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Marianna Liosi

This article is a reflective text by an art curator interested in exploring the boundaries between video activism, spectatorship, and pedagogy. It proposes new ways of critically understanding the terms “activist,” “participation,” and “militancy” in the context of an expanded notion of the image and the role of the spectator. Emerging from field notes, the article narrates and shares the experiences of engaging students at workshops for “Between Broadcast – a project around activist videos,” held at at fine art academies and universities in Leipzig, Düsseldorf, and Bergamo. The practical aim of the workshops was to introduce and engage students with the subject of so-called activist video clips on YouTube. The students were asked to find, select, and discuss militant videos and, subsequently, to create a montage from them. The conceptual aim of the workshop was to reflect upon video spectatorship online and what that means, the agency of the spectator, and the possibilities of their active participation in the process of viewing. The outcomes of the workshops were the development of critical thinking of the students concerning the subjects of online video, digital empathy, their engagement with videos as individual viewers and as a collective, and the power of montage as a narrative and activist tool.

Lea Sonza

This article provides a critical reflection on, and some key examples of Native American media activism, in particular film and video making. The aim of the article is to discuss the reasons why such activism is important, consider its strength and challenges, as underpinned by the work of critical media scholars, such as Stuart Hall and other prominent scholars. To do so, it provides relevant examples and cases which point at the role of and issues surrounding image, representation, (in) visibility, access, recognition, dissemination, censorship and identity, in relation to video activism.

The main findings are that video activism can be a helpful tool in the frame of Native Americans’ struggles for self-making and sovereignty, reversing the trend established historically first by the European settlers, and then by the American ‘mainstream’ population, whose aim was to erase and assimilate Indigenous peoples. However, although we pinpoint the fact that indigenous media, such as Fourth Cinema or video productions broadcast on platforms like Youtube, are used as political tools by Native Americans, the essay also means to highlight the limits of such tools, whether the latter are theoretical, or practical.

In summary, this article considers traditional indigenous media in self-making processes, mainly through the importance of filmmaking. Furthermore, it emphasizes how resistance, resurgence and sovereignty are pursued with the utilization of digital Indigenous media. It also tries to underline the limits of those methods which should be taken into account to strengthen Indigenous activism. Finally, even if these points are related here to Native American activism, they seem relevant to any kind of activism. It is hence key to highlight that the critical arguments and example provided here can support teachers’ work related to social justice. Teachers can use the examples and points made here as a reflection trigger with students in higher education across disciplines and high school, within and beyond the fields that tackle media, culture, sociology, and history.

Severin Sales Rödel and Malte Brinkmann

This paper introduces the methodological approach and the pedagogical-phenomenological practice of video analysis. In a first step, basic structures of phenomenological theories of experience, of embodiment as well as theories of responsivity and image will be introduced. In a second step, watching and perceiving video data is identified as a responsive and participatory experience. In a third step, the methodical ground of our research is introduced by giving an overview of epistemological and methodological aspects of the phenomenological approach. In this context, the individual steps of phenomenological video analysis and phenomenological analysis in general will be put to practice on an example. In doing so, teaching in the classroom is determined as an interattentional form of responsivity, in which showing as a specific pedagogical form of embodiment corresponds with becoming attentive. In a final step, research results on a typology of pedagogical gestures of showing and pointing will be introduced.

