Decolonizing Pedagogies: Interrupting the Settler Colonial Narrative of Landownership in Ontario Social Science and History Curriculum

Drawing upon Ontario Social Science and History curriculum documents and textbook imagery and language, this paper examines how narratives of settler landownership strategically present Indigenous and non-Indigenous peoples within the Canadian grand narrative. The curriculum and text material educators and learners are guided by ignore ongoing colonial violence towards Indigenous peoples and perpetuate the ideology of inevitable ‘peaceful’ interrelationships in national contexts. Learners develop identities in relation to land and how land is acquired. They come to understand themselves as part of a just nation in the particular sequence of Canadian Social Science and History teaching and learning. To go beyond simply adding content about Indigenous peoples in the classroom, educators and learners must adapt a decolonial approach to instead learn from Indigenous perspectives. Such a methodology would require the opening of a “third space” where the transmission of western curricular knowledge is interrupted. Educators and learners must create a space for problematizing the source itself and deconstruct the national grand narrative using inquiry, questioning and reflection, rather than repetition and regurgitation. This analysis reveals that particular placements of Indigenous peoples and settler Canadians in curriculum and classroom text material must be challenged by educators and learners to disrupt colonial narratives and to seek ongoing reconciliatory opportunities in and beyond the school walls.

Good practices and inclusive Art at the University: the image of the Artist/Teacher and Innovative Pedagogies

The aim of art, as transformer of the individual, has numerous sides which give the human beings a sense of enhancement and growth. It is considered by university the need for our students to take part of this process of social transformation in which they feel the need of helping the community when its members are at risk of social exclusion. Art is considered to be a means, a tool and a purpose for an artis-pedagogue to be used as a guide for the renewal. And the university is also considered as a focus of commitment by means of the development of good practices as well as adopting an open and innovative attitude to any changes aimed at living harmoniously within a more just society.

Pedagogies in Virtual Worlds

This chapter explores some of the central issues and dilemmas that have emerged from recent research into the pedagogical uses, impact and innovation in virtual worlds. It will begin by discussing the most popular pedagogical approaches employed within the popular virtual world Second Life, noting key trends and identifying areas of potential future growth. It will then consider the ways in which teaching, learning and assessment for Second Life are shaped by and embedded within spatial practices and proxemics, drawing partially on data from two studies undertaken by the authors. The chapter concludes by suggesting that the opportunity to do things differently when designing for disciplinary learning within these new environments, forces a reconsideration of how (virtual) learning spaces might be constituted and experienced by individual users.

Zombie pedagogies: the problems with using the undead in public pedagogies for emergencies

The well-known Hollywood ‘zombie’ genre has recently begun to invade programs and training courses in disaster control and emergency prevention. The author explores the consequences of a transfer of an entertainment metaphor into real US military policies. Is it possible that this implies attuning the populace to catastrophies by means of edutainment? And does this, as Preston argues, in some ways ‘de-humanize’ one’s adversaries? The article points to a fatal dialectics and disturbing elements of a post-ethical disposition. This results not only in some sort of inevitable legitimation of the ‘war on terror’ leaving behind all tenets of civil society. It also permits, subcutaneously, to act without restrictions against certain groups as if they were ‘undeads’.

Fabricating reconciliation : Howard's forgettable speech

In this chapter, John Howard’s policy speech to The Sydney Institute, a conservative think tank, on October 11, 2007 as the Australian Prime Minister of the day, is analysed within the frame of discourse analysis to make visible how the speech works in old ways to dress up neoliberal policy as new and reformist. Taking centre stage, Howard pointed to concrete steps undertaken to achieve what he called a “new reconciliation.” This cynical manoeuvre, which put reconciliation back onto the election agenda (after it was earlier derided for its divisive and muddle headed symbolism), constituted a “neoliberal quickstep” (Reiger, 2006) or quickfix of sorts. The speech was also used as a place to reintroduce the Northern Territory Intervention, which at the time was purported to be a response to child abuse and Indigenous community dysfunction.

