A critical realist approach to systems thinking in evaluation

Pawson and Tilley’s acknowledgment of programs embedded in multiple social systems has gained little traction in realist synthesis and evaluation practice. A practice focusing on fairly closed systems—explaining how programs work and do not work—has emerged. This article negotiates the boundaries of knowledge pertinent to have in program design and evaluation from a realist perspective. It highlights critical realism as another possible response to systems thinking in evaluation. Moving one level up a program, it theorizes about social structures, mechanisms, and causes operating in a complex system within which an education-to-work program is nested. Three implications of the approach are highlighted: it foregrounds the relational nature of social, psychological, and programmatic structures and mechanisms; enables policymakers to develop a broader understanding of structures needed to support a program; and enables program architects to ascertain how a planned program might assimilate and adapt to social structures and mechanisms already established in a context.

Preference, Passing and Fresh Perspectives: Text Selection by Secondary School English Teachers in Aotearoa New Zealand

<p>The New Zealand Curriculum (NZC) and the national secondary school qualification, the National Certificate of Educational Achievement (NCEA), afford teachers an enormous degree of autonomy over what they teach in their classrooms. This is in line with international trends in curriculum design which shape curricula around generic, open-ended learning outcomes rather than specific content. However, as of yet there is very little research either in New Zealand or internationally into the ways teachers make decisions about what to teach within an environment of great curricular freedom. Accordingly, this thesis investigates how high school English teachers in Aotearoa New Zealand make decisions about which written texts to teach within the context of current curriculum and assessment frameworks. It conducts this investigation from what will be called a modified social realist perspective. This theoretical perspective adapts the classic social realism promoted in the work of Michael Young and others, in order to develop a version of social realism which has explanatory power for humanities subjects, and subject English in particular. The thesis moves through three main sections: context, theory and findings. The first section details the context in which this study is located, with a focus on how the New Zealand Curriculum and NCEA are clear examples of what will be called the New Curriculum: a movement in curricular reform which advocates for the removal prescribed content and positions the teacher as a curriculum maker, rather than a curriculum implementer. This section also includes a literature review. The second section outlines the theoretical position of this thesis. It shows how classic social realism struggles to account for both the non-abstract and subjective nature of literary experience, and moves from this to advance a ‘modified social realism’ which incorporates these features of literary experience into its model. The methodology of the study is also included here. Finally, the third section outlines the study’s findings. It is shown that given the freedom to choose their own texts, teachers make decisions based on, in order of importance, students’ interests, the likelihood of a text succeeding in NCEA assessments, and whether the text will expose students to important perspectives and ideas. This thesis argues that such priorities are problematic, as, from a modified social realist perspective, focusing on student interests and assessment success can limit opportunities for students to be exposed to truly transformative literature. This thesis therefore ends by suggesting three potential reforms which would allow students to encounter such literature more frequently, including enhanced professional development, and a curriculum document with clearer guidelines around the types of texts that students should encounter.</p>

Preference, Passing and Fresh Perspectives: Text Selection by Secondary School English Teachers in Aotearoa New Zealand

<p>The New Zealand Curriculum (NZC) and the national secondary school qualification, the National Certificate of Educational Achievement (NCEA), afford teachers an enormous degree of autonomy over what they teach in their classrooms. This is in line with international trends in curriculum design which shape curricula around generic, open-ended learning outcomes rather than specific content. However, as of yet there is very little research either in New Zealand or internationally into the ways teachers make decisions about what to teach within an environment of great curricular freedom. Accordingly, this thesis investigates how high school English teachers in Aotearoa New Zealand make decisions about which written texts to teach within the context of current curriculum and assessment frameworks. It conducts this investigation from what will be called a modified social realist perspective. This theoretical perspective adapts the classic social realism promoted in the work of Michael Young and others, in order to develop a version of social realism which has explanatory power for humanities subjects, and subject English in particular. The thesis moves through three main sections: context, theory and findings. The first section details the context in which this study is located, with a focus on how the New Zealand Curriculum and NCEA are clear examples of what will be called the New Curriculum: a movement in curricular reform which advocates for the removal prescribed content and positions the teacher as a curriculum maker, rather than a curriculum implementer. This section also includes a literature review. The second section outlines the theoretical position of this thesis. It shows how classic social realism struggles to account for both the non-abstract and subjective nature of literary experience, and moves from this to advance a ‘modified social realism’ which incorporates these features of literary experience into its model. The methodology of the study is also included here. Finally, the third section outlines the study’s findings. It is shown that given the freedom to choose their own texts, teachers make decisions based on, in order of importance, students’ interests, the likelihood of a text succeeding in NCEA assessments, and whether the text will expose students to important perspectives and ideas. This thesis argues that such priorities are problematic, as, from a modified social realist perspective, focusing on student interests and assessment success can limit opportunities for students to be exposed to truly transformative literature. This thesis therefore ends by suggesting three potential reforms which would allow students to encounter such literature more frequently, including enhanced professional development, and a curriculum document with clearer guidelines around the types of texts that students should encounter.</p>

