Following involvement in several academic collectively written articles, the authors question traditional notions of the ‘lone’ individualist author model as the expected standard in the humanities as opposed to large research teams in physical sciences. They use Barthes and Foucault to question the function and the concept of the author and assumed notions of subjectivity. Recent collective writing as a form of peer production and publishing is an attempt to reinvent the concepts of authorship, the author subject and author subjectivity. These bring to the fore the processes of peer review, questions of ownership (for example, of what remains in a revision, whose contribution becomes revised and by whom), and blurr the boundaries around author/collective voice and are discussed in this paper. Its transversality is proving as complex as the term suggests, in terms of developing new ways of connecting, thinking, examining and working, in ways that have not been the norm at least in the field of philosophy of education. Contemporary questions of the potential social, philosophical, legal, epistemological and ethical implications for and of authorship and subjectivity have barely been touched on to date, but this article begins to broach this gap.
This article focuses on the early stages of an international project on gamifying national identity. It examines the production of the content required for developing a sophisticated and engaging approach to pedagogical innovation in education, through game-based learning. This will encourage individuals to think about both European and national identity, specifically within the context of the European Union (EU). At a time when the EU faces significant challenges, a better understanding and appreciation of the role of national and supra-national identity and belonging in Europe is clear. RU EU? – an Erasmus+ funded project – aims to develop an innovative online game to help students and others enhance their understanding of their own national and European identities and challenge attitudes and prejudices. The content development of the game has brought together experts with socio-political knowledge, pedagogical understanding and technical expertise. This article discusses the early stages in the content development process, during which we amassed material from literature reviews, academic interviews and student focus groups and surveys. We sought to ensure that the content of the game reflected the issues raised within the game development lifecycle and our article describes our engagement with this material and its integration into game content.
The high rates of comorbidity with substance use disorders in general psychiatry patients demand enhanced competences from psychiatry residents in addiction medicine. The aim of this article is to improve knowledge, skills and attitudes in psychiatric residents in treating patients with comorbid substance-related disorders (SUD). Four seminars with all residents on relevant and actual knowledge on substance-related disorders and a small group experience of five sessions on improving skills and attitudes in dealing with patients are described and evaluated quantitatively and qualitatively. Both quantitative evaluations show that seminars and small group experiences are highly appreciated. Concerning the seminar, residents appreciated, in particular, to study and present selected up-to-date literature and the positive learning environment. The small group experience resulted in sharing feelings and thoughts about patients with SUD and mutual support. The results show that the goals of these two methods of education have been met. This means that these two methods can be integrated in the training of residents in psychiatry to increase knowledge, skills and attitudes concerning addiction.
In 2014 President Obama promised to open a US embassy in Havana. Leaked private emails between Hollywood actors about the film which depicts the assassination of Kim Jong Un forced media giant Sony to apologise for promoting terrorism. Robotic lander the Philae was the first human artefact which landed on the comet. Steven Hawking warned that Artificial Intelligence could end human life on Earth. Worldwide prices of oil crashed to peanuts. Malaysia Airlines Flight 370 took off and mysteriously disappeared. A deadly outbreak of Ebola, coupled with police brutality in the US and international conflicts in Ukraine, Crimea, Israel, and other places, have dominated everyday news. A new understanding of media has started to take off, and concepts such as fake news and post-truth have started to receive more prominence. As I write these words in November 2018, this arbitrary selection of ‘most important events’ in 2014 compiled from ABC News (Keneally, 2014) and Mashable (2014) is outdated: Cuba is more open than ever, Steven Hawking has unfortunately passed away, and oil is again expensive. Yet, my selection still tells a lot about our contemporary moment: Artificial Intelligence has continued to take over more and more jobs previously performed by humans, police brutality and armed international conflicts continue, post-truth has entered mainstream discourse and has significantly contributed to the election of the current US president Donald Trump (see Peters, Rider, Hyvönen, & Besley, 2018). Five years is a long time for media outlets that publish news on an hourly basis. Nevertheless, some news from my little blast from the past are obsolete, while others are as relevant as ever. Writing this text in November 2018, it is trivial to say which 2014 news are relevant today. But