Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2213885
A. M. R. Gomes, Érica Dumont-Pena
ABSTRACT The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.
{"title":"Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil","authors":"A. M. R. Gomes, Érica Dumont-Pena","doi":"10.1080/03054985.2023.2213885","DOIUrl":"https://doi.org/10.1080/03054985.2023.2213885","url":null,"abstract":"ABSTRACT The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48823760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2228640
Elizabeth Ann Rahman, T. Cochrane
on ‘Reimagining our Futures Together: the New Social Contract for Education’. They opened the report by boldly stating: our world is at a turning point [. . .] but global disparities – and a pressing need to reimagine why, how, what, where and when we learn – mean that education is not yet fulfilling its promise to help us shape peaceful, just, and sustainable futures (UNESCO, 2021, p. 1).
{"title":"Pedagogy and Indigenous knowing and learning","authors":"Elizabeth Ann Rahman, T. Cochrane","doi":"10.1080/03054985.2023.2228640","DOIUrl":"https://doi.org/10.1080/03054985.2023.2228640","url":null,"abstract":"on ‘Reimagining our Futures Together: the New Social Contract for Education’. They opened the report by boldly stating: our world is at a turning point [. . .] but global disparities – and a pressing need to reimagine why, how, what, where and when we learn – mean that education is not yet fulfilling its promise to help us shape peaceful, just, and sustainable futures (UNESCO, 2021, p. 1).","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59393836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2223920
A. Murrey, Nokuthula Hlabangane, S. Puttick, Christopher Francis Frattina della Frattina
ABSTRACT In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-being and dignity beyond its constraints. We conceive of co-teaching as co-learning and co-becoming. Teaching as becoming, we argue, means engaging with students without a rigid structuring telos. We revisit video footage from the class, course materials and review insights from our students to reflect upon the substance and configurations of our co-teaching. We analyse the significance of ‘keeping the fire’ of our shared intellectual projects, even as we remain situated within colonial institutions. Three interrelated challenges emerged while teaching decolonial geographies and decolonising methodologies in this online course. These dynamics include: (a) the challenges of cultivating student-teacher trust in digital exchanges; (b) the aspiration to embolden transdisciplinary engagements in the face of logistical, temporal and practical constraints, including ‘settler time’ and our ties to stated disciplines; and (c) the significance of co-presence and shared commitment to challenge academic hierarchies.
{"title":"Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies","authors":"A. Murrey, Nokuthula Hlabangane, S. Puttick, Christopher Francis Frattina della Frattina","doi":"10.1080/03054985.2023.2223920","DOIUrl":"https://doi.org/10.1080/03054985.2023.2223920","url":null,"abstract":"ABSTRACT In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-being and dignity beyond its constraints. We conceive of co-teaching as co-learning and co-becoming. Teaching as becoming, we argue, means engaging with students without a rigid structuring telos. We revisit video footage from the class, course materials and review insights from our students to reflect upon the substance and configurations of our co-teaching. We analyse the significance of ‘keeping the fire’ of our shared intellectual projects, even as we remain situated within colonial institutions. Three interrelated challenges emerged while teaching decolonial geographies and decolonising methodologies in this online course. These dynamics include: (a) the challenges of cultivating student-teacher trust in digital exchanges; (b) the aspiration to embolden transdisciplinary engagements in the face of logistical, temporal and practical constraints, including ‘settler time’ and our ties to stated disciplines; and (c) the significance of co-presence and shared commitment to challenge academic hierarchies.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42318376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2225851
R. Nemirovsky, Don Duprez
ABSTRACT This study examines the entanglement of affects that occurred during a short episode at a science museum. The episode involved a small number of children and a teacher who had come to the museum in the context of a school field trip. It took place inside an exhibit called ‘Hmong House’, which reproduced various components of a traditional house of the Hmong people. A key aim of this paper is to trace, via the microethnographic analysis of a brief video recording, an affective journey meshing mathematical tessellation and Hmong shamanism. In addition, we elaborate on ways in which disparate themes, such as tessellation and shamanism, became interwoven in the life of those visiting the Hmong House at the time. The episode of the Hmong House may inspire other activities in which students or visitors, with life trajectories partially rooted in Indigenous cultures, can share practices that are foreign to other students. The most important qualities of these activities, we suggest, are the respectful dignity with which they are demonstrated and engaged with, and the freedom to undertake interdisciplinary journeys – without subjection to artificial disciplinary boundaries – in which improvisation and surprising turns are expected and ever-present.
