We see images of violence of all kinds in the media on a daily basis. Moreover, violence associated with extreme political/religious beliefs has increased in the twentieth century and is particularly disturbing. In this article the author points out that violence is not a biological tendency but the effect of ever-increasing organisation capacities. As a consequence, violence is committed by people across the political spectrum, including the radical left and the extreme right. Carriers of violence are highlighted in the article, including coloniality and its effects on society generally and education specifically. Given that there is a force field of violence, a vision for non-violence for education is argued for. Inspiration for such a vision could come from traditional indigenous values such as the African value of ubuntu.
{"title":"Violence, coloniality and a vision of nonviolence for education","authors":"L. le Grange","doi":"10.46786/ac21.7121","DOIUrl":"https://doi.org/10.46786/ac21.7121","url":null,"abstract":"We see images of violence of all kinds in the media on a daily basis. Moreover, violence associated with extreme political/religious beliefs has increased in the twentieth century and is particularly disturbing. In this article the author points out that violence is not a biological tendency but the effect of ever-increasing organisation capacities. As a consequence, violence is committed by people across the political spectrum, including the radical left and the extreme right. Carriers of violence are highlighted in the article, including coloniality and its effects on society generally and education specifically. Given that there is a force field of violence, a vision for non-violence for education is argued for. Inspiration for such a vision could come from traditional indigenous values such as the African value of ubuntu.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91029369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Leadership for justice","authors":"","doi":"10.46786/ac21.0002","DOIUrl":"https://doi.org/10.46786/ac21.0002","url":null,"abstract":"","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82081567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This commentary article discusses the inclusion of Māori knowledge in senior school science in the context of some new senior school science qualifications that are currently being trialled. These proposals raise challenging questions and are provoking intense debates among secondary science teachers in Aotearoa New Zealand. We introduce the proposals and their rationale and summarise the main objections raised by science teachers. We focus on three specific Māori concepts used in the proposals and comment on the possibilities.
{"title":"Bringing Māori concepts into school science: NCEA","authors":"G. Stewart, A. Tedoldi","doi":"10.46786/ac21.1591","DOIUrl":"https://doi.org/10.46786/ac21.1591","url":null,"abstract":"This commentary article discusses the inclusion of Māori knowledge in senior school science in the context of some new senior school science qualifications that are currently being trialled. These proposals raise challenging questions and are provoking intense debates among secondary science teachers in Aotearoa New Zealand. We introduce the proposals and their rationale and summarise the main objections raised by science teachers. We focus on three specific Māori concepts used in the proposals and comment on the possibilities.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80396625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.
{"title":"Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes","authors":"L. Benade, A. Wells, Kelly Tabor-Price","doi":"10.46786/ac21.4832","DOIUrl":"https://doi.org/10.46786/ac21.4832","url":null,"abstract":"Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77569668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This short commentary argues that academic letters to editors on politically-contested topics must be treated with particular ethical care. The interface between science and Māori/Indigenous knowledge is one such topic, vulnerable to inadequate but commonly-held ideas about both science and Māori/Indigenous knowledge. Letters to editors by scientists are personal opinion but carry the imprimatur of science expertise. When such letters contain lay views masquerading as expert opinion, they have negative effects on both science and Māori knowledge, hence qualifying to be described as ‘word weapons’.
{"title":"Word weapons? Letters to editors","authors":"G. Stewart","doi":"10.46786/ac21.3671","DOIUrl":"https://doi.org/10.46786/ac21.3671","url":null,"abstract":"This short commentary argues that academic letters to editors on politically-contested topics must be treated with particular ethical care. The interface between science and Māori/Indigenous knowledge is one such topic, vulnerable to inadequate but commonly-held ideas about both science and Māori/Indigenous knowledge. Letters to editors by scientists are personal opinion but carry the imprimatur of science expertise. When such letters contain lay views masquerading as expert opinion, they have negative effects on both science and Māori knowledge, hence qualifying to be described as ‘word weapons’.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85856857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nesta Devine, Elizabeth Gresson, M. Olssen, R. Irwin, E. Coxon, H. Chueh, Richard Heraud
{"title":"In memoriam: Jim Marshall","authors":"Nesta Devine, Elizabeth Gresson, M. Olssen, R. Irwin, E. Coxon, H. Chueh, Richard Heraud","doi":"10.46786/ac21.2779","DOIUrl":"https://doi.org/10.46786/ac21.2779","url":null,"abstract":"","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76078682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is an educational truism that reflection helps teachers to be more effective and ethical. Building on John Dewey’s assertion that we learn by doing and reflecting, and Hannah Arendt’s that reflection is strengthened through discourse among peers, I argue that a valuable role for teacher educators is to be interlocutors with whom teachers can reflect. Adding to previous scholarship that positions philosophers of education as ideal interlocutors, I focus on the nature of the relationship between teachers and philosophers of education. Mirroring the format of the Socratic dialogues, I include three dialogues to explore how teachers and philosophers of education might reflect together. The first dialogue is the transcription of an interview about reflection and teaching between a former elementary school teacher colleague and me (then a doctoral student in philosophy of education). The second is a written dialogue that brings the interview into communication with Plato and Arendt to further elucidate what it means to reflect as a teacher and with teachers. The third dialogue occurred many years later as a group of philosophers of education reflected upon dialogues 1 and 2 to consider how they might better engage with teachers.
