How are action researchers contributing to knowledge democracy? A global perspective

ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.     

The global classroom: advancing cultural awareness in special schools through collaborative work using ICT

This paper reports research on cross‐national collaboration through Information and Communications Technology (ICT) within the statutory curricula of 10 special schools in Northern Ireland and the Republic of Ireland. Working in north–south paired classes, the pupils carried out joint tasks using asynchronous computer conferencing and videoconferencing. The full spectrum of learning difficulty and disability was represented amongst the participating pupils. Interviews were conducted to elicit the views and experiences of the teachers in the 2002/03 cohort. The main aims were to discover whether cultural awareness developed through joint tasks using the two technologies, if computer conferencing improved literacy and ICT skills, and if videoconferencing enhanced oral communication. The results showed that cultural awareness developed as far as cognition allowed, when pupils in partner schools became aware of similarities as well as differences. Those with sufficient keyboard ability benefited from computer conferencing and ICT competence improved, but the much preferred medium for collaborative, inter‐school work was videoconferencing. All but the most dependent pupils could participate, and valuable, transferable social and communication skills were acquired.     

Agents for change: policy and practice towards a more gender‐inclusive science education

A range of initiatives aimed at a more gender‐inclusive science curriculum has developed in many countries. In this paper five countries are used to illustrate these developments. They have occurred usually in the context of relevant policy statements, but sometimes in the absence of a policy, through activists, often outside the school system. At times policies developed within the education system act in opposition to a change towards greater gender equity in science education. However, when policies are in place and made visible, and where feedback and adequate monitoring are required change has occurred. The successful incorporation of gender equity awareness and practices into the professional role and practice of teachers requires adequate resources to support change.     

Leading,managing and participating in inter-university teaching grant collaborations

In this paper we examine the leadership and management of multi-university collaborations funded by national teaching grants. The paper commences with a review of literature relating to stages of project development, key operational issues, impediments to collaboration and the leadership and management of teaching grant collaborations. Finally, we explore critical success factors in teaching grant collaborations from three perspectives – those of leader, manager and team member.     

Integrating ICT into classroom practice in modern foreign language teaching in England: making room for teachers' voices

Current government policy in the UK places teachers of all subject areas under pressure to embed ICT into their pedagogic practice to improve teaching and learning. This article attempts to compare that policy with the situated reality of a small number of Modern Foreign Language teachers striving to comply. The voices of four teachers are presented as they began to embed the use of ICT (primarily their newly acquired Interactive Whiteboards) into their existing classroom approach. The story of their developing practice is examined for signs of transformation; the complexity of a real situation is thus contrasted with a simplified ideal. By means of this investigation, examples of sophisticated pedagogical thinking are explored to demonstrate that it is perhaps not so easy to transform the learning process, with or without ICT.

La politique actuelle du gouvernement du Royaume‐Uni exerce une pression sur les enseignants de toutes matières pour qu'ils intègrent les technologies d'information et de communication dans leurs pratiques pédagogiques afin d'améliorer l'enseignement et l'apprentissage. Cet article essaye de comparer cette politique avec la réalité contextualisée d'un petit nombre de professeurs de langues étrangères qui font leur possible pour s'y conformer. Les voix de quatre enseignants y sont présentées alors qu'ils commençaient à intégrer l'informatique (et en particulier leurs tableaux interactifs récemment acquis) dans leur approche pédagogique actuelle. L'histoire du changement de leurs pratiques est remise en question pour trouver des indications de transformation. La complexité d'une situation réelle peut alors être mise en contraste avec une idée simplifiée. De par cette étude, on peut examiner des exemples de la réflexion pédagogique développée pour montrer que ce n'est pas tellement facile de transformer les méthodes d'apprentissage, avec ou sans l'outil informatique.

