Hasil untuk "Theory and practice of education"

Arifin, I Nyoman Jampel, Dewa Bagus Sanjaya et al.

Principal learning leadership is an important factor in improving the quality of education, but its implementation in remote areas still faces various structural and resource limitations. This study aims to describe the learning leadership practices of school principals in schools in remote areas of South Central Timor Regency, analyze adaptive strategies applied in managing learning in the midst of limitations, and formulate its conceptual contribution to the development of educational leadership theory. This study uses a qualitative approach with a multi-case study design in three schools. Data were collected through in-depth interviews with principals and teachers, observations, and documentation, then analyzed thematically to identify patterns of practice and leadership strategies. The results of the study show that learning leadership practices run in diverse and contextual forms. School principals continue to carry out the functions of supervision and management of learning, but their intensity and quality are influenced by personal capacity, structural support such as infrastructure and access to training, and government policies. Adaptive strategies that emerge include strengthening internal solidarity, self-training, and orientation to the sustainability of educational services in the midst of limitations. This study concludes that learning leadership in remote areas is adaptive and contextual, so its development needs to consider geographical, social, and structural factors to be in harmony with the reality of the field.

Anders Belling

ABSTRACT Professionalization of football talent development has had a widespread influence on the lives of Norwegian footballers. The football and educational aspects of their identities converge in their decisions on upper secondary education, where the option of a sports school programme significantly influences how talent development is practised. This article employed an abductive research protocol in a case study, conducting two rounds of interviews with five players and five coaches from an elite football club academy under-17 team. Drawing on Habermas’ theory of communicative action, instrumental and communicative rationality are used to analyse and discuss how talented players’ identities are influenced and used for clubs practice increasing role in narrowing down the players’ options and thus decreasing their scope for communicative rationality. This limits their identity formation, as pursuing an SSP increasingly becomes the only path available to them.

Syaiputra W.M. Diningrat, Bachtiar Sjaiful Bachri, Ixsora Gupita Cinantya

The use of the flipped classroom has increased in the context of learning English as a Foreign Language (EFL). However, only a few studies have reported on how to expand flipped classroom instructional strategies in EFL writing classes. Meanwhile, prior studies have examined the effect of self-regulated strategy development (SRSD) on improving students’ writing performance by applying self-regulation procedures. This study proposes an extension of the classic flipped classroom model  by combining it with SRSD. To investigate the effect of SRSD instruction on students’ writing performance in a flipped classroom, we conducted an experimental design study with three classes involving 90 students across 13 weeks. The first group received flipped classroom model (FCM) with SRSD instruction, the second group received the FCM, and the control group received regular classroom writing activities. The results indicated that the first group demonstrated better writing performance and positive student perceptions. Findings suggested that a strong potential effectiveness of flipped classroom combined with SRSD instruction in cultivating students’ writing performance.

E. Rivera, C. Garden

ABSTRACT Gamification, the application of game elements to non-game situations, has gained traction in education as a mechanism for improving motivation and/or learning outcomes. Although it is widely accepted that gamification enhances these aspects of engagement in business and education settings, there is equivocal supporting evidence. Research has emphasised behavioural responses to gamification, although there is some evidence that gamification can support deeper cognitive and affective aspects. It continues to remain unclear how gamification influences student engagement and leads to learning, a significant gap in the literature to date. In this conceptual article, we fill the gap between practice and theory through the synthesis of student engagement and gamification literature into a new Gamification for Student Engagement Framework. The provisional Framework should, for the first time, enable practitioners to systematically design gamified learning experiences, through the purposeful selection of game attributes according to the desired student experience, and consequence of, engagement. Although we focus on learning outcomes, the Framework has the potential to improve others such as student satisfaction and wellbeing across many settings and disciplines. It can also be used to gather much needed empirical evidence about the effectiveness of the approach on desired outcomes.

M. Thomas, D. Ansari, V. Knowland

Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn (‘brain health’); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field comprising, respectively, a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science.

Nicole L. Matthews, Hannah Honda, Melissa M. Mitchell et al.

Abstract Background Research is needed to better understand the specific challenges for autistic learners in informal STEM learning settings. This study aimed to increase inclusion in STEM museums, with a larger goal of increasing the impact (i.e., learning and application of knowledge during and after visits) of informal STEM learning settings for autistic youth. We conducted an online parent attitudes survey with 93 parents of autistic adolescents and 53 parents of adolescents in the general population to better understand the experiences of autistic adolescents when visiting STEM-related museums. Parent responses informed professional development training for museum staff at four partner museums, which taught strategies to better support autistic learners. Then, autistic adolescents (n = 20) and their parents were randomly assigned to visit one partner and one control museum. They were asked to report their experiences through an online survey and semi-structured interviews. Results Participants who completed the parent attitudes survey indicated significantly lower inclusion, engagement, and general impact of STEM museum visits among autistic adolescents compared to the general population comparison group. Parents of adolescents who visited partner and control museums reported higher STEM impact during visits to partner museums; however, parent-reported inclusion, engagement, and general impact did not differ significantly between partner and control museums. Qualitative analysis identified four themes (Spectrum of Museum Impact; Adolescent-Environment Fit; Barriers to Engagement, and Barrier Breakers), providing context for quantitative findings. Conclusions Findings underscore the need for increased inclusion for autistic individuals in informal STEM learning environments like museums. This project demonstrated feasibility of professional development training of forward-facing staff and identified several themes that should inform future efforts to improve inclusion in informal STEM learning settings.

H. Ates, Juan Garzón

Bruna Karolaynne Martins Amorim, Mayrhon José Abrantes Farias, Adriano Lopes de Souza

This study aims to map the themes addressed in graduation projects of the undergraduate Physical Education course of a higher education institution in the Tocantins state. It is a documental research of historical nature with a sample constituted of twenty-six papers developed by the two first entering classes. The results were organized based on three specific subfields: biodynamic, sociocultural, and pedagogical. We conclude that the needs and challenges of the graduation projects transcend the particularities of the school context, as demonstrated in the productions analyzed, being that course responsible, as well as all other undergraduate courses, for promoting the proper interlocutions between the academic and the professional fields.

Melissa Dancy, Apriel K. Hodari

Abstract Background We present an analysis of interviews with 27 self-identified progressive white-male physics faculty and graduate students discussing race and gender in physics. White cis men dominate most STEM fields and are particularly overrepresented in positions of status and influence (i.e., full professors, chairs, deans, etc.), positioning them as a potentially powerful demographic for enacting systemic reform. Despite their proclaimed outrage at and interest in addressing inequity, they frequently engage in patterns of belief, speech and (in)action that ultimately support the status quo of white male privilege in opposition to their intentions. Results The white male physicists we interviewed used numerous discourses which support racist and sexist norms and position them as powerless to disrupt their own privilege. We present and discuss three overarching themes, seen in our data, demonstrating how highly educated, well-intentioned people of privilege maintain their power and privilege despite their own intentions: (1) denying inequity is physically near them; (2) locating causes of inequity in large societal systems over which they have little influence; and (3) justifying inaction. Conclusions Despite being progressively minded and highly educated, these men are frequently complicit in racism and sexism. We end with recommendations for helping cis men engage the power they hold to better work with marginalized people to disrupt inequity.

Ika Nurvita Sari, Dwi Sulisworo

Abstrak. Di era digital saat ini penggunaan teknologi untuk menunjang pembelajaran sangat dibutuhkan. Penelitian ini bertujuan untuk mengembangkan lembar kerja peserta didik (LKPD) berbasis Augmented Reality (AR) pada materi bangun ruang sisi datar pokok bahasan kubus. Jenis penelitian yang digunakan yaitu pengembangan berbasis AR. Subjek penelitian yaitu siswa kelas V Sekolah Dasar. Terdiri dari 5 siswa dari 3 sekolah yang berbeda yaitu SD Bayumeneng, SD Srunggo dan SD Muhammadiyah Karangtengah. Instrumen menggunakan beta test dengan metode Attention Relevance Considence and Satisfaction (ARCS). Langkah- langkah pengembangan penelitian yaitu peneliti melakukan analisis kebutuhan, membuat desain awal, dan pengujian item-item yang dinilai dalam instrumen penelitian. Aspek-aspek yang dinilai dari instrumen penelitian meliputi relevansi, perhatian, keyakinan, dan kepuasan. Problem Based Learning digunakan sebagai model pembelajaran. Berdasarkan hasil dapat diketahui bahwa pengembangan LKPD berbasis AR dapat menarik minat dan motivasi siswa belajar matematika. Media pembelajaran ini dapat digunakan untuk memudahkan siswa dalam menalar mengenai dimensi tiga, khususnya bangun ruang kubus. Kata Kunci: Augmented Reality (AR), Matematika, Multimedia Pembelajaran, Keterampilan Abad 21, Kubus

周愚文 Yu-Wen Chou

以往教育研究多注意國家太平時期的發展，較少關注政局動盪下的教育變革。1912年1月中華民國建立，但因民初政局未穩，為因應開學所需，新設教育部只得儘速修改前清癸卯學制後發布命令施行；之後再新頒教育宗旨、學校系統、各級教育令及課程標準。最初教育部曾想另訂新制，但後迫於復學時間緊湊，只能修改舊制。再者，新訂學校系統仍是以前清學 制為基礎而稍修訂。本研究旨在探討民初辛亥革命後至袁氏稱帝前（1912-1916年）教育制度的再造，採史學方法，根據政府檔案、法規、公報、教育報刊及時人文集等一手資料，經內、外部考證後，探討教育制度調整的原因、經過、實施狀況及影響因素。研究發現，當時地方未能完全落實新制，其原因除政局不穩、戰事迭起外，原仿日學制持續發揮影響力、中央及地方經費支絀、地方教育行政體制殘破及中央地方爭權，均影響新制改革與落實。最後，研究指出政治革命後，舊有教育制度不必然也遭推翻，政府往往仍沿用後再修改，策略上是「穿衣改衣」，而無法另起爐灶。此段國家動盪時期的教育變革經驗，值得今後欲採革命式教育改革策略決策者關注。 The state of education during tumultuous times has often been overlooked by educational historians. However, such periods warrant attention because educational opportunities can be severely limited during these times. The fall of the Ch’ing dynasty in October 1911 led to the establishment of the Republic of China. Although a provisional Republican government was inaugurated in Nanking on January 1, 1912, the new democracy remained divided. A new Ministry of Education was established, and Dr. Yuan-Pei Tsai became its first minister. Tsai endeavored to replace the Ch’ing dynasty’s existing K’uei Mao School System, instituted in 1904, with a new educational framework for the Republic. Because the government urgently wished to resume academic sessions by March of that year, a provisional general education regulation was promulgated through telegrams by the new ministry. The Republic was forced to adapt the Chi’ing dynasty’s educational system, implementing emergency modifications such as renaming schools and principals, implementing a two-semester academic year, permitting coeducation in primary schools, removing the distinction between general and vocational secondary schools, revising primary and secondary school textbooks, and shortening the duration of secondary and normal school to 4 years. The effectiveness of the new regulations remained unclear because of ongoing conflicts between China’s southern and northern governments. Reconciliation between the two factions led to superficial national unity in April. Subsequently, the Ministry of Education convened the Provisional Education Meeting in Peking, the new capital, in July 1912. President Shih-Kai Yuan announced new educational objectives and a reformed school system in early September, 2 months after the meeting. The revised educational goals emphasized moral, military and national, and aesthetic education. The new system comprised five educational stages: 4-year junior elementary school, 3-year senior elementary school, 4-year secondary school, 3-year prep-school, and 4-year university. This structure, although similar to the Ch’ing dynasty 4-5-4-3-3-4 model, had been streamlined to a 4-3-4-3-4 model; completing one’s education from elementary school through university required a minimum of 18 years. A series of educational codes, regulations, and curricula were systematically introduced between 1912 and 1913, culminating in the establishment of the Jen Tzu K’uei Ch’ou School System. Regarding the historical narrative of educational reforms in early Republican China, the literature provides only a cursory overview of the new system; it does not delve into the complexities of the reform process or offer critical commentary. Employing a historical method, this study used first-hand sources, including documents from government archives, statutes, regulations, official gazettes, journals, and newspapers. This study employed both internal and external criticism to explore how the new central government sought to reconstruct China’s educational system between 1912 and 1916; to analyze the causes, process, practices, and factors influencing these educational reforms; and to draw conclusions and implications. The major findings are as follows. The primary motivations for reforming the Ch’ing dynasty’s educational system included its inefficiency, shortcomings, excessively long duration, improper curricula, and inconsistencies or redundancies across educational levels. Empirical evidence indicates that only 6 out of 18 provincial governments adopted the new statutes and regulations to implement the new educational system; the status of the remaining provinces remains unknown. Four major factors influenced these reforms. First, the Ch’ing school system, which was modeled after the Japanese system, continued to exert a considerable influence. Although the number of students who had graduated from Western countries increased after 1912, most had not focused on educational studies and consequently had limited understanding of Western educational systems. Second, ongoing political turmoil from 1913 to 1916, involving the rapid failure of the Second Revolution, the dissolution of China’s parliament, the abolition of the constitution, the ascent and rapid descent of President Yuan as Emperor, the fleeting restoration of the Ch’ing dynasty, and the outbreak of civil wars among various warlords, severely hampered reform efforts. Third, the financial resources allocated to education by local governments were consistently inadequate, primarily due to the diversion of educational funds to military activities. In addition, the limited educational funds were often squandered by local educational agencies and schools. Finally, administrative disorganization and power struggles among provincial, local, and central governments negatively affected the implementation of the new system. The lessons from China’s modern history indicate that completely abolishing an existing educational system is not strategically necessary for a new regime. In China, some revisions were made, and the old system continued to function. In understanding these reforms, consideration must be given to the fact that numerous provincial and central government officials visited Japan to gain educational insights after 1894. Additionally, a substantial number of Chinese students were studying in Japan at that time. These factors may have influenced the subsequent introduction of the Japanese education model into China. In the development of comparative education, modern China transitioned from what can be termed the “traveler’s tale” stage to a stage of “educational borrowing.” A comparison of the number of Chinese students studying in Japan and the US between 1906 and 1912 revealed that more students were in Japan. Moreover, these students displayed a deeper understanding of the educational system they were immersed in. During the Provisional Education Meeting of 1912, the participants who had received Japanese education outnumbered those of US and therefore likely had a greater influence on the final decisions. Notably, Hsi-Kuang Yau and Yi Chen, who were sent by Hu-Kuang Governor-General Chih-Tung Chang to inspect Japanese education in the late Ch’ing dynasty, played influential roles. Chen had even translated Japanese educational laws and drafted a framework for the K’uei Mao School System. Both individuals were official delegates, and therefore, their influence was substantial. Since 1922, the educational system established between 1912 and 1913 has been replaced by what is known as the New School System, which was modeled after the US 6-3-3-4 educational structure. In conclusion, the educational reforms of early Republican China offer valuable lessons for modern educational reformers. Adopting an evolutionary strategy rather than a revolutionary one, China reformed its education system during a period of political instability. Modern China’s experience serves as an insightful case study for those considering revolutionary strategies for educational reform in the future.

A. Buch, L. Ramsay, H. Løje

Engineering education is under the sway of wide-ranging dynamics and drifts that have bearing on how education is enacted in relation to the research and innovation obligations of universities. Academic, applied, and third mission drifts seem to configure higher education in new ways. The article sets out to critically explore how knowledge production is discursively enacted in the teaching-research-practice-nexus in engineering universities of applied science (UAS) in Denmark. This paradigmatic case study maps discursive positionings and discusses how these positionings aspire to transform engineering education in the light of the wide-ranging drifts in higher education. Based on 17 qualitative in-depth interviews with researchers, teachers, and managers, the article maps the discursive positions taken and not-taken in relation to the enactment of the teaching-research-practice-nexus. The exploration is guided by a theory-method-package inspired by situational analysis and interviewing methods developed in practice-based approaches as interview-to-the-double. The analysis identifies four discursive positions in the teaching-research-practice-nexus that enact knowledge production in engineering UAS differently. Furthermore, three unavailable discursive positions are identified. Interpretive flexibility makes different discursive enactments of knowledge production possible. The study concludes that (1) that the primary mission of UAS in Denmark is teaching; research and engagement with practice are subordinate missions; (2) that the applied and third mission drift has been effective in instituting alternative discursive enactments; (3) some positions are seemingly discursively illegitimate. The undisputability of the educational mission – and the applied and third mission drifts – seems to effectively outweigh academic drift in the Danish UAS.

T. Delormier, K. Frohlich, L. Potvin

Lynn Sheridan, O. Price, Lynne Sheridan et al.

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis’ Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: networking and selling, negotiating, collaborating and innovating and legitimising. The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets.

