Bounded decision-making,teachers’ reflection and organisational learning: How research can inform teachers and teaching

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.     

e-Authentication for online assessment: A mixed-method study

Authenticating the students’ identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e-authentication systems across distinctive end-users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of e-authentication systems would increase trust on e-assessment, and to extend, whether students’ acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). Evidence from mixed-method analysis suggests a broadly positive acceptance of these e-authentication technologies by distance education students. However, significant differences in the students’ responses indicated, for instance, that men were less concerned about providing personal data than women; middle-aged participants were more aware of the nuances of cheating and plagiarism; while younger students were more likely to reject e-authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs.     

Loyal to what? FC United's ‘shaping walk’ through football's ‘muck of ages’

This paper considers the cultural politics surrounding the formation and development of FC United of Manchester. Established in 2005 by boycotting Manchester United fans following their failed attempt to prevent Malcolm Glazer's takeover, FC United was envisaged as a radical, do-it-yourself version of the football club they wanted Manchester United to be. Driven by an idea that football and its clubs should be run in the interests of community stakeholders rather than financial investors, the supporters rejected what they saw as the more compliant and commodified relationship now demanded by attendance at or consumption of top-level English football. The paper examines how traditional notions of authenticity are articulated and understood by supporters who either embrace or reject the notion of a DIY football club. Political as well as cultural capital is at stake, disrupting traditional values of loyalty. The ambivalence experienced by increasing numbers of contemporary fans means that continuity and change seem never far apart, with football supporter culture facilitating, often simultaneously, both a yearning for what might be along with a fear for what might be lost.     

Conversation-Based Librarianship: A New Potential for Community Knowledge

The library plays a vital role as community center, a space where people of all backgrounds can come together and, more critically, a space for conversation. Conversation builds community and, as I argue in this article, fosters learning and supports our deepest-held value of intellectual freedom. These functions are particularly urgent at a time when community conversation has become increasingly rare. Libraries are in a unique position to provide a safe and trusted place for meaningful community-wide conversations. This article explores the nature of productive conversation, how this kind of conversation builds knowledge, and touches upon the different forms a library-supported conversation can take.     

From Grand Narratives of Democracy to Small Expectations of Participation

This article critically examines the invocation of democracy in the discourse of audience participation in digital journalism. Rather than simply restate the familiar grand narratives that traditionally described journalism's function for democracy (information source, watchdog, public representative, mediation for political actors), we compare and contrast conceptualisations of the audience found within these and discuss how digital technologies impact these relationships. We consider how “participatory” transformations influence perceptions of news consumption and draw out analytic distinctions based on structures of participation and different levels of engagement. This article argues that the focus in digital journalism is not so much on citizen engagement but rather audience or user interaction; instead of participation through news, the focus is on participation in news. This demands we distinguish between minimalist and maximalist versions of participation through interactive tools, as there is a significant distinction between technologies that allow individuals to control and personalise content (basic digital control) and entire platforms that easily facilitate the storytelling and distribution of citizen journalism within public discourse (integrative structural participation). Furthermore, commercial interests tend to dominate the shaping of digital affordances, which can lead to individualistic rather than collective conceptualisations. This article concludes by considering what is gained as well as lost when grand visions of journalism's roles for democracy are appropriated or discarded in favour of a participation paradigm to conceptualise digital journalism.     

Pedagogy of the Impossible: Žižek in the Classroom

If knowledge is socially constructed, then students' discursive attachments should be eminently malleable. Students' radical openness to change, however, is not the defining characteristic of a university classroom. Instead, learners appear to desire coherence of knowledge over revelations of contingency, and pedagogical acts that disrupt existing formations are as likely to produce reactionary responses as revolutionary reorganizations of the self. In this article Chris McMillan argues that neither the constructivist nor the social constructionist readings of critical pedagogy are able to account for this fixity of knowledge. In response he contends that Slavoj ?i?ek's Lacanian‐inspired theory of subjectivity and of the Real can effectively respond to the limitations of these approaches by insisting upon the pedagogical value of the lack within subjectivity. A ?i?ekian conception of subjectivity is able to respond to this lacuna by positing the negativity of the subject as the agent of transformation and to produce a “pedagogy of the impossible” that evokes the moments of impossibility within discourse embodied by the subject qua the Lacanian Real.     

Waist‐High and Knee‐Deep: Humane Learning Beyond Polemics and Precincts

In this essay, Chris Higgins sets out to disentangle the tradition of humane learning from contemporary distinctions and debates. The first section demonstrates how a bloated and incoherent “humanism” now functions primarily as a talisman or a target, that is, as a prompt to choose sides. It closes with the image of Doris Salcedo's Shibboleth, suggesting that humanism is more like the uncertain footing of Salcedo's fissure than the footholds on either side. The second section suggests that this “alien humanism” is hiding in plain sight, requiring us only to read an inch beyond the poster‐ready copy fueling the polemics. Even a cursory glance at the texts from which these epitomes are drawn — from Terence's “Nothing human is foreign to me,” through Shakespeare's “What a piece of work is a man,” to Arnold's “The best of what has been thought and said” — is enough to reconnect us with a tradition stranger and more dynamic than that portrayed by boosters and knockers alike. The third section explores the tensions between the research university and the tradition of humane letters it has come to house, arguing that it will not do to escape this rancor by hiding behind the functionalist, and ultimately circular, term “humanist,” defined as one who does research in the humanities. The final section shows that if this older tradition pulls away, to some extent, from the modern humanities, it simultaneously embraces scientific and professional fields, as demonstrated by the long tradition of the physician‐humanist.