{"title":"“Me and Socrates, we are tight friends”: Co-constructing a polis of teachers and philosophers of education.","authors":"Cara E. Furman","doi":"10.46786/AC21.8287","DOIUrl":"https://doi.org/10.46786/AC21.8287","url":null,"abstract":"It is an educational truism that reflection helps teachers to be more effective and ethical. Building on John Dewey’s assertion that we learn by doing and reflecting, and Hannah Arendt’s that reflection is strengthened through discourse among peers, I argue that a valuable role for teacher educators is to be interlocutors with whom teachers can reflect. Adding to previous scholarship that positions philosophers of education as ideal interlocutors, I focus on the nature of the relationship between teachers and philosophers of education. Mirroring the format of the Socratic dialogues, I include three dialogues to explore how teachers and philosophers of education might reflect together. The first dialogue is the transcription of an interview about reflection and teaching between a former elementary school teacher colleague and me (then a doctoral student in philosophy of education). The second is a written dialogue that brings the interview into communication with Plato and Arendt to further elucidate what it means to reflect as a teacher and with teachers. The third dialogue occurred many years later as a group of philosophers of education reflected upon dialogues 1 and 2 to consider how they might better engage with teachers.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80413661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This short paper explores the collective writing experiment that materialized into the paper, “The Changing Map of International Student Mobility” (Peters, Hollings et al., 2021). It explains how 15 students of Professor Michael A. Peters, each writing 500-word essays, were able to create a unique and diverse dialogue on international student mobility. By being reliant on numerous perspectives, this dialogue offered a more holistic outlook on recent disruptions to international education and international students. Thus, the dialogue offered a collective approach to knowledge production within a knowledge socialist pedagogy.
这篇短文探讨了《国际学生流动的变化地图》(the Changing Map of International Student Mobility, Peters, Hollings et al.， 2021)这篇论文中的集体写作实验。它解释了迈克尔·a·彼得斯(Michael a . Peters)教授的15名学生如何能够就国际学生流动问题展开独特而多样的对话，每人撰写500字的文章。通过多方视角，这次对话对最近国际教育和国际学生受到的干扰提供了更全面的看法。因此，对话提供了一种在知识社会主义教学法中进行知识生产的集体方法。
{"title":"“The changing map of international student mobility” as an experiment in collective and co[labor]ative writing","authors":"Stephanie Hollings","doi":"10.46786/ac21.7566","DOIUrl":"https://doi.org/10.46786/ac21.7566","url":null,"abstract":"This short paper explores the collective writing experiment that materialized into the paper, “The Changing Map of International Student Mobility” (Peters, Hollings et al., 2021). It explains how 15 students of Professor Michael A. Peters, each writing 500-word essays, were able to create a unique and diverse dialogue on international student mobility. By being reliant on numerous perspectives, this dialogue offered a more holistic outlook on recent disruptions to international education and international students. Thus, the dialogue offered a collective approach to knowledge production within a knowledge socialist pedagogy.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"7 1","pages":"29-32"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78597122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In education, it is common to hear that we need to close the gap between research and practice. Less common is a consideration of what it means to close this gap. A lot of policy, research and professional learning assumes that research should inform teacher practice by providing evidence about ‘what works’ for students’ learning. However, there are other important ways that we can understand the relationship between research and practice. In this paper, I discuss one possibility for understanding this relationship by looking at the research of Max van Manen and his work in phenomenological pedagogy. Phenomenology provides a way for teachers to reflect on their practice by prioritising the meaning and significance of lived experience. As I describe, phenomenology is a valuable way for research to inform practice; but its value lies not in being able to tell us ‘what works’, but in its power to do something with us.
在教育中，我们经常听到我们需要缩小研究与实践之间的差距。不太常见的是考虑缩小这一差距意味着什么。许多政策、研究和专业学习都认为，研究应该通过提供关于“什么对学生学习有效”的证据来指导教师实践。然而，我们还可以通过其他重要的方式来理解研究与实践之间的关系。在本文中，我通过考察Max van Manen的研究和他在现象学教育学方面的工作，讨论了理解这种关系的一种可能性。现象学通过优先考虑生活经验的意义和意义，为教师反思自己的实践提供了一种途径。正如我所描述的，现象学是研究为实践提供信息的一种有价值的方式;但它的价值不在于能够告诉我们“什么是有效的”，而在于它与我们一起做某事的能力。
{"title":"Pedagogy here on the ground: Using lived experience to research and understand our lives with children","authors":"Andrew Madjar","doi":"10.46786/ac20.8853","DOIUrl":"https://doi.org/10.46786/ac20.8853","url":null,"abstract":"In education, it is common to hear that we need to close the gap between research and practice. Less common is a consideration of what it means to close this gap. A lot of policy, research and professional learning assumes that research should inform teacher practice by providing evidence about ‘what works’ for students’ learning. However, there are other important ways that we can understand the relationship between research and practice. In this paper, I discuss one possibility for understanding this relationship by looking at the research of Max van Manen and his work in phenomenological pedagogy. Phenomenology provides a way for teachers to reflect on their practice by prioritising the meaning and significance of lived experience. As I describe, phenomenology is a valuable way for research to inform practice; but its value lies not in being able to tell us ‘what works’, but in its power to do something with us.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87430505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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