The ‘r’ word and closure of remote Aboriginal communities in Western Australia; a potential framework for change

AbstractThe latest Australian Commonwealth Government Close the Gap Report reveals the circumstances of many of Australia’s Indigenous Peoples are either stagnant or going backwards. This paper argues that such ongoing injustice is a consequence of systemic racism that has been perpetuated since colonization and sustained in the twenty first century by discussion or mention of racism being taboo. A counter colonial educational framework is then provided that has the potential to address such institutional racism. The paper begins by providing a definition of systemic racism. Following this there is a brief explanation of the unique geographical context and the racist history of colonization in Australia. The nature of remote communities, the link between traditional law, country and identity will be outlined. Based on readily available sources such as media reports, social media links, and public policy announcements by government the paper then reflects on what has been reported about closure of remote communities in Western Australia. Government policy, announcements and events of the past year will be described and critically discussed in light of the definition of racism provided at the beginning of the article. The proposed framework requires self-reflexivity of organisations and individuals with a particular focus on aspects of sovereignty, healing, re-learning history and starting with a focus on agency instead of deficit. Being guided by this framework has the potential to avoid arbitrarily forcing people from their physical, spiritual and ancestral home, though this is likely to be a long term proposition rather than a quick fix.

Challenges and opportunities of undertaking a video ethnographic study to understand medication communication

AIMS AND OBJECTIVES: To examine the challenges and opportunities of undertaking a video ethnographic study on medication communication among nurses, doctors, pharmacists and patients. BACKGROUND: Video ethnography has proved to be a dynamic and useful method to explore clinical communication activities. This approach involves filming actual behaviours and activities of clinicians to develop new knowledge and to stimulate reflections of clinicians on their behaviours and activities. However, there is limited information about the complex negotiations required to use video ethnography in actual clinical practice. DESIGN: Discursive paper. METHOD: A video ethnographic approach was used to gain better understanding of medication communication processes in two general medical wards of a metropolitan hospital in Melbourne, Australia. This paper presents the arduous and delicate process of gaining access into hospital wards to video-record actual clinical practice and the methodological and ethical issues associated with video-recording. CONCLUSIONS: Obtaining access to clinical settings and clinician consent are the first hurdles of conducting a video ethnographic study. Clinicians may still feel intimidated or self-conscious in being video recorded about their medication communication practices, which they could perceive as judgements being passed about their clinical competence. By thoughtful and strategic planning, video ethnography can provide in-depth understandings of medication communication in acute care hospital settings. Ethical issues of informed consent, patient safety and respect for the confidentiality of patients and clinicians need to be carefully addressed to build up and maintain trusting relationships between researchers and participants in the clinical environment. RELEVANCE TO CLINICAL PRACTICE: By prudently considering the complex ethical and methodological concerns of using video ethnography, this approach can help to reveal the unpredictability and messiness of clinical practice. The visual data generated can stimulate clinicians' reflexivity about their norms of practice and bring about improved communication about managing medications.

Is the frame broken? Seeking new metaphors for textual study in English

This article draws from a doctoral study of how female teachers design English curriculum around girls’ popular culture in a contemporary coeducational secondary setting and focuses on how English teachers contemplate the study of texts in the space of school-based curriculum planning. The article presents an argument for reflexivity around how we create both texts and identity through curriculum design; it advocates the pursuit of new metaphors for contemplating the study of text that might challenge models of education as delivery in a neoliberal imaginary, where curriculum design is depicted as the anonymous and rational articulation of aims and pedagogy to achieve outcomes.

Nationalism and ideology in an anticonsumption movement

In this research we examine the role of the nationalist ideology of swadeshi in a contemporary anticonsumption movement and show that its deployment is linked to the experiences of colonialism, modernity, and globalization in India. Specifically, we offer a postcolonial understanding of reflexivity and nationalism in an anticonsumption movement opposing Coca-Cola in India. This helps us offer an interpretation of this consumer movement involving spatial politics, temporal heterogeneity, appropriation of existing ideology, the use of consumption in ideology, and attempts to bring together a disparate set of actors in the movement.

