title: Video ethics and young children

authors: White, Elizabeth Jayne

abstract: This editorial starts an important discussion concerning the contemporary use of video that involves young children, including infants, in an age of visual culture within the open learned society that comprises the Video Journal of Education and Pedagogy. The author puts in motion an agenda for ethics committees and researchers to consider these issues carefully before determining the use of video involving young children in educational research.

text: Video ethics and young children This editorial starts an important discussion concerning the contemporary use of video that involves young children, including infants, in an age of visual culture within the open learned society that comprises the Video Journal of Education and Pedagogy. The author puts in motion an agenda for ethics committees and researchers to consider these issues carefully before determining the use of video involving young children in educational research.

year: 2017

title: Editorial: Open-themed issue: December, 2011

authors: Locke, Terry

abstract: This journal has aligned itself with this “reignition” agenda, in large part because its mission statement aligns with a commitment to strengthening the voices of English teachers, teacher educators and researchers worldwide, at a time when a range of policy pressures are posing a real threat to the professional identity of teachers and their ability to conduct their working lives in accord with their own ethical frameworks. This non-themed issue contains articles which have evolved from conference presentations (Comber and Cloonan, for example) or which have been developed by conference attendees (O’Mara and Dix, for example). Other articles vindicate the ETPC Board’s decision to make non-themed issues a regular occurrence, since they are a reminder of the fruitfulness of inviting our constituency to tell us about the thinking, practice and inquiry they have been engaging in.

text: Editorial: Open-themed issue: December, 2011 This journal has aligned itself with this “reignition” agenda, in large part because its mission statement aligns with a commitment to strengthening the voices of English teachers, teacher educators and researchers worldwide, at a time when a range of policy pressures are posing a real threat to the professional identity of teachers and their ability to conduct their working lives in accord with their own ethical frameworks. This non-themed issue contains articles which have evolved from conference presentations (Comber and Cloonan, for example) or which have been developed by conference attendees (O’Mara and Dix, for example). Other articles vindicate the ETPC Board’s decision to make non-themed issues a regular occurrence, since they are a reminder of the fruitfulness of inviting our constituency to tell us about the thinking, practice and inquiry they have been engaging in.

year: 2011

title: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

authors: Wearmouth, Janice

subjects: restorative practice

abstract: The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

text: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

year: 2012