title: Commonsense, coercions of logic, and the death drive: Responding to reviews of 'In Search of Responsibility as Education'

authors: Estellés, Marta

abstract: This panel takes up the 2024 AAACS call for alternative session formats for its annual conference: the book review panel. Taking a slightly different approach to the book review format, the presenters generate new lines of thought related to a book review symposium in press at Studies in Philosophy and Education on presenter 1’s 2023 book publication with Routledge’s Studies in Curriculum Theory Series.

text: Commonsense, coercions of logic, and the death drive: Responding to reviews of 'In Search of Responsibility as Education' This panel takes up the 2024 AAACS call for alternative session formats for its annual conference: the book review panel. Taking a slightly different approach to the book review format, the presenters generate new lines of thought related to a book review symposium in press at Studies in Philosophy and Education on presenter 1’s 2023 book publication with Routledge’s Studies in Curriculum Theory Series.

year: 2024

title: Students’ experiences of learning in a virtual classroom

authors: Gedera, Dilani S.P.

subjects: E-learning

abstract: Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students’ learning. This article attempts to develop a better understanding of students’ experiences of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the synchronous technology— Adobe Connect virtual classroom, used in an online learning environment affected students’ active participation in e-learning activities. The article also offers some suggestions that can be of use to instructors who teach online courses.

text: Students’ experiences of learning in a virtual classroom Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students’ learning. This article attempts to develop a better understanding of students’ experiences of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the synchronous technology— Adobe Connect virtual classroom, used in an online learning environment affected students’ active participation in e-learning activities. The article also offers some suggestions that can be of use to instructors who teach online courses.

year: 2014

title: Exploring the nature of intimate relationships: A Māori perspective

authors: King, Pita

subjects: Maori

abstract: The 2002 World Report on Violence states that violence occurs in about 70 percent of intimate relationships (Krug, Dahlberg, Mercy, Zwi, & Lozano, 2002). New Zealand research indicates that more than a quarter of relationships have experienced intimate partner violence (IPV), with Māori (Indigenous people of New Zealand) women three times more likely to experience IPV in their lifetime. Utilising Kaupapa Māori (Māori-centred approach) and narrative methodologies, this paper explores the nature of intimate relationships from a Māori perspective, investigating how Māori initiate intimate relationships, attempt to maintain positive intimate relationships and when applicable, exit intimate relationships. The findings from two case studies reveal that intimate relationships involve identity negotiation and an incorporation of cultural values. Communication processes are highlighted as a facilitating factor of intimate relationships.

text: Exploring the nature of intimate relationships: A Māori perspective The 2002 World Report on Violence states that violence occurs in about 70 percent of intimate relationships (Krug, Dahlberg, Mercy, Zwi, & Lozano, 2002). New Zealand research indicates that more than a quarter of relationships have experienced intimate partner violence (IPV), with Māori (Indigenous people of New Zealand) women three times more likely to experience IPV in their lifetime. Utilising Kaupapa Māori (Māori-centred approach) and narrative methodologies, this paper explores the nature of intimate relationships from a Māori perspective, investigating how Māori initiate intimate relationships, attempt to maintain positive intimate relationships and when applicable, exit intimate relationships. The findings from two case studies reveal that intimate relationships involve identity negotiation and an incorporation of cultural values. Communication processes are highlighted as a facilitating factor of intimate relationships.

year: 2012