The Impact of Economic And National Identity Loss Messages, And The Moderating Effect of Political Orientation, On Climate Change Policy Support

As climate change continues to be politically divisive, developing communications that align with right-leaning beliefs may increase bipartisan support for climate policy. In two experimental studies (Study 1, Australia, N = 558; Study 2, United States, N = 859), we tested whether an economic loss or national identity loss message would elicit greater support for mitigation and adaptation policies when compared to one another and to a control message. We also tested whether the direct effects of these message types were conditional on political orientation (specifically, identifying as politically right-leaning). In both studies, preliminary analyses indicated that the message manipulations were effective and that there was a high level of support for both types of climate policy. When compared to left-wing adherents, those who were politically right-leaning were less likely to support mitigation and adaptation policies in either sample. Australian (Study 1) identification – although not American identity (Study 2) – also uniquely predicted adaptation support (but not mitigation support). Yet, there were no significant message frame or interaction effects in the Australian (Study 1) or U.S. sample (Study 2). This suggests that neither an economic loss nor national identity loss message frame may be effective in overcoming the political polarization of climate change in Australia or the United States. Nevertheless, national identity could still play a useful role in Australian climate communications given its positive relationship to adaptation policy support, and therefore warrants further investigation.

Historical thinking and family historians: Renovating the house of history

Family history research, as a multi-billion-dollar industry, is one of the most popular pastimes in the world with millions of enthusiasts worldwide. Anecdotally regarded by some in the academy as being non-traditional, family historians are changing the historiographic landscape through the proliferation and dissemination of their familial narratives across multiple media platforms. Learning to master the necessary research methodologies to undertake historical work is a pedagogic practice, but for many family historians this occurs on the fringe of formal education settings in an act of public pedagogy. As large producers of the past, there have been many important studies into the research practices of family historians, where family historians have been shown to draw upon the research methodologies of professional historians. Paradoxically, little attention has been paid to how these large producers of historical knowledge think historically. This paper reports on interview findings from a recent Australian study into the historical thinking of family historians. Drawing on Peter Seixas’ (2011) historical thinking concepts as a heuristic lens, this research finds that some family historians, despite being largely untrained in historical research methodologies (Shaw, 2018), display the theoretical nuances of the history discipline in (re)constructing and disseminating their familial pasts.

Cultural Well-Being in Classroom Communities in Australia

Well-being is an increasingly important topic of schooling policy and research internationally. While the concept of well-being is understood in various ways, little attention has been given to its cultural aspects. The convergence between culture, well-being, and learning is being realized, and the concept of cultural well-being presents new insights relevant to ongoing school reform efforts. Cultural well-being is a nascent concept in education considered to relate to students’ sense of connection to school, people, places, and cultures. A typology of cultural well-being produced from an Australian study of teachers’ perceptions depicts three prominent interpretations of culture: (a) school culture, (b) processes of recognition, and (c) cultural participation and production. The typology of cultural well-being enables the interrogation of complex power relations, revealing some of the ways that schools continue to reproduce social and cultural inequalities. The application of a typology of cultural well-being illustrates the interplay between school culture, recognition, and cultural participation and can support international initiatives to reform schooling with a greater emphasis on the well-being of all students, potentially addressing and reducing inequalities.

TIKTOK’S PEER PEDAGOGIES - LEARNING ABOUT BOOKS THROUGH #BOOKTOK VIDEOS

This paper eschews normative constructions of formalized ‘online learning’ to argue that learning with ‘the internet’ is mostly vernacular, ordinary, messy and constant. It uses the example of #booktok short videos to argue that individuals frequently learn from and with peers in online spaces, where ‘peerness’ is defined broadly. The paper draws on traditions within education, media and communications research such as theories of media pedagogies that refuse to see learning as pedagogically isolated within formal learning arrangements. I build on these foundations to conceptualize how TikTok viewers learn about books and reading via ‘peer pedagogies’. ‘Peer Pedagogies’ recognizes that in digital contexts individuals often learn from other individuals, regardless of if the ‘teacher’ in the relationship is directly known to the learner, and regardless of if ‘teaching’ is intended or purposeful. For instance, peer pedagogies and learning are frequently central characteristics of the relationships that form between ‘micro-celebrities’ and their fans. The paper discusses findings from an ongoing nationally funded Australian study which is mapping the digital ecology of teen reading in Australia. The project argues that one avenue for teens to find out about books is on digital platforms via peer pedagogies. That is, teenagers may purposefully or casually learn about books and reading from everyday users and micro-celebrities on digital platforms. The TikTok #booktok hashtag is therefore being investigated to identify examples of how young people learn about books and reading via TikTok videos and associated communities.

Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School

Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented.