOI: 10.1177/00345237231160088
I. Kiling, Daniela L. A. Boeky, Putri A. Rihi Tugu, B. N. Bunga, Elga Andriana
Young children’s development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children’s development. This study has the objective to explore preschool teachers’ perceptions of their students’ development throughout the COVID-19 pandemic. 12 Teachers living in West Timor, Indonesia, were involved in the photovoice process. The qualitative data analysis resulted in three overarching themes: cooperation between teachers and parents, alternative stimulations of child development, and uncomprehensive child development. More support on options and alternatives for facilitating young children’s remote learning is needed to maintain a stable and comprehensive development process in this pandemic.
{"title":"How do preschool teachers perceive students’ developmental in difficult times? A photovoice study","authors":"I. Kiling, Daniela L. A. Boeky, Putri A. Rihi Tugu, B. N. Bunga, Elga Andriana","doi":"10.1177/00345237231160088","DOIUrl":"https://doi.org/10.1177/00345237231160088","url":null,"abstract":"Young children’s development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children’s development. This study has the objective to explore preschool teachers’ perceptions of their students’ development throughout the COVID-19 pandemic. 12 Teachers living in West Timor, Indonesia, were involved in the photovoice process. The qualitative data analysis resulted in three overarching themes: cooperation between teachers and parents, alternative stimulations of child development, and uncomprehensive child development. More support on options and alternatives for facilitating young children’s remote learning is needed to maintain a stable and comprehensive development process in this pandemic.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91187743","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 : 2023-03-13DOI: 10.1177/00345237231163038
T. Davies
This paper reports on Henri Lefebvre’s methodological approach of 'rhythmanalysis' as a productive tool to understand the complex social constructions of school spaces. Schooling is founded on relationships. These relationships exist in multi-directional and multi-layered ways between teachers, students, school leadership, parents and carers, the school and local community, and official Departments of Education; but also between education policy, official curriculum, and official assessment regimes; and between the material spaces of schools such as school buildings, classrooms and outdoor spaces. These relations are complex and multidimensional, and are characterised by movement. This paper reports on the methodological approach of a recent ethnographic study in a secondary school in suburban Melbourne, Australia that investigated the complex socio-spatial relations that shape teachers’ intercultural work at this school. This paper reports on the nature of relations in school spaces across three domains - conceived, perceived and lived space - and identifies the kinds of rhythms these produce. I argue that this approach enables education researchers to examine in close detail the complex and mobile nature of relations that shape teachers' work in local settings, and may better inform a situated approach to curriculum and policy development.
{"title":"Rhythmanalysis as methodology for understanding the social complexity of school spaces","authors":"T. Davies","doi":"10.1177/00345237231163038","DOIUrl":"https://doi.org/10.1177/00345237231163038","url":null,"abstract":"This paper reports on Henri Lefebvre’s methodological approach of 'rhythmanalysis' as a productive tool to understand the complex social constructions of school spaces. Schooling is founded on relationships. These relationships exist in multi-directional and multi-layered ways between teachers, students, school leadership, parents and carers, the school and local community, and official Departments of Education; but also between education policy, official curriculum, and official assessment regimes; and between the material spaces of schools such as school buildings, classrooms and outdoor spaces. These relations are complex and multidimensional, and are characterised by movement. This paper reports on the methodological approach of a recent ethnographic study in a secondary school in suburban Melbourne, Australia that investigated the complex socio-spatial relations that shape teachers’ intercultural work at this school. This paper reports on the nature of relations in school spaces across three domains - conceived, perceived and lived space - and identifies the kinds of rhythms these produce. I argue that this approach enables education researchers to examine in close detail the complex and mobile nature of relations that shape teachers' work in local settings, and may better inform a situated approach to curriculum and policy development.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81410614","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 : 2023-03-12DOI: 10.1177/00345237231160079
D. Adhikari, Chandra Sharma Poudyal, Dr Rajan Binayek Pasa
The 2015 constitution of Nepal declared Nepal to be a Federal, Democratic, and Republic nation. The constitution has provided local governments the right to manage school education, and the 2017 Local Government Operation Act of Nepal has outlined the roles and responsibilities of local governments in taking guardianship of school education. Since 2017, Nepal has been in the process of institutionalising decentralised governance practices, but this is proceeding at a slow pace. Unprecedently, from early 2020, the COVID-pandemic hit hard the lives of Nepali people, and Nepali education suffered greatly. The pandemic has brought several opportunities for the government to devolve the management system of school education to local levels. This article is based upon the analysis of the six newly introduced plans, regulations, and guidelines in Nepali education, that aim to continue school education amid the COVID-pandemic. These newly introduced polices have significantly acknowledged and mobilised the local strengths in educational management. This research supports a new academic discussion on governance ideas of the Nepalese education system, induced by the COVID- 19 pandemic.
{"title":"COVID-Pandemic in Nepal: An Opportunity to Institutionalise Local Governance in School Education","authors":"D. Adhikari, Chandra Sharma Poudyal, Dr Rajan Binayek Pasa","doi":"10.1177/00345237231160079","DOIUrl":"https://doi.org/10.1177/00345237231160079","url":null,"abstract":"The 2015 constitution of Nepal declared Nepal to be a Federal, Democratic, and Republic nation. The constitution has provided local governments the right to manage school education, and the 2017 Local Government Operation Act of Nepal has outlined the roles and responsibilities of local governments in taking guardianship of school education. Since 2017, Nepal has been in the process of institutionalising decentralised governance practices, but this is proceeding at a slow pace. Unprecedently, from early 2020, the COVID-pandemic hit hard the lives of Nepali people, and Nepali education suffered greatly. The pandemic has brought several opportunities for the government to devolve the management system of school education to local levels. This article is based upon the analysis of the six newly introduced plans, regulations, and guidelines in Nepali education, that aim to continue school education amid the COVID-pandemic. These newly introduced polices have significantly acknowledged and mobilised the local strengths in educational management. This research supports a new academic discussion on governance ideas of the Nepalese education system, induced by the COVID- 19 pandemic.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79121199","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}
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