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2. Exploring Leadership as a Phenomenon in an Educational Leadership Paper: An Innovative Pedagogical Approach Opens the Unexpected
- Author
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Giles, David and Morrison, Michele
- Abstract
Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context.
- Published
- 2010
3. Research in the Language Classroom: State of the Art. Research Papers
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Salmani-Nodoushan, Mohammad Ali
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New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.
- Published
- 2006
4. Experience and Life History. Roskilde University Life History Project Paper.
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Roskilde Univ. Center (Denmark). and Salling Olesen, Henning
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The Life History Project at Denmark's Roskilde University is a 5-year research project that was initiated in 1998 to examine learning and participation in adult and continuing education from a life history perspective. The project was designed to build on a broad range of qualitative interview studies and case studies into learning processes. The research methodology designed for the project was grounded in the critical theory tradition and in the following premises: (1) the need to adopt a "holistic" approach that takes the learner's perspective; (2) the notion of experience and the specificity of the learning subject; (3) the need to move beyond conventional hermeneutics to "in-depth hermeneutics," which involves looking for meanings and implications going beyond the knowledge or intent of the acting, knowing, or speaking subject; and (4) the notion that a learning subject is a historical product of modernity and the need to relate it to a dynamic-utopian concept of a learning individual. (Contains 12 references.) (MN)
- Published
- 2000
5. Pilot Studies: Beginning the Hermeneutic Circle. ASHE Annual Meeting Paper.
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Kezar, Adrianna
- Abstract
This paper discusses the importance of pilot studies in the development and implementation of a research project, focusing on the use of a pilot study to revise conceptual and methodological issues in dissertation research on higher education leadership. It examines the hermeneutic circle, as described by M. Heidegger, that stresses the importance of involvement and participation in practical activity as necessary to the development of understanding. The paper then describes the conceptual framework, research focus and goals, and methodology of a pilot study on inclusive higher education leadership models. Finally, it discusses how the pilot study helped to identify methodological changes in the dissertation research project, including the unit of analysis, data collection, the interview process, analysis, and interpretations. The paper illustrates the importance of grounding the research process in practical activity, highlights how reflection can help improve research practice, suggests the value of day-to-day experiences in shaping research, and emphasizes the importance of re-iterative studies and emergent research. (Contains 57 references.) (MDM)
- Published
- 1995
6. Figuring in the Past: Thinking about Teacher Memories. Occasional Paper No. 137.
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Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Buchmann, Margret
- Abstract
Research on teachers and teacher thinking finds itself subject to tensions between two prevailing factions. The first sees promise of progress in the rejection of frequently conservative, idiosyncratic teachers' thoughts; the second embraces those thoughts as expressions of a sacred, lived truth. Detecting conflicting mythologies at the core of this division, the author considers several means by which teachers' memories can be persuaded to yield their fruits: the fruit of structure, which provides a way to organize and retain experiences; and the fruit of quest, which provides an impetus to examine the fruit of structure in order to extract deeper meaning from those experiences. In the process, the author makes use of literary representations and philosophical investigations, concluding that a candid evaluation of researchers' mythologies will recognize them as varieties of meaning-generating faith. (Author)
- Published
- 1992
7. Critical Workplace Information Literacy: Laying the Groundwork for a New Construct
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Šobota, Dijana
- Abstract
In this paper, the author explores the prospect of, and the rationale for, the "critical workplace information literacy" (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the 'decent work' (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire's critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.
- Published
- 2023
8. Education as an Open Question: A Hermeneutical Approach to Problem-Based Learning
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Kloeg, Julien
- Abstract
In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey's epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an 'open question' that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.
- Published
- 2023
9. Comments on a Paper on Alleged Misconceptions Regarding the History of Analysis: Who Has Misconceptions?
- Author
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Schubring, Gert
- Published
- 2016
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10. (DIS)Locating Meaning: Toward a Hermeneutical Response in Education to Religiously Inspired Extremism
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Panjwani, Farid
- Abstract
A key epistemological assumption in the ideologies of many of the groups termed extremist is that there is an unmediated access to a Divine Will. Driven by this assumption, and facilitated by several other factors, a range of coercive actions (including violence) to force others into submission to the perceived Will of God are seen as justified by some of these groups. A consideration of how religion is discussed in various contexts, from seminaries and schools to media and policy discourses, shows that this assumption about unmediated access to Divine Will is widely shared and that most children grow up socialized into it. In this paper, Farid Panjwani argues that challenging this assumption through educational settings can help young people acquire critical capacities that may lead to a critique of extremist narratives, thereby decreasing their attractions. In this regard, the paper draws upon a range of theoretical ideas, for example, the hermeneutical tradition (in particular the work of Hans-Georg Gadamer), as well as historical and textual examples, to make a case for a rethinking of religious education to develop more critical capacities among the students.
- Published
- 2023
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11. Portrayals of Snow and Hermeneutics as an Early Childhood Educational Theory
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David W. Jardine
- Abstract
This paper is a combination of a grandfather's musings over his grandson's drawings, combined with a reconsideration of hermeneutics as an early childhood educational theory.
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- 2024
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12. International Branch Campuses: A Multi-Paradigmatic Analysis of University Discourse
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Arwari, Tracy Tara
- Abstract
The world is an increasingly interconnected body; higher education has not been immune to the charms of globalization. Both on their domestic and international branch campuses, universities must reconcile their organizational mission and institutional vision with the new possibilities and obstacles presented by a globalized community. The researcher conducted a qualitative study to explore this intersection of globalization and higher education. Globalization has proved to be a motivating force for higher education institutions; no longer are they limited by national boundaries. The researcher's study aimed to answer the following research question: What does a multi-paradigmatic analysis of textual artifacts reveal about the international expansion of U.S. universities? The study sought to determine the relationship between mission statements, strategic plans, and the international expansion programs of U.S.-based higher education institutions. While mission statements set the historic tone for the institution, strategic plans embody the institutional culture and values while making a statement about where the university wants to go. The subjectivist study utilized multi-paradigmatic inquiry, as developed by Kezar and Dee (2011), to provide a more comprehensive understanding of written institutional documentation. In doing so, the researcher applied multiple lenses to the textual artifacts, reflecting the interpretive, critical, and postmodern theoretical perspectives. Each of these perspectives had a corresponding methodology--hermeneutics, ideological criticism, and deconstruction, respectively--that culminated in the universal application of the discourse analysis method. In analyzing the institutional documentation for three universities--Georgetown University, Carnegie Mellon University, and New York University--using multi-paradigmatic inquiry, the researcher was able to determine that the official discourse around internationalization is entirely positive with no acknowledgement of the difficulties or risks that future expansion may cause. The notion of internationalization is presented as being both inevitable and in an institution's best interest; yet, universities are reluctant to formally alter their institutional culture and identity to incorporate these new perspectives. While multiple voices contributed to the creation of these textual artifacts, there was only one voice represented in the globalization discourse, setting a dangerous precedent as institutions prioritize neoliberal principles over traditional educational values. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2014
13. Reflexivity in the Field Encounter in Qualitative Research: Learning from Gadamer
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McBride, Neil Kenneth
- Abstract
Purpose: Reflexivity involves critical reflection by the qualitative researcher as to the influence of the researcher's culture, history and belief on the conduct and outcome of the research. It is often seen as a practice exercised in the analysis of results in order to attempt to objectify the research. The purpose of this paper is to argue that the value of reflexivity is located in its practice in the field encounter as a means of recognising and embracing subjectivity. In order to widen reflexivity as hermeneutics, the paper draws on Gadamer's philosophical hermeneutics as developed in "Truth and Method". Design/methodology/approach: This is a conceptual paper which distils critical themes from Gadamer's truth and method and applies them to the concept of reflexivity as applied in the field. Findings: The paper suggests that reflexivity is an important component in the field encounter. Immersion in the language and terms of the field is critical to understanding meaning; who I am, my past, my lived experience are essential inputs to my research; the researcher's opinions, ideas and outspoken statements are part of the fabric of qualitative research; qualitative interpretation as a creative exercise; qualitative research should bring insight and understanding that can be applied to catalyse change. Practical implications: Understanding and applying reflexivity in the field will provide innovative insights which can be carried through to the data analysis. Originality/value: This study uniquely applies Gadamer's philosophical hermeneutics to reflexivity and the field encounter.
