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This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze. The metaphor of the maze evokes several different and sometimes contradictory elements of contemporary education research, including complexity, confusion, messiness, multiplicity and risk. While these are not necessarily or wholly negative attributes, it is important for researchers to be able to articulate and implement effective strategies for engaging wholeheartedly with these situations to navigate the education research maze. The book is structured around three main themes; politics, ethics, philosophies and theories of education research mazes; mazes in and with specific research methods; and mazes in and with specific research tasks and technologies. Each account develops broader lessons for enhancing the impact, quality, relevance and significance of research in other disciplines as well as education. .
ethiek --- Curriculum development --- Science --- methodologieën --- sociologie --- Teaching --- onderwijssociologie --- Social sciences (general) --- curriculumontwikkeling --- General ethics --- Sociology --- onderwijs --- Sociology of education --- kleuterdidactiek --- sociale wetenschappen --- Didactics --- onderzoeksmethoden --- Educational systems. Teaching systems --- cursussen --- opvoeding --- Research --- Research ethics --- Moral and ethical aspects. --- Sociology-Research. --- Social sciences --- Early childhood education. --- Research-Moral and ethical aspec. --- Curriculum planning. --- Research Methodology. --- Methodology of the Social Sciences. --- Sociology of Education. --- Early Childhood Education. --- Research Ethics. --- Curriculum Studies. --- Education --- Instructional systems --- Planning --- Methodology. --- Curricula --- Design --- Sociology—Research. --- Social sciences. --- Educational sociology. --- Child development. --- Research—Moral and ethical aspects. --- Curriculums (Courses of study). --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Child study --- Children --- Development, Child --- Developmental biology --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Development --- Aims and objectives
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The world abounds with conflicts and the associated communication practices and technologies that perpetuate and contest conflict as it occurs in place. All conflicts are crucially connected with place, and all conflicts are communicated in multiple ways. This book explores the complex nexus among place, conflict and communication and brings together 11 investigations around the interplay of place, conflict and communication. The interdisciplinary focus includes education, history, international relations, law and sociology. The chapters are geographically diverse, traversing Aceh in Indonesia, Australia, England, Finland, Ireland, Singapore, South Africa and Zimbabwe. The book highlights the possibilities for reimagining the future so that more democratic and peaceful understandings of place can lead to fewer conflicts and less conflict-based communication. Better futures are possible only if place is replotted, conflict is reconceptualised and communication is recontextualised from new, varied and more inclusive perspectives with a vision to creating a more harmonious world.
Human Geography. --- Area studies. --- Peace. --- Political communication. --- Area Studies. --- Conflict Studies. --- Political Communication. --- Education, general. --- Political communication --- Political science --- Coexistence, Peaceful --- Peaceful coexistence --- International relations --- Disarmament --- Peace-building --- Security, International --- War --- Area research --- Foreign area studies --- Education --- Research --- Geography --- Anthropo-geography --- Anthropogeography --- Geographical distribution of humans --- Social geography --- Anthropology --- Human ecology --- Study and teaching --- Human geography. --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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This book explores the challenges and considerations of researchers who work on the educational margins of society. It investigates the diverse and specific research strategies that have been developed to ensure research is authentic, ethical, rigorous, situated and, where possible, empowering. Traversing cutting-edge global research, the chapters demonstrate the effectiveness of specific research methods when researching within educational margins related to particular ‘wicked problems’. Against a backdrop of increasing scrutiny of the conduct of researchers working with marginalised people, this book provides an informed and empowering overview of research methods for those working with marginalised groups. Deborah L. Mulligan is an honorary postdoctoral researcher in the Faculty of Business, Education, Law and Arts at the University of Southern Queensland, Australia. Deborah researches in the field of gerontology, specifically in the area of older men and suicide ideation. Patrick Alan Danaher is Professor in the School of Education at the University of Southern Queensland, Australia, where he is also currently Acting Deputy Head of School. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia.
Education—Research. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Research Methods in Education. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Aims and objectives --- Minorities --- Research --- Methodology. --- Research. --- Methodology --- Moral and ethical aspects. --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Research teams --- Ethnic minorities --- Foreign population --- Minority groups --- Persons --- Assimilation (Sociology) --- Discrimination --- Ethnic relations --- Majorities --- Plebiscite --- Race relations --- Segregation
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This book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise – and thereby to reimagine – the phenomenon of researchers’ risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Balūchistān, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty. Deborah L. Mulligan researches in the field of gerontology, specifically with older men and suicide ideation. She is interested in community capacity building through examining the sustainability of particular men’s groups with male-only membership, and also in ethics and reciprocity when conducting research with marginalised groups. Patrick Alan Danaher is Professor of Educational Research and Acting Deputy Head of the School of Education at the University of Southern Queensland, Australia. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia. He is also currently an Adjunct Professor at Central Queensland University and James Cook University, both in Australia, and Docent at the University of Helsinki, Finland.
Higher education. --- Self. --- Identity (Psychology). --- Education—Research. --- Maturation (Psychology). --- Career education. --- Higher Education. --- Self and Identity. --- Research Methods in Education. --- Personal Development. --- Career Skills. --- Education --- Growth (Psychology) --- Personal development --- Personal growth --- Developmental psychology --- Personal identity --- Personality --- Self --- Ego (Psychology) --- Individuality --- Consciousness --- Mind and body --- Thought and thinking --- Will --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Scholars. --- Research --- Risk assessment. --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Persons
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This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze. The metaphor of the maze evokes several different and sometimes contradictory elements of contemporary education research, including complexity, confusion, messiness, multiplicity and risk. While these are not necessarily or wholly negative attributes, it is important for researchers to be able to articulate and implement effective strategies for engaging wholeheartedly with these situations to navigate the education research maze. The book is structured around three main themes; politics, ethics, philosophies and theories of education research mazes; mazes in and with specific research methods; and mazes in and with specific research tasks and technologies. Each account develops broader lessons for enhancing the impact, quality, relevance and significance of research in other disciplines as well as education. .
