Researching Education with Marginalized Communities

Disruptive technologies and the future of regulations - ICT regulatory structure(s) determined

“…Retribution gap exists when a determination has to be made about how to allocate (civil and criminal) responsibility between humans and robots or between machines or robots themselves. 106 In fields such as the law of delict, the mismatch is elongated in certain circumstances. This is particularly the case because, sometimes, some acts or conduct are expected of a reasonable person or should be judged using the standard of a reasonable person or the boni mores criterion and others are not.…”

Ethnoregional Education: Institutional Approach

“…But in recent times, there is a total departure from the use of quantitative approach in nomadic education study to the qualitative approach. The works of scholars such as Danaher (1998), Tahir (1998), Cudworth (2010), Danaher, Cook, Danaher, Coombes, and Danaher (2013), among others, are a good example of the qualitative approach adopted in the study of nomadic education. Therefore, my adoption of the qualitative approach is in line with the contemporary trend used in the investigation of nomadic education not only in Nigeria but globally.…”

Empowering Educators: Promoting Enabling Teaching and Learning in Research and Practice

“…One particular subset of the literature concerning contemporary educators and the dual project of empowering them and helping them to empower their students is focused on the highly differentiated and often contentious situation of teachers working with learners who are variously constructed as 'marginalised' (see also Danaher, Cook, Danaher, Coombes, & Danaher, 2013). This situation was explored in a special theme issue (Anteliz, Coombes, & Danaher, 2006a) of the academic journal Teaching and Teacher Education that investigated the impact on educators of teaching such students, and whether and how doing so might construct those educators as 'marginalised pedagogues' (Anteliz et al, 2006a): Given that 'difference' often shades into 'deficit' and 'discrimination', it is necessary to consider the extent to which educators teaching these learners see themselves as 'marginalised' -and/or perhaps as 'privileged' to be working with these learners, as 'innovators' because they are away from the surveillance directed at 'mainstream' education and so on.…”