Lynley Tulloch and Paul Judge

In New Zealand one of the most significant animal rights issues is the systemic cruelty inherent in the dairy industry. This article presents a review of video activism as a strategy by activists in New Zealand to educate the public about the brutal and oppressive realities of dairy practices. To illustrate we offer a case study of an antidairy campaign in 2015 that was based on activist video work. This campaign was led by key animal rights groups SAFE and Farmwatch and was called The Dark Side of Dairy. In this case, video footage captured by activists was used to provide counter narratives to the dominant discourses of dairying and to educate the public about their consumption practices. We argue that dominant discourses of dairying are powerful shapers of public consciousness and based on welfarist ideology and myths of the rural Romantic Arcadia. To illustrate the strength of these dominant understandings we employ critical discourse analysis (CDA) and semiotic analysis. In teasing out the ways in which discourses of dairy farming have been constructed in New Zealand, we demonstrate the power of political forces in preserving the status quo around dairying. This paper concludes that the role of animal rights video activism lies primarily in educating the public to think more deeply and critically about human-animal relations and the depravations of dairy farming. It is the basis for a pedagogy of conscientization. We conclude that conscientization of the underpinning exploitative relations of animal agriculture can occur with the aid of witness to the animal’s suffering conveyed through the medium of video.

Erica B. Walker and D. Matthew Boyer

Background: Mixed methods research commonly uses video as a tool for collecting data and capturing reflections from participants, but it is less common to use video as a means for disseminating results. However, video can be a powerful way to share research findings with a broad audience especially when combining the traditions of ethnography, documentary filmmaking, and storytelling.

Results: Our literature review focused on aspects relating to video within mixed methods research that applied to the perspective presented within this paper: the history, affordances and constraints of using video in research, the application of video within mixed methods design, and the traditions of research as storytelling. We constructed a Mind Map of the current literature to reveal convergent and divergent themes and found that current research focuses on four main properties in regards to video: video as a tool for storytelling/research, properties of the camera/video itself, how video impacts the person/researcher, and methods by which the researcher/viewer consumes video. Through this process, we found that little has been written about how video could be used as a vehicle to present findings of a study.

From this contextual framework and through examples from our own research, we present current and potential roles of video storytelling in mixed methods research. With digital technologies, video can be used within the context of research not only as data and a tool for analysis, but also to present findings and results in an engaging way.

Conclusions: In conclusion, previous research has focused on using video as a tool for data collection and analysis, but there are emerging opportunities for video to play an increased role in mixed methods research as a tool for the presentation of findings. By leveraging storytelling techniques used in documentary film, while staying true to the analytical methods of the research design, researchers can use video to effectively communicate implications of their work to an audience beyond academics and use video storytelling to disseminate findings to the public.

Niina Rutanen, Kátia de Souza Amorim, Helen Marwick and Jayne White

This article and the four videos linked to this article are a result of the earliest experiences in establishing an international research collaboration among seven countries in the Project Social and emotional experiences in transition through the early years. We draw attention to the complex issues surrounding the many processes, beliefs and attitudes about infants in research that permeated our processes of gaining ethical approval for the international study and which posed many challenges for our project. Through a process of reflective analysis, we have identified a range of ethical tensions and issues which the different countries involved in this international study faced in gaining ethical approval from their institutional ethical committees for their collaborative participation. More specifically, we identify one persistent tension concerning the use of video data in research on young children. This tension is a result of diverse interpretations of international ethical codes, alongside local restrictions and ethics review processes. It illuminates various positions concerning the protection of infants’ privacy versus the benefits of using non-anonymous video data both in joint analysis, and even further, in open publishing. Such positions have been widely debated in research with adults, whereupon many of the ethically challenging questions have been dealt with through processes of acquiring informed consents from the participants. In case of infants, however, the role and nature of informed consents is different from research with adults, as is the role of the adult in using infant ‘data’ in research. For most cases, informed consents are acquired from the parents or the legal guardians that are not necessarily present on a day-to-day basis in the actual data collection process in early years educational settings. The question of children’s own assents for study is widely debated and this is no less so in the project we present in this paper. On the basis of the experiences in this international collaboration, and the challenges and tensions identified in between diverse cultural context and ethical review boards and practices, we propose that more dialogue in relation to research ethics on video research is needed within the diverse research communities and contexts, both locally and internationally. The dialogue is important to include also the representatives from the ethical committees, as the new (open) mediums for publishing are becoming more relevant and promising. Most important, ultimately, is the dialogue among the research participants, including where possible infants as contributors in their own right (as opposed to vulnerable subjects), and researchers in all phases of the research process.