- Published
- 2023
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14. Pant Leg Pedagogy: Context and Conflict at Tafsir Islamic Academy
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Aaron Weiss
- Abstract
Hermeneutical religious positions among Muslim educators vary in flexibility and openness to critical thought. Those within a school community may disagree on how Islam should be interpreted and practiced. In the light of this, who determines which expressions of the faith are acceptable in particular locations, and how? And what messages do these processes send to students? Based on 18 months of ethnographic research at a K-12 Islamic school in the midwestern United States, this paper describes conflict-ridden instances in which school faculty subtly communicated interpretive norms through implication or example. These demonstrate select ways that distinct approaches to Islam were constructed and contested within the community.
- Published
- 2024
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15. Religious Education and Worldview Theory
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Andrew Wright and Elina Wright
- Abstract
This paper contributes to the ongoing debate surrounding the place of 'worldviews' in Religious Education. We examine the British Commission on Religious Education proposal that the subject be renamed 'Religions and Worldviews' from the perspective of Worldview Theory and Critical Religious Education and make the following suggestions: (a) the twin notion of 'ultimate nature of reality' and 'our place in the 'ultimate order-of things' provides a substantial content for RE largely absent from the Commission's vision; (b) worldviews are frequently implicit rather than explicitly affirmed in religious creeds and philosophical assertions; (c) worldviews are complex, interpersonal and take varying communal forms, surpassing the polarity of 'personal' and 'institutional'; (d) the concept of 'worldview' has pedagogic and hermeneutical potential transcending content-driven curriculum development.
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- 2024
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16. Curriculum Work and Hermeneutics
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Steven Hodge
- Abstract
The curriculum work of teachers is understood and conceptualised in different ways. A prevalent view is that teachers are an integral part of a system of transmission and their work with curriculum essentially a technical exercise. Some form of this view seems to be assumed by policymakers, parents and at least some teachers. However, when this same work is considered from the perspective of interpretation theory or 'hermeneutics', a contrasting picture emerges. Rather than positioning teachers as relays of explicit information, interpretation theory alerts us to the complexities and uncertainties inherent in the reading, appreciation and application of texts. On this view, meaning is not stable but transformed through interpretation, and the process itself has no definite end point. Interpretation theory thus undermines major assumptions of the technical-transmission understanding of curriculum work. In this paper, the potential contribution of this body of theory to illuminating curriculum work is explored. Noting that hermeneutics is a vast area of study, a selection of concepts will be made that demonstrates some of these insights. The exploration will yield both critical and generative contributions to curriculum theory. The way hermeneutics undermines the transmission view of teachers' curriculum work will become clear, and at the same time, the inherent creativity of curriculum interpretation becomes an inescapable feature of teacher expertise that could be celebrated rather than neglected, denied or repressed. A hermeneutic analysis of curriculum work thus has implications for what teachers know and do and for their role in contemporary society.
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- 2024
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17. Epistemic (In)Justice in English Medium Instruction: Transnational Teachers' and Students' Negotiation of Knowledge Participation through Translanguaging
- Author
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Yongyan Zheng and Yixi Qiu
- Abstract
Informed by a combined framework of 'translanguaging' and 'epistemic injustice', this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were collected over a 12-month classroom ethnography, including lesson recordings, stimulated recalls, and reflexive journals. A thematic analysis of the data reveals that transnational teachers and students actively employed translanguaging to challenge the prevailing hegemony of Western thinking and knowing in the EMI environment. We identified three key translanguaging capacities that facilitated transformative knowledge negotiation: (1) counteracting testimonial injustice; (2) providing hermeneutical resources; and (3) enhancing the sensitivity of trans-epistemic practices. Our study attests to the value of translanguaging as a transformative strategy to generate epistemic access for transnational students engaged in EMI learning, informing efforts to foster educational equity in the internationalization of higher education and to empower transnational teachers and students to reclaim their epistemic contribution capacities in the EMI context.
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- 2024
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18. Making History Powerful
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Abigail Milligan
- Abstract
This research paper explores the effects of promoting empowerment in the key stage three history curriculum. For this research the term 'empowerment' relates to engaging pupils, enlightening them to the world around them and encouraging them to use their voices. Through applying an empowering approach to the history curriculum we can teach pupils the historic challenges that people have faced which help explain current issues, and educate pupils on how and why to use their voices.
- Published
- 2024
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19. Reading, Rhetoric, Rhythm
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Melissa Freeman
- Abstract
This paper considers reading a hermeneutical co-respondence with understanding's becoming. It describes how understanding's plurality is caught up in the dialogical interplay of reading, rhetoric, and rhythm characteristic of hermeneutic engagement. Reading positions a reader in relationship with a text seeking participation in the matter under consideration. As such, its potential for creating new understanding lies in a reader's ability to attend to unfamiliar forms of expression and engage with the speculative nature of sense and sense-making. Rather than reduce hermeneutic practice to an unmoored relativism, reading hermeneutically fosters a radical responsibility that comes with the uncertain and difficult labor of speculative thinking.
- Published
- 2024
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20. Bewildering Developmentalism: Poetic Juxtapositions and Propositions to Ask Different Questions about and with Children
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Oona Fontanella-Nothom
- Abstract
Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed and analysed whilst providing a rationale for a more complex and nuanced understanding of how children develop, drawing on the theoretical concept of clocking practices. This paper analyses data from Piaget's writing in 'The Origins of Intelligence in Children' and micro-ethical events from research with children, teachers, families from an affirmative diffractive stance through the lens of bewilderment. Creative poetic vignettes are included which encourage readers to unsettle dominant and deficit assumptions made about children and their abilities, framed by Piagetian theory. The insights are shared via three propositions: following learning experiences of and with children requires openness, forms of resistance to linear understandings of time are generative, and resist the desire to chase secure meanings and intentions. These propositions and the corresponding questions offer possibilities for seeing children's ideas and contributions through a capability-oriented lens.
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- 2024
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21. Should We Be Teaching the Historical Critical Method?
