Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

This article describes a multistep intervention developed for an undergraduate course called ‘Advocating Diversity in Higher Education.’ The goal of the intervention was to affirm diversity and foster a sense of inclusion among students within and beyond the course. We contextualize the intervention in student protests during 2015 and 2016 regarding racial and other forms of discrimination on college and university campuses in the United States, and we describe how it is informed by several theoretical frames and associated practices: intersectionality, belonging, and radical pedagogical partnership. Co-authored by the faculty member who co-designed and co-taught the course, an undergraduate student who co-designed the course, and a recent graduate who co-created the course when she took it, the article embodies the inclusion and radical partnership it analyzes. It is intended to offer individuals working in higher education an intervention that can be adapted across contexts.     

新督导模式带来的启示

新督导模式是通过借鉴发达国家和地区教育督导的先进经验,特别是中英甘肃基础教育项目的成果,结合西南地区项目县的实际情况,融入新的督导理念和方法,探索和形成新的中小学学校督导模式。论述新督导模式与传统督导模式的区别与联系,指出新模式对督导工作的启示。     

Learning communities and fair trade in doctorates and development: report of a collaborative project

This article reports the second stage of a study examining an academic partnership in which Bangladeshi doctoral students in a western university focus their research in the grounded context of Bangladesh and investigate the processes for change. After briefly outlining the previous published stage which examined the academic trade in higher education with developing countries, the article builds on the concept of fair academic trade to critically reflect on the development of a doctoral learning community, a publication project and three specific doctoral studies. The methodological approach is one of participatory action research, with focus on critical reflection on practice.     

Dissensus,Street Art and School Change

This article draws upon Rancière’s concepts of the ‘distribution of the sensible’ and ‘dissensus’ in order to explore some of the tensions and processes at work in a multi‐year school change project that sought to transform a school through the ‘urban arts’. Building on student interest in extracurricular Hip‐Hop and street art programming, the school tried to integrate the urban arts across the curriculum through a partnership with local arts organisations and university researchers. While there were a number of project successes, the project also faced significant resistance, which in Rancière’s terms might be inevitable since the project tried to transform the dominant ways of doing and making in the school, displacing those who no longer saw themselves reflected. We understand the tensions in light of the disruptive power of street art and Hip‐Hop culture, but also as manifestations of antiblackness in education. Using data from a three‐year critical ethnography, we share a series of narrative vignettes which unpack the role of the visual arts in challenging the distribution of the sensible at the school, and offer insight into how teachers might have been better invited in as participants in dissensus.     

Working in Creative Partnership with Students to Co-Produce Neuroanatomy e-Learning Resources in a New Era of Blended Learning

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive toward blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership organization for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.     

关于中国全球环境变化人文因素研究发展方向的思考

人类如何合理管理“地球生命支撑系统”，以满足人类对可持续发 展的追求，是 全球环境变化（Global Environmental Change, 简称GEC）研究必须回答的问题。国际全球\\\\\\r 环境变化人文因素计划（International Human Dimensions Programme on Global Environ mental Change，简称IHDP）侧重于全球环境变化的人文因素（Human Dimensions of Globa l Environmental Change，简称HDGEC）研究方面。本文在对国际HDGEC研究发展大势进行科 学判断的基础上，概述了中国在HDGEC研究方面的进展，分析了我国HDGEC研究面临的挑战和 机遇，探 讨了我国HDGEC研究的未来发展走势。我国HDGEC研究应根据国情，着眼全球，把 握趋势与时机，在重大研究问题、能力建设等方面有所发展、突破。     

我国风险投资基金管理模式探析

伴随着近年来风险投资研究热潮的兴起，国内学者对是否在我国推行有限合伙制有很大争议。本文在分析有限合作制治理效率的基础上，认为在不同的法律环境中完全可以通过其他的组织安排来模拟有限合作制运作。近年来，一种新的风险投资制度安排——管理公司模式在中国的兴起，从一个侧面也说明了，有限合伙制独特的税收方式、报酬机制并不是起决定作用的。     

Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education

The viewpoint of parents has been scarcely studied in classroom assessment research. We address this research gap by examining parents’ beliefs about assessment in the context of Finnish basic education (grades 1–9). A socioculturally oriented framework is developed to study the beliefs of parents. With this newly formulated framework, we qualitatively analyse parents' open-ended responses based a large-scale questionnaire study (N = 622). Our findings show that in the low-stakes assessment culture of Finland, parents largely framed assessment through a pedagogical conception that reflects the learning purposes of assessment. A societal conception of assessment was also strongly present, as parents believed that assessment should produce numerical data for the purposes of measurement and comparison. As a major contribution of this study, a six-dimensional conceptual framework for analyzing parents’ beliefs about classroom assessment is formulated and tested.     

Industry–school partnerships: boundary crossing to enable school to work transitions

Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment.