Search results

The purpose of this paper is to provide a sense of the perspectives that guide the collection of articles.

This paper provides an introductory essay regarding the contributions and critics associated with Spivak’s work.

In addition, the contents lay out brief descriptions of the articles included in the collection.

The notion of revisiting “Can the subaltern speak?” provides authors with innovative and provocative ideas to guide their submissions.

The Australian Radical Education Group (RED G) was created in June 1976, which in turn launched a magazine for radical(ising) teachers, the Radical Education Dossier (RED), that would be published for the next 30 years. The purpose of this paper is to characterise the emergence and first phase of RED’s publication up to its name change in 1984.

The authors draw on interviews with key members of the magazine’s editorial collective, and a review of RED’s contents, to identify the major political ambitions as manifest in RED in historical context. The authors contextualise this radical education project in the post-1968 world context of social and political upheaval, rejecting the Cold War options of either Soviet style Communist or US-based capitalist pathways.

In this context RED generated powerful critiques of dominant educational policy in multiple areas. The critique was part of a project to promote a socialist understanding of mass education, and to promote the transformation of Australian society towards socialism. The authors argue that the debates and struggles within RED in this period, seeking to define and advance a socialist educational project, reflected a broad and consistent critique of progressive educational reforms, rooted in its radical political foundations.

This paper provides an historical review of a 30-year radical education publishing initiative in Australia, about which no accounts have been published. It connects directly with contemporary educational issues, and offers insights for interviews with those directly involved in the historical project.

Drawing on the literature from cognitive neuroscience and auditing research on professional skepticism (PS), this paper identifies new research questions, determinants, and theories that may resolve current problem areas in PS research. We identify the following PS research areas that neuroscientific perspectives can potentially improve: 1) theory, 2) trust, 3) trait and state skepticism, 4) deception/fraud detection, and 5) skeptical judgment and action. The paper concludes with a discussion of the critical question of whether integrating a neuroscientific perspective in PS research is worthwhile and provides further direction for future research.

Based on journal articles that focused on epistemological issues in the field (e.g. the field's nature, purposes, borders, knowledge base, uniqueness, etc.), this paper seeks to outline the intellectual discussions in the field of educational administration (EA) since the foundation of its major journals and suggest some lessons for the state of the field at the present time.

The review is based on all papers, scholarly, historical or empirical, that observed philosophical, epistemological and methodological issues and concerns in this field. The papers were analyzed and coded by their purposes, arguments, epistemological questions, criticism, findings and insights.

The major concluding epistemological message of this historical account is of “recycling,” i.e. the field is typically embedded with debates over similar ideas, assumptions, and insights about EA as a field of study throughout the last five decades. Therefore, it is a time for radical changes in the understanding of the field's intellectual missions and boundaries.

The historical overview is likely both to acquaint one with the historical scholarly streams, trends and debates in knowledge development of EA as a field of study, and help international field members understand and mould their professional identity.

The intention is to review the literature dealing with the role and status of research in preparation programmes for educational administrators, and to generate alternative ways to incorporate research into the programmes. To guide the reviews and to generate alternatives, a framework consisting of three categories is used – a historical perspective, the knowledge base and faculty orientations. A primary conclusion is that educational administration must not only improve the quality and increase the quantity of research, but programmes must also be changed to include research in central and coherent ways.

Purpose – The technologies teams use in organizations have dramatically changed in the 11 years since the 2000 Volume, Research on Managing Groups and Teams: Technology. This is an update focusing on new research and perspectives.

Approach – I recall where we left off in 2000 and then present a plea for changing our research approach to one that focuses on actionable research more aligned on how teams design their work than the effects we see when they do. I review a variety of literatures relevant to teams and technology and then suggest what the next 10 years may bring.

Findings – The scholarship on teams, technology, and teams and technology has blossomed, though not evenly. We are only beginning to see actionable research related to teams and technology.

Practical implications – The pace of organizationally relevant technology change has outstripped our ability to provide high-quality research in a timely manner if we maintain our current practices of studying individual or even interactions of effects as they exist in organizations. Our research will be more helpful if we shift our focus to how team members design their work.

Originality – I make two direct and dramatic requests of my colleagues. First, that they become more precise in their presentation of or at least specify the technological settings used in their research. Second, that they shift to actionable research that explicitly considers team, technology, and the processes through which team members design their work.

The purpose of this paper is to explore the practical use of video cameras during a study with young children.

This paper investigates the use of video cameras in a research study of young children’s utilisation of semiotic tools to communicate during play interactions in a Francophone preschool classroom in British Columbia. It examines the practical in-the-moment decision making of the researcher to support children’s accommodation of the video camera in their play space and ensure rich data were recorded.

Children accommodated the video cameras in four distinct ways. These included: curiosity and investigation of the video cameras; engagement in the video recording process with the researcher; incorporation of the video cameras into their play; and disregard of it.

The findings suggest that video recordings can be an effective method of data collection with young children and provide rich sources of data of the children and their learning through play when the researcher is flexible and responsive and supports children’s accommodation of it.

Recent advances in recording technology have resulted in the increased use of video recordings as a resource for gathering empirical data in qualitative research. Whilst the ethical considerations related to the use of video recordings as data for analysis in research with young children have been the subject of some discussion (Flewitt, 2005), the practical experience of using video cameras has received less attention.