title: The contructivist paradigm and some implications for science content and pedagogy

authors: Carr, Malcolm

abstract: Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself.

text: The contructivist paradigm and some implications for science content and pedagogy Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself.

year: 1997

title: Decoupling equality, diversity, and inclusion from liberal projects: Hailing indigenous contributions to institutional change

authors: Verbos, Amy Klemm

subjects: ethnic minorities

abstract: Purpose - The purpose of this paper is to bring wider-reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion. Design/methodology/approach - The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice. Findings - Liberal feminists' two-fold transformative aspirations for gender equality and deeper respect for currently marginalized "feminine" values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change. Practical implications - This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research. Social implications - An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life. Originality/value - Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice - in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

text: Decoupling equality, diversity, and inclusion from liberal projects: Hailing indigenous contributions to institutional change Purpose - The purpose of this paper is to bring wider-reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion. Design/methodology/approach - The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice. Findings - Liberal feminists' two-fold transformative aspirations for gender equality and deeper respect for currently marginalized "feminine" values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change. Practical implications - This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research. Social implications - An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life. Originality/value - Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice - in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

year: 2012

title: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge

authors: Middleton, Sue

subjects: culture

abstract: This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

text: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

year: 2009