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Researching Education

Visually - Digitally - Spatially

Edited by Julianne Moss

This book is aimed at researchers in education who are looking for the take up of bold visions in educational research through visual, digital and spatial knowing. Drawing from research conducted by experienced researchers and graduate students in Australia, through visual methods the book presents work that is at the forefront of working with innovative qualitative research methodologies theoretically and practically. The book shows the possibilities, problems and researcher responses to working with image through complex theoretical territory such as Actor network theory, Deleuzian theory, feminist and poststructuralist methods, positioning theory and narrative theory. All chapters have in common, a response to issues that broadly can be defined as the issues of education that prove to be deep seated and troubling and show a concern for critically orientated scholarship. The book moves across the stages of education from early childhood, middle years, secondary schooling to higher education. A provocative and lively introduction frames the field of visual methods for education resarchers. With visualtiy in mind, issues such as researcher and participant identity, what is contributed or lost when we democratise the research process and ethial issues of working globally are discussed. By getting underneath the cover story of educational research, the contribution is an accessible and concise account of educational research that confronts current issues of curriculum and pedagogy and is useful for those new to qualitative research and visual methods.

Decolonizing Democratic Education

Trans-disciplinary Dialogues


Edited by Ali A. Abdi and George Richardson

The essays in this edited collection open up a hopeful dialogue about the existing state of democratic education and the ways in which it could be re-imagined as an inclusive, democratized space of possibility and engagement. Proceeding from a critique that questions the dominance of Western liberal understandings of democratic education as a series of rational, culturally neutral acts undertaken by individuals who conceive of democracy and ‘the common good’ in universalist and fundamentally exclusionary terms, the contributors give voice to those whose ideas, histories, cultures and current understanding of the world is not highlighted in the dominant relationships of schooling.
From a variety of theoretical and pragmatic approaches, the chapters in this collection engage the dialectics of history, power, colonization and decolonization, identity, memory, citizenship, Aboriginal rights, development and globalization, all in the context of providing a critique of educational systems, relations, structures and curricula that seem badly in need of reform. While the contributors who have diverse scholarly interests are not in a direct dialogue with one another, their different foci should, nevertheless, inter-topically inform each other. The book should interest students and researchers in the general foundations of education, democracy and education, citizenship education, comparative and international education, postcolonial studies in education, and cultural studies in education.

Teaching in the Age of Digital Reason

From Teaching as a Moral Pursuit to Teaching as a Technological Practice

Michael A. Peters and Xudong Zhu

user-generated cultures, new principles of openness have become the basis of innovative institutional forms that decentralize and democratise power relationships, promote access to knowledge and encourage symmetrical, horizontal peer learning relationships. In this context, radical openness is a

Yusef Waghid

communities that were impoverished by the imperialist agendas of people from Europe and Britain were dealt a heavy blow by forces of democratisation and political autonomy on the continent. Inasmuch as many African countries had been decolonised from the political control of their colonisers, the effect of

Peter Roberts

contributions from Professors at prestigious universities such as Harvard, mit and Stanford, but others have emerged as for-profit start-ups (cf. Jona & Naidu, 2014 , p. 141). Some might be seen as a genuine attempt to democratise knowledge; others merely serve as “shop windows” for universities – designed

Marianna Papastephanou

is Gert Biesta (2009, 101): ‘although attempts to make democracy more inclusive are laudable, they are ultimately based upon a colonial conception of democratisation’; within it, ‘inclusion is seen as a process where those who are already on the inside include others into their sphere’. On her part

Lori Bindig Yousman

democratic system. (Yousman, 2016, pp. 385–386). Integral to an understanding of critical media literacy is critical pedagogy. Growing out of the work of Paulo Freire, critical pedagogy focuses on democratizing the educational experience by creating a participatory environment where teachers and students

Michael Hoechsmann

clerical labour. By streamlining the act of producing clean and clear typewritten pages, it has democratized the labour of typing while ironically eliminating working class jobs. Word processing has retrieved the author, poet and reporter/blogger due to its ease of use. Also given the ubiquity of writing