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Adam, A. K. M., Ascough, Richard, and Gravett, Sandra
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This manuscript is an edited transcript of a panel discussion held at a Society of Biblical Literature conference (Boston, Massachusetts, November 22 to 24, 2008). Alice Hunt begins the discussion by summarizing the content and significance of a new book by Dale Martin, "The Pedagogy of The Bible" (Westminster John Knox Press, 2008) in which he argues that biblical studies in seminaries and divinity schools give too much emphasis to teaching the historical critical method and not enough to preparing students for ministry by teaching them to be self-reflective practitioners of the improvisational skills of interpreting scripture. Then a panel of bible scholars, including the author, conduct a wide-ranging discussion that raises questions about how biblical studies might better prepare students for ministry, as well as the proper role and appropriate pedagogies for introducing biblical studies in the undergraduate liberal arts curriculum.
- Published
- 2009
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22. Voices from the Classroom.
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Hoel, Torlaug L.
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Describes how a Norwegian high school student constructed meaning about a poem with the help of her interactions with two peers in a response group that integrated writing, reading, speaking, and listening. (SM)
- Published
- 1997
23. The Problems of Gender Equality: A Reconstruction of Islamic Doctrine
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Supriyadi, Tedi, Julia, J., and Firdaus, Endis
- Abstract
Women are born to be leaders, yet there still have been many disputations which grounding their arguments based on Al-Qur'an and Sunnah. However, the study on women's leadership needs to be reconstructed arguing that the traditional interpretations are no longer suitable in this changing times. Hence, this paper aims at advocating women position and their leadership in Islam. In addition, this paper also serves as a re-actualisation of the concept of Islam and also interpretation and re-understanding of the Qur'an and al-Hadith to provide opportunities for women associated with the concept of their equality with men. Furthermore, this paper attempts to reconstruct the Islamic doctrine of women's leadership seen from the perspectives of the Qur'an, al-Hadith, "fiqh," "tasawwuf," "siyasah," and history. The consideration of hermeneutical aspect of normativity and historicity is a necessity in the contextual, comprehensive, and holistic interpretation of the text, since it can be stated that there is no compelling reason or argument that can reject women's leadership. Thus, it is found that principally there was no strict prohibition in Islam that could reject women's leadership in various fields.
- Published
- 2019
24. Where Have All the Teachers Gone: A Case Study in Transitioning
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Potgieter, Amanda S.
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This paper reports the autobiographical narrative of Mr. L., as case-in-point example of the thresholding moment and the process of transitioning into Academia. The role of the lecturer-mentor and the multi-logic space that facilitates the process are clarified. I use hermeneutic phenomenology and interpretivism as methodological tools. This ex post facto qualitative study was done to elucidate the concepts and iterative processes involved in transitioning. I conclude that the novice student needs a lecturer-mentor guiding him through this life-changing event. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
- Published
- 2016
25. Paper: Lesson Learned -- Exploring Hermeneutic Injustice (diversity).
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Flores, Yuliana
- Subjects
HERMENEUTICS ,JUSTICE ,HIGHER education ,ENGINEERING education ,STUDENTS - Published
- 2022
26. The transcultural significance of the definition of Chalcedon. -Paper originally given at a meeting of the Australian Catholic Theological Association in July 1992
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Ormerod, Neil
- Published
- 1993
27. Increasing Diversity in Leadership: Perspectives of Four Black Women Educational Leaders in the Context of the United States
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Johnson, Natasha N. and Fournillier, Janice B.
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This paper is a collation of the experiences of four Black women, all senior-level educational leaders in the United States of America. Considering the predominance of White males in educational leadership, our paper furthers the conversation around race-gender diversification in this realm. We employed a hermeneutic phenomenological approach, focusing on the intersections of race and gender, in the effort to challenge epistemological incongruencies within this context. Using in-depth, timed, semi-structured interviews, participants reflected on their journeys, experiences, and perceptions as non-archetypal leaders in education. In highlighting contributors' perspectives,our objective was to bring the matter of race-gender underrepresentation in educational leadership to the forefront. Study participants revealed the importance of visibility, education, collaboration, exposure, mentorship, pursuit, authenticity, and living one's truth in the move towards diversifying the educational leadership sphere. Participants' recollections underscore the need for more research specific to the journeys of non-typical educational leaders in the United States.
- Published
- 2022
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28. A Song of Teaching with Free Software in the Anthropocene
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Goetz, Greta
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Bernard Stiegler highlights many of the problems faced by education with respect to the 'bringing forth' of knowledge on an individual, collective, and technical level in the Anthropocene. These problems include the short-circuiting of dreams, automatization of thought, and toxic digital networks. Stiegler's [foreign characters] (pharmakon) seeks to treat the toxicity of the Anthropocene with a care-ful hermeneutic approach that is directed towards the disautomatized, inventive, co-individuating knowledge act. This paper first explores Stiegler's Anthropocene and his development of Heideggerian [foreign characters] (poeisis) in terms of the challenge of the 'bringing forth' of knowledge acts, which are illustrated by free software. It then explores, through the additional example of free radio, of Félix Guattari's work in free radio, the problem and "possibility" of creative co-individuating ex-pression in the Anthropocene by expanding on Stiegler's emphasis on the importance of hermeneutics. This raises the question of how to read Stiegler's own ex-pression of the future of knowledge. Next, the paper reviews Stiegler's educational project involving a dis-automatizable hermeneutic web. Finally, the paper gives an autoethnographic account of an attempt to 'bring forth' learning through the implementation of free software in local, online classrooms. The free software example does not solve the problem of the Anthropocene but does raise the question of our "responsibility" to choose our digital tools care-fully and the importance of maintaining the possibility of co-individuating ex-pression like the kind that is remembered in song and which online education should remind us of.
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- 2022
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29. Epistemic Governance and the Colonial Epistemic Structure: Towards Epistemic Humility and Transformed South-North Relations
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Walker, Melanie and Martinez-Vargas, Carmen
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Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We draw on Fricker's theorizing of epistemic justice, but note the importance of the institutional. Amartya Sen's capability approach enables envisioning possibilities for change at individual and systemic levels, placing agency and epistemic freedoms at the centre of epistemic governance to foster solidarity and reflexive actions for change. To make the case, the paper explores testimonial and hermeneutical (including hermeneutic obstruction) injustices in research, presenting unfair practices and the unjust consequences for scholars in the South arising from 'the colonial epistemic structure'. The paper proposes that this structure, and its West-centric episteme, shapes epistemic governance which, among other effects, invisibilizes race and racism and is unable to account for the experiences of Southern subjects. The paper concludes by suggesting that it is a moral responsibility in higher education to exercise reasoned agency to promote equal epistemic opportunities, especially for those situated on the wrong side of the epistemic line. This requires epistemic humility and ethical responsibility.