Sadia Habib

This paper explores the importance of supporting young people in exploring identities and belongings in the cultural heritage sector. When working with young people in British museums, creating open and safe spaces for discussing the entanglements of contemporary multicultural identities with the legacies of British colonialism is necessary and long overdue.  By employing the principles and practices of critical pedagogy, heritage organisations can interrogate the dominant narratives about identity and belonging in Britain, and work with young people to highlight shifting, fluid and multiple identities and belongings in contemporary Britain. Drawing on my experiences as the Our Shared Cultural Heritage Project Coordinator at Manchester Museum, I argue the case for cultural and heritage institutions to create safe spaces for young people from diverse ethnic and class backgrounds to explore and celebrate the meanings and complexities of their lived experiences of Britishness. Museums can become crucial cultural sites where young people can lead a critical interrogation of the idea of nation, through an exploration of the discourses attached to British identities that play out at local, national and global levels.  Critical pedagogy is an emancipatory and transformative approach to democratising education, and we urgently need more of it in museums to radically transform heritage spaces. 

Ilma Regina Castro Saramago de Souza, Marilda Moraes Garcia Bruno

As pesquisas referentes à Educação Escolar Indígena têm crescido significativamente nos últimos anos, entretanto, quais são os assuntos mais investigados nos últimos anos? Quais são as Universidades que mais têm produzido pesquisas acerca da temática? Nessa perspectiva, este trabalho objetiva identificar, apresentar e analisar as pesquisas de doutoramento em educação, que versam sobre Educação Escolar Indígena, desenvolvidas nos Programas de Pós-Graduação de Universidades Públicas e Privadas do Brasil, cujo recorte temporal compreende os anos de 2006 a 2019. Fundamentada na metodologia do “Estado do Conhecimento”, fizemos buscas no Banco de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), no Banco de Dissertações e Teses do Instituto de Informação em Ciências e Tecnologia (IBICT) e em Programas de Pós-Graduação em Educação de Universidades brasileiras. Para tanto elegemos os descritores: Educação Escolar Indígena, Saberes e escola indígena; Cultura e escola indígena; Processo de ensino e aprendizagem na Educação escolar Indígena; Educação Escolar Indígena e Interculturalidade; Leitura e escrita de alunos indígenas e práticas pedagógicas na Educação Escolar Indígena; Cotidiano na escola indígena; Material didático para escola indígena e Fracasso escolar de alunos indígenas. Os resultados da pesquisa demonstram que embora haja um crescente interesse de pesquisadores em investigar diferentes temáticas que abarcam a Educação Escolar Indígena, há a necessidade de que novos assuntos sejam investigados, ainda mais se considerarmos o grande número de escolas indigenas distribuídas nas diferentes regiões brasileiras. INDIGENOUS SCHOOL EDUCATION AND RESEARCH PRODUCED IN PUBLIC AND PRIVATE UNIVERSITIES IN BRAZIL: THE STATE OF KNOWLEDGE Researches about Indigenous School Education has grown significantly in recent years, however, what are the most investigated subjects in recent years? Which Universities have produced the most research on the subject? In this perspective, this work aims to identify, present and analyze doctoral researches in education, which deals with Indigenous School Education, developed in the Graduate Programs of Public and Private Universities in Brazil, whose time frame covers the years 2006 to 2019. Based on the methodology of “State of Knowledge”, we searched the Bank of Dissertations and Theses of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), the Banco de Dissertações e Teses do Instituto de Informação em Ciências e Tecnologia (IBICT) and in Graduate Programs in Education of Brazilian Universities. For that, we elected the descriptors: Indigenous School Education, Knowledge and indigenous school; Indigenous culture and school; Teaching and learning process in Indigenous school education; Indigenous School Education and Interculturality; Reading and writing of indigenous students and pedagogical practices in Indigenous School Education; Daily life in the indigenous school; Courseware for indigenous school and the failure of indigenous students. The results of the research demonstrate that although there is a growing interest of researchers in investigating different themes that cover Indigenous School Education, there is a need for new subjects to be investigated, especially if we consider the large number of indigenous schools distributed in different Brazilian regions. KEYWORDS: Indigenous School Education; State of Knowledge; Educational research.   LA EDUCACIÓN E INVESTIGACIÓN ESCOLAR INDÍGENA REALIZADA EN UNIVERSIDADES PÚBLICAS Y PRIVADAS DE BRASIL: EL ESTADO DEL CONOCIMIENTO La investigación en Educación Escolar Indígena ha crecido significativamente en los últimos años, sin embargo, ¿cuáles son los temas más investigados en los últimos años? ¿Qué universidades han producido más investigaciones sobre el tema? En esta perspectiva, este trabajo tiene como objetivo identificar, presentar y analizar la investigación doctoral en educación, que se ocupa de la Educación Escolar Indígena, desarrollada en los Programas de Posgrado de Universidades Públicas y Privadas en Brasil, cuyo marco temporal abarca los años 2006 a 2019. Basado en la metodología de “Estado del Conocimiento ”, se buscó en el Banco de Disertaciones y Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), el Banco de Dissertações e Teses do Instituto de Informação em Ciências e Tecnologia (IBICT) y en Programas de Posgrado en Educación de universidades brasileñas. Para eso, elegimos los descriptores: Educación Escolar Indígena, Conocimiento y escuela indígena; Escuela y cultura indígena; Proceso de enseñanza y aprendizaje en la educación escolar indígena; Educación e interculturalidad escolar indígena; Lectura y escritura de estudiantes indígenas y prácticas pedagógicas en Educación Escolar Indígena; La vida cotidiana en la escuela indígena; Material didáctico para la escuela indígena y fracaso escolar de estudiantes indígenas. Los resultados de la investigación demuestran que si bien existe un creciente interés de los investigadores en investigar diferentes temas que cubren la Educación Escolar Indígena, existe la necesidad de investigar nuevos temas, especialmente si se considera la gran cantidad de escuelas indígenas distribuidas en diferentes regiones brasileñas.  PALABRAS CLAVE: Educación Escolar Indígena; Estado del conocimiento; Investigación Educativa.

