title: Citizenship, democracy and social justice: A conversation with Maria Olson

authors: Peters, Michael A.

abstract: Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012.

text: Citizenship, democracy and social justice: A conversation with Maria Olson Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012.

year: 2013

title: Using 2D and 3D landmarks to solve the correspondence problem in cognitive robot mapping

authors: Jefferies, Margaret E.

subjects: computer science

abstract: We present an approach which uses 2D and 3D landmarks for solving the correspondence problem in Simultaneous Localisation and Mapping (SLAM) in cognitive robot mapping. The nodes in the topological map are a representation for each local space the robot visits. The 2D approach is feature based – a neural network algorithm is used to learn a landmark signature from a set of features extracted from each local space representation. Newly encountered local spaces are classified by the neural network as to how well they match the signatures of the nodes in the topological network. The 3D landmarks are computed from camera views of the local space. Using multiple 2D views, identified landmarks are projected, with their correct location and orientation into 3D world space by scene reconstruction. As the robot moves around the local space, extracted landmarks are integrated into the ASR s scene representation which comprises the 3D landmarks. The landmarks for an ASR scene are compared against the landmark scenes for previously constructed ASRs to determine when the robot is revisiting a place it has been to before.

text: Using 2D and 3D landmarks to solve the correspondence problem in cognitive robot mapping We present an approach which uses 2D and 3D landmarks for solving the correspondence problem in Simultaneous Localisation and Mapping (SLAM) in cognitive robot mapping. The nodes in the topological map are a representation for each local space the robot visits. The 2D approach is feature based – a neural network algorithm is used to learn a landmark signature from a set of features extracted from each local space representation. Newly encountered local spaces are classified by the neural network as to how well they match the signatures of the nodes in the topological network. The 3D landmarks are computed from camera views of the local space. Using multiple 2D views, identified landmarks are projected, with their correct location and orientation into 3D world space by scene reconstruction. As the robot moves around the local space, extracted landmarks are integrated into the ASR s scene representation which comprises the 3D landmarks. The landmarks for an ASR scene are compared against the landmark scenes for previously constructed ASRs to determine when the robot is revisiting a place it has been to before.

year: 2005

title: The Critical Juncture in Aotearoa New Zealand and The Collective Future: Policy Issues in Settler/Invader Colonial Zombiism Found in “Biculturalism”

authors: Simon, Hemopereki

abstract: This theoretical Kaupapa Māori writing inquiry study seeks to explore the settler colonial nature of Aotearoa New Zealand. The research finds that biculturalism, as a neo-liberal and settler-colonial construct does not provide for either tino rangatiratanga or mana motuhake. Indeed, biculturalism fails to provide for indigenous inclusion and actively suppresses the recognition of mana motuhake. Biculturalism is found to fit Beck’s definition of Zombie Concepts. These are social concepts that are dead and yet kept alive in their use by scholars and society to describe the growing fiction of traditional social institutions and in being kept alive maintain, in this case, settler colonial and colonial power structures. The main argument is that Biculturalism is neoliberal and settler colonial public discourse, that needs to be unpacked and then discarded because it does not provide for tino rangatiranga or mana motuhake.

text: The Critical Juncture in Aotearoa New Zealand and The Collective Future: Policy Issues in Settler/Invader Colonial Zombiism Found in “Biculturalism” This theoretical Kaupapa Māori writing inquiry study seeks to explore the settler colonial nature of Aotearoa New Zealand. The research finds that biculturalism, as a neo-liberal and settler-colonial construct does not provide for either tino rangatiratanga or mana motuhake. Indeed, biculturalism fails to provide for indigenous inclusion and actively suppresses the recognition of mana motuhake. Biculturalism is found to fit Beck’s definition of Zombie Concepts. These are social concepts that are dead and yet kept alive in their use by scholars and society to describe the growing fiction of traditional social institutions and in being kept alive maintain, in this case, settler colonial and colonial power structures. The main argument is that Biculturalism is neoliberal and settler colonial public discourse, that needs to be unpacked and then discarded because it does not provide for tino rangatiranga or mana motuhake.

year: 2022