who could predict, back in 2014, which news will be relevant in November 2018? In ancient Rome, haruspices read the future from intestines of sacrificed animals; in today’s academic journals, editors read the future from reading, researching, talking to people, and intuition. These talents are unexplainable and unevenly distributed: hard work makes many solid researchers and editors, but the glory of reaching the pantheon of scientific revolutionaries (Kuhn, 1962) is reserved for the few. However, even the lousiest academic researcher and editor has a double role: we need to cor(respond) to current events, and we need to develop human thought by new ideas and their applications. Fruits of our work will probably never reach Plato’s ideal of complete timelessness, yet they should serve us at least a bit longer than a few days – if for no other purpose, then as stepping stones for researchers to come. In Research Methods 101, this usually amounts to definitions of ‘scientific contribution’ and to muddy differences between ‘pure’ and ‘applied’ research; in editing business, this distinction often serves as a dividing line between ‘high theory’ and ‘low theory’ (Jandrić, 2017, p. 107). However, the concept of openness equally embraces various types of research. During the past five years, the Open Review of Educational Research has become a practical example of a specific model of openness introduced in Michael Peters’ inaugural editorial. This model sees openness as ‘intellectual commons’, which ‘provides an alternative to the currently dominant “knowledge capitalism”’, while ‘being conscious of the historically different accounts of openness especially as it applies to education’ (Peters, 2014). Five years after Michael published
Over the past few decades, the number of people enrolled in doctoral study has increased dramatically across the world. In practical terms, this has meant that universities now receive increasingly diverse students with regard to ethnicity, age, language, culture, and background preparedness for higher degree study. Students can, and often do, begin their doctorates with scant understanding of the precise expectations and rigorous demands of thesis writing. Yet, regardless of academic discipline, successful completion of a doctorate requires a written thesis. To help students master thesis writing requirements, a proliferation of self-help writing books, blogs, specific writing techniques, and programmes have emerged. This paper describes an approach developed at a New Zealand university where a generic doctoral writing programme, the Doctoral Writing Conversation, has evolved to make explicit to students the implicit language understanding that accomplished academic writers use to produce text. Utilising the idea of language as a tool to mediate understanding, the paper will explore how the programme is structured and functions but will also describe some of the insights I have gained along the way.
To cite this article: Michael A. Peters, E. Jayne White, Elizabeth Grierson, Georgina Stewart, Georgina Stewart, Nesta Devine, Janita Craw, Andrew Gibbons, Petar Jandrić, Michael A. Peters, Rene Novak, E. Jayne White, Richard Heraud & K. Locke (2018) Ten theses on the the shift from (static) text to (moving) image, Open Review of Educational Research, 5:1, 56-94, DOI: 10.1080/23265507.2018.1470768 To link to this article: https://doi.org/10.1080/23265507.2018.1470768
Peer review is central to academic publishing. Yet for many it is a mysterious and contentious practice, which can cause distress for both reviewers and those whose work is reviewed. This paper, produced by the Editors Collective, examines the past and future of peer review in academic publishing. The first sections consider how peer review has been defined and practised in changing academic contexts, and its educational significance in the development of scholarship. The paper then explores major historical and contemporary issues around identity, diversity, anonymity, and the review process, and the related power of editors versus reviewers in academic publishing. Finally, the paper discusses the case of new scholars as reviewers engaging in neoliberal labour, before concluding with some brief recommendations based on our analysis.
This paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaires left the research team with the challenge of talking about the meaning of such silence, while at the same time acknowledging and valuing the views of those who did complete the questions. The paper presents a shift in the researchers’ perspectives on the subject of their research, and raises awareness of the problem of working with, and being committed to, the silent voices. The paper concludes with foundations for future research, focusing on ATs as active participants in teacher education policymaking and involving them both as researchers and participants.
A future-less orientation, as defined in this article, explores approaches to education within the context of precarious, shifting, labour markets and the uncertain future of employment trends. A future-less orientation questions the validity of traditional views of education: as a means of preparing students for an imagined future career; one which may never happen. DiY (Do-it-Yourself) culture has a long tradition of finding innovative solutions to problems which institutions have failed to supply. In this article we explore the potentials of a DiY pedagogy based on a decentralised and transdisciplinary approach which emphasise diversity and community as a strategy to surviving a precarious future.