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- 2022
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30. Exploring Fields of Ambiguity in the Sustainability Transition of Universities
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Bien, Colin and Klußmann, Coco
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Purpose: The purpose of this paper is to develop a framework that systematically captures the ambiguity of different understandings about science, the university and its relation to society, while conceptualising sustainability. Following Corley and Gioia (2004, p. 174) on identity ambiguity and change, it seems pivotal to better understanding the ambiguity of sustainability in relation to academic cultures and university models to manage the transition more effectively. Design/methodology/approach: The nature of this paper's objectives as well as the wide thematic scope leads to the need of exploring a broad knowledge base. This was best addressed by an exploratory literature review with data collection from primary and secondary sources. The data was interpreted through a hermeneutic analysis and resulted in the inductive development of first categories and goals (further referred to as category development). In addition, a multi-method approach further adjusted the categories and raised their empirical validity and social robustness. Findings: Implementing sustainability involves dealing with a double bound ambiguity due to organisational and individual identity reasons. Five fields of ambiguity were developed to systemise the conceptualisation of a sustainable university along contradictory understandings of science, the university and sustainability. These fields offer a framework to qualitatively assess the degree of sustainability in higher education institutions. Arguments for and against sustainability in universities have been categorised around five criteria and associated to the fields of ambiguity. The finding indicates that meaning in organisational change management for sustainability can be considered both, a potential driver and barrier for a sustainability transition in universities. Research limitations/implications: This paper exclusively focussed on the internal perspective and left aside any external factors that influence the sustainability transition, such as political measures to stimulate sustainability in higher education. In addition, the operational dimension of a sustainable university has been neglected, which is by all means a necessary and important aspect. The interrelation of the identified goals has not been discussed. Originality/value: This paper focusses on the conceptualisation and understanding of sustainability within the institution, an often-forgotten but fundamental aspect of implementation. The fields of ambiguity are designed to be applied for assessing the "degree of maturity" of a sustainable university. The fields reveal the different understandings about the role, the mission and the governance of universities, stemming from competing preferences about goals and their assumed relations by various stakeholders of a higher education institutions. The five fields are not an attempt to resolve the hidden contradictions and tensions in a sustainability transition, but to state them clearly to anticipate resistances and conflicts that hinder the development of a shared understanding.
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- 2022
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31. Sustainable Supervisory Relationships between Postgraduate International Students and Supervisors: A Qualitative Exploration at a Malaysian Research University
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Nachatar Singh, Jasvir Kaur
- Abstract
Purpose: This paper aims to investigate the perceived sustainable supervisory relationships between supervisors and postgraduate international students at a research university in Malaysia. Design/methodology/approach: Drawing on a qualitative study based on semi-structured interviews with 33 international postgraduate students and 10 academic staff at a Malaysian research university. Findings: Perceived sustainable supervisory relationships were perceived by both stakeholders in terms of future employment rapport, further research collaborations upon graduation and global engagement via networking initiatives. Originality/value: This paper contributes to the supervision literature by establishing novel nuances in the nature and lived experiences of the sustainable supervisory relationships beyond graduation. The implications of developing significant and profound relationships beyond graduation at micro and macro levels are also discussed.
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- 2022
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32. Graduate Students' Voice and Conceptions on the Challenges of Undertaking Qualitative Research within Higher Education Context: A Grounded Theory Approach
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Bakhshi, Hossein, Weisi, Hiwa, and Yousofi, Nouroddin
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Purpose: This paper explores the challenges of conducting qualitative research from ELT (English Language Teaching) Ph.D. candidates' perspectives. Design/methodology/approach: The participants of the study consisted of 30 Iranian Ph.D. students majoring in ELT. The semi-structured interview was employed to investigate the heart of experiences, issues and concerns of participants with regard to conducting qualitative research (QLR) challenges. To analyze the collected data, the recorded interviews were transcribed, and then the grounded theory approach was employed (Charmaz, 2006). Findings: The results revealed that the major challenges of the participants consist of the credibility of QLR in ELT contexts, hermeneutic and fuzzy nature of QLR, qualitative data analysis and interpretation, publishing qualitative findings and the system of measuring professors' productivity. Originality/value: The findings may help professors, mainly EFL ones, in research mentoring and developing research syllabi for graduate students. In addition, it may motivate Ph.D. candidates to employ QLR methods in their research studies. The pedagogical and theoretical implications of the study are discussed at the end of the paper.
- Published
- 2022
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33. Mathematics: Essential Research, Essential Practice. Volumes 1 and 2. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia
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Mathematics Education Research Group of Australasia (Australia)., Watson, Jane, and Beswick, Kim
- Abstract
This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone of Proximal Awareness (John Mason, Helen Drury and Liz Bills); (5) Empowered to Teach: A Practice-based Model of Teacher Education (Janette Bobi); (6) Communicating Students' Understanding of Undergraduate Mathematics using Concept Maps (Karoline Afamasaga-Fuata'i); (7) Primary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studies (Karoline Afamasaga-Fuata'i, Paul Meyer and Naomi Falo); (8) An Online Survey to Assess Student Anxiety and Attitude Response to Six Different Mathematical Problems (Vincent Anderson); (9) Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness (Judy Bailey); (10) Describing Mathematics Departments: The Strengths and Limitations of Complexity Theory and Activity Theory (Kim Beswick, Anne Watson and Els De Geest); (11) Three Student Tasks in a Study of Distribution in a "Best Practice" Statistics Classroom (Anthony Bill and Jane Watson); (12) Teacher Researchers Questioning their Practice (Linda Bonne & Ruth Pritchard); (13) Imagined Classrooms: Prospective Primary Teachers Visualise their Ideal Mathematics Classroom (Kathy Brady); (14) Early Notions of Functions in a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill Brown); (15) Collective Argumentation and Modelling Mathematics Practices Outside the Classroom (Raymond Brown and Trevor Redmond); (16) Visual Perturbances in Digital Pedagogical Media (Nigel Calder); (17) Professional Experience in Learning to Teach Secondary Mathematics: Incorporating Pre-service Teachers into a Community of Practice (Michael Cavanagh and Anne Prescott); (18) Young Children's Accounts of their Mathematical Thinking (Jill Cheeseman and Barbara Clarke); (19) Mathematical Reform: What Does the Journey Entail for Teachers? (Linda Cheeseman); (20) Year Six Fraction Understanding: A Part of the Whole Story (Doug M. Clarke, Anne Roche