Jorge Rolland

Memory making in schools evidences complex elaborations produced by their agents, as well as an equally heavy link with the contexts in which it is developed. Grasping this complexity is a challenge for those who study this subject. Through the analysis ofcompositionswritten by two groups of students in a public and a private high school from the city center of La Plata, I propose a survey on the mediations between youth people and recent past, and on their social representations. The definition of categories and the qualitative as well as quantitative study of their links in the interpretative and justifying dimensions show us,on the one hand, the persistence of school culture and a nationalistic and formally liberal frame of reference. On the other hand, identifications, appropriations, certain political attitudes and inventiveties with social memories are witnessed. Finally, a contrast between public and private schools is also attested.Thus, I explore memory making on the grounds in which it is elaborated and not only in relation to the values researchers have for the sake of democratization, which in turn constitute a necessary but not a sufficient condition.

Judy Brown, J. Dillard

How might accounting educators foster greater awareness of, and facilitate democratic dialogue about, divergent socio-political perspectives regarding sustainability? Rather than focusing on business perspectives that emphasise a 'business case' approach to sustainable development, how might they enable the expression of a range of viewpoints? Building on an emergent body of literature seeking to foster pluralistic approaches to accounting theory and practice, this paper reflects on the possibilities of developing accounting education for sustainability based on ideas of agonistic pluralism. In the process, it highlights how mainstream accounting's reliance on neoclassical economics has contributed to the monologic approaches that currently dominate accounting, including accounting education.

C. Mastroianni, Mireia Ramon Codina, D. D’Angelo et al.

Worldwide, more than 19 million people require palliative care because of an advanced stage of disease. Undergraduate nursing education should include palliative care as the European consensus suggests. In 2004, the European Society of Palliative Care issued a guide for the development of palliative nurse education in Europe. This study aims to describe the extension and characteristics of palliative care education within all of the nursing degree curricula in Italy, as well as to what extent their topics match the European Society of Palliative Care guide. A descriptive study was conducted through the universities web pages. For each degree, the curricula of the academic years from 2010 to 2014 were analyzed. Sixty percent of the curricula had formal education in palliative care, heterogeneously distributed in different courses and provided few compulsory and mandatory teaching hours. Data on clinical training suggested that education was essentially theoretical, with poor theory and practice integration. The increasing need for palliative care in different settings corresponds to increasing attention to nursing education in palliative care from the undergraduate level. The inclusion of palliative care teaching in universities at all levels of education and research development represent the future challenges for this discipline.

L. Keevers, O. Price, B. Leask et al.

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.