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Transforming Pedagogy alongside First Peoples of Remote Australia
First Peoples living in remote Australian are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Transforming Pedagogy alongside First Peoples of Remote Australia
First Peoples living in remote Australian are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
The book explores the role of higher education in increasing social mobility and reducing social inequality in today’s world. The first part examines the cultural openness of the knowledge society and its contribution to reducing social inequalities. The second part examines inclusive higher education in support of social mobility. The third part reveals digital technologies in higher education and their significance for the growth of social mobility. The fourth part discusses the best international practices and offers recommendations for educational management in support of reducing social inequalities.
The book explores the role of higher education in increasing social mobility and reducing social inequality in today’s world. The first part examines the cultural openness of the knowledge society and its contribution to reducing social inequalities. The second part examines inclusive higher education in support of social mobility. The third part reveals digital technologies in higher education and their significance for the growth of social mobility. The fourth part discusses the best international practices and offers recommendations for educational management in support of reducing social inequalities.
Art, Place, and the Sea
Prompting this book is the paradox of belonging. What pushes the author to write are art’s questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art’s questions remains akin to art’s acts of belonging. In these lessons of belonging this is done through art’s paradox. Belonging is a matter of art because art belongs to the aporia that writes it.
Art, Place, and the Sea
Prompting this book is the paradox of belonging. What pushes the author to write are art’s questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art’s questions remains akin to art’s acts of belonging. In these lessons of belonging this is done through art’s paradox. Belonging is a matter of art because art belongs to the aporia that writes it.
Andy Blunden completes his immanent critique of Activity Theory, begun in 2010 with An Interdisciplinary Theory of Activity. A summary of the ontological foundations of Activity Theory introduces a critical review of the work of activity theorists across the world with a focus of applications in medical and educational contexts, and concluded with a review of the ethics of collaboration. Blunden expands the domain of Activity Theory to address the pressing problems facing humanity today and activities lacking in clear objects, collaboration in voluntary projects and social movements, the life projects of individuals and emerging practices. Blunden brings an understanding of Marxist and Hegelian philosophy to bear on the application of Activity Theory to problems of social change.
A critical overview
Andy Blunden completes his immanent critique of Activity Theory, begun in 2010 with An Interdisciplinary Theory of Activity. A summary of the ontological foundations of Activity Theory introduces a critical review of the work of activity theorists across the world with a focus of applications in medical and educational contexts, and concluded with a review of the ethics of collaboration. Blunden expands the domain of Activity Theory to address the pressing problems facing humanity today and activities lacking in clear objects, collaboration in voluntary projects and social movements, the life projects of individuals and emerging practices. Blunden brings an understanding of Marxist and Hegelian philosophy to bear on the application of Activity Theory to problems of social change.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Imagining the Future
Volume Editor:
In this book, 31 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, eMaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Imagining the Future
Volume Editor:
In this book, 31 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, eMaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Changing the Conversation
The politics of racism have returned with a bang. What was once a whisper is now a roar in the wake of public outrage over charges of police racism that claimed the lives of racialized minorities and Indigenous peoples. Yet confusion and uncertainty unsettle the challenge of clarifying the nature and scope of racism in general, systemic racism in particular, resulting in a glaring disconnect between public perceptions and lived experiences. Reckoning with Racism is themed around the prospect of problematizing the idea of racism as articulated, understood, and debated in response to new realities, emergent demands, and contested dynamics. A profoundly new racism world is evolving, one so fundamentally different from the iterations of the past, as to trigger a foundational shift in reconceptualizing how see, think and talk about and act on racism. Changing the conversation on racism must also acknowledge its uncanny knack of reinventing itself, while intersecting with other axes of identity and differentiation to amplify the inequalities of exclusion.
Changing the Conversation
The politics of racism have returned with a bang. What was once a whisper is now a roar in the wake of public outrage over charges of police racism that claimed the lives of racialized minorities and Indigenous peoples. Yet confusion and uncertainty unsettle the challenge of clarifying the nature and scope of racism in general, systemic racism in particular, resulting in a glaring disconnect between public perceptions and lived experiences. Reckoning with Racism is themed around the prospect of problematizing the idea of racism as articulated, understood, and debated in response to new realities, emergent demands, and contested dynamics. A profoundly new racism world is evolving, one so fundamentally different from the iterations of the past, as to trigger a foundational shift in reconceptualizing how see, think and talk about and act on racism. Changing the conversation on racism must also acknowledge its uncanny knack of reinventing itself, while intersecting with other axes of identity and differentiation to amplify the inequalities of exclusion.
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
En la Línea
Series:
Critical Storytelling, Volume: 8
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
An Inquiry Approach for Students and Educators
As political tides shift and funding for college-in-prison programming ebbs and flows, educators who work in these contexts are often left with few resources for questioning their practice and their field. To that end, this book aims to encourage dialogue, to ask educators to interrogate their values, beliefs, and practices with and about college-in-prison programming and the students those programs serve. By consulting the works of Paulo Freire and Ernst Bloch, this text seeks to present a methodology for best designing and implementing a meaningful literacy pedagogy for incarcerated students at the nexus of social, political, and educational contexts.
An Inquiry Approach for Students and Educators
As political tides shift and funding for college-in-prison programming ebbs and flows, educators who work in these contexts are often left with few resources for questioning their practice and their field. To that end, this book aims to encourage dialogue, to ask educators to interrogate their values, beliefs, and practices with and about college-in-prison programming and the students those programs serve. By consulting the works of Paulo Freire and Ernst Bloch, this text seeks to present a methodology for best designing and implementing a meaningful literacy pedagogy for incarcerated students at the nexus of social, political, and educational contexts.
Theoretical Frameworks and Empirical Research from Finland
Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools.
In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.