Nataša Lacković

This article introduces an “Inquiry Graphics” (IG) approach for multimodal, Peircean semiotic video analysis and coding. It builds on Charles Sanders Peirce’s core triadic interpretation of sign meaning-making. Multimodal methods offer analytical frameworks, templates and software to analyse video data. However, multimodal video analysis has been scarcely linked to semiotics in/of education (edusemiotics), for the purpose of exploring higher education teaching-learning and settings. This article addresses the mentioned gap by introducing the IG approach, which links multimodality and edusemiotics primarily via Peirce’s triadic sign. The article offers a step-by-step IG coding guide, examples and explanations. IG application can be expanded to video analysis across many fields, levels and subjects, within and beyond higher education research, nationally and internationally.

Michael Gaffney and E. Jayne White

The power of video as a route to activism is not new to education. Its efficacy in galvanizing political action and advocacy concerning important social issues plays an important role in raising public consciousness and a ‘call to arms’. In the early 1980’s Anne Smith understood this more than most. Her use of video as a mode of political advocacy was part of a larger intellectual and political quest to alter public perspective and policy concerning women and children in Aotearoa New Zealand at that time. Since her death in 2016 the videos she made in the 1980s to early 1990s have now been made freely available to the public and continue to be relevant today. Back then they were produced and disseminated through hours of labour with a group of supporters who shared an understanding of the importance of video to galvanise political consciousness and action. This paper explores the thinking behind the production of these videos and their impact in the public domain with the help of Anne’s life-long partner John Smith and then goes on to look at subsequent work. The paper then goes on to consider, with Professor Anne Meade, the strategic potential for video in the field that can learn much from Anne Smith’s legacy. Together they highlight the power and potential of video to mobilise policy and practice concerning children in the public realm as agentic citizens and to progress the important work Anne started through such modalities into the future.

Sara E. D. Wilmes, Roberto Gómez Fernández, Anna Gorges and Christina Siry

This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis. Specific analytical approaches that illuminate the embodied and multimodal aspects of voice are discussed. We conclude by underscoring the benefits of embodied and multimodal approaches to video analysis for research with all students, but most importantly for students often marginalized through analytical approaches that prioritize the verbal. Finally, we discuss the implications of video research that works to highlight resource-rich views of teaching and learning across learning contexts


Edited by Celia Popovic

In Learning from Academic Conferences, the editor combines research findings and practical advice aimed at ensuring organizers, attendees and administrators get the most from academic conferences. Contributors from the UK and Canada have pooled their experience and research findings to produce a guide in three parts. Starting with a focus on participants, moving onto presenters and finally addressing organizers, the authors provide comprehensive advice. Conferences are expensive in terms of time and resources; this book will ensure that investment is put to best effect.

Liv Kondrup Kristensen

This article proposes a methodological framework for analyzing video by adopting an embodied perspective. In order to deal with researching the complexity of human interaction that has been captured on video, structured ways for analysis are needed. In this article, the metaphor of an onion is used to conceptualize the process of unpacking the layers of observed interactions on video. Four different layers are identified: Foregrounding bodies, considering talk in combination with body, including the environment, and depth and adjustment through participant perspectives. To illustrate the process of analysis through this methodological approach, a worked example of video observations featuring classroom interaction is presented. While analysis of video through the step-by-step process in four layers is laborious, it is forcing the researcher to break with the habit of privileging talk as the base-line for analysis, sensitizing the analytical process towards non-verbal dimensions of interaction, while bringing in material dimensions, as well as the voices of participants in order to understand embodied interaction as situated activity.

