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Taking Science Home

Reflexivity on Becoming a Teacher Insider in an Afterschool Science Program

Edited by Mark Enfield

This book narrates two teachers’ experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers’ understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers’ positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts.

Through these examinations, the book explains how collaboration was vital in the teachers’ efforts to become insiders in the setting and engage in culturally sustaining pedagogy. The book also narrates the teachers’ development leading to articulation of a framework identified as the zone of pedagogical potential. Finally, the book uses the teachers’ reflections to consider the affordances of learning science.

The book concludes with a discussion of the implications from this research for promoting equitable practices in informal settings, as well as the potential for those practices being useful in formal settings. Thus, the book should be of interest to researchers, teachers, educators, and students of education and in particular science education.

The Unorthodox Professor

Surviving and Thriving as a Change Agent in Education

Edited by Barbara S. Spector

The book is an autoethnography (self-analysis) of a woman’s career as an educator that spans half a century. Her stories as a visionary change agent in STEM education provide
•an unorthodox approach to surviving and thriving in academia. By candidly “telling tales out-of-school” about events common in higher education – but not openly talked about – these stories and 149 lessons learned can be a roadmap for both seasoned and early career faculty;
•a guide to sources of joy and satisfaction – career rewards;◦insight to attaining grants from public and private sources to develop programs for diverse learners and for community engagement;
◦a federal grant funding program officer’s use of a systemic approach to infuse marine education nationally;
◦adventures of an out-of-the-box high school biology teacher as a template for use of the community as a resource for teaching K-12;
◦use of program and course development for learners of all ages in formal and informal settings as a mechanism for change.

Social issues emerging during this study that are relevant to the next generation of educators include a woman's role in society, gender discrimination, and sexual harassment; shifting paradigms, school reform, resistance to change, and educational funding; environmental degradation and climate change.


Beyond Observations

Narratives and Young Children

Susanne Garvis, Elin Eriksen Ødegaard and Narelle Lemon

This book provides important insights into narratives and young children. It is structured to help others learn more about the importance of narrative approaches and early childhood education. The first section of the book explores the concept of narrative across the current research field. The second section explores a range of different narrative methods related to young children.
Readers will discover how narrative methods empower children to be heard and respected by adults. They will also discover the importance of narrative methods in allowing a sharing of understanding, knowledge and trust in contemporary times.
Overall, the book aims to encourage readers to critically reflect on new ways of thinking about contemporary research and young children.

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Edited by Keiichi Ogawa and Mikiko Nishimura

Achieving Universal Primary Education (UPE) has received considerable attention since the early 1950s. The concept of universal education is, however, not well defined and is used to mean many different things to different people. This book contains a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda. The first part discusses issues related to administrative, financial, and perceptive issues related to UPE policies in each country case, followed by the second part that focuses on quality of education and UPE policies. The book contains various lessons learnt and implications for future education policies in developing countries.

Educational Internationalisation

Academic Voices and Public Policy

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Edited by Jennifer Olson, Heidi Biseth and Guillermo Ruiz

This book is part of the Sense Publishers series emerging from the 2013 WCCES XV World Congress in Buenos Aires (Series Editors Suzanne Majhanovich and Allan Pitman). The Congress Theme of New Times, New Voices provided the broad frame for the conference and the series of volumes, including this one, which contains research contributions focusing on educational internationalisation. Ever since the early days of international and comparative inquiry in education, the idea that policy and practice might be borrowed or transferred from one location to another has been a continuing theme. Several studies included in this volume focus on the activities of governments, the interactions between supranational organisations and states and the role of private and civil society actors in educational internationalisation.
The chapters in this volume explore how internationalisation is carried out in various educational levels and through new or expanding policies and practices. Moreover, the chapters represent diverse research perspectives and geographical regions. More specifically, they examine issues pertaining to: (1) changes in the academic profession, (2) responses to the European Bologna Process and European perspectives on internationalisation, (3) political and institutional interventions that shape educational policy agendas, (4) children’s rights and teacher education in Latin America, and (5) the voices of Roma interest groups. Taken together, these chapters explore the relationships between academic voices and those of international organisations, as well as how national policy makers interpret contrasting international discourses, and political and social factors that influence educational internationalisation processes.

Lifelong Action Learning and Research

A Tribute to the Life and Pioneering Work of Ortrun Zuber-Skerritt

Edited by Judith Kearney and Maureen Todhunter

This tribute to Ortrun Zuber-Skerritt is a celebratory Festschrift of her learning/research action-packed life. Colleagues around the world reflect on their own learning, research and professional development, with and through Ortrun, in action learning and action research (ALAR).
Four Parts identify focus areas in Ortrun’s work and interests over the last 40 years. Higher Education is the site for most of Ortrun’s work experience since 1974 when she joined Griffith University in Australia. Organisations is a context where Ortrun has actively explored processes of learning, leadership and development in management education. Communities of Practice characterise Ortrun’s work throughout her career, particularly through participatory action learning and action research (PALAR) in communities. Futures focusses Ortrun’s recent writing advocating for PALAR as a flexible and effective methodology for responding to rapid change.
Here we see why Ortrun is a quintessential international scholar. And an ALAR practitioner/advocate. Her world view, understandings of knowledge and personal qualities naturally orient her along this path of inclusive, purposeful action. This is why Ortrun is a vital energy in shaping the evolution of the ‘Action’ family of scholarship, now including PALAR and LAL (Lifelong Action Learning). No wonder her life and pioneering work are an adventure story—not just of learning and research, but also of passion and action. This tribute opens windows onto that story.