{"title":"Tessellation, shamanism, and being alive to things","authors":"R. Nemirovsky, Don Duprez","doi":"10.1080/03054985.2023.2225851","DOIUrl":"https://doi.org/10.1080/03054985.2023.2225851","url":null,"abstract":"ABSTRACT This study examines the entanglement of affects that occurred during a short episode at a science museum. The episode involved a small number of children and a teacher who had come to the museum in the context of a school field trip. It took place inside an exhibit called ‘Hmong House’, which reproduced various components of a traditional house of the Hmong people. A key aim of this paper is to trace, via the microethnographic analysis of a brief video recording, an affective journey meshing mathematical tessellation and Hmong shamanism. In addition, we elaborate on ways in which disparate themes, such as tessellation and shamanism, became interwoven in the life of those visiting the Hmong House at the time. The episode of the Hmong House may inspire other activities in which students or visitors, with life trajectories partially rooted in Indigenous cultures, can share practices that are foreign to other students. The most important qualities of these activities, we suggest, are the respectful dignity with which they are demonstrated and engaged with, and the freedom to undertake interdisciplinary journeys – without subjection to artificial disciplinary boundaries – in which improvisation and surprising turns are expected and ever-present.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43129798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2213884
L. Rival
ABSTRACT In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO’s 2020 approach to education and its vital role in radically reconfiguring humanity’s place and agency on planet Earth.
{"title":"Pedagogies for the future: ethnographic reflections on two Latin American learning journeys","authors":"L. Rival","doi":"10.1080/03054985.2023.2213884","DOIUrl":"https://doi.org/10.1080/03054985.2023.2213884","url":null,"abstract":"ABSTRACT In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO’s 2020 approach to education and its vital role in radically reconfiguring humanity’s place and agency on planet Earth.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2223921
Elizabeth Rahman, Françoise Barbira Freedman, Fernando Antonio García Rivera, Meredith Castro Rios
ABSTRACT This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap’s 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds.
{"title":"Formabiap’s Indigenous educative community, Peru: a biosocial pedagogy","authors":"Elizabeth Rahman, Françoise Barbira Freedman, Fernando Antonio García Rivera, Meredith Castro Rios","doi":"10.1080/03054985.2023.2223921","DOIUrl":"https://doi.org/10.1080/03054985.2023.2223921","url":null,"abstract":"ABSTRACT This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap’s 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41998199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1080/03054985.2023.2211254
Nikki S. Rickard, Tan-Chyuan Chin, Donna Cross, John Hattie, Dianne A. Vella-Brodrick
Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs.
{"title":"Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context","authors":"Nikki S. Rickard, Tan-Chyuan Chin, Donna Cross, John Hattie, Dianne A. Vella-Brodrick","doi":"10.1080/03054985.2023.2211254","DOIUrl":"https://doi.org/10.1080/03054985.2023.2211254","url":null,"abstract":"Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1080/03054985.2023.2203376
Gale Macleod, Marshall Dozier, Rosa Marvell, Gerri Matthews-Smith, Malcolm R. Macleod, Jing Liao
This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. Initial searches found 9,814 potentially relevant studies which were reduced to 693 for analysis. The machine learning approach was successful in reducing time without compromising accuracy. We conclude that this methodological approach is appropriate for similar reviews within education. Findings show a dominance of research into professional education programmes; a majority of research with PGT as the context rather than focus; a small number of comparative and large-scale studies; and substantial research categorised as ‘scholarship of teaching’. While further research is required to ascertain if the findings are transferable to other national contexts, this study provides a reproducible methodology and identifies areas for future research to examine.
{"title":"Identifying a research agenda for postgraduate taught education in the UK: lessons from a machine learning facilitated systematic scoping review","authors":"Gale Macleod, Marshall Dozier, Rosa Marvell, Gerri Matthews-Smith, Malcolm R. Macleod, Jing Liao","doi":"10.1080/03054985.2023.2203376","DOIUrl":"https://doi.org/10.1080/03054985.2023.2203376","url":null,"abstract":"This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. Initial searches found 9,814 potentially relevant studies which were reduced to 693 for analysis. The machine learning approach was successful in reducing time without compromising accuracy. We conclude that this methodological approach is appropriate for similar reviews within education. Findings show a dominance of research into professional education programmes; a majority of research with PGT as the context rather than focus; a small number of comparative and large-scale studies; and substantial research categorised as ‘scholarship of teaching’. While further research is required to ascertain if the findings are transferable to other national contexts, this study provides a reproducible methodology and identifies areas for future research to examine.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.1080/03054985.2023.2203375
Daria Khanolainen, Victoria Cooper, D. Messer, E. Revyakina
{"title":"The complexity of student-led research: from terminology to practice in a case study of three countries","authors":"Daria Khanolainen, Victoria Cooper, D. Messer, E. Revyakina","doi":"10.1080/03054985.2023.2203375","DOIUrl":"https://doi.org/10.1080/03054985.2023.2203375","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48795550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/03054985.2023.2211255
C. Millward
{"title":"Improving but not equalising opportunity: the objective and effect of regulating fair access to higher education in England, and their implications for understanding higher education policy","authors":"C. Millward","doi":"10.1080/03054985.2023.2211255","DOIUrl":"https://doi.org/10.1080/03054985.2023.2211255","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41864514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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