PurposeThis study aims to critically explore how professional identities of immigrant non-native English-speaking (NNES) teachers in Australia evolve over time and how these processes can be conceptualised through Hybrid Relational Onto-Epistemology (HROE). The paper seeks to decentre anthropocentric knowledge paradigms in qualitative research by incorporating Eastern and Western epistemologies within a processual and relational approach. By examining how professional identity is shaped by lived experiences, relationality and spatial-temporal entanglements, the study contributes to advancing qualitative methodologies that embrace fluidity, multiplicity and ethical co-emergence in qualitative research.Design/methodology/approachThis article introduces HROE, an evolving qualitative research methodology that interweaves four vectors: temporality, spatiality, embodied materiality and relationality. HROE reconfigures qualitative inquiry by integrating insights from an extensive body of literature and a long-term empirical study employing hermeneutic phenomenology and narrative inquiry. It examines how immigrant NNES teachers in Australia shape their professional identities through lived experiences over time. HROE responds to the call to decentre anthropocentrism by running Eastern onto-epistemologies-J & ntilde;ana Vidya, Marifat, Mohism and Zhish & iacute; Lil & ugrave;n-and Western philosophies of becoming and differentiation through the four vectors. This approach produces a decentred, processual understanding of knowledge and identity formation, offering a methodological alternative to Western-centric, human-centered paradigms. HROE demonstrates how these concepts unfold iteratively through the four vectors, generating relational creativity, iterative self-overcoming and ethical co-emergence as emergent epistemic forces. By applying HROE to narrative data, this paper illustrates how NNES teachers co-construct professional identity as an ongoing, co-emergent process, shaped by the dynamic interplay of temporality, spatiality, embodied materiality and relationality. It foregrounds how diverse lived experiences continuously reshape ethically attuned professional development, advancing a transversal and embedded methodological orientation that embraces becoming as fluid and differentiation as relationally situated. In doing so, HROE fosters practical and philosophical tools to reimagine relational ontologies in qualitative research, where knowing and being unfold as intertwined, rather than separate, domains.FindingsFindings reveal that NNES teachers' professional identities are co-constructed through processual and iterative engagements with temporality, spatiality, embodied materiality and relationality. The study highlights how diverse onto-epistemic methods elucidate the evolving nature of professional becoming, shaped by affective and institutional entanglements. Teacher professionals actively negotiate linguistic hierarchies, cultural expectations and policy structures while constructing cosmopolitan English teaching identities. The application of HROE demonstrates that professional identity formation is not linear but an emergent, co-constitutive process that unfolds across multiple, intersecting spaces-both material and digital-challenging static models of teacher development.Research limitations/implicationsWhile this study advances HROE as a methodological alternative for qualitative inquiry, its findings are contextually situated within the experiences of NNES teaching professionals in Australia. Future research should apply HROE across diverse professional contexts to explore its broader applicability. Additionally, methodological engagement with Indigenous and African epistemologies could further enhance its decolonial and transversal potential. The study invites qualitative researchers to rethink knowledge production beyond Western paradigms, advocating for ethically engaged, relational and processual approaches in professional identity research.Practical implicationsThis research provides educators, policymakers and teacher educators with insights into how NNES teachers construct and negotiate their professional identities within evolving educational milieus. The study underscores the importance of mentorship, intercultural pedagogies and professional networks in fostering inclusive and cosmopolitan professional identities. By applying HROE, teacher education programs can shift from standardised, competency-based models to more fluid, relational and transformative approaches that recognise the affective, embodied and spatial-temporal dimensions of professional development.Social implicationsBy challenging linguistic hierarchies and anthropocentric research paradigms, this study contributes to broader discussions on social justice and equity in education. It highlights the systemic barriers that NNES teachers face and how relational, embodied and affective engagements can foster more inclusive educational spaces. The research underscores the need for policies that value multilingual and transnational expertise in teacher recruitment and professional development. HROE offers a methodological lens for reimagining knowledge production, emphasising ethical co-emergence, relational creativity and diverse ways of knowing in educational research.Originality/valueThis study introduces and operationalizes HROE as a novel methodological approach for qualitative research. By integrating Eastern and Western epistemologies, it decentres anthropocentric paradigms and provides a relational, processual alternative to dominant research methodologies. The study contributes empirical and theoretical insights into how NNES teachers construct professional identities through lived experiences. It advances qualitative methodologies that foreground relationality, temporality, spatiality and embodied materiality-offering a valuable orientation for researchers seeking to move beyond static, Western-centric paradigms in educational and professional identity research.

Early childhood experiences are a key social determinant of health, according to the World Health Organization. For families with young children affected by socioeconomic disadvantage, fostering social connection and nurturing family environments can improve early childhood. However, these families can face complex, multifaceted problems which render siloed services inadequate. Integrated service delivery (ISD) offers an alternative to address complex family issues. This chapter uses spatial theorization to illustrate how practices enacted within informal, shared spaces in place-based child and family centers can accomplish depth in the moment and reshape the early childhood of young children in these families.

