bluuebunny/crossref_metadata_2025 huggingface dataset:
Social Capital and Democracy in Africa
Authors: Asante Richard
Published: July 2019

Social capital is a slippery concept that signifies different things for different authors, and its uses are not always consistent. Despite this lack of consensus, most scholars agree on its basic idea: “it’s not what you know, it’s who you know.” Participation or membership in social networks and voluntary organizations creates norms and values such as trust, cooperation, and reciprocity that lead to productive state, institutional performance, and democratic communities. Social interactions and connections expand access to information and political ideas, nurture active citizens, stimulate individual participation in politics, collective decision-making, and policy formulation, which increase governmental accountability. In recent years, civil society actors in Africa have been emboldened to build social capital in response to restrictions and attacks on civil and political liberties, creeping authoritarianism, constitutional manipulations, and lack of governmental accountability. However, there are formidable challenges to generating social capital due to the character of civil society, its structural weaknesses and internal contradictions, socio-cultural factors, and limitations from the state.
The Prospects and Challenges of Pan-Africanism
Authors: Falola Toyin , Agbo Chukwuemeka
Published: July 2019

In line with Thomas Hodgkin’s assertion, the search for Africa’s struggle for liberation, equality, self-determination and the dignity of the African is traceable to the result of the centuries of relationship between Africa and Europe dating at least since the 15th century. That association left Africa at the lowest ebb of the racial pyramid which Europeans had formed. As Africans at home and diaspora began to gain Western education, they began to question the racial and discriminatory ideas of whites against black people. They initiated the campaign for African equality with other races drawing inspiration from Africa’s culture and history to argue that Africa had contributed to world development just like any other race. At home in Africa, this new class of elites launched the struggle for the end of colonial domination in the continent. This movement to lift Africa out of the pit of subordination became known as Pan-Africanism. The movement has recorded tremendous successes, an outstanding example being the decolonization of the continent and the improved position of Africans in diaspora. Scholars have done a great deal of work on these movements and successes. Nevertheless, there is urgent need for a critical appraisal of 21st-century Pan-Africanism.
Hinduism: India, Nepal, and Beyond
Authors: Williams Rina Verma , Moktan Sayam
Published: July 2019

With over one billion adherents worldwide and 15% of the world’s population, Hinduism is the fourth largest, and among the oldest, of the major world religions, with important political aspects that reverberate well beyond South Asia. Yet it is perhaps the least studied of the major world religions. Hinduism is also one of the most geographically concentrated religions of the world. The majority of Hindus are concentrated in two South Asian countries, Nepal and India, where Hindus constitute 80% or more of the population. Small but politically influential diasporic communities of Hindus are found throughout Europe, Africa, the Caribbean, the United States, and Canada.

Key characteristics of Hinduism that set it apart from Abrahamic religions (Judaism, Christianity, and Islam), especially politically, include its polytheistic nature and lack of one single authoritative text; the tremendous variation in its practice across locality and caste; and its frequently informal practice beyond the confines of official institutions such as temples. Hinduism has been compatible with a range of regime types over time in India and Nepal, including empire, monarchy, and democracy. Both India and Nepal are officially secular countries, but the status of secularism in both countries is contested by the forces of Hindu nationalism, a movement that seeks to institutionalize the political, social, and cultural predominance of Hinduism. Religious conversion is expressly prohibited in Nepal; in India, it is increasingly under legislative attack. The politics of caste are an important political aspect of Hinduism in both India and Nepal. While politics in both countries remain dominated by upper castes, important lower-caste political mobilization has appeared in India, but has yet to take hold in Nepal. A better understanding of Hinduism’s political aspects has enormous potential to enhance knowledge of religion and politics more broadly.
Religious Traditions in Politics: Protestantism
Authors: van Leeuwen Evert
Published: July 2019

Protestantism was labeled when German noblemen wished to retain control of their own country church. Martin Luther’s theology based on faith and the scripture became in this way a matter of political dispute. His rejection of the pope as the final authority in matters of religion brought the Lutheran country churches within the power and economy of the local noble rulers, liberating them from financial obligations to Rome. Luther’s actions were, in the first phase of Protestantism, followed by those of Anabaptists and cantons in Switzerland (Huldrych Zwingli) and cities in France (Martin Bucer in Strasbourg; John Calvin in Geneva). Calvin stood for a kind of theocratic regime based on his doctrine of predestination. His views spread over France and the Low Countries (Belgium, Netherlands) as a liberation from the feudal system.