Sentidos do trabalho informacional corporativo: uma investigação sobre o impacto do conhecimento no trabalho contemporâneo

This study proposes and uses a multipolar qualitative methodology for the investigation of the meanings of corporate work under the impact of the technical-scientific knowledge. Based on the constructionist epistemology and on a heideggerian approach, this methodology made possible the description of such phenomenon under the Management perspective, but also under the Psychology, Sociology and Philosophy views. Study starts with empirical data, collected by interviews and in publications, and analyzes them based on conceptual contributions from the four referred poles. As a result, this investigation proposes reflexivity, impermanence and entanglement as meanings of the corporate work that culminate in the paradoxical work. It also demonstrates that the impact of knowledge occurs in a reflexive spiral of complexification, continuously affecting individuals and work processes; describes the impermanent character of the work ruled by time, by neophilia and by uncertainties that make precarious the very subjective experience of worker; and proposes that this work becomes entangled due to the way it is managed, and is an entangling work, for embarrassing the individual in its techniques, logics and dissonances. The paradoxical essence that emerges from this appreciation of corporate work is described on the following scopes: its reflexivity does not prevent its rationality to be fragile; its dynamism coexists with the difficulty to achieve substantive organizational changes; its entanglement compromises the possibilities of an apparently reachable well-being; its focus on present ends up to be emptied; and its purpose of individual sustenance becomes unsustainable due to hyperconsumption. But the conclusions of the study do no describe a definitive phenomenon. At the ending, it points out possibilities of living with the paradoxical work as well as possibilities of its transformation.

As "Confrarias" como um Fenômeno Organizacional Brasileiro: Notas Etnográficas de um Aprendiz de Bourdieu

Over the last years we have seen a significant increase in scholarly production within the organization studies field in Brazil. However it is still not representative. The tendency to consume foreign and fashionable ideas unrestrainedly, to make use of imported, universal and non-contextualized explanations to inquiry phenomenon which are essentially local and particular, make it difficult to develop a true Brazilian tradition. This work is a result of an ambitious ethnographic adventure" of an acknowledged apprentice of sociologist Pierre Bourdieu's large body of knowledge. It is about taking reflexivity to the limit. It is about learning "through the body" in an effort - both theoretical and empirical - to investigate a Brazilian organizational phenomenon which reproduces the hierarchical side of our society and, under the disguise of the legitimacy offered by organizational discourse, help keeping the very structure of our society in a silent but powerful way. I also want this work to be an alert for the importance of contextualization as a means to avoid a recurring distortion of the scholarly production in administrative science: the mobilization of theoretical references in such a safe way that make explicitness totally unnecessary, the appropriation of concepts whose essence is strange to the nature of the very phenomenon which they aim to explain, and the insistence in the impersonal style, in third-voice narratives, as if it were possible to produce knowledge in social sciences with absolute impartiality. "

The gay subject in business and its discursive formation: an exploration on power, knowledge and sexuality

Issues related to the reality of lesbian, gay, bisexual and transgender (LGBT) individuals are being incorporated into institutional and social discourses, and show the challenges that must be overcome towards citizenship. The inclusion of gay rights in the domain of institutions like the United Nations and the Brazilian Secretariat of Human Rights are a response to broader movements that places the gay subject as an important topic of debate in the social-political sphere. In this scenario, some institutions deserve close attention from researchers related to gay issues, the business environment being a good example. In this domain, diversity has become an important topic of debate between scholars, where the question of sexual identity in most cases does not appear. The literature that actually focuses on the theme is explored through approaches that are not able to break with universalisms and a normatized vocabulary. Therefore, this research explores discursive structures related to sexuality and examines the meanings construed throughout these structures as described by gay individuals working in business. Furthermore, it investigates patterns of discursive normative structures and consequential challenges faced by gay people in the working environment, and also complements the current debate both in the socio-political sphere and in academic reality on LGBT challenges. The Foucauldian notions of discourse, knowledge and power, and the main concepts of queer theory are incorporated to the analysis, as well as concepts related to the politics of post-colonial sexuality, subordination, and hegemonic forces, together with role of reflexivity in modernity and its impacts on secularized mental structures. The research design takes a phenomenological approach and bases its knowledge claim on a participatory perspective, where the sample chosen for data collection consisted of gay individuals working in the business environment, aiming at generate categories of meanings through the description of their experiences.