and Annie Mitchell); (21) Teaching as Listening: Another Aspect of Teachers' Content Knowledge in the Numeracy Classroom (Ngaire Davies and Karen Walker); (22) Essential Differences between High and Low Performers' Thinking about Graphically-Oriented Numeracy Items (Carmel M. Diezmann, Tom J. Lowrie and Nahum Kozak); (23) High School Students' Use of Patterns and Generalizations (Jaguthsing Dindyal); (24) The Teacher, The Tasks: Their Role in Students' Mathematical Literacy (Katherine Doyle); (25) Informal Knowledge and Prior Learning: Student Strategies for Identifying and Locating Numbers on Scales (Michael Drake); (26) Documenting the Knowledge of Low-Attaining Third- and Fourth-Graders: Robyn's and Bel's Sequential Structure and Multidigit Addition and Subtraction (David Ellemor-Collins, Robert Wright and Gerard Lewis); (27) Interdisciplinary Modelling in the Primary Mathematics Curriculum (Lyn English); (28) Students' Tendency to Conjoin Terms: An Inhibition to Their Development of Algebra (Judith Falle); (29) Towards "Breaking the Cycle of Tradition" in Primary Mathematics (Sandra Frid and Len Sparrow); (30) Exploring the Number Knowledge of Children to Inform the Development of a Professional Learning Plan for Teachers in the Ballarat Diocese as a Means of Building Community Capacity (Ann Gervasoni, Teresa Hadden and Kathie Turkenburg); (31) Technology-Enriched Teaching of Secondary Mathematics: Factors Influencing Innovative Practice (Merrilyn Goos and Anne Bennison); (32) Supporting an Investigative Approach to Teaching Secondary School Mathematics: A Professional Development Model (Merrilyn Goos, Shelley Dole, and Katie Makar); (33) Identity and Mathematics: Towards a Theory of Agency in Coming to Learn Mathematics (Peter Grootenboer and Robyn Zevenbergen); (34) Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue (Judy Hartnett); (35) Student Experiences of VCE Further Mathematics (Sue Helme and Stephen Lamb); (36) Video Evidence: What Gestures Tell Us About Students' Understanding of Rate of Change (Sandra Herbert and Robyn Pierce); (37) The Role of Dynamic Interactive Technological Tools in Preschoolers' Mathematical Patterning (Kate Highfield and Joanne Mulligan); (38) Students Representing Mathematical Knowledge through Digital Filmmaking (Geoff Hilton); (39) What Does it Mean for an Instructional Task to be Effective? (Lynn Hodge, Jana Visnovska, Qing Zhao and Paul Cobb); (40) A School-Community Model for Enhancing Aboriginal Students' Mathematical Learning (Peter Howard and Bob Perry); (41) Benchmarking Preservice Teachers' Perceptions of their Mentoring for Developing Mathematics Teaching Practices (Peter Hudson); (42) Relational or Calculational Thinking: Students Solving Open Number Equivalence Problems (Jodie Hunter); (43) Scaffolding Small Group Interactions (Roberta Hunter); (44) Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts (Chris Hurst); and (45) A Story of a Student Fulfilling a Role in the Mathematics Classroom (Naomi Ingram). Volume 2 contains the following papers: (1) Secondary-Tertiary Transition: What Mathematics Skills Can and Should We Expect This Decade? (Nicolas Jourdan, Patricia Cretchley and Tim Passmore); (2) The Power of Writing for all Pre-service Mathematics Teachers (Keith McNaught); (3) "Connection Levers:" Developing Teachers' Expertise with Mathematical Inquiry (Katie Makar); (4) Acquiring the Mathematics Register in te reo Maori (Tamsin Meaney, Uenuku Fairhall and Tony Trinick); (5) Teaching Ratio and Rates for Abstraction (Mike Mitchelmore, Paul White and Heather McMaster); (6) Setting a Good Example: Teachers' Choice of Examples and their Contribution to Effective Teaching of Numeracy (Tracey Muir); (7) Developing the Concept of Place Value (Mala Saraswathy Nataraj and Michael O. J. Thomas); (8) Interdisciplinary Learning: Development of Mathematical Confidence, Value, and the Interconnectedness of Mathematics Scales (Dawn Kit Ee Ng and Gloria Stillman); (9) Mathematical Methods and Mathematical Methods Computer Algebra System (CAS) 2006--Concurrent Implementation with a Common Technology Free Examination (Pam Norton, David Leigh-Lancaster, Peter Jones and Michael Evans); (10) A Concrete Approach to Teaching Symbolic Algebra (Stephen Norton and Jane Irvin); (11) Developing Positive Attitudes towards Algebra (Stephen Norton and Jane Irvin); (12) Changing Our Perspective on Measurement: A Cultural Case Study (Kay Owens and Wilfred Kaleva); (13) Enhancing Student Achievement in Mathematics: Identifying the Needs of Rural and Regional Teachers in Australia (Debra Panizzon and John Pegg); (14) The Growth of Early Mathematical Patterning: An Intervention Study (Marina Papic and Joanne Mulligan); (15) Whole Number Knowledge and Number Lines Help to Develop Fraction Concepts (Catherine Pearn and Max Stephens); (16) Identifying and Analysing Processes in NSW Public Schooling Producing Outstanding Educational Outcomes in Mathematics (John Pegg, Debra Panizzon and Trevor Lynch); (17) Teachers Research their Practice: Developing Methodologies that Reflect Teachers' Perspectives (Ruth Pritchard and Linda Bonne); (18) Teacher Professional Learning in Mathematics: An Example of a Change Process (Pauline Rogers); (19) Seeking Evidence of Thinking and Mathematical Understandings in Students' Writing (Anne Scott); (20) Utilising the Rasch Model to Gain Insight into Students' Understandings of Class Inclusion Concepts in Geometry (Penelope Serow); (21) Exploring Teachers' Numeracy Pedagogies and Subsequent Student Learning across Five Dimensions of Numeracy (Jane Skalicky); (22) The Complexities for New Graduates Planning Mathematics Based on Student Need (Carole Steketee and Keith McNaught); (23) Students' Emerging Algebraic Thinking in the Middle School Years (Max Stephens); (24) A Framework for Success in Implementing Mathematical Modelling in the Secondary Classroom (Gloria Stillman, Peter Galbraith, Jill Brown and Ian Edwards); (25) Eliciting Positive Student Motivation for Learning Mathematics (Peter Sullivan and Andrea McDonough); (26) Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue (Howard Tanner and Sonia Jones); (27) Dependency and Objectification in a Year 7 Mathematics Classroom: Insights from Sociolinguistics (Steve Thornton); (28) Pedagogical Practices with Digital Technologies: Pre-service and Practicing Teachers (Colleen Vale); (29) Procedural Complexity and Mathematical Solving Processes in Year 8 Mathematics Textbook Questions (Jill Vincent and Kaye Stacey); (30) Designing Effective Professional Development: How do we Understand Teachers' Current Instructional Practices? (Jana Visnovska); (31) "Doing Maths:" Children Talk About Their Classroom Experiences (Fiona Walls); (32) The Role of Pedagogy in Classroom Discourse (Margaret Walshaw and Glenda Anthony); (33) Australian Indigenous Students: The Role of Oral Language and Representations in the Negotiation of Mathematical Understanding (Elizabeth Warren, Janelle Young and Eva deVries); (34) Student Change Associated with Teachers' Professional Learning (Jane Watson, Kim Beswick, Natalie Brown and Rosemary Callingham); (35) Choosing to Teach in the "STEM" Disciplines: Characteristics and Motivations of Science, ICT, and Mathematics Teachers (Helen M. G. Watt, Paul W. Richardson and James Pietsch); (36) Percentages as Part Whole Relationships (Paul White, Sue Wilson, Rhonda Faragher and Mike Mitchelmore); (37) My Struggle with Maths May Not Have Been a Lonely One: Bibliotherapy in a Teacher Education Number Theory Unit (Sue Wilson); (38) Students' Conceptual Understanding of Equivalent Fractions (Monica Wong and David Evans); (39) Statistics Teachers as Scientific Lawyers (Joanne Woodward and Maxine Pfannkuch); (40) Developing Pedagogical Tools for Intervention: Approach, Methodology, and an Experimental Framework (Robert Wright, David Ellemor-Collins and Gerard Lewis); (41) Pedagogy and Interactive Whiteboards: Using an Activity Theory Approach to Understand Tensions in Practice (Robyn Zevenbergen and Steve Lerman); (42) International Perspectives on Early Years Mathematics (Jillian Fox); (43) Early Childhood Mathematics Education Research: What is Needed Now? (Bob Perry and Sue Dockett); (44) Trimangles and Kittens: Mathematics Within Socio-dramatic Play in a New Zealand Early Childhood Setting (Shiree Lee); (45) Children's Number Knowledge in the Early Years of Schooling (Ann Gervasoni); (46) Listening to Students' Voices in Mathematics Education (Brian Doig, Susie Groves, Coral Campbell, Judith Mousley, and Gaye Williams); (47) Students' Pedagogical Knowledge: A Source of