Download or read book New Voices in Norwegian Educational Research written by Elisabeth Bjørnestad and published by Springer Science & Business Media. This book was released on 2014-02-07 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume represents the work of 12 authors, all of whom were or are working at the Department of Education at the University of Oslo. This volume aims to provide insights into the diversity of some of the research conducted during the last ten years in Norway, and to shed light on the diverse and broad field of education represented by various new voices from the Department. The contributions have in common that they represent what we can understand as Norwegian voices, at the same time they also show how Norwegian researchers are communicating with and contributing to the international field of educational research. The researchers contributing to this volume are all trained and skilled within a Norwegian tradition, and yet have a broad and international outlook. Norway is a country built on social democratic values, safely situated in one of the northern most corners of the world. During the last ten years or so, the national educational system has been challenged and adjusted to be compatible with international educational trends and expectations. This has brought Norway one step closer to more internationalized and globalized educational approaches, which is clearly shown in this volume. The major themes in this volume serve to highlight this trend with a focus on issues such as achievement goals, motivation and innovation, digital tools and technology in education and new ways of teaching and learning, which include a focus on issues concerning diversity and democracy. The editors and the authors have been collaborating since they first started out as PhD students roughly ten years ago. In this volume, the ambition is to bring together the expertise from this period, and to highlight the contribution to research conducted at the Institute. Elisabeth Bjørnestad lives and works in Oslo, where she is an Associate Professor in Teacher Education and Early Childhood Education and Care at Oslo and Akershus University College of Applied Sciences. Janicke Heldal Stray is also working and living in Oslo, and is an Associate Professor at the Norwegian School of Theology.
Download or read book New Voices in Higher Education Research and Scholarship written by Ribeiro, Filipa M. and published by IGI Global. This book was released on 2014-11-30 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher Education systems and universities worldwide are constantly being transformed due to ever-changing practices and policies. Recent research reveals the challenges between society and higher education continue to grow. New Voices in Higher Education Research and Scholarship explores the role of higher education in todays society. It discusses the rapidly changing nature of higher education around the globe, especially the relationship between higher education and social development. This reference book will be of use to policymakers, academicians, researchers, students, and government officials.
Download or read book Methodological Challenges When Exploring Digital Learning Spaces in Education written by Greta Björk Gudmundsdottir and published by Springer. This book was released on 2014-08-08 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Over the last decade, the practices by which scholarly knowledge is produced – both within and across disciplines – have been substantially influenced by the appearance of digital information resources, communication networks and technology enhanced research tools. Viewed from a methodological perspective, the rich ICT-based environment in educational settings influences research methods, ethics and the general conduct of research. Methodological Challenges When Exploring Digital Learning Spaces in Education represents a collection of work of established academics as well as emerging early career researchers all of whom focus on various methodological challenges. From numerous perspectives, the chapters in this volume deal with three particularly demanding challenges for educational research in digital learning contexts. The first challenge concerns how research manages to explore networked learning within a multi-faceted ICT environment. What kind of research designs and forms of data collection are able to grasp this complexity of multiple learning taking place within these contexts? The second challenge deals with how researchers experience the research context and interact with various actors within these settings. How to capture and understand interaction between contexts and across different dimensions of contexts in time and space? And finally, the third challenge is about exploring how children make meaning across physical places and virtual spaces. All together, these challenges are questioning the traditional research methods that we use and are familiar with. This volume is devoted to stimulating debate about the various methodological challenges facing the researcher in the digital sphere of educational research, and furthermore, exploring what kind of new methodological approaches these challenges impose. It is aimed at students, researchers and academics within education and those working with learning across disciplines and contexts interested in methodological issues. Greta Björk Gudmundsdottir lives and works in Oslo, where she is a Researcher at the Norwegian Centre for ICT in Education. Kristin Beate Vasbø also works and lives in Oslo, where she is an Associate Professor at the Department of Teacher Education and School Research, University of Oslo. "