Cinematografando o consumo :as narrativas e práticas culturais dos clientes de videolocadoras de Natal (RN)

The present work is an exercise of analysis of cultural practices related to movie consume by the clients of video rental stores in Natal city (Rio Grande do Norte, Brazil). With sociology of practice as support, especially that one which develops from the seminal works of Anthony Giddens and Pierre Bourdieu, we have searched, from the apprehension of the narratives build up by these actors from the movies they attend, to point the way they build exercises of reflexivity and creativity in the reception of works commonly identified as products of the so called mass culture . This path allows us, in the steps of Nestor Garcia Canclini, researcher in reception within Latin-American context, create and, somehow confirm the hypothesis that consume is also useful for thinking . In order to get to this result, we have carried out a camp research that used instruments and techniques both quantitative and qualitative. After the data analysis we came to the conclusion that consume of movies taken as commercial type and as not very noble in the environment of cultural production, also impels exercises of creativity and social reflexivity

Reelaborando conceitos e ressignificando a prática na educação infantil

In this research we described the path of thirty one teachers involved with elementary school, amog which we included ourselves, looking for professional formation that allowed us to understand the function of educating childen. In this sense, this group of teachers begins a process of intentional, systematic and voluntary reflection, in an attempt to give new meanings to daily concepts of life and work, and linking them to their socialpractices. Having as reference the theoretical and methodological principles of socio-historical approach and collaborative research, the Group of Studies: The Dialogue Reflection as Re-meaning of Pedagogical Practice: a continuous education proposal, motivated by the willing and the necessity of re- elaborate knowledge about collaboration, reflection, infant education, playing and development which meets the new and goes the inverse way revisiting concepts and conception already consolidated, confronting and re-meaning them enlightened by one s own effort and the collaboration of pairs, mediated by Cycles of Reflexive Studies and Inter/intrapersonal Sessions. We can affirm that these tools helped the process of reflexivity put into practice by participants, which most important consequence was the theoretical re-meaning and practice in the ambit of infant education. During this investigation, we could see some theoretical and practice presuppositions which permitted to attribute to the exercise of reflexivity in collaboration the means into which the involved people could rescue the actions taken, justified their choices, confronted their theoretical options with their peers and with the systematized knowledge would question their certainties and rebuild in intra-psychological level, the knowledge elaborated socially. To this group which main activity is the docent profession, the personal and professional development constitutes the objective in which actions were articulated and operations which made learning possible as well as professional development

Uma conversa na escola: o diálogo e a mídia

The dialogue represents an essential condition for the complete realization of the Communication. In Paulo Freire we find a concept of dialogue which expresses itself, fundamentally, in two dimension: on one hand, in the confluence of subjectivities; on the other, in action. Dialogue would not be, therefore, a thinking for , but a thinking with . On the other hand, the media, here understood as synonym of technical media of information and expression is spread all over society as synonym of communication media. In this direction, this paper intends to check if the media allows the dialogue, in the heart of the Freirean concept of communication. We start from the premise that it is not possible to come to an answer if we continue to accept the theoretical approach which polarizes the process of communication between emitter and receptor. By using elements of the ethnomethodology such as the analysis of the conversation and the reflexivity, we dived in the school everyday life of educators and students of an elementary level public school in the city of Natal, capital of Rio Grande do Norte, in order to, through some experiences with the media, corroborate Paulo Freire's ideas, stating the mediation made by the world and seeking a bias for the use of the media to enable a more dialogic education

As contribuições do proformação/pedagogia/UERN para a melhoria da prática pedagógica de professores