In the second phase of Protestantism, the political dimension became less significant, and the focus became instead upon Protestant believers’ looking inward to find the Light, or God, in themselves. Political action then became the consequence of the intention to do well, by seeking justice and seeing that every human being is created in God’s image. Many groups were persecuted, as the earlier Anabaptists were, and left Europe for the New World. There they became activists for the abolition of slavery, equal rights for all human beings, and social justice.

The third phase of Protestantism is characterized by ideas of rebirth and regeneration. Sin and evil can be washed away and people can start a new life in the blessing of Jesus Christ, following his guidance as evangelicals. In matters of politics, personal norms and values become more important than social justice or reform, leading to bans on, for instance, abortion and homosexuality as sinful ways of life. In the early 21st century, a significant number of Protestant groups are active in right-wing politics, and their membership continues to grow in the Americas, Africa and Asia.
Mass Incarceration in the United States: From Punishment to Public Health
Authors: Drucker Ernest
Published: July 2019

Mass imprisonment in the United States is an epidemic that has spread across five generations affecting millions of individuals, their families, and hundreds of communities. The United States imprisons more people than any other nation in the world—with over 2 million behind bars and another 5 to 7 million under community supervision on parole and probation. With 5% of the world’s population, the United States has 25% of all the world’s prisoners. This U.S. system imposes many punitive policies, holding more of its citizens in isolation and solitary confinement than all the other prisons of the world combined and imposing the highest rates of life sentences of any nation. This public health analysis of mass incarceration in the United States (first proposed in Ernest Drucker’s 2011 book, A Plague of Prisons: The Epidemiology of Mass Incarceration in America) must therefore also address the high rates of prisoner reentry that accompany it—with over 600,000 U.S. prisoners reentering society each year—with the highest recidivism rate of any nation. This population is disproportionally poor and members of America’s large minority populations (African Americans and Latinos). The public health model provides a new tool for ending the American epidemic of mass imprisonment and, of equal importance, healing those who have survived its blows. This stage of the American story of mass incarceration is covered in Drucker’s 2018 book, Decarcerating America: From Mass Punishment to Public Health. But releasing people from prisons is not enough—the taint of punishment has a long-lasting and debilitating effect on the millions who return from prison to their home communities—facing social stigma and the many restrictions placed upon them as part of the conditions of parole—including limits of their access to public education, healthcare, and housing—as well as convicted felons’ loss of the right to vote. The United States badly needs a paradigm shift that replaces these impediments to successful reentry after prison, creating instead a positive place and normal life for this population in the outside world.
Normalization Principles in Computational Neuroscience
Authors: Louie Kenway , Glimcher Paul W.
Published: July 2019

A core question in systems and computational neuroscience is how the brain represents information. Identifying principles of information coding in neural circuits is critical to understanding brain organization and function in sensory, motor, and cognitive neuroscience. This provides a conceptual bridge between the underlying biophysical mechanisms and the ultimate behavioral goals of the organism. Central to this framework is the question of computation: what are the relevant representations of input and output, and what algorithms govern the input-output transformation? Remarkably, evidence suggests that certain canonical computations exist across different circuits, brain regions, and species. Such computations are implemented by different biophysical and network mechanisms, indicating that the unifying target of conservation is the algorithmic form of information processing rather than the specific biological implementation.

A prime candidate to serve as a canonical computation is divisive normalization, which scales the activity of a given neuron by the activity of a larger neuronal pool. This nonlinear transformation introduces an intrinsic contextual modulation into information coding, such that the selective response of a neuron to features of the input is scaled by other input characteristics. This contextual modulation allows the normalization model to capture a wide array of neural and behavioral phenomena not captured by simpler linear models of information processing. The generality and flexibility of the normalization model arises from the normalization pool, which allows different inputs to directly drive and suppress a given neuron, effectively separating information that drives excitation and contextual modulation. Originally proposed to describe responses in early visual cortex, normalization has been widely documented in different brain regions, hierarchical levels, and modalities of sensory processing; furthermore, recent work shows that the normalization extends to cognitive processes such as attention, multisensory integration, and decision making. This ubiquity reinforces the canonical nature of the normalization computation and highlights the importance of an algorithmic framework in linking biological mechanism and behavior.
Critical Media Literacy in Teacher Education, Theory, and Practice
Authors: Share Jeff , Mamikonyan Tatevik , Lopez Eduardo
Published: July 2019

Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies, artificial intelligence, and algorithms that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.
Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance
Authors: Phillips Jay
Published: July 2019

“Redressing Aboriginal disadvantage” through Indigenous education policy and studies has been on the policy agenda in Australian institutions for several decades. With notable exceptions, Indigenous studies programs have tended to position Indigenous peoples as objects of study. These objectifications still largely pivot around constructions of Indigenous cultures and peoples through deficit or essentializing discourses. The apprehension of these limiting discourses in Indigenous Australian studies for non-Indigenous learners contribute to the reproduction and reinforcement of contemporary justifications for Indigenous peoples’ colonial disenfranchisement. Often, limited attention is given to examining the relationality of knowledge, people, and ideas in (neo)colonial domains and, subsequently, to the deconstruction of the epistemological conditions under which Indigenous peoples were and are “known.” The Indigenist Standpoint Pedagogical (ISP) framework was designed to develop critical tools for all students to understand the epistemic forces that empower their worldviews and behaviors. The key question for an ISP framed learning space shifts is not, “What do students need to know about Indigenous peoples and experiences?” but rather, “Where does my knowledge come from and what is its purpose and impact on the way I relate to, and form, understandings about Australian history and Indigenous Australian peoples and experiences?” In the latter approach, students are exposed to opportunities to theorize and examine structural privilege. They engage in critical self-enquiry to interrogate the conditions that impact on their interpretations of Indigenous and non-Indigenous Australian experiences throughout history and into the 21st century. In this sense, ISP is an inherently reformative, relational, and critically reflexive framework that supports and facilitates the reintegration of Indigenous knowledge perspectives in ways that interrupt the enduring impact of the colonial narrative.
Blended Learning in Teacher Education
Authors: Yang Harrison Hao , MacLeod Jason
Published: July 2019

Practices of blended learning are being wholeheartedly accepted and implemented into the mainstream processes of educational delivery throughout the world. This trend follows a large body of research that suggests blended learning approaches can be more effective than both traditional face-to-face instruction and entirely computer-mediated instructional approaches. However, in teacher education there are two important factors that influence the outcomes of blended learning; first, the articulation of differences between instructional approaches, and second, the understanding of key pedagogical strategies that support student success. Research on blended learning in teacher education should include both preservice and in-service teacher participants. Preservice teachers are individuals operating in the preparation and training stages, prior to assuming full responsibility of a professional teaching role. In-service teachers are individuals practicing as teachers that are typically still toward completion of their early career induction training to the profession.

Both historical utilization and future research trends are evident through a critical analysis of the last three decades of highly cited scholarship on blended learning in teacher education. Historical utilization trends show an emergence of online and blended learning approaches, which reached nearly 30% of postsecondary education students in 2016. Future research trends include evidence-based practices, preparing for active learning classrooms, building capacity for practical training, collaborative teaching opportunities, leveraging blended learning to improve education equity, and cultivating mixed reality blended learning environments. Researchers, practitioners, administrators, and policymakers should continue to stay informed on this topic and continuously find ways to improve the application of blended learning in teacher education.
The Impact of Educational Neoliberalism on Teachers in Singapore
Authors: Loh Jason , Hu Guangwei
Published: July 2019

Educational neoliberalism has swept the world, and Singapore, with its much-lauded educational system, has not been spared. In fact, it has taken a stranglehold on the system, from its policymakers at the helm to its teachers at the chalkface. The embrace of neoliberal ideas has pervaded Singapore’s short educational history, from its colonial times to the present moment, undergirding various educational reforms intended to ensure economic survival in the global economy and prosperity for the nation. Through a slew of educational policies targeted at and enacted by the state-controlled educational organizations, chief among which are the state schools, these reforms have been promulgated as effective educational initiatives to develop each citizen to the fullest potential. Given its ideological centrality in these reforms, educational neoliberalism has exerted a palpable influence on principals, teachers, and their pedagogical practices through a torrent of various performance appraisal mechanisms meant to ensure accountability to the state and the various stakeholders, and stimulate competition in the form of ever-increasing scores, awards and recognized performances in different educational arenas. Thus, marketization and performance management have become the buzzwords for the education industry. Will Singapore’s educational system be able to survive this onslaught of neoliberal pressure? Can it counter the impact of educational neoliberalism on its teachers and their practices? Will its recent policy announcement of assessment reduction have an impact on this neoliberal discourse, or will the neoliberal juggernaut continue to thunder through the system, albeit with less rolling and clapping? Can the teachers contest and resist this neoliberal discourse, while struggling to stay afloat in the sea of performativity? It is these and other questions that have provided the impetus for the present article.
Multi-Sited Global Ethnography of Elite Schools
Authors: Koh Aaron
Published: July 2019

