Orbiting data: inciting centrifugal questions about embodied learning in science

In this paper we explore how reanimating a video data sequence with editing and creative software provided an opportunity for the data to speak and to demand new and surprising responses from us. Our data-ing brought new lines and spaces to the fore, through a process of refraction and re-animation which forced a focus on embodied inter-relationships and impeded precipitous analytical thought on the part of the researcher. We note how the aesthetic of the new images evoked awareness of our own part in the production of the object of our research. In particular, our own collegial interchange, punctuated by time and distance due to our respective locations on opposite sides of the globe, opened up a space for data-lingering in the intervening silences and pauses. Our choice of images engenders and reflects our sense of movement between the `I’ and the `we’ in their depiction of students’ learning about space.

Australian women in education : 2012 and still blocked at the pass. Is there a remedy?

Women have been striving for equity and diversity for a long time. Despite enormous changes in Australian women’s lives over the past five decades, there are glaring ‘sticking points’ – in education and social life in general - that are proving resilient to change. This keynote addresses some of these issues and canvasses what might be needed to tackle them.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

Violence against women in Delhi: a sustainability problematic

Violence against women (VAW) has traditionally been of concern to feminists and cultural sociologists, and in recent decades, has also begun to be diagnosed and understood as a development problem. However, 20 women practitioners and scholars of development in Delhi have raised this issue explicitly as a sustainability problem while referring to the high rate of gender violence in the city’s public spaces. Sustainability is one of the most problematic political notions and scholars have been justifiably concerned that it has been hijacked to legitimise a variety of agendas, including unsustainable ones that contravene principles of social justice. However, it is also a compelling and powerful political concept and therefore, it is important to reconceptualise and reclaim from a feminist perspective, and from within the theoretical and empirical framework of equity, one of the central tenets of sustainability, and social justice. Therefore in this article, employing the primary research from Delhi, I use the notion of equity to frame the VAW in the city as a sustainability problem—the lack of which has an impact on urban design, which can constrain a city’s capacity to be sustainable.

Constructing representations to learn in science

Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.