(Ig)noble Lies: Personal Historicism and Richard Mulcaster’s Positions Concerning the Bringing Up of Children (1581)

Attempting to push early modern presentism to the radical, logical conclusion of a more personal historicism, this essay draws on a number of interpretive practices and theoretical insights – Stephen Greenblatt’s self-reflectivity, Toni Morrison’s ‘rememory’, Marianne Hirsch’s ‘postmemory’, bell hooks’s ‘passion of experience’, and Linda Charnes’s alternative historicism – to establish the ethical and interpretive significance of my own painful situatedness as an African American man in Renaissance/Early Modern studies. Specifically, I illustrate that significance in a reading of Richard Mulcaster’s Positions Concerning the Bringing Up of Children, a sixteenth-century educational treatise that responds, as I argue, to early modern educational access and social mobility with an insidiously complex, exclusionary admissions policy.     

International inter‐organisational arrangements in higher education: Towards a typology

Abstract

This article attempts to provide clarity in the maze of international inter‐organisational arrangements in higher education. Developments that fuel the establishment of such linkages are identified. First, the changes in the production of knowledge, changes in resource dependencies and increased opportunities for interaction through new technologies, demand interaction with other universities and organisations, in activities that previously took place within the organisational boundaries of the university. In addition, universities increasingly cross national borders. Students, scholars and employers demand and value the experience gained through international experiences. Liberalisation of trade markets and new modes of delivery expand opportunities for transnational education and the need for inter‐organisational interaction. On the basis of several classifications of cooperation in higher education and using concepts from organisational and management studies, we develop a multidimensional typology of international inter‐organisational cooperation. Critical dimensions identified in this typology are size, scope, nature of integration and intensity.     

A Survey of Opinion on Methods of Professional Development for Secondary Heads

This paper describes a school management development programme aimed at developing managerial skills and responsibilities across the whole school staff. The paper describes why there is possibly some antipathy to this topic for in‐service education and training (INSET). The approach chosen was to use teachers’ current managerial tasks as the focus for the development so that in conjunction with extant self‐study materials, teachers could design their own INSET appropriate to their current perceived needs.     

La segunda lengua en el preescolar: Una propuesta de diseño

Uno de los principales problemas que plantea la enseñanza de una segunda lengua es el de contrarrestar la corriente «gramaticalista» imperante durante muchos años en nuestras escuelas, donde el acercamiento a otras lenguas ha sido sinónimo para el niño de conjugaciones, reglas de formación de plurales, listas interminables de vocabulario y, como mucho, «contextualizaciones» en aeropuertos y otros escenarios de semejante inadecuación para el mundo de intereses del alumno. En este artículo se pone de relieve que, si ese enfoque suele ser inoperante en el caso de alumnos con edad suficiente para acometer y entender un acercamiento «metalingüístico» a una segunda lengua, resultaría dramático en edades inferiores, abogando por un enfoque pragmático y comunicativo.     

Ecological dynamics as a theoretical framework for development of sustainable behaviours towards the environment

This paper proposes how the theoretical framework of ecological dynamics can provide an influential model of the learner and the learning process to pre-empt effective behaviour changes. Here we argue that ecological dynamics supports a well-established model of the learner ideally suited to the environmental education context because of its emphasis on the learner–environment relationship. The model stems from perspectives on behaviour change in ecological psychology and dynamical systems theory. The salient points of the model are highlighted for educators interested in manipulating environmental constraints in the learning process, with the aim of designing effective learning programmes in environmental education. We conclude by providing generic principles of application which might define the learning process in environmental education programmes.     

MAGIS: mobile augmented-reality games for instructional support

ABSTRACT

We present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework.     

No Child Left Behind and the Denigration of Race

Race is the social expression of power and privilege, and new racial configurations take shape in conjuction with alterations in the political economy of American society. This article examines the relationship of educational policy to the emergence of a new conception of racism that has appeared in the post-civil rights era: colorblind racism. Colorblind policies are championed as fair and just, congruent with the egalitarian aspirations of the Civil Rights Movement that culminated in the passage of the Civil Rights Act in 1964. In rendering invisible the salience of race, the goal of colorblindness is to make advantage appear as a logical consequence of the natural order of things. The non-recognition of race as a form of political power tacitly enables the colorblind ideal to steer education policy toward the reinforcement of the dominant culture as the norm and the maintenance of hegemonic social arrangements. The insinuation of colorblindness into the culture of educational policymaking, and of No Child Left Behind in particular, suggests that substantive educational restructuring may not be part of the nation's racial agenda.