Download or read book Teacher and Librarian Partnerships in Literacy Education in the 21st Century written by Joron Pihl and published by Springer. This book was released on 2017-03-22 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores teacher and librarian partnerships in literacy education, showing that such partnerships are essential to literacy education in 21st century. Teacher and librarian partnerships contribute significantly to the realization of the democratic mandate of the teaching and library profession. Partnerships respond to the educational challenges characterized by an unprecedented pace of knowledge development, digitalization, globalization and extensive transnational migration. The contributors reconceptualize literacy education based on teacher and librarian partnerships. Studies from Sweden, Norway and the U.K. analyze such partnerships as sociocultural and intercultural practices, documenting ways in which teacher and librarian partnerships in literacy education enhance reading literacy, learning, empowerment and social justice. The authors treat literacies as social practices, rather than as an autonomous skill, working with interdisciplinary perspectives that draw on educational research, New Literacy Studies, library and information science and interprofessional studies. Partnerships facilitate reading for pleasure and reading engagement in work with school subjects and curriculum goals, irrespective of socio-economic or cultural background or gender. The partnerships facilitate work with multimodal literacies and inquiry-based learning, both of which are essential in the 21st century. Equally important, the contributors show that the partnerships foster work with the multiple literacies of students and communities, and students’ attachment to the public and school library. The contributors also analyze tensions and contradictions in literacy education and in school library policy and practice, and attempts to deal with these challenges. Teacher and Librarian Partnerships in Literacy Education in the 21st Century brings together leading scholars in educational research and literacy studies, including Brian V. Street, Teresa Cremin, Joan Swann and Joron Pihl. The volume addresses scholars, and is relevant for students, teachers, librarians and politicians.
Download or read book Object Medleys written by Daisy Pillay and published by Springer. This book was released on 2017-11-13 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we get at the meanings of everyday (and not so everyday) objects, and how might these meanings enrich educational research? The study of objects is well established in fields such as archaeology, art history, communications, fine arts, museum studies, and sociology—but is still developing in education. Object Medleys: Interpretive Possibilities for Educational Research brings together 37 educational researchers from wide-ranging contexts and multiple knowledge fields to a dialogic space in which subjects and objects, living and nonliving, entangle as medleys to open up understandings of connections made with, between, and through objects. Object Medleys offers diverse, innovative modes and lenses for representing, interpreting, and theorising object studies. The book is distinctive within scholarship on object inquiry in that much of the research has been conducted within Southern African educational contexts. This is complemented by contributions from scholars based in Canada and the United Kingdom. The original research represented in each peer-reviewed chapter expands academic conversations about what counts as data and analysis in educational research. Overall, Object Medleys illuminates the applied and theoretical usefulness of objects in response to pressing educational and societal questions. “Object Medleys is a rich and fascinating exploration of new possibilities, with potential for research, teaching, and learning that seems almost unlimited. This book is a rich assembly of affordances for exploring and widening the role of objects in educational research. It relocates attention from language and text towards embodied and material storytelling practices where new and marginalised ways of expression can find their ways into classrooms, thereby opening completely new avenues of teaching and learning.” – Kenneth Mølbjerg Jørgensen, Professor, Aalborg University, Denmark “In a time when materiality is being brought at the centre of critical inquiry in the social sciences and humanities, this edited collection offers unique insights into the relationship between objects, subjectivities, and learning. Beautifully written and cogently argued, the book breaks new ground by casting a critical spotlight on artefacts that might appear mundane at first sight but, on closer inspection, reveal complex patterns of educational potential.” – Tommaso M. Milani, Associate Professor, University of the Witwatersrand, Johannesburg, South Africa
Download or read book Learning Identities Education and Community written by Ola Erstad and published by Cambridge University Press. This book was released on 2016-07-14 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn.