Fyodor Dostoevsky's final novel, The Brothers Karamazov, is one of the most influential works of the nineteenth century. To date, however, the potential value of the book for educationists has been largely ignored. This article addresses a key pedagogical theme in The Brothers Karamazov, namely, the notion that 'love is a teacher'. Love as Dostoevsky understands it is active and difficult; it focuses not on the abstract idea of loving humankind but on the messy particulars of everyday life. Active love, it will be argued, has much in common with Iris Murdoch's concept of attention. The first part of the article examines several passages in The Brothers Karamazov that address the theme of active love. The second section analyses these examples from the text in the light of Murdoch's ideas and explores some of their broader educational implications.
Dialogue is the encounter between men [beings], mediated by the world, in order to name the world. (Freire, 1972, p. 88) We live in the epoch of digital reason, which has significantly altered the ...
Building on Peters’ and Jandrić's previous work on curriculum as ‘text’ and ‘discourse’ (Peters, M. A., & Jandrić, P. (2018b). The curious relationships between discourse, genre and curriculum. Open Review of Educational Research, 5(1).), this article seeks to refresh and extend the central metaphor of ‘curriculum as text’ that is adopted as the organizing metaphor of William Pinar’s 2006 book Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. We undertake this analysis by referring to five theoretical notions: Jorge Luis Borges’ ‘The garden of forking paths’ (1941), Roland Barthes’ structuralism (1977), Julia Kristeva's intertextuality (1966/1986), Ted Nelson's hypertextuality (1965), and Gilles Deleuze's and Felix Guattari's extratextuality (2004/1980). In conclusion, we show that the text is neither simply an artefact nor is it simply a sequence of uttered sounds. The text does not solely reside within the domain of the reader and cannot be considered as the exclusive domain of the author. Looking at relationships between text, textuality, curriculum, and technology, we show that the metaphor of ‘curriculum as text’ is inherently postdigital and that it requires development of a new postdigital language of inquiry and new postdigital forms of textual and non-textual expressions of that language in the years to come.
This paper explores the central metaphors of curriculum as ‘text’ and ‘discourse’ that are adopted as the organizing metaphors for William Pinar’s 2006 book Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. Using the works of Michel Foucault, the paper explores relationships between discourse and curriculum as procedures of exclusion. Moving on to genre as a literary form, the paper analyses the pedagogical form of the essay and the rise of the article as one of the most pervasive forms that underlie academic culture. In our postdigital age, however, both the article and journal have significantly changed. This paper shows that a historicizing of the curriculum, understood as an approach to curriculum studies, is a process of denaturalization of commonly accepted assumptions about the curriculum. Therefore, problematizing the concepts of ‘discourse’, ‘genre’, and ‘text’ enables us to understand the historical and constructed notion of the curriculum and to examine its contemporary postdigital forms.
In the year that George Ritzer publishes the ninth edition of The McDonaldization of Society, moving his famous theory firmly Into the Digital Age, critical educator Petar Jandrić and sociologist Sarah Hayes invited George to a dialogue on the digital transformation of McDonaldization and its critical application to Higher Education. In this article, George first traces for us the origins of his theory that has endured for four decades. A key dimension of McDonaldization is the ‘iron cage’ of control, via rationalization. Once contained within physical sites of bricks and mortar, now, we encounter a ‘velvet cage’ in sites of digital consumption, at the hands of non-human technologies, that threaten human labor and autonomy. Whilst the concept of the McUniversity is not without some critique, this interview provides compelling reasons to open new dialogue about McDonaldization in augmented settings such as Higher Education. With the rise of prosuming machines such as blockchain and bitcoin, that can both produce and consume without intervention from human ‘prosumers’, universities cannot afford to ignore the challenges of prosumer capitalism, which George concludes, will explode into unprecedented and unpredictable directions in the years to come.
