title: "Internet universality": Human rights and principles for the internet

authors: Peters, Michael A.

subjects: Internet

abstract: This paper details proposals by UNESCO to manufacture and draft a concept of “Internet Universality” that adopts a human-rights framework as a basis for articulating a set of principles and rights for the Internet. The paper discusses various drafts of this concept before examining the Charter of Human Rights and Principles for the Internet put forward by The Internet Rights & Principles Dynamic Coalition based at the UN Internet Governance Forum, and the working law Marco Civil da Internet introduced by Brazil.

text: "Internet universality": Human rights and principles for the internet This paper details proposals by UNESCO to manufacture and draft a concept of “Internet Universality” that adopts a human-rights framework as a basis for articulating a set of principles and rights for the Internet. The paper discusses various drafts of this concept before examining the Charter of Human Rights and Principles for the Internet put forward by The Internet Rights & Principles Dynamic Coalition based at the UN Internet Governance Forum, and the working law Marco Civil da Internet introduced by Brazil.

year: 2014

title: Teachers as researchers

authors: Mills, Judith Patricia

abstract: Research in educational settings has often been undertaken by a third-person (a term used by Ball, 2000), who sits  on  the  edge  of  the  classroom,  maybe  moves  among  the  students  from  time  to  time,  and  looks  ‘at’  the teaching taking place. The assumption was that an outside observer may see and hear things taking place that the  teacher  takes  for  granted,and  may  notice  things  occurring  that  might  not have been  planned  for  by  the teacher. This approach harks back to research objectivity and a value-free research agenda (Denzin & Lincoln, 2005).  However, while an outsider seeks to understand what goes on in the lessons, he/she does not necessarily appreciate  or  understand  some  of  the  relational,  historical  and  affective  factors  beyond  that  gaze,and  that combine  in  the  interactions,  classroom  climate  and  situation  ofthat  moment.  The first-person approach  to research  in  educational  settings  means  the  teacher  is  in  a  position  to  probe  beneath  the  observed  actions associated  with  their  practice  and  focus  on  issues  arising  through  the  questioning,  evidence  gathering  and analysing  of  their  actions  alongside  their  students’  learning.  First-person  research  by  teachers  brings  to scholarly research and writing,a perspective direct from the classroom practitioner. Practitioner research, or the first-person approach to research, is referred to as ‘working in the inside’(Ball, 2000). Ball advocated that this form of research provides a valuable contribution to the improvement of teaching as teachers examine in depth some of the puzzles associated with classroom practice.

text: Teachers as researchers Research in educational settings has often been undertaken by a third-person (a term used by Ball, 2000), who sits  on  the  edge  of  the  classroom,  maybe  moves  among  the  students  from  time  to  time,  and  looks  ‘at’  the teaching taking place. The assumption was that an outside observer may see and hear things taking place that the  teacher  takes  for  granted,and  may  notice  things  occurring  that  might  not have been  planned  for  by  the teacher. This approach harks back to research objectivity and a value-free research agenda (Denzin & Lincoln, 2005).  However, while an outsider seeks to understand what goes on in the lessons, he/she does not necessarily appreciate  or  understand  some  of  the  relational,  historical  and  affective  factors  beyond  that  gaze,and  that combine  in  the  interactions,  classroom  climate  and  situation  ofthat  moment.  The first-person approach  to research  in  educational  settings  means  the  teacher  is  in  a  position  to  probe  beneath  the  observed  actions associated  with  their  practice  and  focus  on  issues  arising  through  the  questioning,  evidence  gathering  and analysing  of  their  actions  alongside  their  students’  learning.  First-person  research  by  teachers  brings  to scholarly research and writing,a perspective direct from the classroom practitioner. Practitioner research, or the first-person approach to research, is referred to as ‘working in the inside’(Ball, 2000). Ball advocated that this form of research provides a valuable contribution to the improvement of teaching as teachers examine in depth some of the puzzles associated with classroom practice.

year: 2019

title: The centrality of relationships for pedagogy: The Whanaungatanga Thesis

authors: Bishop, Russell

subjects: addressing educational disparities

abstract: Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

text: The centrality of relationships for pedagogy: The Whanaungatanga Thesis Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

year: 2013