Science --- General ethics --- Social sciences (general) --- Sociology of education --- Sociology --- Curriculum development --- Didactics --- Educational systems. Teaching systems --- Teaching --- sociologie --- ethiek --- onderwijs --- onderzoeksmethoden --- sociale wetenschappen --- onderwijssociologie --- opvoeding --- curriculumontwikkeling --- cursussen --- methodologieën --- kleuterdidactiek
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The world abounds with conflicts and the associated communication practices and technologies that perpetuate and contest conflict as it occurs in place. All conflicts are crucially connected with place, and all conflicts are communicated in multiple ways. This book explores the complex nexus among place, conflict and communication and brings together 11 investigations around the interplay of place, conflict and communication. The interdisciplinary focus includes education, history, international relations, law and sociology. The chapters are geographically diverse, traversing Aceh in Indonesia, Australia, England, Finland, Ireland, Singapore, South Africa and Zimbabwe. The book highlights the possibilities for reimagining the future so that more democratic and peaceful understandings of place can lead to fewer conflicts and less conflict-based communication. Better futures are possible only if place is replotted, conflict is reconceptualised and communication is recontextualised from new, varied and more inclusive perspectives with a vision to creating a more harmonious world.
Politics --- Polemology --- Teaching --- Mass communications --- Environmental planning --- Social geography --- ruimtelijke ordening --- regionale geschiedenis --- communicatie --- onderwijs --- politiek --- opvoeding --- polemologie --- vrede
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This book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise - and thereby to reimagine - the phenomenon of researchers' risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Balūchistān, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty. Deborah L. Mulligan researches in the field of gerontology, specifically with older men and suicide ideation. She is interested in community capacity building through examining the sustainability of particular men's groups with male-only membership, and also in ethics and reciprocity when conducting research with marginalised groups. Patrick Alan Danaher is Professor of Educational Research and Acting Deputy Head of the School of Education at the University of Southern Queensland, Australia. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia. He is also currently an Adjunct Professor at Central Queensland University and James Cook University, both in Australia, and Docent at the University of Helsinki, Finland.
Science --- Developmental psychology --- Psychology --- Personality development --- Teaching --- Higher education --- Personnel management --- HO (hoger onderwijs) --- psychologie --- didactiek --- onderzoeksmethoden --- ontwikkelingspsychologie --- persoonlijkheidsleer --- loopbaanontwikkeling --- persoonlijkheidsontwikkeling
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Echoes: Ethics and Issues of Voice in Education breaks new ground in the field of education research ethics, by examining different perspectives on the role, influence and importance of voice. Drawing on a variety of philosophical and paradigmatic approaches, Echoes: Ethics and Issues of Voice in Education examines how and the different ways in which researchers conceptualise voice in the context of broader theoretical and methodological issues relating to research ethics. Written by authors working across the globe in a variety of academic contexts, it asks: • How might voice in education be reconceptualised? • What factors influence whether or not, and in what ways, voices are heard and/or (re)presented in education research? • What implications do (re)conceptualisations of voice have with respect to the ethics of education research? • What methods can be used to explore the role, importance and influence of voice in education research from an ethics perspective? • How might voices be appropriately acknowledged and represented in education research? Echoes: Ethics and Issues of Voice in Education invites the reader to join the conversation, as it prompts reflection and discussion about the challenges and concerns inherent in the representation of voice in education research.
Education -- History. --- Education -- Research. --- Education --- Social Sciences --- Education - General --- Research. --- History. --- Teaching --- Educational research --- History --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training
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How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each.
Education. --- Educational technology. --- Teaching. --- Teaching and Teacher Education. --- Technology and Digital Education. --- Educational Technology. --- Teachers --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Education --- Aids and devices --- Didactics --- School teaching --- Schoolteaching --- Pedagogical content knowledge
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Given the global crises confronting the world today, it is important to interrogate the notion of “the modern state” and to evaluate its effectiveness in providing security and services for its populations, including the most disadvantaged and vulnerable. This book investigates the modern state’s capacity to serve its constituents by examining the organisations that facilitate two key elements of contemporary living: social capital and social enterprise. These elements are explored in a series of rich case studies located in Australia, Ireland and Bangladesh, with broader implications for policy and practice in the rest of the world. The case studies highlight the growing importance of social enterprise and social entrepreneurship in fostering social capital and in contributing to the idea of “the enabling state”. This book will appeal to researchers, policy-makers and community leaders working in business, education, employment pathways, homelessness, housing, local government, mental health, public administration and refugee resettlement. Éidín Ní Shé is Research Scientist – Health Systems in the School of Nursing, Midwifery and Health Systems at University College Dublin, Ireland. Her previous academic and research appointments were at the University of Technology Sydney, the University of Southern Queensland and the University of Melbourne, Australia; and the University of Limerick, Ireland. Lorelle J. Burton is Professor of Psychology in the School of Psychology and Counselling, and Associate Dean (Students) in the Faculty of Health, Engineering and Sciences, at the Toowoomba campus of the University of Southern Queensland, Australia. She is also the Independent Chair of the Headspace Toowoomba Consortium. Patrick Alan Danaher is Associate Dean (Research and Research Training) in the Faculty of Business, Education, Law and Arts at the Toowoomba campus of the University of Southern Queensland, Australia. He is also currently an Adjunct Professor in the School of Education and the Arts at CQUniversity, Australia. .
Social entrepreneurship. --- Entrepreneurship --- Public policy. --- Public Policy.
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