(2017). Aboriginal Perspectives in the Classroom: A Journey to Healing. BU Journal of Graduate Studies in Education, v9 n1 p8-13. Aboriginal perspectives are a very important topic in today's educational system. There is an urgent need for educators to infuse these perspectives in classrooms and school culture, ultimately benefitting communities. However, in doing so, there are several challenges, including how to infuse these perspectives respectfully while embracing the seven teachings of the good life. A variety of resources is available to help educators do this challenging, but rewarding work. Once the educational system as a whole embraces the truth of our Canadian history, faces the challenges, and celebrates diversity, true infusion will happen and the journey to healing will begin…. [PDF]
(2017). Rethinking Relationships with Curriculum by Engaging with Foxes and Sharing Stories in Early Childhood Spaces. Global Studies of Childhood, v7 n2 p131-147 Jun. Nunangat pedagogies concern the adoption of teaching practices informed by relationships with land, water and ice. In this article, the researcher examines an opportunity to disrupt Global North dominance in the Inuit homeland through engagements with fox. Nunangat methodologies require consultations with Elders and hunters especially concerning knowledge that is not accessible via the Internet or at the library. A rhizomatic analysis is used to connect the presentation of the various research narratives and analysis of encounters with fox. These strategies are employed to facilitate occasions to re-conceptualize early childhood practices in ways which enable recognition of the vitality and viability of local Indigenous ways of knowing and being…. [Direct]
(2018). A Comparative Analysis of Nature Kindergarten Programmes in Australia and New Zealand. International Journal of Early Years Education, v26 n3 p233-248. This paper highlights the similarities and differences of seven nature kindergarten programmes in Australia and New Zealand. The study targeted three programmes from New Zealand and four from Australia. Participant observations and semi-structured interviews were used to build a profile of each site. The profiles were compared on factors such as philosophical influences, curriculum design, site location, safety requirements and programme activity. In many ways, the programmes were quite similar, and this was attributed to synergies between the respective curriculum frameworks and the influence of the European Forest School movement. There were, however, some unique features at each site and differences attributed to national perspectives. It is anticipated that the profiling of philosophical and logistical dimensions of nature programmes implemented in exemplar settings can help to inspire other early childhood educators and encourage them to reposition nature pedagogy as part of… [Direct]
(2018). Affective Pedagogy, Affective Research, Affect and Becoming Arts-Based-Education-Research(er). Studies in Arts-Based Educational Research What then can the body of Arts — Research — Education do? What can arts based educational research produce (hereafter ABER)? As emerging researchers in this field, we begin this chapter in the middle of a reflective conversation about many assemblages and about our journey into arts based education research, and what life was emergent in a recent project we were involved with known as Move-Act-Play-Sing hereafter as MAPS (Lines, Naughton, Roder, Matapo, Whyte & Liao, 2014). In our conversation we reflect on questions in respect to what ABER might do, how might ABER live within a teacher practitioner early childhood research project. We plug MAPS into the Deleuzean concept of affect to palpate ABER, reveal life and the tensions which express themselves as affects, as capacities to affect and to be affected. We discuss ways to honour more equal power relations across this emerging researcher community in which much is assembles, co-mixing, both affecting and open to being… [Direct]
(2018). Deciding Access to Work-Integrated Learning: Human Resource Professionals as Gatekeepers. International Journal of Work-Integrated Learning, v19 n2 p141-154. Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports findings from a qualitative study focused on the role played by Human Resource (HR) professionals in influencing student access to WIL placements in Australian organizations. Findings suggest being in a HR role may influence why and how an individual acts as a WIL gatekeeper however, there is an interplay between forces at three distinct levels: organizational, occupational/job and personal, which affect the intentions and actions of the HR professional. Furthermore, the study suggests several conditions are required for an inclusive approach to WIL to be enacted. This study contributes to the underexplored topic of equity and access in WIL…. [PDF]
(2018). Advancing Scientific Methods in Community and Cultural Context to Promote Health Equity: Lessons from Intervention Outcomes Research with American Indian and Alaska Native Communities. American Journal of Evaluation, v39 n1 p42-57 Mar. Evidence-based interventions hold promise for reducing gaps in health equity across diverse populations, but evidence about effectiveness within these populations lags behind the mainstream, often leaving opportunities to fulfill this promise unrealized. Mismatch between standard intervention outcomes research methods and the cultural and community contexts of populations at greatest risk presents additional challenges in designing and implementing rigorous studies; these challenges too often impede efforts to generate needed evidence. We draw on experiences with American Indian and Alaska Native communities to illustrate how consideration of culture and context can constructively shape intervention research and improve the quality of evidence produced. Case examples from a partnership with one American Indian community highlight opportunities for increasing alignment in intervention development, research design, and study implementation to maximize both validity and feasibility. We… [Direct]
(2018). Learning with Mobiles: The Global South. Research in Comparative and International Education, v13 n1 p152-175 Mar. This article addresses the need to build sustainable, appropriate and authentic foundations for learning with mobiles in the Global South. It does this in two ways: first, by reviewing aspects of the current environment, namely the nature of learning with mobiles in the Global North, the relationships between research and policy in relation to learning with mobiles, the impact of mobile technology on language, and the meanings of international development; and second, by consolidating these within a broader and critical historical framework that sees education and technology as the instruments of the hegemony of the Global North, reinforcing its values and worldview. This is, however, methodologically challenging and problematic, and the article briefly considers how such arguments should be constructed. The article concludes by offering ways forward as the basis for practical progress…. [Direct]
