title: Education: a space to survive and thrive?

authors: O'Sullivan, Mary

subjects: teacher educator

abstract: The article presents our response to some ideas presented by David Kirk in his 2012 Scholar Lecture to the Physical Education and Sport Pedagogy Special Interest Group of the British Educational Research Association Annual Conference in September 2012. We seek to present an alternate view to one aspect of Kirk's argument which supports a view that physical education pedagogues are marginalised in academia and that such a status is attributed at least in part to their professional positioning within the field of education and within schools or faculties of education. We argue that a career as a scholar in the university sector means understanding the goals and priorities of the particular university where you work and how your interests and capacities align. We argue that being a teacher educator or a sport pedagogy scholar in a College of Education or in a Department of Human Movement Studies is not the central defining characteristic in progressing your career. What matters is that the priorities of your department and the attitude of your colleagues to your teaching and research align with your capacities and interests. We reject what we read as the message that being involved in teacher education is not a good career move in the contemporary university. While we acknowledge challenges to teacher education in England and elsewhere, this is not a reason to abandon research on teaching/teacher education or careers in schools/departments of education.

text: Education: a space to survive and thrive? The article presents our response to some ideas presented by David Kirk in his 2012 Scholar Lecture to the Physical Education and Sport Pedagogy Special Interest Group of the British Educational Research Association Annual Conference in September 2012. We seek to present an alternate view to one aspect of Kirk's argument which supports a view that physical education pedagogues are marginalised in academia and that such a status is attributed at least in part to their professional positioning within the field of education and within schools or faculties of education. We argue that a career as a scholar in the university sector means understanding the goals and priorities of the particular university where you work and how your interests and capacities align. We argue that being a teacher educator or a sport pedagogy scholar in a College of Education or in a Department of Human Movement Studies is not the central defining characteristic in progressing your career. What matters is that the priorities of your department and the attitude of your colleagues to your teaching and research align with your capacities and interests. We reject what we read as the message that being involved in teacher education is not a good career move in the contemporary university. While we acknowledge challenges to teacher education in England and elsewhere, this is not a reason to abandon research on teaching/teacher education or careers in schools/departments of education.

year: 2013

title: Household credit to the poor and its impact on child schooling in peri-urban areas, Vietnam

authors: Doan, Tinh Thanh

subjects: school enrolment

abstract: This paper uses a novelty dataset of poor households in peri-urban areas in Vietnam to estimate impacts of small loans on child schooling. The Probit and Negative Binomial model estimates roughly indicate no strong evidence of the effect, especially of informal credit. Formal credit is likely to have positive impacts on child schooling, but its effect is not strong enough to be conclusive. The paper suggests that to obtain the target of sustainable poverty reduction, easing access to formal credit sources as well as exempting tuition and other school fees are necessary to keep poor children at schools longer.

text: Household credit to the poor and its impact on child schooling in peri-urban areas, Vietnam This paper uses a novelty dataset of poor households in peri-urban areas in Vietnam to estimate impacts of small loans on child schooling. The Probit and Negative Binomial model estimates roughly indicate no strong evidence of the effect, especially of informal credit. Formal credit is likely to have positive impacts on child schooling, but its effect is not strong enough to be conclusive. The paper suggests that to obtain the target of sustainable poverty reduction, easing access to formal credit sources as well as exempting tuition and other school fees are necessary to keep poor children at schools longer.

year: 2011-06

title: Donna Awatere on Whiteness in New Zealand: Theoretical Contributions and Contemporary Relevance

authors: Norris, Adele N.

abstract: In June 2022, Prime Minister Jacinda Ardern designated the US-based neofascist groups The Base and the Proud Boys as terrorist organisations. This designation marks one of the few times white supremacy entered the national political discourse in New Zealand. Discourses of whiteness are mostly theorised in the North American context. However, Donna Awatere’s 1984 examination of White Cultural Imperialism (WCI) in her book Māori Sovereignty advanced an analysis of whiteness in New Zealand that has received limited scholarly attention and is essentially unexplored. This paper reintroduces Awatere’s conceptualisation of WCI. It offers core tenets of WCI and theoretical insights into contemporary discussions of white supremacy that move beyond the focus of individuals and groups to a broader national framework of New Zealand. Two interrelated features of WCI, as defined by Awatere, are the minimisation and normalisation of whiteness and white racial hostility –  inherent features that maintain, protect, and reproduce the white institutionalised body as the primary beneficiary of Western European domination that will always thwart Indigenous sovereignty and equality. This paper concludes that Awatere’s articulation of WCI links whiteness in the New Zealand context to the broader network of global white supremacy that offers insight into contemporary criminal justice scholarship.

text: Donna Awatere on Whiteness in New Zealand: Theoretical Contributions and Contemporary Relevance In June 2022, Prime Minister Jacinda Ardern designated the US-based neofascist groups The Base and the Proud Boys as terrorist organisations. This designation marks one of the few times white supremacy entered the national political discourse in New Zealand. Discourses of whiteness are mostly theorised in the North American context. However, Donna Awatere’s 1984 examination of White Cultural Imperialism (WCI) in her book Māori Sovereignty advanced an analysis of whiteness in New Zealand that has received limited scholarly attention and is essentially unexplored. This paper reintroduces Awatere’s conceptualisation of WCI. It offers core tenets of WCI and theoretical insights into contemporary discussions of white supremacy that move beyond the focus of individuals and groups to a broader national framework of New Zealand. Two interrelated features of WCI, as defined by Awatere, are the minimisation and normalisation of whiteness and white racial hostility –  inherent features that maintain, protect, and reproduce the white institutionalised body as the primary beneficiary of Western European domination that will always thwart Indigenous sovereignty and equality. This paper concludes that Awatere’s articulation of WCI links whiteness in the New Zealand context to the broader network of global white supremacy that offers insight into contemporary criminal justice scholarship.

year: 2023-07-27