Georgina Stewart and Hēmi Dale

Washday at the Pā was an old school journal - a book designed for young readers, containing a photo-story of a typical day at home for a Māori mother and her children. Washday was published in 1964 by School Publications (the publishing arm of the Department of Education) on behalf of the government of Aotearoa New Zealand, as part of its educational publishing programme to support universal state schooling provision, in the post-WWII modernist era of national expansion and Māori urbanisation. A few months after its national distribution to primary schools, the book became the target of Māori protest, resulting in the mandatory return and destruction of all 38,000 copies. This outcome, in turn, generated a larger national controversy in the form of a flurry of opinions expressed over several months through the editorials and letter columns of newspapers throughout the country - the social media of the times. Many commentators objected to what they saw as unnecessary censorship, pandering to Māori ‘sensitivities’, and a senseless waste of valuable educational resources. The purpose of this video research article is to present bilingual (English and Māori) oral and written Kaupapa Māori discussions and readings of the book and its history, which incorporate critical Māori perspectives and Māori language and knowledge, and extend on from our previous investigations of the Washday controversy from Kaupapa Māori educational perspectives (Stewart, Educ Philos Theory 1–9, 2017b; Stewart and Dale, Waikato J Educ 21:5–15, 2016).

Avis Florence Ridgway

This article is backgrounded by researchers using of visual methodology for naturalistic research to document young children’s learning. Recent interest in the speed and immediacy of mobile phone video capture leads to new opportunities in educational research. This small study aims to find if mobile phone video is an appropriate research tool for the capture of fleeting moments of learning, in toddler initiated play. Inspired by participation in an ethically approved pilot project: ‘Studying Babies and Toddlers: Cultural Worlds and Transitory Relationships’, the study uses a cultural-historical Theoretical approach to analyse mobile phone video data of one toddler’s pontaneous play activity. It is argued that greater attention be paid by educators to transitory moments of toddler play in relation to their pedagogical significance. A fortuitous moment of toddler initiated symbolic play activity is video captured on mobile phone and used for discussion. Drawing on Vygotsky’s concepts of the social genesis of higher mental functions and perezhivanie, the toddler’s initiated symbolic play activity is analysed. Analysis is supported by visual methodology, where video image data are linked with transcript to create a narrative of the moment of toddler’s initated play. Data are found to exemplify the ontogenesis of higher mental functions being culturally mediated and supported in the toddler’s symbolic play activity. Futhermore, findings show how tactile and visual qualities of a cultural object attract a toddler’s sensory responses, which in turn, activate the creative moment of symbolic play. The toddler’s momentary playful action captured on mobile phone video, sheds light on how symbolic activity reflects thinking processes to offer insight into how toddler (Luci) can, in a passing moment, imbue a cultural object with new symbolic meaning. Findings imply that using mobile phone video for later review, makes it possible for educators to pay more immediate attention to toddler’s activity in frequently overlooked transitory moments of play. Potentially, the ubiquitous mobile phone can help educators discover the pedagogical significance of a toddler’s smallest moment of symbolic activity, and in practice, offer ethical and caring extension to support their learning.

E. Jayne White

This editorial starts an important discussion concerning the contemporary use of video that involves young children, including infants, in an age of visual culture within the open learned society that comprises the Video Journal of Education and Pedagogy. The author puts in motion an agenda for ethics committees and researchers to consider these issues carefully before determining the use of video involving young children in educational research.

Tony Reeves, Emre Caglayan and Ruth Torr

This paper explores the benefits and challenges of using video blogging to support reflection and assessment in acting and performance training. A video platform called Acclaim was integrated into the university’s virtual learning environment (Blackboard), enabling students to record and share their performances in an online setting. A key feature of the platform was the ability to add time-based comments on a video, making it possible for tutors and students to discuss and critique specific moments of each performance. Students were also required to record and upload regular video blogs during which they would reflect on their progress. At the end of the first year, a survey was designed to evaluate students’ experiences of the video blogging activity. The findings indicate mixed results: while many students viewed video blogging as a useful learning activity, they also identified a number of challenges that hampered its effectiveness. From this study we conclude that while video blogging presents several notable advantages for the facilitation of performance-based courses, the technology needs to be carefully introduced as part of a broader instructional strategy to maximise the potential benefits for student learning and engagement.