This study analyzed the factors required for a researcher to become a professor in the humanities and sociology, science and engineering, medicine and biology, and general studies fields. The study focuses on research productivity and analyzes the impact of hiatuses in research production on promotion in universities as well as the time at which such hiatuses have the least impact on promotions. I divided the factors required for promotion into three categories: academic performance (the number of published articles, books, and competitive grants and funding sources acquired), social elements (gender), and elements related to the duration of periods with no research output and their timing. The results show that the probability of promotion to professorship increases as the number of papers in Scopus, the number of books published, and the amount of acquired competitive funds increase. As expected, longer declines in research productivity reduce the probability of promotion. However, it is not always necessary for researchers to publish continuously throughout their careers; the results show that a decline in research productivity other than during the first five years and the period from 20 to 30 years after the start of the research career has no influence on academic promotions.
The article is derived from a larger study of charities, philanthropists, policy entrepreneurs and international businesses in state schooling in Aotearoa New Zealand. The article considers the formation of a private professional services provider, CORE Education, and its recent corporate trajectory following the government’s decision in 2009 to make all School Support Services provision contestable by private providers. CORE Education is an interesting case of schooling privatization because the organizational structure comprises both a not-for-profit charitable educational trust and a wholly owned, for-profit business. CORE’s activities also illustrate the new network governance modality in schooling. In this modality, both bureaucratic and market forms of schooling services delivery are being displaced by fluid networks of domestic and offshore policy actors who seek strategic and tactical alliances in order to advance their voice and agency in schooling services policy development, delivery and evaluation. The article adopts a critical policy scholarship approach drawing on theories of social network analysis and network policy governance. The article claims that network alliances serve to blur the distinctions between for-profit and not-for-profit activity, between state, NGO and philanthropic actors and, ultimately, between what counts as private and what counts as public in state schooling.
In the article, 'What examiners do: What thesis students should know', we identified 11 things that thesis examiners do as they read and judge a thesis. But, we left a gap in the research: knowing this, What should thesis students do to write for their examiners? In this article, I fill the gap. The advice for thesis students is: first, treat your examiners as friends who want you to pass, and write calmly without agonising about getting it perfect. Aim to make your thesis reader-friendly, and do a thorough proofread to remove distracting errors. Identify the field(s) you will contribute to, and make your thesis interesting and convincing for examiners from this field. Write a draft, get feedback and use this to improve your thesis. Help your examiners to follow your train of thought: explain what you are doing and why, especially if your thesis differs from what they would expect. Convince your examiners that you have a sound interpretation of the literature, an important topic and an appropriate method, and that your conclusions make a significant, publishable contribution to your field. When you have submitted, expect lots of examiner comments, most of which can help you improve.
This article is meant as a useful classroom methodology by which teachers of literature may give their students a coherent rubric for understanding literary meaning and exegesis which can incorporate most literary theories while addressing the basic-to-advanced concepts required of literary students. Also, it will provide a working methodology for the inclusion of certain evolutionary aesthetic concerns as part of understanding literature. Mixing Dante’s ‘Four Levels’ with Rosenblatt’s idea of ‘transactional reading’ and Dissanayake’s four criteria for an evolutionary aesthetic model, this article yields a broad, powerful and common-sensical method of literary analysis by examining literature as a series of tensions (or what I will call ‘the agon’) between Dante’s schema, Rosenblatt’s efferent/aesthetic divide, between humans as natural and cultural beings, and the tension between literature’s textuality and its contextuality.
This article results from a collaborative investigation into Antipodean theory in education by members of the Editors’ Collective (www.editorscollective.org.nz). The Prologue contains a brief personal account of the South Project (www.southernperspectives.net), as an example of the contemporary projects and activities falling under the banner of ‘Antipodean’ ways of working and thinking. The Introduction briefly reviews the history of (mainly Western) ideas about the Antipodes, from classical Greek philosophy through to the contemporary globalised era. This is followed by a synopsis of the motivations, purposes and benefits of Antipodean theory, with more detailed examinations of equality, indigeneity, replication and creation as some of its central elements. We consider the role of Antipodean thinking as a located critical theory for education, and a way to defend our aspirations for equality and social justice against the incursions of neoliberalism, today and in the future.