This dissertation aims at analyzing some relations established between teachers‟ formative proposal for docent knowledge and pedagogical practices in the Special Program of Professional Formation to Basic Education (Proformação in Portuguese) with the objective of investigating how teachers evaluate knowledge acquired during their course formation to identify its improvement in their pedagogical practice. This is a Pedagogical Program of the State University of Rio Grande do Norte chosen to be analyzed. The objective is to investigate how teachers, Proformação/Pedagogy course students evaluate privileged knowledge in that university formation and how the relation between this knowledge and their pedagogical practice are experienced in classroom as teachers, defining in which way knowledge constructed and reconstructed during the course contributes for an improvement of their pedagogical practices. We have interviewed fourteen Proformação/Pedagogy last-term teachers, emphasizing the analysis of their point of view as social actors related to docent university formation in service. The principles for this investigation comprehend a qualitative approach, in a case study modality, with an exploratory tendency, presented in the introductory section and along four chapters. The research is theoretically guided by Andoino (1998), Bardin (2009); Laville e Dione (1999); Bogdan and Biklen (1994), Hernandez Sampieri, Hernandez Collado and Baptista Lúcio (2006), among others. We justify this thematic choice, considering docent formation and its interface with an improvement for students‟ leaning, taking into account the strict relations between those elements. We have discussed on docent formative paradigms, based on a multireferential perspective, whose main authors that developed research in this area are: Gómez (1998), Sacristán e Gómez (1998), Tardif (2002), Altet (2001) Paquay e Wagner (2001), Garcia (1999), Baldi (2008), La Torre e Barrios (2002). We interviewed fourteen teachers, all of them in the last term of the Program. In the second chapter, we justify the choice of the subject, approaching docent formation and its relation with basic teaching. We understand that there is a strong relation between those aspects. In the third chapter, we discuss on some docent formative paradigms, among them, Gomes (1998), Sacristán and Gomez (1998), Tardig (2002), Altet (2001) Paquay and Wagner (2001), Garcia (1999), Baldi (2008), La Torre and Barrios (2002). We introduce the Pedagogical Program structure and specify which formative paradigms characterize it and identifying that one of the most prominent paradigm is a practical perspective with emphasis on reflexivity about the practice based on the premise that docent formation is be based on from learning to practice theory. We present an data analysis obtained from thematic categorization extracted subjects‟ discourses and, at the end, we discuss on evaluation of the teachers involved in the research related to the course contributions to provide an improvement for pedagogical practices developed by them inside their classrooms. We consider, thus, that teachers evaluate the Program as a guideline for (re)construction of diversified knowledge, which, in turn, provides the development of abilities to analyze classroom situations based on pedagogical theories and to develop investigative practice based on everyday experience. The results point out that some implications are relevant, among them: the thematic-choice, discussed previously, needs other kinds of investigations. The relation between theory and practice proposed in formation programs requires more systematic studies considering others aspects that characterize teaching process, and mainly, to provide investigative proposals of and about such practices

Formação de professores, saberes, reflexividade e apropriação da cultura digital no Projeto Um Computador por Aluno (UCA)

This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships

A formação do enfermeiro na reflexividade

The study proposes an understanding of nurses training in reflexivity and the overcome the limits of biomedical formation model, from the thought of John Dewey, inserted in the panorama of the reflective practitioner introduced by Donald Schön and dialoguing with the perspective of the transforming action of Paulo Freire. We used a qualitative approach to collect empirical data through focus groups conducted with nursing students from 3rd to 5th year in the Faculty of Health Sciences, Trairi / UFRN in the year 2012. Data analysis occurred through the technique of thematic content analysis constituted of three stages: pre-analysis, exploration of the material, treatment of results, inference and interpretation of the material. Thus, the categories formulated by organizing, classifying and aggregating the the content of the speeches to groups who shared opinions approximations of thought generating a set of categories of analysis designed from the contents. The results present the experiences of nursing students and their reflections, demonstrating that the process of reflection permeates the journey of life. It is inferred that the knowledge acquired in these experiences do not always participate in this dialogue in this formative process, reducing previous experiences in the field of exemplification of everyday situations. We conclude that it is necessary to consolidate innovative pedagogical proposals that allow the continuous dialogue with reality, breaking with the decontextualized teaching process from reality insertion of the university. Rethinking of the structures is recommended, reinforcing the break with the biomedical model and the integration of knowledge dynamically