Download or read book Global Citizen Challenges and Responsibility in an Interconnected World written by Aksel Braanen Sterri and published by Springer. This book was released on 2015-02-03 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: A globalized world places new demands on us as citizens. Global Citizen – Challenges and Responsibility in an Interconnected World gives insight and perspectives on what it means to be a citizen in a global world from Norway's most distinguished scholars. It poses and answers important questions, such as which duties and rights do we have as citizens in a globalized world; which institutions are just and sustainable, and how can a global ethic and a global worldview be reconciled with the fact that the lives of the greater part of the Earth’s population is still local? Global Citizen – Challenges and Responsibility in an Interconnected World draws on insights from philosophy, jurisprudence, theology, and the social sciences to shed light on this manifold and important topic, with relevance for policy makers, stakeholders, academics, but most important, for us as citizens who need to take both a political and personal decision on how to live as a citizen in a global world.
Download or read book Power Discourse Ethics written by Kenneth D. Gariepy and published by Springer. This book was released on 2015-12-21 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this unique study, emerging higher education leader and policy expert Kenneth D. Gariepy takes a Foucauldian genealogical approach to the study of the intellectually “free” subject through the analysis of selected academic freedom statement-events. Assuming academic freedom to be an institutionalized discourse-practice operating in the field of contemporary postsecondary education in Canada, a specific kind of cross-disciplinary, historico-theoretical research is conducted that pays particular attention to the productive nature and effects of power-knowledge. The intent is to disrupt academic freedom as commonsensical “good” and universal “right” in order to instead focus on how it is that the academic subject emerges as free/unfree to think – and therefore free/unfree to be – through particular, effective, and effecting regimes of truth and strategies of objectification and subjectification. In this way, the author suggests how it is that academic freedom operates as a set of systemically agonistic practices that might only realize a different economy of discourse through the contingent nature of the very social power that produces it. Dr. Gariepy’s use of Foucault’s genealogical analysis provides a wholly different way in which to re-think the construction and practice of academic freedom in Canada and is thus an important contribution to the broader discursive field it seeks to analyze. Given contemporary neoliberal critiques of the university, the issue of academic freedom and the intellectually free subject is a vital problem that is of interest to numerous knowledge producing communities – on and off campus. Equally important in addressing the problem of academic freedom is how the book also contributes a new description of the genealogical method – something Foucault did not stipulate – that is original, ambitious, compelling, and insightful. I commend Dr. Gariepy for returning, to investigate anew, an issue we think we know.” – E. Lisa Panayotidis, PhD, Professor & Chair, Educational Studies in Curriculum and Learning, Werklund School of Education, University of Calgary, Editor of History of Intellectual Culture.
Download or read book Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication written by Meletiadou, Eleni and published by IGI Global. This book was released on 2022-09-01 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students taught with a social justice framework will ideally have a stronger sense of what is just and fair and choose careers and lifestyles that support their communities. Over time, students look at current and historical events—even their own actions—through the lens of social justice, promoting better decision-making. Building trust impacts the bottom line for global companies, and multilingual communication is a core pillar for effective growth. It is essential to promote this trust through social justice and educate learners on intercultural and multilingual communication. The Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication explores innovative teaching, learning, and assessment practices that foster social justice and enhance intercultural and multilingual communication in primary, secondary, post-secondary, and higher education. It demonstrates the value of adopting a social justice lens in education by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering topics such as game-based assessment, social adaptation, and plurilingual classroom citizenship, this premier reference source is an excellent resource for educators and administrators of both K-12 and higher education, librarians, pre-service teachers, teacher educators, government officials, educational managers, linguists, researchers, and academicians.