Christine Sinclair

While online students may wish to see their teacher on video, there may be practical, pedagogical, affective or political reasons for hesitating. Drawing on my own experiences of online teaching both on a Masters programme and a MOOC (EDCMOOC), the paper raises questions about approaches to teaching, misrepresentation, surveillance and teacher agency. I conclude that though there are problems in these areas, they exist apart from the use of video technology and should not be conflated with it. Moreover, video use does not need to entail a monologic pedagogic stance but can be used to renew and create dialogic opportunities for teachers and students. The paper situates its questions within Bakhtinian ideas about the monologic and the dialogic, parody and addressivity.

Ramananda Ningthoujam

Introduction: Today, Video Based Analysis (VBA) is one of the teaching methods widely used in different fields that help in effective teaching and learning process.

Objective: To construct a self made video based analysing teaching and to focus on the importance of VBA teaching method in the field of Physical Education (PE)

Method: For the purpose, a self- made video (Length = 00:02:21) was constructed. A series of set shoot skill by one athlete who represented university in basketball was recorded using high speed camera. The materials included are one digital video camera and a laptop or computer with the software Windows Live Movie Maker, which allows frame-by-frame playback of the video.

Outcomes: The outcomes of the study was that a self made video model was constructed by used of WLMM, which can be used as teaching tool, feedback tool, visual perception of the skill, creating interest to the participants. The skill was divided into three (3) phases for analysing the body and leverage movements while executing the skill which is unnoticeable by the naked eye in a fraction of seconds.

Conclusion: Using this video model (VBA) will offer varied opportunities as it allows performance to be paused, repeated, played in slow motion and can be used in all types of model-based practices like sports education. The use of VBA in teaching along with any model-based practices will help in improving the motor educability, efficiency and performance of the students.

Sarah Pink, Helen Lingard and James Harley

In this article we examine the introduction of digital video pedagogy into dynamic workplaces with fast-changing social and material environments, and discuss its potential to participate in producing forms of positive change. The discussion brings together two strands: we investigate workplace learning theoretically as it emerges as part of a digital material world; and we consider how we might re-think workplace learning through possibilities of digital technologies. We develop this discussion through the example of how digital video has been used to engender new ways of learning and knowing about safety in one of the most dangerous workplaces globally - the construction industry.

Michael A. Peters, Tina Besley, Petar Jandrić and Milan Bajić

E. Jayne White

This paper summons Bakhtin's principle of visual excess to the field of video research. Bakhtin's dialogic approach emphasises the visual as an effort of the eye, as well as the subjective “I”. Seeing is thus re-caste as an event where subjective and cultural boundaries are encountered, lived, and offer insight to those involved. Video is therefore posited as a visual and axiologic encounter that allows one to perceive beyond one's own limits. Here the researcher does not come with a predetermined set of categories or criteria, but seeks to encounter the form of language and the meaning of those forms, from multiple (polyphonic) visual and ideological standpoints. I argue that taking this approach opens up possibilities for seeing as an opportunity for dialogic speculation and interrogation- one that forms the basis of my research orientation. By way of demonstration the paper will introduce an example of video filmed in an infant educational setting which highlights the additional insights offered through different visual fields and their interpreted meanings. Synchronising four visual fields of the same event - from the view of the infants, teacher and researcher - visual surplus is thus operationalized as a multi-voiced polyphonic event. Dialogues concerning their pedagogical significance - for the teacher and the researcher - are discussed alongside the footage itself. Together they highlight subtle, yet highly significant potentialities for video work that set out to engage with the experience of the eye as an encounter with ‘other’. I argue that such visually oriented engagement can act as a central source of understanding and insight that far exceeds traditional approaches in educational research that view participants as mere objects for amusement or manipulation. Moreover, this approach poses a new video methodology in which meanings take precedence over what is aesthetically received.