Pedagogical Content Knowledge (Brian Doig and Susie Groves); (48) Research Enriched by the Student Voice (Gaye Williams); (49) Listening to Student Opinions about Group Assessment (Judith Mousley and Coral Campbell); (50) Profiles of Thinking Skills and Levels of Motivation in a Problem-Solving Task (Sarah Buckley, Mary Ainley and Pip Pattison); (51) An Investigation of Mathematics Strategies in Traditional School Contexts and Real-World Contexts (Julie Clark and Kathy Brady); (52) Maori Student's Perspective on Their Mathematical Journey Through Maori Medium (Leeana Herewini); (53) Some Methodological Considerations in the Estonian Study about Students' Beliefs in Mathematics: Is Triangulation Necessary? (Kirsti Kislenko); (54) Progress in Mathematics--Learning through Home School Partnership (Denise Smith and Gaynor Terrill); (55) Exploring Data Representation and Statistical Reasoning through Integrated Investigations in a Grade 2 Classroom (Karen Ahearn); (56) Reform and Assessment Practice: The Need for an Investigation (Julie Anderson); (57) Autobiographical Research and Mathematics Curriculum (Andy Begg); (58) Mathematically Gifted Students Managing School Transfer (Brenda Bicknell); (59) Improving Procedures for Effective Teaching (Murray Black, Farida Kachapova and Ilias Kachapov); (60) Using Counter-Examples and Paradoxes in Teaching Probability: Students' Attitudes (Murray Black, Farida Kachapova, Sergiy Klymchuk and Ilias Kachapov); (61) Using Cabri Geometry to Explore the Geometric Properties of Parallelograms in Year 7 Mathematics Classrooms (Sahar Bokosmaty); (62) Defining Teacher Knowledge Needed in the Teaching of Statistics at Primary School Level (Tim Burgess); (63) Year 12 Students' Participation in Higher Mathematics Courses (Mohan Chinnappan, Stephen Dinham, Tony Herrington and Dale Scott); (64) Pre-service Primary Teachers Developing Positive Attitudes towards Teaching Mathematics (Julie Clark); (65) Measuring the Effectiveness and Efficiency of Language-In-Use for Algebra Learning: A Multi-Level Nested Modelling and DEA Approach (Robert de la Serna); (66) Te Poutama Tau (TPT): An Indigenous Response to the Numeracy Development Project 2002-2006 (Wini Emery and Leeana Herewini); (67) "I Have a Fear of Maths and it Does Worry Me a Bit as a Future Teacher:" The Cycle of Maths Anxiety (Gillian Frankcom); (68) Using Electronic Handwriting and Tablet PCs to Enhance Distance Students' Understanding of First Year Mathematics at University (Linda Galligan, Birgit Loch, Janet Taylor and Christine McDonald); (69) Mathematical Modelling in CAS Clothing (Vince Geiger, Rhonda Faragher and Trevor Redmond); (70) The Cognitive and Pedagogical Affordances of Digital Learning Tools on Early Mathematical Development (Kristy Goodwin, Joanne Mulligan and John Hedberg); (71) Revisions and Extensions of a Pirie-Kieren-Based Teaching Model (Peter Hughes); (72) An Insight into Norwegian Students' Thoughts about Mathematics (Kirsti Kislenko); (73) The Impact of Didactical Contract on Students' Perceptions of their Intentional Learning Acts (Troels Lange and Tamsin Meaney); (74) The Impact of an Intervention on the Development of Mathematical Pattern and Structure in the First Year of Schooling (Joanne Mulligan, Mike Mitchelmore, Coral Kemp, Jennie Marston and Kate Highfield); (75) Activity Theory as a Framework to Analyse the Positive Influence of Formative Assessment on Student Learning (Trish O'Toole); (76) Teaching Geometry with CAS in the Junior Secondary Classroom: A Case Study (Warren Palmer); (77) Wanted: One Great Maths Teacher! (Pamela Perger); (78) Building Early Childhood Educators' Knowledge, Skills and Confidence in the Facilitation and Assessment of Young Children's Mathematical Learning (Bob Perry, Elspeth Harley and Sue Dockett); (79) CAS in the Middle Secondary Years: Strengths, Weaknesses, Opportunities and Threats (Robyn Pierce); (80) Myths and Positioning: Insights from Hermeneutics (Steve Thornton); (81) Misconceptions in Locating Negative Decimals on the Number Line (Wanty Widjaja, Kaye Stacey and Vicki Steinle); and (82) Proportional Reasoning: A Global or Localised Development? (Vince Wright). [Individual papers contain references, figures, tables, and appendices.
- Published
- 2007
34. Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter
- Author
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Nieuwenhuis, F. J.
- Abstract
In his 2014 paper Potgieter presented a number of pertinent questions on education in a post-modern world. In this article I not only challenge some of the views informing these questions but also raise additional questions for debate and critical analysis. Two pertinent issues, both with religious undertones, are addressed, viz.: a) whether the construct, "evil", as employed by Potgieter in his argument, could be used as basis for the development of a theory on education; and b) whether a pedagogy of discernment could be used as a "primus inter pares." Using hermeneutic analysis, I argue that the religious embeddedness of these concepts as well as the relativity of claims made could be problematic in terms of a general theory on pedagogy meant to serve as a "primus inter pares." In contesting Potgieter's argument I therefore pose a number of counter claims for analysis and scrutiny. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
- Published
- 2015
35. Truth and Scepticism: Developing Bildung and Phronesis through Socratic Questioning
- Author
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Nicholson, Gary
- Abstract
This research paper considers the place of the European lifelong-learning philosophical concept of Bildung (self-formation) and how Socratic questioning activities might be used to facilitate its development. Originating with the great philosophical thinkers of the German Renaissance, it is a concept that is again attracting attention because of its focus on developing the "whole" person and its potential for developing phronesis "practical wisdom." The primary source of research data is a podcast in which a diverse group of BAME (Black, Asian, and minority ethnic) learners discuss COVID-19 vaccinations from their own cultural perspectives through a Socratic dialogue. During this process, Bildung was developed by participants recognizing mutual concerns during this process, and Gadamer's (1960/1989) hermeneutic dialectical concept known as the "Fusion of Horizons" was played out. The dialogue identifies "trust" as an essential moral value and one that is needed in any just and stable society. This research suggests an alternative educational paradigm should be realised that lends itself better to developing Bildung and phronesis. The implications of this for teacher training are discussed and why it is important to develop "phronetic" educators. Reference is made to what this might look like in reality by highlighting the use of Socratic questioning in Danish folk high schools and how they have made the philosophical concept of Bildung central to their mission.
- Published
- 2022
36. The Information Society: Digital Knowledge, Contemporary Cultural Profiles and Pandemics
- Author
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Bautista, Claudia Esperanza Saavedra, Figueroa, Claudia, and Cubides, Pedro Alfonso Sánchez
- Abstract
The purpose of this paper is to discuss the digital knowledge emerged in the context of the information society and that has introduced new cultural profiles in young people, called digital natives by the academic literature. It is approached according to hermeneutic theoretical and methodological principles where, through the analysis and reflection of different research experiences, it was possible to unveil these digital knowledges in the teacher training processes to respond to the learning styles of contemporary student profiles. The study allows to conclude that there is a great opportunity for the construction of contemporary cultural profiles, both of university teachers and students, as well as of the university community itself, with an impact on the educational processes when making decisions, in their training from the appropriation of a culture and the good use of information and communication technologies and experiences that have left the pandemic by the COVID-19. This adaptation and innovation have allowed to create and recreate family, academic and work life, looking for alternatives of constant change and where this stage of emergency has been an opportunity for growth in knowledge in science and technology, together with public policies as part of the training processes.