Multi-sited global ethnography is a methodological contribution to educational research methodology, and more broadly, ethnography. This new methodological framework was designed specifically for the research project “Elite Independent Schools in Globalizing Circumstances,” which studied seven elite schools, one school in each of the following geographical locations: Singapore, Hong Kong, India, Australia, South Africa, Barbados, and England, over a five-year period from 2010 to 2014. The aim of this article is to give a detailed methodological rendition of the epistemologies, and theoretical and conceptual bearings that underpin multi-sited global ethnography. Drawing attention to how the methodology reinvigorates conventional ways of doing ethnography, “different strokes” is used to allude to the new methodological elements we introduced in multi-sited global ethnography. Overall, the article highlighted the insights, hindsight, and oversights gained during and after fieldwork, so that further research can enrich multi-sited global ethnography.
Meta-ethnography in Education
Authors: Noblit George W.
Published: July 2019

Meta-ethnography is a very popular method for the synthesis of qualitative research. It was designed for the field of education but has been exceedingly popular in the health sciences. In education, slow growth has given way to almost furious development. Meta-ethnography is a method for synthesizing qualitative studies. Studies are identified as related to a phenomenon of interest and these are reviewed and read repeatedly, leading to both a reduction in the number of relevant studies and further specification of the phenomenon of interest. The synthesis is a translation of the complete interpretive storylines of each study into the others. There are three types of translation: reciprocal (the storylines are commensurate and reinforce each other), refutational (the storylines critique each other), and line of argument. Each study contributes something distinct to a new storyline that characterizes all the studies taken together. Effecting these translations remains a challenge for most who conduct meta-ethnographies. The work in the 21st century in education has established meta-ethnography as an interpretive and critical endeavor, moving well beyond the original proposal.
Teachers’ Knowledge for the Digital Age
Authors: Niess Margaret L.
Published: July 2019

The 21st-century entrance of digital media into education has required serious reconsideration of the knowledge teachers need for guiding students’ learning with the enhanced technological affordances. Technological Pedagogical Content Knowledge (TPCK or TPACK) describes the interaction of the overlapping regions of technological knowledge, pedagogical knowledge, and content knowledge that also creates four additional regions (technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge). These knowledge regions are situated within a contextual knowledge domain that contains macro, meso, and micro levels for describing the dynamic equilibrium of the reformed teacher knowledge labeled TPCK/TPACK. Teacher educators, researchers, and scholars have been and continue to be challenged with identifying appropriate experiences and programs that develop, assess, and transform teachers’ knowledge for integrating information and communication technologies (ICT) that are also spurring advancements in artificial intelligence (AI) as learning tools in today’s reformed educational environments. Two questions guide this literature review for engaging the active, international scholarship and research directed toward understanding the nature of TPCK/TPACK and efforts guiding the transformation of the teacher’s knowledge called TPCK/TPACK. The first question considers the nature of a teacher’s knowledge for the digital age and how it differs from prior descriptions. Three distinct views of the nature of TPCK/TPACK are explained: the integrative view; the transformative view; and a distinctive view that directs how the primary domains of pedagogy, content, and technology enhance the teacher’s knowledge. The second question explores the research and scholarship recommending strategies for the redesign of teacher education towards developing, assessing, and transforming teachers’ TPCK/TPACK. These strategies recognize the importance of (1) using teacher educators as role models, (2) reflecting on the role of ICT in education, (3) learning how to use technology by design, (4) scaffolding authentic technology experiences, (5) collaborating with peers, and (6) providing continuous feedback. This research further characterizes teacher educators with strong ICT attributes as the gatekeepers for redesigning teacher education programs so that today’s teachers are better prepared to engage in the strategic thinking of when, where, and how to guide students’ learning given the rapid advancements of digital technologies. These cumulative scholarly efforts provide a launchpad for future research toward transforming teachers’ knowledge for teaching with the technological advancements of the digital age.
Teacher Education in Russia
Authors: Valeeva Roza , Kalimullin Aydar
Published: July 2019