Avis Ridgway, Liang Li and Gloria Quiñones

This paper examines an experimental technique that uses visual narrative methodology and dialogue commentary to create an effective research methodology for a pilot project studying babies and toddlers in long day care centres and family contexts. Researchers from different cultural backgrounds using video technology, formed the team of chief investigators. One video clip was chosen to make independent descriptions, comments and interpretations of what was noticed. Later, initial visual narrative descriptions were shared and extended after reading one another’s responses. This process created a dialogue commentary that enabled data overview, interpretative analyses and synthesis supported by snapshot moments taken from video clip. One aim of the project was to visually capture the cultural worlds and transitory relationships of babies and toddlers. Researchers showed the selected video clip separately to babies’ room educator, centre director, and parents recording their responses. Using visual narrative methodology, dialogue commentary, and a shared cultural historical theoretical framework, revealed useful contradictions that raised social and cultural questions such as: How do educators recognize cultural worlds and transitory relationships of babies and toddlers? How are transitory moments related to pedagogically by educators? Integrating researchers’ personal, cultural and affective responses, affords new critical cultural perspectives. This paper draws on screen capture snapshot moments from one video clip, taken from babies’ pilot project data. These offer small windows into methodological approaches used to research the cultural world and transitory moments of three infants and their educator, located in the babies’ room of an Australian long day care (LDC) site.

Gloria Quiñones

This paper theorizes the concept of affective connection as a dimension of subjective sense. A methodological tool of ‘Visual Vivencias’ is used to analyse how young children create affective connections with adults and other young children. A cultural - historical approach is discussed to explain how young children develop significant and affective relations and connections with each other. Video observations were made of a baby and her family who live in Australia and with Mexican heritage. Two case examples are discussed, the first one involves a baby and her father and the second one is about two babies interacting. The analysis of the data includes moments of intensity, affective exchange and action and affective connections. This paper emphasises the importance of using visual methodologies to further understand babies’ subjectivity as they affectively make sense of their world. Pedagogical implications are discussed such as the importance of educators having close affective interactions with young children.

Trevor Gale and Bob Lingard

Trevor Gale and Bob Lingard

Beyond the East–West Divide: Education and the Dynamics of Australia–Asia Relations

Presidential Address to joint ERA/AARE conference, Singapore, 25 November 1996

Fazal Rizvi

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.

Challenges Facing Educational Researchers in the 1980s

Presidential Address to AARE, Melbourne, November 1979

Millicent E. Poole

Educational Research by Association

AARE presidential addresses and the field of educational research

Trevor Gale and Bob Lingard

Educational Research by Association is an archive of an archive. It is a collection of eleven Presidential Addresses delivered over the last 40 years to the annual conference of the Australian Association for Research in Education (AARE) and published annually in AARE’s academic journal, the Australian Educational Researcher (AER). However, it is more than an archive in that the selection and the opening essay seek to plot, evaluate and contribute to definitions of education research and its functions and purposes in a changing world, and to consider its impact, broadly defined, in both actual and desirable or normative terms. In pursuing this agenda, the book highlights a number of key issues that have become important in educational research over time, particularly in Australia but also around the globe. These include defining education research as a field, including AARE’s location within that field and the positioning of the presidents’ Addresses therein. They also include questions about the purposes of education research, which implies as well the issue of the readership for such research. The selection also touches on matters of dissemination, publication and diffusion and impact more broadly, raising matters of publication and the various and competing outlets for publication of education research, nationally and increasingly on an international scale. Issues of quality, including associated politics, also come into play, as do questions of the relationship of education research to education policy and practice. These latter questions have become more significant in state policies framed by a new public management that call for evidence-based policy. The opening essay by Bob Lingard and Trevor Gale, two former AARE Presidents, traverses these matters generally and in respect of this archive of Presidential Addresses, helping to define educational research in an increasingly globalised world.