Download or read book Experiments in Agency written by Supriya Baily and published by Springer. This book was released on 2017-04-13 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about teacher agency and leadership, but it is also an experiment in shifting the balance of power in research and writing. It is about making accessible the process of academic publishing in a way that capitalizes on the knowledge of people in diverse contexts and with novice eyes and is an experiment in sharing academic writing between master teachers and doctoral students. It is also a book on the power of action research and the belief we have as teacher educators about the transformative power of teachers in their own classrooms. Pairing master teachers from ten countries who were part of the Teaching Excellence and Achievement Program with graduate students, this book provides a framework to decolonize research practices in an effort to re-envision research methodologies on a global scale. The book also provides a tangible way to see how research processes support local transformation, and direct engagement of those at the margins to play a greater role in the production of scholarly knowledge. The cross-national scope of this book, with authors working in classrooms in countries as diverse as Turkey, Chile, and Bangladesh coupled work of novice US-based scholars to engage in the conceptualizing, researching, data analysis and writing of chapters speaks to the importance of new voices in the field of research. Additionally, the combination of teacher research projects in the classroom juxtaposed with chapters that speak to the process of teacher research in a global context provides both theoretical and empirical foundations for teacher research.
Download or read book Youth At the Margins written by Sheri Bastien and published by Springer. This book was released on 2015-06-25 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. In these discussions, children and youth have been recognized as one of the nine major groups of civil society whose participation in decision making is essential for achieving sustainable development. There is also a concomitant need for action – innovative, evidence-based approaches to addressing entrenched global challenges or ‘wicked problems’ and engaging youth in those efforts. Within academic discourse, the perspectives and active participation of youth in research has long been debated. It is widely believed that their participation can result in better policy responses and contribute to the development of more relevant and effective interventions and programs to address their needs. However, the engagement of youth in research processes is not without critique; issues such as how to move from tokenism towards authentic participation and empowerment have been critically discussed, and many question if youth can or should even be expected to make change happen. Youth ‘At the Margins’: Critical Perspectives and Experiences of Engaging Youth in Research Worldwide brings together a range of critical and empirical contributions from emerging scholars and seasoned academics alike. Each contribution provides a unique perspective on the potentialities and challenges associated with youth engaged research. The chapters presented in this volume strive to critically interrogate and debate important foundational issues to consider when engaging youth in the research process, such as epistemological and methodological considerations. Important insights into the ethical, pedagogical and practical aspects one must contend with can be gleaned from the selection of chapters here; some of which are primarily theoretical and descriptive, whilst others present empirical data with case examples from around the world. This volume is devoted to showcasing high quality contributions to the scholarly literature on youth engaged research in order to spur further critical debate on the various epistemological, methodological and ethical issues associated with engaging youth in research processes and in addressing intractable global issues. The audience for this volume includes students, researchers and academics within a broad range of fields who are interested in understanding the range of approaches being used worldwide to include youth in research endeavors on issues of global importance including poverty, social exclusion, structural violence, un- and under-employment, education and health.
Download or read book Workplace Learning for Changing Social and Economic Circumstances written by Helen Bound and published by Taylor & Francis. This book was released on 2023-03-14 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned. The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorisation of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstances. In the final section, the authors consider what workplace learning in changing circumstances means for change practitioners, the changing roles of human resource practitioners, and for workers and quality work. This volume will appeal to graduate and post-graduate students, and academics as well as practitioners such as adult educators, and human resource personnel.
Download or read book Knowledge Mobilization and Educational Research written by Tara Fenwick and published by Routledge. This book was released on 2011-08-18 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations.
Download or read book Reconstructing Relationships in Higher Education written by Celia Whitchurch and published by Taylor & Francis. This book was released on 2017-06-14 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on two international research projects, Reconstructing Relationships in Higher Education: Challenging Agendas looks behind formal organisational structures and workforce patterns to consider the significance of relationships, particularly at local and informal levels, for the aspirations and motivations of academic faculty. In practice, and day-to-day, such relationships can overlay formal reporting lines and therefore inform, to a greater or lesser extent, the overall relationship between individuals and institutions. As a result, from an institutional point of view, relationships may be a critical factor in the realisation of strategy, and can in practice have a disproportionate effect, both positively and negatively. However, little attention has been paid to the role that they play in understanding the interface between individuals and institutions at a time of ongoing diversification of the workforce. For instance, they may provide space, which in turn may be implicit and discretionary, in which negotiation and influence can occur. In this context, Reconstructing Relationships in Higher Education also reviews ways in which institutions are responding to more agentic approaches by academic faculty, particularly younger cohorts, and the significance of local managers, mentors and academic networks in supporting individuals and promoting career development. The text, which examines the dynamics of working relationships at local and institutional level, will be of interest to senior management teams, practising managers at all levels, academic faculty, and researchers in the field of higher education.
