scholarly journals Rights in education: outlines for a decolonial, childist reimagination of the future – commentary to Ansell and colleagues

2021 ◽  
Author(s):  
Tatek Abebe ◽  
Tanu Biswas
Keyword(s):  
Educational Research ◽  
Recent Article ◽  
Intrinsic Value ◽  
Community Formation ◽  
Sources Of Knowledge ◽  
Purpose Of Education ◽  
The Future ◽  
Value Of Learning ◽  
Rethinking Education ◽  
Do So

In this piece, we reflect upon a recent article published in Fennia by Ansell and colleagues. We identify and discuss aspects of learning that educational research, policies and institutions can consider, addressing the needs and subjectivities of learners and activating a politics around rights in education. Rights in education foreground the intrinsic value of learning,inviting us to realign the purpose of education with the overall purpose of life on this planet. It pursues a ‘bottom-up’ strategy for rethinking education as community formation to incorporate complex sources of knowledge and modes of knowing and becoming for children. In order to think about rights in education, we uphold an analytical distinction between schooling and education. The distinction enables us to raise some questions, reflect on them and suggest preliminary ideas for decolonial, childist strategies to envisage education, highlighting how education and the ‘future’ areintimately woven and exploring what they mean for each other and for childhood. We do so particularly by critiquing ‘western schooling’ as a mode of learning which is a conspirator of capitalism deeply rooted in philosophical racism and contributing to a global epistemological loss. Finally, we outline four strategies of moving forward with a decolonial,childist lens of reimagining education as community formation and welcome further discussions on rights in education.

Symposium: "Habits of Thought and Work": The Disciplines and Qualitative Research

2000 ◽  
Vol 70 (1) ◽  
pp. 22-99 ◽  
Author(s):  
Reba Page ◽  
George Spindler ◽  
Lorie Hammond ◽  
Shirley Brice Heath ◽  
Mary Haywood Metz ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Educational Research ◽  
Academic Disciplines ◽  
General Area ◽  
Process Of Change ◽  
The Past ◽  
The Future ◽  
The Many ◽  
Qualitative Methodologies ◽  
Do So

As George Marcus notes in Ethnography through Thick and Thin, the academic disciplines are built on particular "habits of thought and work."1 While Marcus was referring specifically to anthropology, the same can be said of other disciplines: each has its own epistemology, conventions, and sets of questions. Among the many disciplines influencing the study of education are anthropology, pedagogy, linguistics, psychology, and sociology. Each has brought rich perspectives and methodologies, including qualitative methodologies, to educational research. Their intersection and their entry into the mainstream of educational research at varying points can lead to a complex and ongoing conversation about the past, the present, and the future of qualitative research on education. Our goal as editors of this Symposium is to encourage and spark that conversation among those who read, write, and do qualitative research. To do so, we posed the following questions to five researchers, each of whom represents one of the above disciplines: What has been your field's most important contribution to the general area of qualitative research? How has your field influenced the methods of qualitative research? How has your field influenced the central questions of qualitative research? Because qualitative research is an evolving area, how do you see that evolution occurring? Where do you see that process of change leading? We also invited a response to these articles, which reaches across the disciplines with a conversation we hope continues among you, the readers, writers, and doers of qualitative research.

Big Questions in Ecology and Evolution

2009 ◽  
Author(s):  
Thomas N. Sherratt ◽  
David M. Wilkinson
Keyword(s):  
Partial Solution ◽  
Fundamental Importance ◽  
Evolutionary Perspective ◽  
Text Book ◽  
Broad Audience ◽  
The Future ◽  
The Tropics ◽  
Made In ◽  
Do So

Why do we age? Why cooperate? Why do so many species engage in sex? Why do the tropics have so many species? When did humans start to affect world climate? This book provides an introduction to a range of fundamental questions that have taxed evolutionary biologists and ecologists for decades. Some of the phenomena discussed are, on first reflection, simply puzzling to understand from an evolutionary perspective, whilst others have direct implications for the future of the planet. All of the questions posed have at least a partial solution, all have seen exciting breakthroughs in recent years, yet many of the explanations continue to be hotly debated. Big Questions in Ecology and Evolution is a curiosity-driven book, written in an accessible way so as to appeal to a broad audience. It is very deliberately not a formal text book, but something designed to transmit the excitement and breadth of the field by discussing a number of major questions in ecology and evolution and how they have been answered. This is a book aimed at informing and inspiring anybody with an interest in ecology and evolution. It reveals to the reader the immense scope of the field, its fundamental importance, and the exciting breakthroughs that have been made in recent years.