Teacher training in Russia began at the end of the 18th century and has been transformed many times over the past two centuries. The reforms were connected with the development of a comprehensive school system, which became a mass phenomenon in the 19th century. The transformation was most active when the country went through social and economic growth. Up to 2011 Soviet teacher training traditions and principles strongly influenced the Russian teacher education system. It was the period of significant change of shifting from a 5-year program, called “specialist’s degree,” to bachelor’s and master’s degree programs as a response to the Bologna process. At the beginning of 2010 a range of organizational problems and content-related problems of teacher education arose: the reproductive character of teaching in higher education institutions implementing training programs for future teachers; the predominant single-channel model of the system of teacher training not providing students with opportunities to implement transitions between teaching and non-teaching areas of training; and the lack of the system of independent assessment of the quality of future teachers training. These problems prompted the government to start a reform of teacher education in the country from 2014 to 2017.

Teacher education in Russia in the early 21st century is a complex system of continuing teacher training which gives students a chance to enter the teaching profession through a number of different ways. The main structural levels of the system of continuing teacher education in Russia are vocational training educational institutions funded by local governments (teacher training colleges), higher education institutions (specialized teacher training higher education institutions, classical universities, non-governmental [private] universities, non-pedagogical universities), and educational institutions of continuing professional development and professional retraining. The types of educational institutions correlate with the degree levels.

The content of teacher education is based on the Federal State Educational Standards. All teacher training universities that provide teacher education programs follow these Federal State Educational Standards when they develop their educational programs.

Teacher education in Russia determines the quality of professional training in all social spheres. In the early 21st century, graduates from teacher training universities have started working in different professional areas, including social, educational, cultural, and administrative fields.
Ethnographic Inquiry in Teacher Education
Authors: Rivas-Flores José Ignacio
Published: July 2019

Teaching’s purpose is to build a society’s knowledge and skills through a group of students using a curricular proposal within a social and institutional framework. It therefore takes place in institutions specifically created for this purpose, which, as such, represents a culturally constructed environment that is in line with the conditions of the society in which this process unfolds. Thus professional cultures have been historically constructed according to the working conditions, the teaching experiences transmitted from generation to generation, and the evolution of the educational systems. In addition, institutional cultures are developed according to the particular history of each school. Student cultures also form as social groups within these institutions. This represents a complex system that goes beyond mere instruction by curriculum. Preparing the professionals who will go on to work in these institutions requires an understanding of these cultural frameworks and the competence to be able to act on them. Ethnographic research promotes an understanding of educational reality from a critical reflective perspective, and this is only possible if researchers themselves participate in those frameworks. Ethnography can be understood as a shared construction of places for reflection, aimed at comprehending the cultural, social, and political phenomena that involve participants in the processes of change and transformation. Teacher preparation must, therefore, be established with an ethnographic approach, which reconstructs the school experience from a critical reflective perspective. In this way, the conditions for developing a professional identity based on the reconstruction of this experience are created. The theories, in this case, offer the opportunity to pursue this critical dialogue, breaking away from the prescriptive role that they adopt from a positivist perspective. Ethnography contributes to the tasks through three basic dimensions. First, teacher preparation throughout is an object of educational inquiry: there are many research studies of an ethnographic nature that report teacher training methods in an attempt to understand the processes taking place. Second, ethnographies are a tool for preparing future teachers: in this case, this refers to a curricular use of ethnography aimed at future teachers’ understanding of the educational processes through research. Third is a way of understanding learning—in other words, ethnographic attitude as a learning strategy and the use of ethnographic inquiry strategies and tools as means of learning about educational processes. This last case generally entails staying and acting in schools, and it is what most clearly links research and teaching in a shared process.
Systemic Functional Linguistics in Teacher Education
Authors: de Oliveira Luciana C. , Smith Sharon L.
Published: July 2019