- Published
- 2022
37. Exploring Leadership as a Phenomenon in an Educational Leadership Paper: An Innovative Pedagogical Approach Opens the Unexpected.
- Author
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Giles, David and Morrison, Michele
- Subjects
EDUCATIONAL leadership ,TEACHING ,EDUCATIONAL innovations ,EDUCATIONAL programs ,STUDENTS ,HERMENEUTICS ,TEACHERS - Abstract
Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context. [ABSTRACT FROM AUTHOR]
- Published
- 2010
38. Hip Hop WAC: Students Redefine Writing in a Junior High School Technology Camp.
- Author
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Wills, Katherine V.
- Abstract
When a University of Louisville Computer Assisted Instruction (CAI) director, a team of graduate students, and an instructor designed a free summer computer camp program for disadvantaged middle schoolers, they imagined that the middle schoolers would respond to the first instruction as if the educators had restrained them in technological and epistemological straitjackets. Middle schoolers refused to behave as the teachers had imagined. The ways of writing the educators had planned were not the ways of writing middle schoolers envisioned. This paper argues that most of the divergence between middle schoolers' behavior and the graduate teachers' expectations were situated in the contact zone between class-bred class differences between Hip-Hop techno black culture and bourgeois values of the educators. The paper provides the following: an overview of the camp; its objectives; participant demographics; how the Hip Hop culturalization manifested itself in certain classroom practices; and what makes an effective good Hip Hop "gansta" writer who knows his or her audience or "posse." It also delineates a "hermenuetics of Hip Hop." The paper concludes that the middle schoolers "wrote across the curriculum" by writing with and about technology. They wrote in color and sound for themselves and their community, and through writing, the middle schoolers took power. Transcriptions from the computer camp are appended. (NKA)
- Published
- 2002
39. HRD in Asia. Symposium 3. [AHRD Conference, 2001].
- Abstract
This document contains three papers on human resource development (HRD) in Asia. "The Experiences of HRD Professionals Participating in Continuing Professional Development in Taiwan" (Yu-Shu [Jason] Chen) reports on a study that was based on the method of hermeneutic phenomenology and conducted to describe and interpret the experiences of Taiwanese HRD professionals participating in continuing professional development. "What Is It Like to Be a Taiwanese HR Practitioner Performing HRD Tasks?" (Ya-Hui [Bella] Lien, Gary N. McLean) discusses the following themes, which were identified during an interpretive study in which seven HRD professionals were interviewed about their daily work experiences as HRD practitioners: (1) HRD is one aspect of human resource management; (2) HRD is equated with training in Taiwan; and (3) HRD success relies on the visions and support of top management. "A Study of Human Resource Development in Indigenous Firms and Multinational Corporations in East and Southeast Asia" (Kenneth R. Bartlett, John J. Lawler, Johngseok Bae, Shyh-Jer Chen, Tai Wai David Wan) presents a comparative study that revealed significant differences in the attitudes of HRD professionals toward provision of short-term and longer-term job-related training in multinational and locally owned corporations in four Southeast Asian countries. All three papers include substantial bibliographies. (MN)
- Published
- 2001
40. The Hermeneutic Dialogic: Finding Patterns midst the 'Aporia' of the Artist/Researcher/Teacher.
- Author
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de Cosson, Alex
- Abstract
This paper considers one researcher's challenge of marking his progress in reading/studying Jacques Derrida's "Aporias" (1993) by what he calls the continual hermeneutic of making meaning. The paper places the "Aporias" reading in the setting of a weekly research group whose research cycle was creating meaning in and out of the work being done and the continuing dialogues with(in) it. One of the paper's segments consists of an (inter)[texture]al performative to be read with an 11-minute video from a 1-hour studio/gallery session edited into approximately seven minutes with four minutes of visual contextual framing entitled, "(Re)searching Sculpted 'Aporia': (Re)learning (Subverted-Knowing) through Praxis." The paper details the researcher's notations from his research journal written before the video sequence at the end of the second week of the gallery exhibition in January 2000. It documents the researcher's difficulty in "holding the three hats of artist/researcher/teacher" to stay afloat--teaching three courses, doing research, and being in the "aporia" of his praxis. The paper concludes that, without the reflexive researcher role, the relationship of the praxis to teaching would be lost from the conscious equation, from the place where it really matters, from the why of the entire thing--what it is--how this triality artist/researcher/teacher connects. (BT)
- Published
- 2000
41. The Symbolic Role of Organizational Message Artifacts in a Communication System Assessment.
- Author
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Meyer, John C.
- Abstract
This paper calls for the inclusion of narrative, thematic, and metaphor analysis as organizational assessment or communication audit methods and discusses some practical means of integrating these symbolic interpretational devices. The paper begins by defining the notion of symbol as the message content important to the organizational member. It then discusses four assessment methodologies: (1) textual analysis, or hermeneutics; (2) symbolic interactionism, or examining roles within organizations; (3) ethnomethodology, which examines construction of knowledge through interaction; and (4) phenomenology, which explores conscious experience. The paper continues by emphasizing three basic methods: observation, questioning, and transcribing organizational text. The paper concludes that, by practicing these methods, researchers will provide more compelling and deeper assessments of organizations. (Contains 16 references.) (EF)
- Published
- 2000
42. HRD in Asia. Symposium 35. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]
- Abstract
This document consists of three symposia papers on human resources development (HRD) in Asia. "The Impact of Action Learning on the Conflict-Handling Styles of Managers in a Malaysian Firm" (Antony Hii, Michael J. Marquardt) presented results of a quantitative study of a three-month action learning program on managers' conflict-management skills. The statistical analysis showed a significant increase in the desired integrative style of handling conflict in the participating group. "What Is It Like To Be an HRD Practitioner in Taiwan?" (Ya-Hui [Bella] Lien) describes the results of an interpretive study of the "lived experiences" of HRD practitioners. The following three major themes about HRD in Taiwanese work culture were introduced: (1) HRD is an aspect of human resources management (HRM); (2) HRD is equated with training; and (3) HRD success relies on the vision and support of top management. The final paper, "Role of Public Sector Agencies in National Human Resource Development: A Study of the Expectations of Singapore-Based Companies" (A. Ahad M. Osman-Gani) describes the importance of strategic HRD in Singapore's transition from an industrial-based to a knowledge-based economy. The study found that involvement from companies in all sectors was crucial for the success of national HRD programs. (The papers contain reference sections.) (CG).
- Published
- 2000
43. Distanciation, Appropriation, and Assimilation as Hermeneutical Making of Meaning in the Work of Paul Ricoeur and Mikhail Bakhtin.
- Author
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McCord, Michael A.