Corporeidade e humanescência: cenários ludopoiéticos na vida de professores contadores de história

During the latest years, the art of storytelling has received special attention from those who make education, art and culture. The storyteller is a singular person who manages to seduce itself and its listeners, by involving them in an atmosphere of pleasure and complicity, dodging situations, space and time, providing delight, stimulating creativity, daydreaming and imagination. This is a study developed with storyteller teachers that takes as its starting point the need to change the landscape of education, which seeks to emphasize the affirmation of embodiment of the teacher, so that it participates in a creative self-dynamic and the context in which they live. In addition , the following purposes accompanied the study : education - liberating practice and human development ; corporality - radiant , first and main focus of educational criteria; playfulness - a human dimension ; autopoiese - as an organization of human beings that produces and continuously transforms itself; flow experience concerns the feeling of full involvement in the activity , the psychic energy toward something that is being produced or performed , something that brings us pleasure , happiness and profound sense of well being. As general objective of the study we analysed the humanescent self-formation and its ludopoiética nature in storyteller teachers from humanescent workshops developed in a state school in Natal / RN. In view of the overall objective , we developed the following specific objectives : to identify the ludopoiéticas properties of self-worth , self-connectivity , self-territoriality , autotelia and self realization present in the life of storyteller teachers and the changes in the school environment, from the development of humanescent workshops; reveal the nature of humanescent self-training in storyteller teachers lives. The investigated group had the participation of eight teachers, and had the Escola Estadual Potiguassu as environment for the research. This is a descriptive study, understood as an action-research , developed with basis in the fundamentals and ethnomethodological principles , which used eight humanescents workshops , developed in the context of humanescent experiential pedagogy in conjunction with participant observation .The analyzes were focused on the chosen categories for the study : self-worth , self-connectivity , self-territoriality , autotelia and self-, indexicality and reflexivity . In terms of conclusions, we noted that the properties of ludopoiese were unveiled in the lives of the teachers by providing changes in their ways of being and living together. The teachers have become more creative and intensely began to experience their own life, social life, as well as its meaning. The struggle for a more cheerful and happy school was another important development highlighted in the reports of the teachers, also observing that there was a significant improvement in the reduction of violence in the school environment. Thus, we emphasize that the teachers began to recognize themselves like being ludic, playing with the beauty of storytelling and life

O Aleph e seus duplos: mimesis e auto-reflexividade na obra de Jorge Luis Borges

This study approach the Jorge Luis Borges s prose of fiction under the perspective of mimesis and the self-reflexivity. The hypothesis is that the Aleph is a central symbol of the Borges s fictional universe. The rewriting and the retake of this symbol along of his work entail to a reflection about the possibilities and the limits of mimesis. This study is divided in three parts which contain two chapters. The first part Bibliographic revision and conceptual fundaments of inquiry discuss the critical fortune of author (Chapter 1) and the concepts that will give sustentation to the inquiry (Chapter 2). The second part About the Borges s aesthetic project sketch out the literary project defended by Borges that is his conception of the literature and his ideological matrix (Chapter 3) beside his anti-psychologism and his nostalgia of epos (Chapter 4). The third and last part is entitled The Aleph and his doubles. In the chapter 5 this study analyses the short story El Aleph and consider its centrality on the Borges s work. The argument that is on this short story Borges elaborates a reflection about mimesis. In the chapter 6, on the same hand, four short stories will be analysed: Funes el memorioso ; El Libro de Arena ; El evangelio según Marcos and Del rigor en la ciencia . The conclusion that is the Borges s literature is self-awake of its process as such demonstrate its parodic sense and its bookish origin. Hence, the Borges s literature overlapping the mimetic crisis of language and challenge the limits between fiction and reality. However, it doesn t surrender to the nihilist perspective that is closing of literature to the world