Producing and practising social justice policy in education: A policy trajectory study from queensland,Australia

Recent philosophical debates have questioned the bases of identity politics in educational research and elsewhere, drawing attention to complexity and diversity of identity. These arguments will be briefly rehearsed, with reference to feminist theory. The criticism that one facet of identity (e.g. gender) cannot be analysed in isolation from others has sometimes been addressed via the study of the 'intersection' or 'interaction' of these various facets. However, others have attacked such approaches, maintaining that such aspects of identity are inseparably intermeshed, and beyond analysis. The poststructuralist account of the self and diversity appears to offer an analytical approach which can address such problems, yet poststructuralist theory also problematises many of the fundamental assumptions underlying emancipatory research in education and elsewhere. This article seeks to debate these various issues, with reference to research in schools. It argues the validity of research concerning specific aspects of identity. Drawing on concepts from feminist theory and reader response criticism, it outlines an approach to such work which rejects the dualisms of relativism/realism, similarity/diversity.     

A study of the scientific interests of dwellers in small towns and in the country

Congress's role in defining and promoting equality of educational opportunity has evolved over the past 55 years since Brown v. Board of Education. Most recently, all three branches of the federal government have focused more on equality of educational opportunity for individual students rather than for protected classes. In this article, the authors combine two different frameworks to assess Congress's evolving role in ensuring equality of educational opportunity for all students—particularly given the new political and economic realities facing the nation. The first is federalism; the second is policy instruments for advancing varied goals in education, which the authors use to examine specific policy domains where Congress might increase its impact on equality of educational opportunity. These domains are concerned with “incentivizing equity” through competitive grants designed to reduce racial and socioeconomic inequality, improving existing categorical grant programs to make them more targeted and efficient, and strengthening enforcement of existing policies and programs. Throughout, the authors consider how recent research about equality of best be brought to bear on congressional priorities. In conclusion, they discuss the political realities facing Congress in 2012 and beyond, including partisanship and the prospect of cuts to pre-K-12 education spending.     

Conceptual framework for structuring future agricultural colleges and universities in industrial countries

Abstract

Agricultural colleges and universities in industrial countries are faced with declining numbers of students and the need to carefully evaluate alternative structures and functions to meet the challenges of a sustainable food supply. Current education and research are compartmentalized into classical departments and disciplines that often ignore the complex realities of natural, agricultural, and other human-designed systems. Communication with the agricultural industry likewise is confined to answers to specific questions that are perceived to be within the domain of specialized research and expertise. There is relative isolation from the natural resource environment and the urban society context. We propose two models for greater integration of learning activities among departments as well as moving more research and education into the field and food system. These alternative strategies broaden the concept of ‘faculty’ to include educators from farming, business, government, and non-profit groups, and promote team research and education within the context of the natural environment and with urban society. This type of action research and action learning can provide answers to immediate questions as well as contribute to a long-term, sustainable, locally-based food system through students who are prepared to deal with complex issues in the future.     

Marketing Theory and Practice On‐line: a Development Towards International Collaboration

The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels.     

The redistributive equity of affirmative action: Exploring the role of race,socioeconomic status,and gender in college admissions

This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20% of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done.     

Open-ended Cases in Agroecology: Farming and Food Systems in the Nordic Region and the US Midwest

Abstract

Our aim is to describe open-ended case studies for learning real-life problem solving skills, and relate this approach to conventional, closed-ended decision case studies. Teaching methods are open-ended cases in agroecology, an alternative to traditional strategies that lead students through prepared materials and structured discussions to determine an outcome already known to the instructor. Our method promotes a culture of curiosity. Multiple evaluation criteria show how this learning strategy provides students with practice in researching, envisioning and designing potential scenarios for clients in the field. In agroecology case studies, students and instructors are co-learners in a discovery process that includes gathering information from key clients, interviewing major stakeholders, and building an understanding of the current context of the local farming and food systems. Two agroecology courses in Norway, a field course in the US Midwest, and an experimental course in Sweden and Vietnam illustrate this learning strategy. Student evaluations of learning have been highly positive, and skills and methods from courses have been applied in their thesis projects and professional careers.

Practical results reveal that students are well prepared for an uncertain, complex, multi-dimensional and dynamic future, have the capacity to develop alternative future scenarios, and have practiced methods to evaluate options based on production, economic, environmental and social criteria and impacts. This innovative strategy is offered as a complement or alternative to conventional decision case studies and evaluated as an approach to experiential learning, an important and effective method for adult learners.