Educational Research in Chaos: New Paradigms for the Changing Era

Presidential Address to AARE, Adelaide, November 1989

Helen Hocking

The Future of AARE

Presidential Address to joint AARE/NZARE conference, Geelong, Vic., November 1992

Richard Smith

Trevor Gale and Bob Lingard

It’s too Esoteric for me

Presidential Address to AARE, Melbourne, 15 November 1974

William C. Radford

Peter Renshaw

New and Old Testaments of Alliance in Educational Research

Presidential Address to AARE, Armidale, NSW, December 1988

Leo Bartlett

Of Deficits and Other Dangerous Things

Presidential Address to AARE, Adelaide, 1 December 1998

Lyn Yates

Trevor Gale and Bob Lingard

Presidential Address as Pedagogy

Representing and Constituting the Field of Educational Research

Bob Lingard and Trevor Gale

Reframing Quality and Impact: The Place of Theory in Education Research

Presidential Address to AARE, Fremantle, WA, 27 November 2007

Jan Wright

Uncertainty, Ambiguity and Fluidity: The Pre-millennial Challenges for Education

Presidential Address to AARE, Brisbane, 1 December 1997

Judyth Sachs

Pauline Sameshima, Roxanne Vandermause, Stephen Chalmers and Gabriel


Diane Caracciolo and Anne M. Mungai


Bob Burstow

Development National governments are increasingly looking outside their own country’s borders for examples of excellence in education. This produces a new demand on the providers of professional development. Where a brief tour of showpiece schools may be enough to inform and motivate a minister, the professionals (who will be required to assimilate, import, adapt and implement the new development) will require a visit of more length and rigor. From his experience in this field, the author recommends that visitors become proactive researchers, rather than passive observers in their host schools. In addition, host school personnel need to be analytical about their own organisation, so as to facilitate the research effectively. The outcome is driven by a need to create a meaningful experience that has the best potential for facilitating change in the longer term. Evaluation from all participants showed that the method employed allowed them to analyse leadership practice, and to check on its effectiveness throughout the school. For some the research pointed out the size of their developmental gap, while for others it inspired large scale and immediate change. For the reader, this is an introduction to a novel form of foreign exchange, where both observers and hosts were required to engage and involve themselves with an extended activity – to the mutual benefit of both parties.

Mary Beattie

Mary Beattie

Bonnie Raingruber

Mary Beattie

Walter S. Gershon

Beginning With Myself

The Power of Music: A Reflection, Renewal and Transformation by Michelle Pereira

Michelle Pereira

Bob Phillips

Kristiina Kumpulainen, Cindy E. Hmelo-Silver and Margarida César

Ann, Danita, Devon, Julie, Lynn and Shelley


Sandra Grace, Joy Higgs and Debbie Horsfall

Climbing the Ladder With Gabriel

Poetic Inquiry of a Methamphetamine Addict in Recovery

Pauline Sameshima, Roxanne Vandermause, Stephen Chalmers and Gabriel

Closing the Distance

Partnering with the Indigenous Peoples on Whose Lands We Earn Our Living


Diane Caracciolo

Brian D. Schultz and Paris Banks

Collaboration Without Compromise

Reflecting on Collaborative Discensus in Action

Walter S. Gershon, Amanda Peel and Carrie Bilinovich

Harold Linton

Communicating Arts-Based Inquiry

There are no flesh tones in black or white


Lisa Armitage and Janette Welsby

Otrun Zuber-Skerritt, Bob Dick, Mary Farquhar, Susan Hall, Thomas Kalliath, Stephan Laske, Jim Murphy, Doris Santos and Richard Teare

