1,720,975 research outputs found
Time & risk in education
No full textContemporary western education occupies a schism in time marked by sig nificant incongruities, wherein the universally accepted human right f or equality and inclusion is pitted against discriminatory programs of clock time that mediate the practices of students and teachers. Inclu sive education is at once challenging (Ainscow, 2005; Slee, 2018) and at risk of dismissal for being understood as excessively time consumin g to implement (Thomas & Whitburn, 2018). In this chapter we explore t his rift by elucidating current debates in inclusive educational schol arship and practice of persons to be educated, within what Beck, Bonss and Lau (2003) refer to as a shift from simple to reflexive modernisa tion, and to which Adam (2003) threads the temporal
Building, shaping, forming, researching with metaphor
No full textBen Whitburn and Lucinda McKnight are two recent Deakin PhD graduates who thought with metaphor in their doctoral research projects, and fou nd this process both exhilarating and frustrating. Ben teaches in incl usive education, and Lucinda is a professional writer who teaches in e ducation; they bring to this workshop their different perspectives on how metaphor can be useful for consciously initiating creative and coh esive research strategies, and also how it can be insidious in restric ting our worldviews. They will introduce participants to theory underp inning metaphor and provide opportunities to explore this theory in th e context of HDR students' own projects, whether in Humanities, Commun ication, Creative Arts or Education. • How might metaphor assist with inspiring a research design? • How might metaphor invite researcher re flexivity? • What kinds of metaphors have other researchers employed? • What can we learn from the ways in which metaphor inevitably fails? These questions and others will be considered; participants should com e prepared to write, talk, draw and think
A hierarchy of impairments: the absence of body size in disability accommodations with universities.
No full textThis Chapter is a response to the lack of acknowledgement of body size as a disability within Universities. As someone with dwarfism, my identity as a disabled person is often contested, affecting me in receiving appropriate disability accommodations, including a size suitable gown for graduation ceremonies to size suitable facilities within different university buildings. As both a disabled student and currently an academic, the lack of proper accommodations has affected both my studies and my career. In one instance, I was forced to resign from my role as a Research fellow at one UK University due to them refusing to provide reasonable adjustments. Even when University facilities have been lowered, they are there to accommodate for wheelchair users. This does not necessarily benefit people with dwarfism as wheelchair users are considered to be taller and have an average arm length. This chapter argues that body size as a disability has been largely ignored creating a hierarchy of impairment when it comes to providing disability access within universities. Using some of my own experiences as examples, this Chapter demonstrates how disability access largely revolves around wheelchair users, ignoring the needs of people with dwarfism. For example, with the standard university lecture theatre there is now a removable set of seating to accommodate for wheelchair users, but no seating that is actually size suitable for people with dwarfism. This Chapter calls for more inclusion of body size when providing disability accommodations within universities and argues that disability accommodations do not begin and end with accommodation for wheelchair users. This is not to suggest that accommodations for wheelchair users should be frowned upon, but that universities need to diversify and expand to include a larger range of impairments in their accommodations. It will highlight what universities should provide for students with a body size that exceeds the norm, from disability facilities that accommodate for different body sizes to appropriate graduation attire
Re-searching margins: ethics, social justice, and education
No full textIdentity, power, and positionality play crucial roles in designing and implementing research critically and ethically across marginalized cultures and communities. Through four unique case studies, this book highlights the dilemmas faced by researchers in the field of education, demonstrating how they grapple with the ethics of research and with their role in the process.Re-searching Margins: Ethics, Social Justice and Education attends to research in four specific marginalized communities, whilst also engaging in a wider dialogue about the complex theories, methodologies and practices of ethical research in communities of difference. This book examines ethical research with cultures and communities as an exchange in which both the researcher and the researched bring complex contextual and biographical factors shaped by their histories, identities, and experiences.Drawing on the lives and research of four renowned scholars, this book will be of interest to researchers and policy makers in education who seek to engage ethically and justly with marginalized communities
Higher Education and Inherent Requirements: Beyond Inherency to Coherency
No full textAbstract
tttttThis paper examines how inherency, established in statements universities produce asserting the core abilities necessary to enter and qualify for their degrees, connects with employment in accredited professions, creating barriers for people with disabilities and related conditions. There is no consistent definition of inherent requirements (ir s) across higher education internationally. To assist the ongoing development of ir s, our discussion is set out across three parts. We start by reviewing the origins of ir s highlighting an inconsistency in form and content across the sector. We then provide an analysis of two ir statements from actual institutions noting how they position disability, ability, and the competencies deemed inherent to teaching and learning. Finally, we examine areas where governance and policy, teaching and learning, and employability, can potentially change how ir s are deployed in future practice. Our goal is to shift academic and work-related requirements beyond inherent possessive limitations to coherent performative prospects
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
- …