Systemic functional linguistics (SFL), a meaning-based theory of language, has been used throughout the world as a discourse analytic approach and, more recently, as a framework for implementing pedagogy in the classroom. SFL has much to offer teachers as a pedagogical approach. The integration of SFL into teacher education and continuing professional learning has been shown to have a positive impact on developing teachers’ knowledge about language, their ability to instruct students by focusing on language and literacy development, and their focus on critical components of language for diverse learners. SFL theory does not provide teacher educators with a developed curriculum for implementation; therefore, the ways in which it has been used across teacher education have varied depending on teachers’ level of instruction (elementary, secondary, or tertiary), familiarity with SFL concepts, and preservice or in-service status. There is no “one-size-fits-all” approach to SFL inclusion in teacher education, but some principles derived from SFL in teacher education literature may enable teacher educators to consider how this theory of language and pedagogical framework can be used in teacher education programs.
Ethnographic Methods for Researching Innovative Education
Authors: Borgnakke Karen
Published: July 2019

Ethnographic research in innovative education settings has shown the practical impact and conditions on both research and professional development of curriculum and teaching strategies.

Following the process of innovation in the educational sector, themes that are high on political and institutional agendas have included “information technology–enhanced learning” and currently show how organizational and pedagogical development also becomes a matter of digitalization. In online learning projects the curriculum development and the process of didactization are already digitalized and refer to the new digital learning culture.

Ethnographic methodology enables ongoing interpretation of educational development as reflected by professionals and teacher teams, thereby facilitating elucidation of changes and consequences. The general question can be expressed as follows: How can innovative education, associated online and/or offline learning processes, embedded digitalization, and the context be understood, described, and explored in a practical sense?

Against this background, ethnographic research is challenged to go beyond the rhetoric to explore the practical implications of the innovative process and associated discourse. The challenge has been approached in terms of research facing the innovative practice and renewing the ethnographic approaches across the spectrum from the policy and organizational levels to practical learning-level investigation. The challenge is also embedded in research contributing to mapping the field of practice or "mapping the paradigm” and cross-case studies covering different learning contexts.

The common highlighted theme is that changes in educational systems and practices are necessitating changes in ethnographic practices.
Qualitative Methods and the Study of Identity and Education
Authors: Urrieta Luis , Hatt Beth
Published: July 2019

The paradigmatic turn of the latter half of the 20th century enabled a phenomenal growth in research studies exploring the multiple, fluid, and changing complexities of culture and identity. The nuanced, contradictory, and process-oriented nature of identity and identification has meant that these studies of identity in education have been and continue to be largely, and appropriately, qualitative and ethnographic. Theorizing about researcher positionality within qualitative research, especially ethnography, have changed over time and paralleled changes in how we think about identity in relation to education. Paradigmatic shifts regarding positionality, epistemology, and research ethics have included positivist dominated (1900s–1950s) to a critical paradigmatic shift (1960s–1980s) to most recently post-critical and decolonizing paradigms (1990s to today). Recent research centers that identity formation is central to learning and schooling contexts, directly related to student marginalization and performance embedded in issues of power. As we look towards the future, we anticipate a shift in qualitative research that is less individualistic and centered on reciprocity for communities.
Epistemology and Interviews
Authors: Roulston Kathryn
Published: July 2019

Interviews are used ubiquitously in everyday life as a source of information about the social world, whether in clinical interviews, parent–teacher interviews, job interviews, or media and journalistic interviews. Likewise, researchers in education have long made use of a spectrum of interview formats to produce knowledge about research problems. Interview formats used by education researchers range from standardized survey interviews to semi-structured interviews to open-ended, conversational interviews. Broadly, data in the form of answers to questions and descriptions generated in interviews are used as evidence in a variety of ways across educational research. Yet researchers have long acknowledged the problems associated with interview research, including those to do with self-reported data, accomplishing mutual understanding, and representation of the Other.

