Supporting and Facilitating Pedagogical Creativity With Gamification

Pedagogical creativity is an opportunity to innovate, create agency, and raise awareness of critical commentary on issues which are often regarded as being central to the concepts of social justice and identity within the context of transformative learning. This chapter provides an insight into the theoretical basis of gamification and its usefulness in explicating the meaning that others ascribe to their individual experiences of the world and how they interpret them. Higher education remains a central forum and situationally responsive focus to highlight those issues which remain topical, yet often unaddressed. This affords a lens of intellectual, rationale articulation of what matters – lives lived in a world still tainted with injustice and the lack of society's impetus and appetite for progressive change. Gamification is posited as a means of facilitating freedom of expression for individuals and collective communities, for whom voicing personal beliefs and standpoints has been a barrier for rationale debate on issues of oppression and the advocacy of agency in practice.

A Critical Assessment of the Value of Top-Down and Bottom-Up Public Policy Implementation Theories, with Reference to the Case of Implementation of Passport Seva: An eGovernance Policy in India

What are the challenges in public policy processes? Why do some critical public problems not carry to the agenda-setting of policy-making, or even if carried, they fail during implementation? One of the responses to these queries is that policy-making often happens in a complex, dynamic, sociopolitical environment where there are overarching structures above the policy makers and there are competing actors, ideas, groups, policy networks, institutions and policy subsystem that interact with unequal power and conflicting interests (Sanderson, 2009). It is thus realised that the systematic study of public policy is significant for bringing progressive change in society. Hence it is required to build new knowledge and to improve upon the working of public policy. This article will study the value of the top down and bottom up theories in the case of implementation of a new eGovernance policy on passport issuance in India. The findings are that due to resistance from different stakeholders, the project could be implemented only after certain bottom up changes to the policy along with change management strategies.

UNDERSTANDING LEADERSHIP IN REGARDS TO SCHOOL EDUCATION

Leadership has been an area of absorption among scholars and researchers. Leadership skills are a precondition to procure to a systematic and methodical approach which would direct the organization, group institute or an individual to a progressive ground. There has been a lackadaisical yet progressive change which persevered to conceptualise and determine the substantive definition and alms of leadership. Educational leadership hence attracts interest owing to its contribution towards academics. This research work sheds light on to the importance of leadership and its application in academics. The work delves into a study of the effects of leadership on the students’ learning process and to focus on the meaningful work which the educational leaders are engrossed in and outside the classroom and educational premises. KEYWORDS: Leadership, School Education, Educational Leadership, Leadership Effects on Students

Moving at the Speed of Trust: Radical and Progressive Change through Climate Justice Movements in Aotearoa

<p>Human-induced climate change is already having an acute impact on many lives and livelihoods. This is expected to escalate, especially for “disadvantaged people and communities in countries at all levels of development” (Pachauri et al., 2014, p. 13). This thesis is situated within post- and critical development, enabling critique of mainstream development alongside the exploration of alternative, bottom-up forms of development, such as social movements. Following a social constructionist epistemology, it utilises qualitative methodologies (in-person and virtual in-depth interviews) to navigate the complex, fluid, and subjective field of climate justice. This research situates the emerging climate justice movements in Aotearoa as key to understanding how radical, progressive societal change is articulated in the contemporary era to mitigate and adapt to anthropogenic climate change. Several core themes emerge as part of the research, including how various actors (organisations, sub-movements, and individuals) relate to each other and the world around them. This research asks and addresses not only what climate justice is in Aotearoa and who is involved, but also which theories of change operate within these emerging social movements? The data in this research outlines that climate justice movements in Aotearoa are accessible, inclusive, relational, accountable and frontline community-led, the antithesis of the current dominant structures and systems of society. These movements build upon other rights and justice movements, notably: Indigenous justice, disability justice, intersectional feminism, workers’ rights, and intergenerational justice. The development and negotiation of a collective climate justice identity is shaped by several interconnected tensions: partisanship versus non-partisanship, internal conformity versus diversity, and ecosystem versus ‘egosystem’. These tensions can also impede connection and understanding, at times leading to substantial harm to individuals, communities, and climate justice more broadly. This thesis outlines multiple forces shaping the actualisation of justice in an Aotearoa experiencing climate change. Fundamentally, this thesis highlights that climate justice is an ongoing journey of relationships and negotiations that “move at the speed of trust”.</p>

Moving at the Speed of Trust: Radical and Progressive Change through Climate Justice Movements in Aotearoa

<p>Human-induced climate change is already having an acute impact on many lives and livelihoods. This is expected to escalate, especially for “disadvantaged people and communities in countries at all levels of development” (Pachauri et al., 2014, p. 13). This thesis is situated within post- and critical development, enabling critique of mainstream development alongside the exploration of alternative, bottom-up forms of development, such as social movements. Following a social constructionist epistemology, it utilises qualitative methodologies (in-person and virtual in-depth interviews) to navigate the complex, fluid, and subjective field of climate justice. This research situates the emerging climate justice movements in Aotearoa as key to understanding how radical, progressive societal change is articulated in the contemporary era to mitigate and adapt to anthropogenic climate change. Several core themes emerge as part of the research, including how various actors (organisations, sub-movements, and individuals) relate to each other and the world around them. This research asks and addresses not only what climate justice is in Aotearoa and who is involved, but also which theories of change operate within these emerging social movements? The data in this research outlines that climate justice movements in Aotearoa are accessible, inclusive, relational, accountable and frontline community-led, the antithesis of the current dominant structures and systems of society. These movements build upon other rights and justice movements, notably: Indigenous justice, disability justice, intersectional feminism, workers’ rights, and intergenerational justice. The development and negotiation of a collective climate justice identity is shaped by several interconnected tensions: partisanship versus non-partisanship, internal conformity versus diversity, and ecosystem versus ‘egosystem’. These tensions can also impede connection and understanding, at times leading to substantial harm to individuals, communities, and climate justice more broadly. This thesis outlines multiple forces shaping the actualisation of justice in an Aotearoa experiencing climate change. Fundamentally, this thesis highlights that climate justice is an ongoing journey of relationships and negotiations that “move at the speed of trust”.</p>

Incompleteness and Moral Change

This chapter argues that the objectivity and determinacy of moral requirement can be maintained even though the moral habitat system of duties is subject to progressive change and amendment. Like engineering or medicine, it has the structure of a practical science with fundamental laws and values and a deliberative pragmatics for absorbing new knowledge and taking on new tasks. There is no complete or ideal system of duties. A significant upshot of this is that individuals have an imperfect duty to be agents of moral change. They must attend to moral practices and give voice to faults they see. Responding explicitly to a region of concern can have due care priority over unilaterally making things better. It is part of the idea of the moral habitat project to expect moral change as an ongoing collective project of responsiveness to its defining set of moral values.

Huey Newton’s Lessons for the Academic Left

The Black Panther Party was founded to bridge the radical theorizing that swept college campuses in the mid-1960s and the lumpen proletariat abandoned by the so-called ‘Great Society’. However, shortly thereafter, Newton began to harshly criticize the academic Left in general for their drive to find ‘a set of actions and a set of principles that are easy to identify and are absolute.’ This article reconstructs Newton’s critique of progressive movements grounded primarily in academic debates, as well as his conception of vanguard political theory. Newton’s grasp of revolution as a gradual, open, and above all dialectical process, not only provides a corrective to many dominant academic accounts of the nature of progressive change but, more importantly, it also grounds an emancipatory philosophy that can direct collective struggle, precisely because it remains grounded in the imperfect and internally conflicted lives of those whose freedom is to be won through it.

Cognitive Biases and International Law: What’s the Point of Critique?

One of the main aims of critique is to work towards progressive change. What are critical scholarship’s assumptions about how that change should happen? And do they hold? In the present chapter, I focus on three characteristic traits of critique: seeing law as part of the problem; emphasizing law’s relative indeterminacy; and carving out contingencies in the law’s past. Critique has exposed and countered several dynamics that render the present state of affairs more natural, necessary, and just. Social psychological research has notably drawn attention to people’s longing to live in a world that they consider just—which is a world in which things appear to happen for a reason. Research has further drawn attention to the bias of hindsight and dynamics of ex post rationalization. In short, there are many concerns, tropes, and even vocabularies that are shared between critical legal scholarship and social psychological research. Yet, divides between the two still remain deep.