scholarly journals Alternatives to and Reduction of Animal Use in Biomedical Research, Education and Testing

1990 ◽  
Vol 18 (1_part_1) ◽  
pp. 65-74
Author(s):  
John M. Frazier ◽  
Alan M. Goldberg
Keyword(s):  
Biomedical Research ◽  
Toxicity Testing ◽  
Research Education ◽  
New Methods ◽  
New Approaches ◽  
The Future ◽  
Technological Developments ◽  
Animal Use ◽  
Do So

Biomedical endeavours can be divided into three major categories: research, education, and testing. Within the context of each of these categories, activities involving whole animals have made major contributions and will continue to do so in the future. However, with technological developments in the areas of biotechnology and computers, new methods are already reducing the use of whole animals in certain areas. This article discusses the general issues of alternatives and then focuses on the development of new approaches to toxicity testing.

Regulating for Content on the Internet: Meeting Cultural and Social Objectives for Broadband

2001 ◽  
Vol 101 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Gerard Goggin ◽  
Catherine Griff
Keyword(s):  
The Internet ◽  
Final Report ◽  
Media Convergence ◽  
Different Types ◽  
The Future ◽  
Broadcasting Regulation ◽  
Productivity Commission ◽  
Specific Regulation ◽  
Film And Video ◽  
Do So

Much of the present debate about content on the internet revolves around how to control the distribution of different sorts of harmful or undesirable material. Yet there are considerable issues about whether sufficient sorts of desired cultural content will be available, such as ‘national’, ‘Australian’ content. In traditional broadcasting, regulation has been devised to encourage or mandate different types of content, where it is believed that the market will not do so by itself. At present, such regulatory arrangements are under threat in television, as the Productivity Commission Broadcasting Inquiry final report has noted. But what of the future for certain types of content on the internet? Do we need specific regulation and policy to promote the availability of content on the internet? Or is such a project simply irrelevant in the context of gradual but inexorable media convergence? Is regulating for content just as quixotic and fraught with peril as regulating of content from a censorship perspective often appears to be? In this article, we consider the case of Australian content for broadband technologies, especially in relation to film and video, and make some preliminary observations on the promotion and regulation of internet content.

The Future of Educational Research

1982 ◽  
Vol 11 (8) ◽  
pp. 11-17 ◽  
Author(s):  
FRANK H. FARLEY
Keyword(s):  
Educational Research ◽  
The Future

PHOTOGRAPHICALLY BASED KNOWLEDGE

Episteme ◽  
2013 ◽  
Vol 10 (3) ◽  
pp. 283-297 ◽  
Author(s):  
Dan Cavedon-Taylor
Keyword(s):  
Pictorial Representation ◽  
Perceptual Knowledge ◽  
Testimonial Knowledge ◽  
Epistemic Utility ◽  
Sources Of Knowledge ◽  
Novel Approach ◽  
Aesthetic Pleasure ◽  
Foundational Issue ◽  
Do So

AbstractPictures are a quintessential source of aesthetic pleasure. This makes it easy to forget that they are epistemically valuable no less than they are aesthetically so. Pictures are representations. As such, they may furnish us with knowledge of the objects they represent. In this article I provide an account of why photographs are of greater epistemic utility than handmade pictures. To do so, I use a novel approach: I seek to illuminate the epistemic utility of photographs by situating both photographs and handmade pictures among the sources of knowledge. This method yields an account of photography's epistemic utility that better connects the issue with related issues in epistemology and is relatively superior to other accounts. Moreover, it answers a foundational issue in the epistemology of pictorial representation: ‘What kinds of knowledge do pictures furnish?’ I argue that photographs have greater epistemic utility than handmade pictures because photographs are sources of perceptual knowledge, while handmade pictures are sources of testimonial knowledge.

scholarly journals The Professions in Modernity and the Society of the Future: A Theoretical Approach to Understanding the Polyvalent Logics of Professional Work

2017 ◽  
Vol 7 (1) ◽  
pp. e1611 ◽  
Author(s):  
Werner Vogd
Keyword(s):  
Decision Making ◽  
Medical Treatment ◽  
Theoretical Approach ◽  
Professional Work ◽  
Interaction Processes ◽  
Transference And Countertransference ◽  
The Future ◽  
Do So

In this article, I draw attention to the societal arrangements that permit or produce the autonomy of professions since professionals have the task of holding the tension among different perspectives. To do so, they must apply differing, irreconcilable logics of reflection and balance them in their decision-making. To gain a differentiated understanding of the complexities of these processes, I propose a metatheoretical conceptualization of the dynamics of professions based on Gotthard Günther’s theory of “polycontexturality,” which can be used both to analyse the interaction processes and to embed them in society. I illustrate this argument with an example from the field of medical treatment. The proposed approach also lays the basis for a differentiated understanding of phenomena, which psychoanalysis has traditionally described in terms of transference and countertransference.

scholarly journals Realismo Neoclássico e o Nível Doméstico: A dança das variáveis intervenientes

2020 ◽  
Vol 9 (1) ◽  
pp. 147-169
Author(s):  
Gustavo Fornari Dall'Agnol
Keyword(s):  
Key Words ◽  
Research Program ◽  
Critical Review ◽  
International Politics ◽  
Neoclassical Realism ◽  
The Future ◽  
Realist Ontology ◽  
Domestic Level ◽  
Do So

O presente artigo visa a explorar teoricamente o nível doméstico no programa de pesquisa do Realismo Neoclássico. Para tal, revisa-se o programa desde suas origens na década de 1990 até seu desenvolvimento mais atual, aqui analisado na obra de Ripsman, Lobell e Taliaferro (2016). Faz-se uma revisão crítica do emprego das variáveis domésticas, de maneira, aqui argumentada, indiscriminada e prejudicial ao futuro do programa de pesquisa. Ademais irá propor-se que o Realismo Neoclássico, como possível solução, reorganize as variáveis de nível doméstico empregadas em suas análises e construções teóricas, de maneira a dar primazia a variáveis mais ligadas à ontologia e epistemologia realista. Conclui-se que essa é uma maneira para superar as críticas feitas ao programa de pesquisa, que do ponto de vista do presente estudo, vem contribuindo decisivamente para o estudo da política internacional e pode continuar a fazê-lo.     Abstract: The present paper aims at theoretically exploring the domestic level in the Neoclassical Realist research program. In order to do so, it analyzes the program since its origins in the 1990 towards its most recent development, expressed by the work of Ripsman, Lobell and Taliaferro (2016). A critical review of the employment of domestic variables is realized, arguing that they are introduced in a non-systematic manner and are an obstacle for the future of the research program. Beyond that, it will be proposed, that Neoclassical Realism, as a possible solution, reorganizes its domestic level variables employed in their analysis and theoretical constructions, in a manner of giving primacy to variables closer to the realist ontology and epistemology. The conclusion is that this is one way of overcoming the critics towards the research program, which from the perspective of this work, has been contributing decisively to the study of international politics and can keep doing so. Key-words: Neoclassical Realism; Domestic Variables; Realpolitik.       Recebido em: junho/2019 Aprovado em: dezembro/2020

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

scholarly journals Discourses on Learning in Education:Making Sense of a Landscape of Difference

2021 ◽  
Vol 6 ◽  
Author(s):  
Brent Davis ◽  
Krista Francis
Keyword(s):  
Educational Research ◽  
Network Theory ◽  
Iterative Process ◽  
Conceptual Metaphor ◽  
Conceptual Metaphor Theory ◽  
Research And Practice ◽  
Metaphor Theory ◽  
The Future ◽  
To Come

There are hundreds, perhaps thousands, of “theories of learning” at play in the field of education. Given scant agreements on the meaning of “learning” and the purpose of “theory,” such quantity is perhaps unsurprising. Arguably, however, this situation is indefensible and debilitating in an academic domain so focused on interpreting and influencing learning. We describe our own efforts to come to terms with this matter. Oriented by Conceptual Metaphor Theory and network theory, we are attempting to “map” contemporary treatments of learning—whether implicit or explicit, written or spoken, descriptive or prescriptive, formal or informal, scientific or folk. We report on our iterative process, evolving design, and emergent insights. We discuss the potential relevance of this and similar efforts for the future of educational research and practice.

Sign in / Sign up

Export Citation Format

Share Document