How researchers deal with these problems is directly relevant to the value attributed to interview accounts as evidence to support claims. The use to which educational researchers put interviews varies widely, particularly since they draw on a range of epistemological perspectives in their use of interviews—whether or not these are acknowledged. Neopositivist, emotionalist or romantic, constructionist, transformative, decolonizing, and new materialist approaches to interviews are founded in different epistemological assumptions about how interviews are conducted, how interview reports are used as evidence to warrant claims, and how the validity or quality of studies is judged. Although much has been written about interview practice, there are still numerous avenues to explore with respect to using the interview method in educational research.
Reflexive Qualitative Research
Authors: Luttrell Wendy
Published: July 2019

Reflexivity can be regarded as part of a continuous research practice. Qualitative researchers work within and across social differences (e.g., cultural, class, race, gender, generation) and this requires them to navigate different layers of self-awareness—from unconscious to semiconscious to fully conscious. Because researchers can be aware on one level but not on others, reflexivity is facilitated by using an eclectic and expansive toolkit for examining the role of the researcher, researcher-researched relationships, power, privilege, emotions, positionalities, and different ways of seeing. Over the past fifty years, there has been a progression of reflexive practice as well as disciplinary debates about how much self-awareness and transparency are enough and how much is too much. The shift can be traced from the early practitioners of ethnography who did not reflect on their positions, power or feelings (or at least make these reflections public), to those who acknowledged that their emotions could be both revealing and distorting, to those who interrogated their multiple positionalities (mostly in terms of the blinders of Western/race/class/gender/generation), to those calling for the mixing and blurring of different genres of representation as important tools of reflexivity. Reflexivity is not a solitary process limited to critical self-awareness, but derives from a collective ethos and humanizes rather than objectifies research relationships and the knowledge that is created.
The “Crisis” in Teacher Education
Authors: Schapira Michael
Published: July 2019

In 1954, Hannah Arendt wrote that talk of a crisis in education “has become a political problem of the first magnitude.” If one trusts the steady stream of books, articles, jeremiads, and statements from public officials lamenting the fallen status of our schools and calling for bold reforms, the 21st century has shown no abatement in crisis as an abiding theme in education discourse. But why does education occupy such a privileged space of attention and why is it so susceptible to the axiomatic evocation of “crisis?” Arendt provides a clue when she argues that “Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token, save it from the ruin which, except for renewal, except for the coming of the new and young, would be inevitable.”

The crisis in education has come to signal a variety of issues for which the teacher is either a direct or indirect participant: declining student performance, inadequacy of teacher preparation, inequities of opportunity as well as outcome, or a curriculum ill-fitted to the shape of the modern world. However, at base is the issue of social reproduction that Arendt sees at the heart of education. Thus, the crisis in education serves as a forum for expressing, critiquing, and instantiating the values that are at play when considering “the coming of the new and the young.”
Agency in Teacher Education
Authors: Flessner Ryan , Kandel-Cisco Brooke
Published: July 2019

Teachers enact their agency when they make decisions informed by, and aligned with, their beliefs and values. A balanced view of teacher agency attends to the interaction of the agent with structural and contextual influences. Agency can be enacted individually, in relation with others with similar beliefs and contexts, and/or collectively with others who possess disparate talents and operate in other contexts. Enacted in these ways, teacher agency provides avenues for critiquing and combatting the status quo in schools, providing children from minoritized backgrounds with equitable access to educational opportunities, and collaborating with stakeholders from outside of the educational institutions. While there is great potential for teacher agency to contribute to positive changes in the profession of teaching, in educational settings, and in the broader community, there are misperceptions (e.g., agency is classroom-bound, agency is fixed and invariable, agency is always about resistance) that sometimes limit educators’ abilities to enact agency. In order to support teacher agency, teacher educators must examine their curricula, their roles and responsibilities in supporting preservice and in-service teachers’ understandings of agency, and their own willingness to act as agents of change.
The Influence of Pedagogical Entrepreneurship in Teacher Education
Authors: Haara Frode Olav , Jenssen Eirik S.
Published: July 2019

Pedagogical entrepreneurship is a teaching and learning approach that emphasizes means and possibilities within school subjects, in opposition to reproductive, transmissible, and goal-oriented approaches. Political and education research voices strongly argue for implementation of pedagogical entrepreneurship in all school subjects, due to its lifelong learning perspective. This implies that students of today and tomorrow must be trained in the didactic of possibilities, how to explore and investigate, and how to create value for themselves and others. This calls for an epistemological transformation of subject-specific content knowledge that allows interpretation in many ways and development of a growth mindset.

