Dilemmas in Framing Research Studies in Engineering Education

There has been considerable debate about the need for more empirical, evidence based studies of the impact of various interventions and practices in engineering education. A number of resources including workshops to guide engineering faculty in the conduct of such studies have emerged over recent years. This paper presents a critique of the evolution of engineering education research and its underlying assumptions in the context of the systemic reform currently underway in engineering education. This critique leads to an analysis of the ways in which our current understanding of engineering, engineering education and research in engineering education is shaped by the traditions and cultural characteristics of the profession and grounded, albeit implicitly, in a particular suite of epistemological assumptions. It is argued that the whole enterprise of engineering education needs to be radically reconceptualized. A pluralistic approach to framing scholarship in engineering education is then proposed based on the principles of demonstrable practicality, critical interdisciplinarity and holistic reflexivity. This new framework has implications for engaging and developing faculty in the context of new teaching and learning paradigms, for the evaluation of the scholarship of teaching and for the research-teaching nexus.

Developing interdisciplinary research graduates: educational opportunities and dilemmas

Attempting to solve the complex problems of the 21st century requires research graduates that have developed a sophisticated array of interdisciplinary teamwork and communication skills. Although universities, governments, industry and the professions have emphasised the need to break down disciplinary silos in order to produce graduates, who can respond more effectively to the needs of the knowledge economy, much of this work has centred on undergraduate programs. While there are some research higher degree students who choose to work on interdisciplinary research topics, very little has been done to develop interdisciplinary research education systematically. This paper explores the educational opportunities and dilemmas involved in developing systematic programs of interdisciplinary research activities in two research centres at the University of Queensland. Framed by Bruhn's (2000, p. 58) theoretical discourse about interdisciplinary research as 'a philosophy, an art form, an artifact, and an antidote', this paper emphasises the need for such programs to embed the development of students' interdisciplinary research skills and attitudes within their research projects. The two diverse programs also emphasise experiential, active and interactive learning techniques and are centred upon the development of students' reflective practice skills.

Ideological Closure : Drug Prevention in a Post-political Society

The aim of this thesis is to critically examine drug prevention as a field of problematizations  – how drug prevention becomes established as a political technology within this field, how it connects to certain modes of governance, how and under which conditions it constitutes it’s problematic, the questions it asks,  it´s implications in terms of political participation and representation, the various bodies of knowledge through which it constitutes the reality upon which it acts, the limits it places on ways of being, questioning, and talking  in the world. The main analyses have been conducted in four separate but interrelated articles. Each article addresses a specific dimension of drug prevention in order to get a grasp of how this field is organized. Article 1 examines the shift that has occurred in the Swedish context during the period 1981–2011 in how drugs have been problematized, what knowledge has grounded the specific modes of problematization and which modes of governance this has enabled. In article 2, the currently dominant scientific discipline in the field of drug prevention – prevention science – is critically examined in terms of how it constructs the “drug problem” and the underlying assumptions it carries in regard to reality and political governance. Article 3 addresses the issue of communities’ democratic participation in drug prevention efforts by analyzing the theoretical foundations of the Communities That Care prevention program. The article seeks to uncover how notions of community empowerment and democratic participation are constructed, and how the “community” is established as a political entity in the program. The fourth and final article critically examines the Swedish Social and Emotional Training (SET) program and the political implications of the relationship the program establishes between the subject and emotions. The argument is made that, within the field of drug prevention, questions of political values and priorities in a problematic way are decoupled from the political field and pose a significant problem in terms of the possibilities to engage in democratic deliberation. Within this field of problematizations it becomes impossible to mobilize a politics against social injustice, poverty and inequality. At the same time, the scientific grounding of this mode of governing the drug “problem” acts to naturalize a specific – highly political – way of engaging with drugs.

Third Ways and new centres - ideological unity or difference?

This chapter illustrates extratextual and intratextual aspects of ideology as related to translation with a case study, a policy document by Tony Blair and Gerhard Schröder, jointly published in English and German in June 1999. Textual features of the two language versions are compared and linked to the social contexts. Concepts and methods of critical discourse analysis and of descriptive and functionalist approaches to translation are applied for this purpose. In particular, reactions to the German text in Germany are explained with reference to the socio-political and ideological conditions of the text production, which was a case of parallel text production combined with translation. It is illustrated that decisions at the linguistic micro-level have had effects for a political party, reflected for example in the German Social Democratic Party debating its identity due to the textual treatment of ideological keywords. The subtle differences revealed in a comparative analysis of the two texts indicate the text producers' awareness of ideological phenomena in the respective cultures. Both texts thus serve as windows onto ideologies and political power relations in the contemporary world.

The French Communist Party and the Algerian war : an ideological turning point?

The subject-matter of this thesis is the interaction between the Parti Communiste Français and the National Liberation struggle in Algeria , and the debate that ensued within the Party itself.For a detailed study of the Party ' s line on the war, PCF publications were contrasted with the texts produced by the opposition.Three main axes were identified crystallising discussion within the Party during the Algerian war: The relationship between France and Algeria and the Party ' s attitude to the French nation; The nature of the Algerian nation and its genesis; France's military engagement in Algeria.The dichotomy between the Party's national and internationalist responsibilities is shown to have resolved itself by the fundamental integration of the PCF into the political structure and value system of the French Republic. This study demonstrates the birth of a substantial internal opposition to the PCF during the Algerian war.

Translation as an ideological interface : English translations of Hitler's Mein Kampf

The present thesis is located within the framework of descriptive translation studies and critical discourse analysis. Modern translation studies have increasingly taken into account the complexities of power relations and ideological management involved in the production of translations. Paradoxically, persuasive political discourse has not been much touched upon, except for studies following functional (e.g. Schäffner 2002) or systemic-linguistic approaches (e.g. Calzada Pérez 2001). By taking 11 English translations of Hitler’s Mein Kampf as prime examples, the thesis aims to contribute to a better understanding of the translation of politically sensitive texts. Actors involved in political discourse are usually more concerned with the emotional appeal of their message than they are with its factual content. When such political discourse becomes the locus of translation, it may equally be crafted rhetorically, being used as a tool to persuade. It is thus the purpose of the thesis to describe subtle ‘persuasion strategies’ in institutionally translated political discourse. The subject of the analysis is an illustrative corpus of four full-text translations, two abridgements, and five extract translations of Mein Kampf. Methodologically, the thesis pursues a top-down approach. It begins by delineating sociocultural and situative-agentive conditions as causal factors impinging on the individual translations. Such interactive and interpersonal factors determined textual choices. The overall textual analysis consists of an interrelated corpus-driven and corpus-based approach. It demonstrates how corpus software can be fruitfully harnessed to discern ‘ideological significations’ in the translated texts. Altogether, the thesis investigates how translational decision-makers attempted to position the source text author and his narrative in line with overall rhetorical purposes.

Multiculturalism- the ideological response to the education of black pupils in British Schools

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