Confessions of a Reluctant Professor

In Gratitude to Service Learning


Diana Muxworthy Feige

Walter S. Gershon


Joy Higgs, Debbie Horsfall and Sandra Grace

Monica Prendergast

The Convenient Portability of Words

Aesthetic Possibilities of Words on Paper/Postcards/Maps/Etc

Wanda Hurren


Athena Vongalis-Macrow

Educational leadership as the dynamic interplay between performance and learning outcomes has been largely depicted as taking place within a pacified educational space in which broader social, political and economic challenges have been stopped at the school’s entrance. However, pressing social and economic issues, such as preserving biodiversity and sustainability, coupled with the prominence of environmental education and environmental ethics in schools and in relevant educational curricula, suggests a misfit between the burgeoning global educational outlook demanded by such areas of learning and the narrow, school-based focus of educational leadership. Educational researchers have identified the growing cosmopolitanism of new teachers working with a global epistemic outlook and the impact these new teachers have on the teaching profession and the work of teachers. New teachers have a growing social and cultural awareness, which they seek to pursue through their teaching practice. Fundamental to the more cosmopolitan outlook of new teachers are notions of global interconnectedness and that the role of education is broader and more than delivering fundamental literacy and numeracy. The value of education is determined by how much good it can do for the individual and the learner in the context of global social responsibility. With the advent of cosmopolitan teachers, new forms of educational leadership are required in which the leading of education is underpinned by notions of education as a public good, an educative process able to facilitate broader understandings such as the need for climate stability as a fundamental to all humanity. In this chapter, I will outline key shifts required in educational leadership is order to suggest a better fit between education as a public good and how cosmopolitan leadership can affirm the critical role of educators and education for sustainable futures.

The Culture of My Community Revealed

Poetic and Narrative Beginnings

Gina Edghill

Cut-up Consciousness and Talking Trash

Poetic Inquiry and the Spambot’s Text

Kedrick James


Lisa Chatherine Ehrich and Neil Cranston

Increasingly, leadership is argued as a way forward to improve performance and practice in a variety of contexts. School leadership is no different. There is little doubt that in the current globalised world characterized by change and complexity, effective school leadership is a key requirement. The contribution of this chapter is framed around a synthesis of current research, writing and theoretical insights regarding leadership. It draws upon three bodies of writing. Firstly, it begins by distilling several key themes and trends regarding educational leadership from the current research and writing. Secondly, it reports on the findings of a current research project carried out by the authors that explored the leadership stories of ten outstanding leaders from non-educational settings in Australia. Finally, it concludes by referring to some of the paradoxes and tensions inherent in the work of school leaders. It is argued that understanding and endeavouring to reconcile these dilemmas is a pre-requisite for school leaders as they continue to operate in an environment fraught with change and complexity.

Otrun Zuber-Skerritt, Bob Dick, Mary Farquhar, Susan Hall, Thomas Kalliath, Stephan Laske, Jim Murphy, Doris Santos and Richard Teare

Otrun Zuber-Skerritt, Bob Dick, Mary Farquhar, Susan Hall, Thomas Kalliath, Stephan Laske, Jim Murphy, Doris Santos and Richard Teare

Otrun Zuber-Skerritt, Bob Dick, Mary Farquhar, Susan Hall, Thomas Kalliath, Stephan Laske, Jim Murphy, Doris Santos and Richard Teare


Further Testimony for that Which cannot be (Ascertained

Daniela Bouneva Elza

Minna Kovalainen and Kristiina Kumpulainen


Caitlin Farrell, Guilbert Hentschke and Jonathan Mathis

“Mainstream” school reforms—performance assessment, accountability systems, school choice, and increased school autonomy—have been initiated, in whole or in part, in most developed countries of the world. Despite their widespread presence, a recent examination of these same school systems concluded that there is little relationship between mainstream school reforms such as these and the “World’s Best School Systems,” i.e., those systems identified as having achieved major advances in student performance despite seemingly wide variations in circumstances. We examine that claim, relying on available studies of national schooling policies and practices, and conclude that the claim is only partially correct, for up to three separate reasons. Mainstream reforms may be insufficient by themselves; they may not be fully implemented; and they have been executed in a manner which mitigates their intended results. The combined effect of these three factors is discussed in the conclusion.


Articulations/(Re)Creation of Meaning in the Making

Richard D. Sawyer and Joe Norris

Action Learning and Action Research

Songlines through Interviews

Ortrun Zuber-Skerritt