- Abstract
Communication--"real" communication--involves the hearer/reader as much as it involves the speaker/writer. This paper presents some of the ideas regarding the speaker/hearer, writer/reader, and text/meaning relationships in the work of Paul Ricoeur and Mikhail Bakhtin. The paper notes that, though neither of these men thought of themselves as rhetoricians, much of their work has been appropriated by scholars in Rhetoric and Composition Studies precisely because communication has long been a central concern for both Bakhtin and Ricoeur. It also discusses the nature of the relationship between spoken discourse and written discourse, since that relationship is of fundamental importance. The ultimate goal in the paper is to show that, even in theoretical rhetorical systems that are apparently dissimilar, the audience--the reader--is as important in the "construction" of meaning as the reader is in "conveying" meaning. The paper states that there are both differences and similarities between the ideas of Bakhtin and Ricoeur and that, at the outset, their theories will seem incompatible. It then makes an attempt to perform at least a partial synthesis between their ideas. It points to an "intersection" when the two men discuss the importance of the audience in making (as opposed to "taking") meaning from texts. By way of introducing the two theories, the paper offers a simplified "in a nutshell" explanation of to the point of contention. (Contains 14 references.) (NKA)
- Published
- 2000
44. Hermeneutics, Education, and Leadership in Contemporary Society.
- Author
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Zoreda, Margaret Lee
- Abstract
This paper argues that a hermeneutic perspective--the art of interpreting and understanding across differences--should be considered in any educational discussion about leadership. It explains that hermeneutics searches for understanding and creates meaning, not explanation. The paper goes on to examine the educational philosophy of John Dewey, noting that he regarded science and the scientific method as a matter of hermeneutics of shared interpreting and meaning-making. Dewey, instead of favoring narrow specialization, desired those qualities, such as initiative, inventiveness, and readaptability, that would enable education to be a life-long process of growth. It is concluded that hermeneutics and a Deweyan educational philosophy point toward a leadership paradigm in which work groups move toward a horizontal rather than vertical decision-making process, with collegiality--democratic cooperation--instead of a marked polarity between leaders and followers. Authority will be shared because meaning-making and inquiry are shared experiences, and leaders will emerge situationally in a community respectful of individual and communal growth. (Contains 27 references.) (MDM)
- Published
- 1999
45. Looking behind the Veil: Addressing the Enigma of Leadership.
- Author
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English, Fenwick W.
- Abstract
This paper claims that leadership, as a topic, has been disguised in behaviorism and obscured by organizational theory and management. The article examines the theories or metanarratives that have dominated educational administration and shows how they have covered and disguised leadership. It argues that the metanarratives--trait theory, behaviorism, structuralism, behavioral structuralism, broad fields, critical theory, and feminism--submerge leadership as other issues, such as management theory, are pursued. It asserts that all these metanarratives rest on the fallacy of an objectified self, which, even if influenced by language and culture, is believed to be benign so that the veil covering leadership can be lifted. Yet the record in this respect is paltry, and critical theory has not produced any expanded vision for the nature of leadership. The article focuses on the literature of feminism and the argument by postmodernists that one cannot think without prejudice, that is, all perspectives are grounded in certain pre-assumptions that actively shape perception. The article concludes with the work of Jacques Lacan and Howard Gardner and their critique of behavioral psychology, positing that Lacan and Gardner offer an alternative to the obscurantist view of leadership that has become prevalent. Contains 21 references. (RJM)
- Published
- 1999
46. Considering a Pedagogy of Discernment as 'Primus Inter Pares': Implications for Comparative Educationists
- Author
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Potgieter, Ferdinand J.
- Abstract
Making use of hermeneutic phenomenology and morality critique as methodological navigation points, this paper challenges the phantasmatic prestige and power of normative orders and the education systems that are designed to keep them alive. It is suggested that what education needs is not morals and ethics, but a pedagogy of discernment that will teach pupils to keep their eyes open and to recognise the tragic truth that normative systems maintain themselves at the cost of obliterating the onticity of singularisation, mortality and the non-normalisability of the human condition. [For the complete Volume 12 proceedings, see ED597979.]
- Published
- 2014
47. Education as the Possibility of Justice: Jacques Derrida.
- Author
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Biesta, Gert J. J.
- Abstract
This paper is an analysis of the ongoing work of philosopher Jacques Derrida and the immense body of work associated with him. Derrida's copious work is difficult to categorize since Derrida challenges the very concept that meaning can be grasped in its original moment or that meaning can be represented in the form of some proper, self-identical concept. Derrida's "deconstruction" requires reading, writing, and translating Derrida, an impossibility the author maintains cannot be done because translation involves transformation and the originality of the original only comes into view after it has been translated. The sections of the paper include: (1) "Preface: Reading Derrida, Writing after Derrida"; (2) "Curriculum Vitae"; (3) "(No) Philosophy"; (4) "The Myth of the Origin"; (5)"The Presence of the Voice"; (6) "The Ubiquity of Writing"; (7) "Difference and 'Differance'"; (8) "Deconstruction and the Other"; (9) "Education"; (10) "Education beyond Representation: Gregory Ulmer's 'Post(e)-pedagogy'"; and (11) "Afterword: Education as the Possibility of Justice." (EH)
- Published
- 1997
48. Hermeneutics of Integrative Knowledge.
- Author
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Shin, Un-chol
- Abstract
This paper examines and compares the formation processes and structures of three types of integrative knowledge that in general represent natural sciences, social sciences, and humanities. These three types can be observed, respectively, in the philosophies of Michael Polanyi, Jurgen Habermas, and Paul Ricoeur. These types of integrative knowledge are featured in this paper because practically all academic institutions of higher learning today have divisions of natural sciences, social sciences, and humanities, and because these philosophers have greatly influenced interdisciplinary scholarship in the past few decades. The paper's premise is that a whole is greater than the sum of its parts, a notion that is the foundational principle for integrative knowledge. The examination of these three types of integrative knowledge leads to the conviction that what determines integrative studies is primarily the formation process for, not the content of, the structure of integrative knowledge. The act of integration is a dynamic process of achieving an ideal. Integrative studies are the future-oriented studies that examine primarily the dynamic aspects of the integrating process for achieving those ideals. (MAH)
- Published
- 1996
49. Hermeneutics: A Phenomenological Aesthetic Reflection.
- Author
-
Slattery, Patrick
- Abstract
According to this document, the postmodern world needs a form of education which does not separate learning from its application to self, but encourages subjective experiencing of the world as self-encounter. The hermeneutical task is not a technical one, solved by logic, but is rather, an aesthetic journey of finding a sense of identity and personal meaning in experiences born in the midst of universal human struggles. The paper is organized in four sections. After an introductory section, the document presents: "Perspectives on Hermeneutics"; "Hermeneutics: A Phenomenological Aesthetic Investigation," which looks at five different approaches to hermeneutics; and "Aesthetics in Hermeneutics," in which phenomenological aesthetics for hermeneutics in education is advocated; the implication being that transformation and learning would be stimulated by a sense of connectedness and awareness of future possibilities. Contains 52 references. (MM)
- Published
- 1996
50. A Critical Examination of Relevance in Science Education Research.
- Author
-
Bodner, George M. and MacIsaac, Daniel L.
- Abstract
There is a growing sense of frustration among members of the science education research community that results from the fact that the impact of research in science education on classroom practice has been disappointing. In this theoretical paper, the questions of relevance and accountability in science education research are first reviewed and then addressed via comparison of the two most prevalent research methodologies: causal empirical-analytic, and naturalistic-hermeneutic. Critical theory and action research are proposed as alternative paradigms. A study planned at Purdue University (Indiana) is discussed in terms of the three interpretations. (JRH)
- Published
- 1995
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