Die Gegenwärtige Regierungspolitik in Großbritannien setzt Lehrkräfte aller Schulfächer unter Druck, moderne Informationstechniken in ihre pädagogische Praxis einzubeziehen, um den Unterricht und den Lernprozess zu verbessern. Dieser Beitrag versucht, diese Politik mit der realen Situation einer kleinen Anzahl von SprachlehrerInnen zu vergleichen, die sich bemühen, den Anordnungen nachzukommen. Die Stimmen von vier Lehrkräften werden vorgelegt, die damit begonnen haben, Informations‐ und Kommunikationstechnologie (hauptsächlich ihre neu erworbenen interactive whiteboards (interaktive Tafeln)) in ihre gegenwärtige Unterrichtsmethode einzubeziehen. Es wird untersucht, welche Veränderungen es bei zunehmender Praxis gibt. Die Vielschichtigkeit einer realen Situation wird somit dem vereinfachten Idealfall gegenübergestellt. Mittels dieser Untersuchung werden Beispiele hochentwickelten pädagogischen Denkens erforscht und dazu verwendet, um zu zeigen, dass es doch nicht so einfach ist, den Lernprozess zu verändern—mit oder ohne ICT.

La política actuel del gobierno del Reino Unido sitúa a los profesores de todos los departamentos bajo la presión de arraigar ICT en la práctica de su pedagogía para mejorar la enseñanza y el aprendizaje. Este artículo intenta comparar esa política con la realidad de un pequeño número de profesores de idiomas extranjeros que se esfuerza por llevarla a cabo. La voz de cuatro profesores nos presenta como empoezaron a arraigar el uso de ICT (primeramente con la reciente adquisición de los Whiteboards Interactivos) como enfoque en sus clases actuales. La historia de su práctica en desarrollo está acompañada de indicios de cambios. Por eso la complejidad de una situación real se contrasta con un ideal más simplificado. Por medio de esta investigación, se exploran ejemplos de pensamiento pedagógico sofisticado para demostrar que quizás no sea tan fácil transformar el proceso de aprendizaje, con o sin ICT.     

Understanding the Role of Neuroscience in Brain Based Products: A Guide for Educators and Consumers

The term brain based is often used to describe learning theories, principles, and products. Although there have been calls urging educators to be cautious in interpreting and using such material, consumers may find it challenging to understand the role of the brain and to discriminate among brain based products to determine which would be suitable for specific educational goals. We offer a framework for differentiating the multiple meanings of the brain based label and guidelines for educators and consumers to use when evaluating educational products labeled as brain based. The guidelines include: identifying educational goals and target student populations, aligning goals and product purposes, reviewing product merits, identifying benefits and limitations of the product, and characterizing the product's impact on behavioral performance.     

Admiration for virtue: Neuroscientific perspectives on a motivating emotion

Social emotions like admiration for another person’s virtue are often associated with a desire to be virtuous one’s self, and to engage in meaningful and socially relevant activities against any odds (Haidt & Seder, 2007). These emotions can profoundly inspire us, sometimes motivating our most significant life-course decisions. Yet despite the cognitive maturity and complexity of knowledge required to induce an emotion like admiration for virtue, our recent study of the brain and psychophysiological correlates of experiencing this emotion revealed significant involvement of low-level brain systems responsible for the feeling of the gut and the maintenance of basic life regulation (Immordino-Yang, McColl, Damasio, & Damasio, 2009). These findings contribute an interesting jumping-off point for reexamining the educational study of motivation states because they suggest that, contrary to current conceptions in educational research, nonconscious, low-level physiological processes related to survival and bodily sensation may be critical contributors to intrinsic motivation.     

Special education provision in Zimbabwe

Munhuweyi Peresuh, Senior Lecturer in Special Education at the University of Zimbabwe, and Lesley Barcham, Distance Learning Co-ordinator, with the British Institute of Learning Disabilities, examine issues of policy, provision, facilities and human resources characterising special education in Zimbabwe, and analyse the key opportunities and difficulties in providing special education in a developing country. Their article examines the impetus for growth in integrated provision for children with disabilities and difficulties in learning.