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Edited by Marcella Milana and John Holford

FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK!

The European Union is now a key player in making lifelong learning and adult education policy: this is the first book to explore a range of theoretical and methodological perspectives researchers can use to investigate its role. Chapters by leading experts and younger scholars from across Europe and beyond cover the evolution of EU policies, the role of policy ‘actors’ in what is often seen as the ‘black box’ of EU policy-making, and the contribution state theory can make to understanding the EU and its relations with Europe’s nations. They consider what theories of governmentality—drawing on the work of Foucault—can contribute. And they demonstrate how particular methodological approaches, such as ‘policy trails’, and the contribution the sociology of law, can make. Contributors include both specialists in adult education and scholars exploring how work from other disciplines can contribute to this field.

This is the first book in a new series from the European Society for Research on the Education of Adults, and draws on work within its Network on Policy Studies in Adult Education.

Paul Dash

This book deals with the issue of African Caribbean pupil invisibility in the art and design classroom. As such it addresses African Caribbean pupil invisibility in almost any teaching and learning context. The book argues that the slave trade, which ruptured their continuities with an African past, continues to impact on the learning of such pupils relative to others. In seeking to explicate this matter, the book places African Caribbean pupils in the wider context of African, Caribbean and Western cultural identities. Just where do they belong? To address this matter, it calls on the theorising of thinkers with an interest in identity construction, learning and belonging particularly with reference to the Caribbean. The book is organised in three sections, the first presents the rationale for the enquiry; the second outlines the outcome from a small research project with a focus on African Caribbean learners in the art and design classroom, and the third reflects on key issues that emerged from the research in relation to the rationale. The book ends by offering possibilities for developing African Caribbean teaching and learning in art and design.

African Caribbean Pupils in Art Education is very erudite and the centre of a world of reference and allusion - Dash relates its arguments and insights to many different writers and contexts. These will lead readers to many other writers and their arguments in related fields of study personalised research - interviews with teachers and students, adds realism and close-to-the-bone insight to the points Dash makes. These interviews are not 'academised' and made tedious or uninteresting, but real life and real classroom and curriculum issues come out clearly and undisguisedly in the subjects’ words. Many of their points are full of meaning and lucidity and add more power to Dash’s arguments.

Thus the book will be of real value to prospective teachers and teacher educators too, as a tool of learning and a stimulus for discussion. The book goes a long way beyond only being a text for Art Education students. It’s arguments have salience for all Educationalists and trainee teachers, as well as for staffrooms in Britain and North America (Canada and the U. S., for example). It deals with vital questions, both for African-Caribbean students and their white and Asian classmates, canvassing issues of intellectual and cultural confidence for African-Caribbean students and historical and contemporary truth for others.

Chris Searle, Director of the Ahmed Iqbal Ullah Race Relations Resource Centre at the University of Manchester.

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Keith Edmonds

The book outlines the eradication of democratic freedoms and the emptiness that pervades postmodern existence, combining psychodynamic theories of human behaviour with the politics of consumption. The stark contrast between a representative democracy and our current form of governance is highlighted throughout the book, as corporations have become remarkably adept at creating needs - perceived needs - by convincing consumers that self-fulfilment resides in the purchase of the latest Lexus, IPod, Blackberry, antidepressant, or diet plan. The reader will gain an appreciable understanding of the forces that shape our behaviour and the inadequacy of a democratic institution based on the promotion of special interests and the empty promises of political talking heads.

(Anti) Narcissisms and (Anti) Capitalisms

Human Nature and Education in the Works of Mahatma Gandhi, Malcolm X, Nelson Mandela and Jurgen Habermas

Mark Malisa

What if Mahatma Gandhi, Malcolm X, Nelson Mandela and Jurgen Habermas had a conversation on what it means to be a human being? This book synthesizes the depiction of human nature in relation to (anti)capitalisms and (anti)narcissisms in the work of Mahatma Gandhi (Moksha), Malcolm X (Islam), Nelson Mandela (Ubuntu), and Jurgen Habermas (Communicative Action/Critical Theory). Understandings of what it means to be a human being and the purpose of life vary from one philosophy to another, and yet have a bearing on contemporary issues. The reader is invited to assess the philosophies with regard to conceptually and life affirming philosophies of human nature when placed in the context of (anti)narcissisms and (anti)capitalisms. Also examined are the theories of education in the works Mahatma Gandhi, Malcolm X, Nelson Mandela, and Jurgen Habermas. To teach toward a fuller and meaningful humanity requires an analysis and understanding of the many traditions that contribute to humankind, including the non-western. The classroom offers unheralded opportunities for students and educators to be knowledgeable about different cultures, peoples, and ways of being. (Anti)Narcissisms and (Anti)Capitalisms will be of interest to researchers, educators, students, peace activists, philosophers of education, and those working in the humanities. Mark Malisa Formerly of Northeastern University, Boston: Massachusetts, United States of America