“Unhomely” Academic Developer Identities: More post‐colonial explorations

Manathunga, Catherine

doi:10.1080/13601440701217287

Cited by 95 publications

(63 citation statements)

References 10 publications

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“…In other cases, where the researcher is an academic developer, for example, the basis of this asymmetry is less straightforward. Manathunga (2007) highlights the potential dishonesty and tension when academic developers are "positioned as the [more powerful] developer of Others, especially Others who may have had so much more experience of academic work" (p. 27). It is possible that many educational technology researchers who are academic developers in their institution do encounter this tension.…”

Section: Discussionmentioning

confidence: 99%

Discursive constructions of teacher in an educational technology journal

McDonald

Loke

2016

AJET

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The integration of technology with teaching and learning is a significant area of research in the educational technology field. Teachers play an instrumental role in technology integration, and many teacher-related factors have been identified that predict technology use and integration in educational settings. How teachers are represented in the educational technology literature (e.g., as caring, didactic or lazy) can potentially impact on how technology integration takes place. However, there is little research that specifically explores teacher representations. This paper seeks to address this gap and examines the discursive constructions of teacher in 846 papers from the Australasian Journal of Educational Technology (AJET). Using a corpus-based analysis, the multiple representations of teacher in AJET were investigated. The analyses revealed two mainstream representations of teacher: teachers are people on whom researchers impose obligations; and "teacherliness" is old and negative. This paper concludes with a discussion of the potential impact of such representations on technology integration and suggestions of more useful representations of teachers and their teaching.

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Section: Discussionmentioning

confidence: 99%

Discursive constructions of teacher in an educational technology journal

McDonald

Loke

2016

AJET

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“…Neither quantitative nor qualitative, our humanities backgrounds in literature and cultural theory occasionally make it difficult for us to feel at "home" in academic development, even though we are both mid-career developers (see Manathunga, 2007). Our original presentation and now our representation of a workshop that was meant to trouble precisely this paradigmatic problem is itself, too, meant to trouble what we see as a dominant discourse in our adopted field of academic development.…”

Section: Prologue: a Collaborative Weavingmentioning

confidence: 99%

Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development

Holmes

Sutherland

2015

cjsotl-rcacea

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Using poetry, role play, readers’ theatre, and creative manipulations of space through yarn and paper weaving, a workshop in 2008 challenged one of educational development’s more pervasive and least questioned notions (“constructive alignment” associated most often with the work of John Biggs). This paper describes the reasoning behind using humanities approaches specifically in this case and more generally in the Challenging Academic Development Collective’s work, as well as problematising the notions of “experiment” and “results” by unarchiving and re-archiving such a nonce-event. The critical stakes in using an anti-empirical method are broached, and readers are encouraged to experience their own version of the emergent truths of such approaches by drawing their own conclusions. En 2008, par le biais de la poésie, du jeu de rôles, du théâtre lu et de manipulations créatrices de l’espace avec de la laine et des tissages en papier, un atelier a mis au défi une des notions les plus généralisées et les moins remises en question du développement éducatif, l’alignement constructif, le plus souvent associé aux travaux de John Biggs. Cet article décrit le raisonnement qui se cache sous l’utilisation des approches des humanités tout spécialement dans ce cas et de manière plus générale dans les travaux du Collectif sur le développement académique stimulant. L’article traite également de la problématique sur les notions d’« expérience » et de « résultats » en désarchivant et en réarchivant une telle circonstance. Les enjeux principaux de l’utilisation de cette méthode anti-empirique sont abordés et les lecteurs sont encouragés à faire l’expérience de leur propre version des vérités qui émergent de telles approches en tirant leurs propres conclusions.

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“…At a classroom level in non-western context, this practice has forced the African child to absorb western science experiences during learning, despite their being largely irrelevant to individual life experiences (Anamuah-Mensah, 1998;Stewart, 2007). This practice has also left the majority of non-western SE learners being forced to discard their values and indigenous science knowledge and adopt the western ways of knowing and thinking (Manathunga, 2007). The increasing pressure among the non-western world has therefore been on adapting and accepting the science knowledge originating from the west, a practice that is viewed by education stakeholders from the non-western contexts as an imposition to the non-western ways of knowing.…”

Section: Hegemonic Impact Of Western Sciencementioning

confidence: 99%

Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience

Kalolo¹

2015

JSE

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Recent reforms of science education in the modern world have shown an increased need for culturally and contextually responsive science education in non-western countries. Despite the initiatives, there has been little discussion about the problems of irrelevance, ineffectiveness, and dis-functionality of western science education in non-western contexts, especially Africa.This review examines science education (SE) practices as experienced in non-western contexts. Drawing insights from context conscious science education traditions, the paper examines the link between the modern science education and the students' life worlds, in non-western contexts. It should be understood that this discussion is not about cultural change per se; rather, it is an engaging discussion focused at reimaging the western science to fit non-western frames of reference. Recognizing the need for relevant science education in non-western contexts, it is argued necessary to restructure science education in non-western contexts so that it exists within historical, cultural, and institutional contexts and that all western science education practices need to be examined to see whether they are better suited to non-western communities.

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“Unhomely” Academic Developer Identities: More post‐colonial explorations

Cited by 95 publications

References 10 publications

Discursive constructions of teacher in an educational technology journal

Discursive constructions of teacher in an educational technology journal

Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development

Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience

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