Download or read book Autoethnography in Early Childhood Education and Care written by Elizabeth Henderson and published by Routledge. This book was released on 2017-10-16 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autoethnography in Early Childhood Education and Care both embraces and explores autoethnography as a methodology in early childhood settings, subsequently broadening discourses within education research through a series of troubling narratives. It breaks new ground for researchers seeking to use non-conventional practices in early years research. Drawing together research and literature from several disciplines, this unique book challenges the perception of what it means to be an early years practitioner: powerful and compelling narratives, from the author’s first-hand experiences, offer both a creative and scholarly insight into the issues faced by those working in early childhood settings. This text: offers insight into working with autoethnography; its purpose and methodological tensions; provides professionals engaged in caring relational approaches with a series of vignettes for training and further reflection; encourages a wider debate and discussion of core values at a critical time in early years practice and other caring professions skilfully and sensitively illustrates how to adopt a creative research imagination. This book is a valuable read for researchers, postgraduate students and other professionals working in early childhood education and care seeking to give expression to their voices through creative methodologies such as autoethnography in qualitative research.
Download or read book Theory and Method in Higher Education Research written by Jeroen Huisman and published by Emerald Group Publishing. This book was released on 2017-09-01 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theory and Method in Higher Education Research, provides a forum specifically for higher education researchers to discuss issues of theory and method. This latest volume presents a truly international approach with contributions from Argentina, Belgium, Canada, the Czech Republic, Finland, Germany, Norway, Portugal, the U.K. and the U.S.
Download or read book Educational Research and Schooling in Rural Europe written by Cath Gristy and published by IAP. This book was released on 2020-07-01 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides authentic accounts of the effects of the revolutionary political reform experienced in the past half century on education in Europe’s considerable rural hinterland. These reforms include the liberation of the Baltic and Eastern European states from Soviet communist domination, the ‘eurozone’ economic crises, and the current and future migration of people fleeing war and poverty from the Middle East and Africa. Overshadowing these events are so-called global forces which champion economies of scale and pressurize academic performance as keys to economic success. Trapped in this distal whirlwind of change are 1000s of small and/or rural elementary schools and the life chances of more 1000s of young children. The research presented here unveils the unseen and under-reported consequences of top-down, urban-oriented educational policies on children’s and communities’ experience of place and space. Exposure of these conditions in rural Europe is long overdue, but obscured for decades by political extremes of left and right. Yet, the lived reality of peremptory and swathing school closure programmes, and poverty inflicted on rural populations in parts of Eastern Europe is relatively unreported in the western educational literature – a situation exacerbated by the virtual invisibility of rural educational research generally. The chapters in this book reveal the insights of social science scholars from 11 European countries including those from low GDP, formerly soviet bloc countries, recently enabled to present their research at western European conferences such as the European Educational Research Association. Their research will inform and alert education academics, researchers and professionals to these rural European educational contexts. The research methodologies reported are diverse and innovative. The national context chapters are complemented by overview chapters which survey and synthesise (i) definitions and conceptualisations of rural, (ii) pan-European appraisal of educational, structural and geospatial statistics on small and rural schools, and (iii) identify key messages for better understanding of the rural situation in European research, policy and practice. Crucially, despite the gloom, the authors report positive strategies for rural school survival at governmental and/or school and community levels, that include community involvement, rural educational tourism, and deliberative inter-community school network planning.