The Phenomenology of Elegance: an Outline

Elegance ranks low on the list of debated topics in philosophy, mainly because of the fleeting and mundane character of phenomena that it relies on for its existence. However, the rise of kinaesthesia as an important topic in today’s philosophical and phenomenological environment facilitates the inclusion of elegance in the canon of philosophical debates. This article reviews two important positions regarding elegance, that of Renaissance philosopher Baldassare Castiglione and of 20th Century realist phenomenologist Dietrich von Hildebrand. First, we underline three aspects of Castiglione’s concept of sprezzatura and showcase the significance and purpose of practicing elegance. This step is succeeded by a close look at von Hildebrand’s attachment to a realist phenomenological frame for understanding why he denies elegance the status of an ideal value. Last, we look at the connection between elegance and three ideas from a hybrid phenomenology from Husserl and Sheets-Johnstone. These connections form the basis for filling the significant gap between Castiglione’s Renaissance take on elegance and von Hildebrand’s realist perspective with a new phenomenological project regarding elegance. Keywords: Castiglione, von Hildebrand, Sheets-Johnstone, intentionality, kinaesthesia, axiology

Securing Unity and Reverence: Chinese ontological security across its maritime and frontier disputes

<p>This thesis draws on the Constructivist school of International Relations, applying the theory of ontological security to explain diverging patterns of behaviour by China across its maritime and frontier territorial disputes. Since the establishment of the People’s Republic of China, these patterns have seen China consistently interact with states adjacent to its frontiers to settle disputes peacefully, with occasional instances of conflict. Conversely, in its maritime disputes, though varying in its levels of aggression and cooperation, China has resolutely refused to settle with disputant states. In examining these varying behaviours, it is argued that differences derive from the differing ability of China to secure its national identity between the two types of dispute. Analysing the examples of the Sino-Indian dispute and border war, the Burmese border agreement, and the ongoing South China Sea disputes, periods of conflict and settlement in these disputes are compared to changing manifestations of Chinese national identity. What results is an illustration of frontier border settlement contributing to the security of China’s identity as a unified, pluralistic nation state. The absence of national minority populations in relation to maritime disputes alternatively sees continued interaction in these disputes as securing China’s identity as the superior ‘Central Kingdom’ relative to peripheral South East Asian states, while offering little incentive for settlement. Both types of dispute can be viewed as contributing to the biographical narrative of China’s ‘Century of Humiliation’. This thesis presents a significant departure from existing studies of China’s disputes, predominantly undertaken from a Realist perspective. Additionally, it expands on existing Constructivist literature by demonstrating how national identity can result in a range of behaviours across a range of differing disputes, further validating the emerging ontological security approach within International Relations scholarship.</p>

Securing Unity and Reverence: Chinese ontological security across its maritime and frontier disputes

<p>This thesis draws on the Constructivist school of International Relations, applying the theory of ontological security to explain diverging patterns of behaviour by China across its maritime and frontier territorial disputes. Since the establishment of the People’s Republic of China, these patterns have seen China consistently interact with states adjacent to its frontiers to settle disputes peacefully, with occasional instances of conflict. Conversely, in its maritime disputes, though varying in its levels of aggression and cooperation, China has resolutely refused to settle with disputant states. In examining these varying behaviours, it is argued that differences derive from the differing ability of China to secure its national identity between the two types of dispute. Analysing the examples of the Sino-Indian dispute and border war, the Burmese border agreement, and the ongoing South China Sea disputes, periods of conflict and settlement in these disputes are compared to changing manifestations of Chinese national identity. What results is an illustration of frontier border settlement contributing to the security of China’s identity as a unified, pluralistic nation state. The absence of national minority populations in relation to maritime disputes alternatively sees continued interaction in these disputes as securing China’s identity as the superior ‘Central Kingdom’ relative to peripheral South East Asian states, while offering little incentive for settlement. Both types of dispute can be viewed as contributing to the biographical narrative of China’s ‘Century of Humiliation’. This thesis presents a significant departure from existing studies of China’s disputes, predominantly undertaken from a Realist perspective. Additionally, it expands on existing Constructivist literature by demonstrating how national identity can result in a range of behaviours across a range of differing disputes, further validating the emerging ontological security approach within International Relations scholarship.</p>