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Heuristics for Educative and Responsible Practices
Volume Editors: Kenneth Tobin and Konstantinos Alexakos
This book consists of 19 chapters on heuristics written by 21 diverse researchers. Heuristics are reflexive tools, designed to heighten awareness of actions and thereby afford reflection and other contemplative activities that can catalyze desired changes. The 33 heuristics provided in the book have been produced, revised, and adapted in more than two decades of scholarship.

Six key foci are addressed in Transforming Learning and Teaching: Heuristics for Educative and Responsible Practices with respect to heuristics: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony.

The book is an ideal resource for researchers in education and the social sciences, and an excellent text for graduate level courses in which research, professional development and transformative change are goals.
Ethnographers spend a tremendous amount of time in the field, collecting all sorts of empirical material – but how do they turn their work into books or articles that people actually want to read? This concise, engaging guide will help academic writers at all levels to write better. Many ethnography textbooks focus more on the ‘ethno’ portion of our craft, and less on developing our ‘graph’ skills. Gullion fills that gap, helping ethnographers write compelling, authentic stories about their fieldwork. From putting the first few words on the page, to developing a plot line, to publishing, Writing Ethnography offers guidance for all stages of the writing process.
Toward an SDG 4.7 Roadmap for Systems Change
Volume Editors: Radhika Iyengar and Christina T. Kwauk
The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life.

Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.
Over the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom.

Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.

Abstract

In ethnopharmacology, scientists often survey indigenous communities to identify and collect natural remedies such as medicinal plants that are yet to be investigated pharmacologically in a laboratory setting. The Nagoya Protocol provided international agreements on financial benefit sharing. However, what has yet only been poorly defined in these agreements are the non-financial benefits for local intellectual property right owners, such as traditional healers who originally provided the respective ethnomedicinal information. Unfortunately, ethnopharmacologists still rarely return to local communities. In this video article, the authors present a method for transferring results back to traditional healers in rural indigenous communities, taking the authors’ previous studies among 39 traditional healers in Uganda as an example. The authors’ approach is based on a two-day workshop, and the results are presented as original footage in the video article. The authors’ work demonstrated a successful method for ensuring bidirectional benefit and communication while fostering future scientific and community-work collaborations. The authors believe it is the moral duty of ethnopharmacologists to contribute to knowledge transfer and feedback once a study is completed. The workshop method, as an example for science outreach, might also be regarded as a valuable contribution to research on education theory and science communication.

Open Access
In: Video Journal of Education and Pedagogy
Series Editors: Kenneth Tobin and Carolyne Ali-Khan
Bold Visions in Educational Research was co-founded by Joe L. Kincheloe and Kenneth Tobin for the purposes of publishing cutting edge research that incorporated incisive insights supported by rich theoretical frameworks. The editors stance was that scholars with bold visions would pave the way for the transformation of educational policies and practices. In conjunction with this idea of encouraging theoretically rich research, the editors planned a series of Pioneers—first readers in a given field. Pioneers are written for educators seeking entry into a field of study. Each Pioneer is a “starter”; an introduction to an area of scholarship, providing well-developed, theory-rich, jargon-free texts about current, state-of-the-art research that affords deep understandings of an area and lays the foundation for further studies in the same and related areas. The books are excellent texts for graduate studies, useful resources for professional development programs, and handy reference readers for early career researchers.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.

Abstract

This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.

Open Access
In: Video Journal of Education and Pedagogy
Author: Mitch Bleier
Schooling, the most ubiquitous species of formal educational practice, removes learners from the world in which they exist and places them in contrived environments in order to educate them for the world in which they will work, play, and engage in other forms of cultural production for the rest of their time on Earth. While this arrangement seems to work for some, particularly those in academia and policymaking (who make decisions about educating others), it serves many of us somewhat less satisfactorily. This book documents the ongoing journey of a young cheese professional as she navigates the worlds of formal and informal education and the craft and art of cheesemaking. Her self-education is examined as she appropriates available resources in the service of constructing a professional learning program in the world and on the job. As she both succeeds and bumps up against obstacles in the pursuit of a life and a future in uncharted territory, we explore her being and becoming a professional cheesemaker, affineur and cheesemonger.
A parallel story of an emerging educational researcher is examined as he partners with the cheese professional, propelling both of their stories into uncharted territory.
Chapter 7 Beyond Truth

Abstract

This chapter is focused on adult professional learning in healthcare by focusing on an innovative narrative-based training platform for seniors that uses transformative learning theory to better support person-centered healthcare. It is suggested that adopting the theoretical framing of pragmatism can support professionals to move beyond dualistic thinking with respect to medical knowledge and the lived experiences of patients. Adopting a pragmatist perspective in this sense can therefore have practical consequences that supports the over-arching aims of the training, which is to move professionals from categorical to cognizant thinking.

It is suggested that the tenets of pragmatism offer adult learners a highly practical set of concepts that could support interpretive, narrative-based learning and more particularly the likelihood of transformative learning. Considering knowledge in action and for use, dialogue based on a pragmatist approach can facilitate the opportunity for narrative knowledge that broadens the conception of what knowledge itself it. This is reassuring the healthcare practitioner in how connected meaning frames are with many aspects of lived experience, and how complex, drawing on multiple levels of micro, meso and macro. Such a connection between research, theory and practice can facilitate a better ecology of learning in this area.

Open Access
In: Discourses, Dialogue and Diversity in Biographical Research
Chapter 2 Biographical Interviews and the Micro Context of Biographicity
Author: Rob Evans

Abstract

The chapter examines the capacity of the biographical/life history interview for understanding closely heard talk in interaction. The chapter seeks to question how the emergence and sharing of biographical discourse in interview talk may be identified and described; what evidence is found in interview talk of biographical self or ‘biographicity’, a concept derived from , ); what is the relation between language and voice in a biographical narrative, with particular reference to the notions of ‘synthesis’ () and ‘verbalisation’ (). To do this, the author presents experiences related and shared in the micro context of interview interaction and for this purpose, a section of a biographical narrative of a Polish teacher is introduced and discussed. The private history of the teacher Daria is understood as biographised talk, which is structured both temporally and sequentially. Through the changing interaction between Daria and the researcher and through the wider out-of-frame interaction of both with their respective social worlds, it can be seen that strong elements of interdiscursivity and insight into wider ecologies of learning and living enrich the work of meaning-making that learning biographies represent.

Open Access
In: Discourses, Dialogue and Diversity in Biographical Research