(2018). Discursive Formations of Indigenous Peoples in Iranian School Textbooks: Racist Constructions of the Other. Journal of Curriculum Studies, v50 n6 p754-771. Despite a rich tradition of investigating how 'Oriental' and Middle Eastern colonized others are represented in Western and Eurocentric media, policy papers, curriculum and popular culture, an important issue that has not been adequately explored by scholars of Iranian studies is how Iranian curricula writers have constructed images of Western and non-Western marginalized others in their school textbooks. How do Iranian educators construct the relationship between the 'revolutionary' Iranian self and Indigenous others in the Americas? How does the curriculum reflect on Indigenous peoples and represent their histories? What are the discursive formations that inform the constructions of Indigenous cultures and nations in Iranian school textbooks? In this paper, I deconstruct the dominant public pedagogies that inform the official knowledge about Indigenous peoples in Iranian curricula for Grades One through Nine…. [Direct]
(2018). Developing Mathematical Inquiry Communities: Enacting Culturally Responsive, Culturally Sustaining, Ambitious Mathematics Teaching. set: Research Information for Teachers, n2 p25-32. There is increasing recognition that the underachievement of Maori, Pasifika, and other diverse students in New Zealand schools is in large part owing to systemic factors that disadvantage these students. Responding to the urgent need for significant change in our schools and classrooms, the developing mathematical inquiry communities model is a research-based approach to mathematics teaching involving culturally responsive and culturally sustaining pedagogical practices that reflect ambitious teaching and complex instruction. The approach is comprehensive and complex, involving a set of interrelated components and practices aimed at improving teaching, learning, equity, and student outcomes. Although transforming pedagogical practices is challenging, such transformation is essential to ensure that equitable outcomes are achieved for all students…. [Direct]
(2018). Beginning Teacher Resilience in Remote Australia: A Place-Based Perspective. Teachers and Teaching: Theory and Practice, v24 n8 p893-914. Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine pre-service and early career teacher resilience in the remote context of central Australia. The findings suggest that beginning teacher resilience in central Australia involves a particular set of enablers and constraints which are characterised by teachers' capacity to build connections to place, connections as a learner and connections in relationships. A transactional systems model is presented that articulates the dynamism of the resilience processes and offers a way to better understand the ecological interdependencies unique to a particular context and culture. This understanding will enable teachers, initial teacher educators, school… [Direct]
(2018). How Are We Doing? Children "and" Youth in Government Care "and" Youth on Youth Agreements. British Columbia Ministry of Education In October 2017, the Representative for Children and Youth (RCY) publicly released "Room for Improvement: Toward Better Education Outcomes for Children Care." The report focused on discrepancies in educational outcomes for children in government care compared to all children and made six recommendations to the ministries of Education and Children and Family Development. This report addresses one of those six recommendations: to publicly report on educational outcomes of children and youth in government care, by September 2018. This report focuses on students who have come into government care (CYIC), including those on a Continuing Custody Order (CCO), youth agreement (YAG), interim and temporary custody orders, special needs or voluntary care agreements, and children under custody orders from another province or jurisdiction. This report uses a Non-CYIC cohort as a reference point for the educational outcomes of children and youth in care. This cohort is not the same as a… [PDF]
(2020). Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks. HOW, v27 n2 p113-133 Jul-Dec. This article inquires into the coloniality present in EFL textbooks, which continue being used as the core resource for language learning and teaching in Colombia. However, its instrumentalization, imperialism, and exploitation as an instrument of subalternation suggest that EFL textbooks produced by foreign and local publishing houses in the Colombian context are colonised in three interrelated dimensions: knowledge, power, and being. Therefore, this research proposal aims at unveiling the ontological, epistemological, and power criteria rooted in critical interculturality as a decolonial alternative, and inspired by the decolonial turn, to orient the development of other contextualised materials from the voices of Colombian teachers, authors and experts… [PDF]
(2020). Being Professional in New Zealand Early Childhood Education: A Genealogy. Policy Futures in Education, v18 n5 p597-609 Jun. An academic, Peter Dinniss, discussed the then emerging issue of professionalism in the early childhood education sector in 1974. "There has been much debate over the term ['professional'] together with discussion as to whether teaching is a profession" (1974: 11). On the cusp of the 21st century, the Education Council (now renamed Teaching Council) of New Zealand consulted with teachers on their register about a professional code. This article follows the emergence of the professionalism discourse. I examine traces of the 'strategies, tactics and procedures' in a genealogy of the managerial technicist process of education. My interest lies in emergent 'responsibilization' of teachers over the period. I examine the power/knowledge of the 'profession' in Aotearoa, New Zealand, as teachers invent and govern themselves. I ask if the Council's discourse of professionalism through registration of individuals can be re-envisioned through the collective and democratic practices… [Direct]
(2020). Participation or Legitimisation? Assessment of Quality of Participation in Farmer Learning Video Production in Central Uganda. Journal of Agricultural Education and Extension, v26 n3 p253-268. Purpose: This study assessed the quality of participation in farmer learning video (FLV) production by examining opportunities for actors' participation and the extent of incorporation of their interests. Design/methodology/approach: A qualitative case study research design was used through focus group discussions and interviews held with 5 key informants and 19 farmers involved in the production of 2 videos. We used the quality of participation analytical framework for analysis. Findings: Actors in FLV production were largely selected basing on interests and expertise in carrying out assigned tasks. The extent of actor participation in FLV production varied. Video experts made major decisions on video content and allocation of tasks while field officers and farmers largely participated in the filming stage. The incorporation of farmers' interests was curtailed by their limited participation in planning for FLV production. Further, farmers and field officers perceived that inadequate… [Direct]
(2020). Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential. Journal of Interactive Media in Education, v2020 n1 Article 6. Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital… [PDF]