Pedagogical entrepreneurship is recognized by being innovative and explorative, whether it is about economic growth, values, scientific approach, or making a difference. A narrow definition of entrepreneurship (or enterprise education) includes emphasis on establishing and running a business of some kind. Pedagogical entrepreneurship calls for a broader definition of the entrepreneurship area, since it frames priority of practical, problem-based, research-based, and lifelike activities for the students, cooperation with local businesses, organizations, and life outside school. Pedagogical entrepreneurship allows the students to gain understanding of the complex nature of real-life issues, influence teaching practices, and experience strong relevance of the learning goals, which is likely to increase students’ inner motivation and their experience of holistic learning of content knowledge. Therefore, pedagogical entrepreneurship can appear as a leader philosophy, a way to organize teaching, and specific student activities.

Implementation of new approaches to teaching and learning is always associated with issues and teacher concerns and requires continuing teacher profession development, for instance through attention in teacher education programs and students’ experience with pedagogical entrepreneurship during their teacher education. A way to meet this scenario is to vitalize the broad definition of pedagogical entrepreneurship in teacher education programs in such a way that the teacher education students may operate as change agents when they start to teach after they have graduated. The development, mapping, and introduction of entrepreneurial teaching resources in teacher education will establish the foundation for a didactic of possibilities—an entrepreneurial didactic that may influence students’ motivation and in-depth learning of school subjects.
Teacher Leadership and Professionality
Authors: Frost David
Published: July 2019

The concept of teacher leadership emerged in the United States in the 1980s but increasingly it has featured in the contemporary international discourse about professionalization and modernization. It is best understood against the backdrop of the emergence in the literature of an awareness of the importance of the distinction between educational leadership and school management. A key dimension of that discussion is the concept of transformational leadership, which emphasizes that the goal of leadership is change rather than the maintenance of the status quo. Linked to this is the view that improved outcomes can only be secured when organizational conditions are modified to enable practitioners to develop as individuals and in relation to one another. The idea of distributed leadership is integral to this perspective, which leads to a focus on teachers as potential agents of change. However, interpretations of the concept of teacher leadership are shaped by the realities of hierarchical organizational structures and the way policies related to curriculum and assessment lead to patterns of accountability. Middle managers inevitably focus on management at the expense of leadership. Perhaps unsurprisingly, the most common distinction drawn in the literature on teacher leadership is between formal and informal, a distinction which reflects the emphasis on designated roles of responsibility within organizations rather than the actual practice of leadership. An alternative conceptualization is that of non-positional teacher leadership, which hinges on the teacher’s professionality and the possibility that leadership could be part of any teacher’s construction of their professional identity. There is a body of evidence emerging that indicates the possibility that any education practitioner can be enabled to develop their human agency and moral purpose and so become an effective agent of change.
Relational Materialism
Authors: Bodén Linnea , Lenz Taguchi Hillevi , Moberg Emilie , Taylor Carol A.
Published: July 2019

Relational materialism was first articulated and framed within Actor Network Theory. In educational research, the concept has emerged with the growing influence of Agential Realism and New Material Feminism, and in the engagements in the “turn to materiality” and/or “turn to ontology.” A relational materialist approach to educational studies can be narrowed down to three key principles: the principle of general symmetry; the principle of material semiotics; and the principle of method. The enactment of relational materialism depends on how these principles come to work in the engagement with central educational problems, such as subjectivity, performativity and practice. Relational materialism takes the starting-point in the problems and concerns of human and material actors or agents, for whom the research can make a difference. While doing so, it acknowledges the methodological difficulties and possibilities when carefully attending simultaneously to discourse, materialities and their relations. Striving towards a methodological sensibility, the enactment of relational materialism in education research entails the emergence and creation of more and multiple methods to know the multiple realities of education. This also makes it possible for relational materialist research to become productive of new and additional educational realities that can, perhaps, make an affirmative difference to the actors or agents concerned.
Teacher Research in Teacher Education
Authors: Kervin Lisa , Comber Barbara
Published: July 2019

Teacher research is well established internationally. Teacher research serves an important role for teacher education, both as the object of academic study and as a practice within programs and the profession. Teacher research has the potential to build teacher knowledge for practice, in practice, and of practice. An understanding of the role of research in these different types of knowledge, enables a demonstration of both the richness of and potential for the education field. Research has an important role in both preservice and in-service education and the potential to bring about change personally, professionally, and politically.