From literacy to multiliteracies : diverse learners and pedagogical practice

In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices in mainstream schooling. This paper documents and characterizes the ways in which two specific digital learning initiatives were played out in two distinctive traditional schooling contexts, as experienced by two different student groups: one comprising an elite mainstream and the other an excluded minority. By learning from the instructive complications that arose out of attempts by innovative and well-meaning educators to provide students with more relevant learning experiences than currently exist in mainstream schooling, this paper contributes fresh perspectives and more nuanced understandings of how diverse learners and their teachers negotiate the opportunities and challenges of the New London Group's vision of a multiliteracies approach to literacy and learning. We conclude by arguing that, where multiliteracies are understood as “garnish” to the “pedagogical roast” of traditional code-based and print-based academic literacies, they will continue to work on the sidelines of mainstream schooling and be seen only as either useful extensions or helpful interventions for high-performing and at-risk students respectively.

Designing learning spaces for (partially) online lives : recombinant architecture

The notion of recombinant architecture signals a loosening of spatial connections between physical and digital-online environments (Mitchell, 1996; 2000; 2003). Such an idea also points to the transformative nature of the designing approaches concerned with the creation of spaces where bits meet bodies to fulfil human needs and desires and, at the same time, pursuing those human dimensions of space and place which are so important to our senses of belonging, physical comfort and amenity. This paper proposes that recombinant spaces and places draw on familiar architectural forms and functions and on the transforming functions of digital-online modes. Perspectives, approaches and resources outlined in the paper support designing and re-designing enterprises and aim to stimulate discussion in the Digital Environments strand of this online conference: 'Under Construction: a world without walls'.

Technological barriers to learning : designing hybrid pedagogy to minimise cognitive load and maximise understanding

Information and Communication Technologies (ICTs) provide great promise for the future of education. In the Asia-Pacific region, many nations have started working towards the comprehensive development of infrastructure to enable the development of strong networked educational systems. In Queensland there have been significant initiatives in the past decade to support the integration of technology in classrooms and to set the conditions for the enhancement of teaching and learning with technology. One of the great challenges is to develop our classrooms to make the most of these technologies for the benefit of student learning. Recent research and theory into cognitive load, suggests that complex information environments may well impose a barrier on student learning. Further, it suggests that teachers have the capacity to mitigate against cognitive load through the way they prepare and support students engaging with complex information environments. This chapter compares student learning at different levels of cognitive load to show that learning is enhanced when integrating pedagogies are employed to mitigate against high-load information environments. This suggests that a mature policy framework for ICTs in education needs to consider carefully the development of professional capacities to effectively design and integrate technologies for learning.

Learning Strategies for Digital Tools

Learning a digital tool is often a hidden process. We tend to learn new tools in a bewildering range of ways. Formal, informal, structured, random, conscious, unconscious, individual, group strategies, may all play a part, but are often lost to us in the complex and demanding processes of learning. But when we reflect carefully on the experience, some patterns and surprising techniques emerge. This monograph presents the thinking of seven students in MDN642, Digital Pedagogies, where they have deliberately reflected on the mental processes at work as they learnt a digital technology of their choice.

Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education.

Transformational learning in the workplace

Although transformative learning theory remains one of the most influential theories in the field of adult education, studies on fostering transformative learning, particularly in groups and in the workplace, remain sparse. This article summarises some evidence of transformational learning that influenced changes to practice, processes, and the organisational culture in a case study. It is based on a cohort of 12 worker-learners enrolled in a Graduate Certificate in Education (Executive Leadership) course offered by an Australian university (Queensland University of Technology). Data for this article were drawn from interviews with 10 participants, a focus group with 6 of them, their assessment presentations, and reflective notes of the course facilitators. Also included here are the effects on transformational learning of Taylor’s five elements of work-based learning design, Fuller and Unwins’ features of expansive learning, and Billett’s workplace pedagogies.