Cultural-Historical Activity Theory has contributed significantly to studying and promoting educational change. Its distinctive concepts inform an approach to interventionist research called the Change Laboratory This paper reports on a Change Lab in an Australian secondary school resulting in major changes for students studying for the Higher School Certificate (HSC) in the final two years of high school. It reports on the key conflict between the HSC as a ticket to university admission (exchange value) and its importance for students’ broader development and future (use value). Expansive learning and systemic contradictions have been frequent reference points in reports of school-based Change Laboratories but more recent developments in theorising transformative agency by double stimulation have received less attention. Addressing this gap, this paper considers the construction and use of artefacts that helped participants understand the problem, and develop previously unknown solutions that resulted in a qualitative transformation of activity. Mirror materials comprising aggregate and individualised student data served as a first stimulus; four-field representations of collective zone of proximal development and germ models functioned as higher abstraction second stimuli, complemented by teacher-generated ideas and models. Changes made by the school transcended the central contradiction in the local activity system, providing valuable insights into the process of change amid widespread critiques of reductive measures of student outcomes at the end of secondary school.

ABSTRACTBackground and ObjectiveMigrant and refugee women, families, and their children can experience significant language, cultural, and psychosocial barriers to engage with child and family services. Integrated child and family health Hubs are increasingly promoted as a potential solution to address access barriers; however, there is scant literature on how to best implement them with migrant and refugee populations. Our aim was to explore with service providers and consumers the barriers, enablers, and experiences with Hubs and the resulting building blocks required for acceptable Hub implementation for migrant and refugee families.Design, Setting and ParticipantsThis project was undertaken in Sydney, New South Wales, in communities characterised by cultural diversity. In this qualitative study, we used semi‐structured interviews guided by the consolidated framework for implementation research, with service providers from health and social services (32 participants) and migrant and refugee parents (14 parents) of children who had accessed Hubs.Research and DiscussionOur initial qualitative data themes were developed into step‐by‐step building blocks, representing a way to address contextual determinants to establish and sustain a Hub that can support migrant and refugee families. These include the setting‐up phase activities of buy‐in and partnership development, which outlines mechanisms to foster collective action and collaboration between health and social services. Following this, our orientation model articulates the need to establish Hub coordination and navigation, activities that enhance a Hub's relevance for migrant and refugee families and ongoing integration mechanisms, such as engagement of same‐language general practitioners. This is the first study to explore the building blocks required for acceptable Hub implementation to meet the needs of migrant and refugee families in the first 2000 days of a child's life—a critical time to optimise child development and health.Patient or Public ContributionThe research questions were developed based on qualitative research undertaken with Hub participants, community members, and service providers. The original investigator team had a consumer representative who has since relocated and consultation was undertaken with local Hub partner services. The researchers also consulted multicultural health services, including cultural support workers, to ensure research materials were culturally nuanced. Patients or participants have not directly been involved in the current study design.Clinical Trial RegistrationThis trial was registered with the Australian New Zealand Clinical Trials (ACTRN12621001088831).

Studies of agency are crucial if we are to grapple with pressing societal and environmental problems. Relevant conceptual and methodological solutions are needed to make alternative futures possible. This chapter outlines a broad position from which the subsequent contributions to this edited volume depart: one that recognises the urgency of agency and the value of cultural-historical perspectives in breaking away from problematic notions that frame agency as a matter of individuals pitted against the social, or in which individual actions lose their social contingency. Elaborating agency as a matter of struggle where individual and social are in dialectic relations, the chapter focusses on motives, mediation and motion. Within a broader and still-evolving cultural-historical framework, these motifs offer a distinctive way to deal with the challenges of conceptualising and facilitating agency, one which brings alternative futures into the realm of the possible by linking agency with learning and development.

We need theories that help us join the struggle for alternative futures. Cultural-historical approaches frame agency as something people do rather than something they have or sense. Building on this, I conceptualise agency in terms of the direction and reach of actions. Direction concerns movement from distinctive subject positionings towards desired endpoints. Reach concerns the extent of this movement. Direction and reach can be both outward (transforming the world) and inward (transforming the self). This acknowledges individuals’ contributions to changing their own lives and those of others without evacuating actions from the activities in which they are embedded. Motive, mediation, and motion are key to this. I illustrate these ideas in relation to existing research on young people’s environmental activism, a Latino boy in foster care, and a mother struggling to care for her infant child, as well as examples from prior research and other chapters in this volume.

The 2020 annual meeting of the History of Science Society was planned as a joint event with the Society for History of Technology (SHOT), to be held from 8 to 11 October in New Orleans, a city known for its unmatched joie de vivre and a substantial cultural and economic presence that belies its precarious environmental and social realities. The high number of 675 abstract submissions and over 90 accepted sessions for HSS alone attested to the attraction that the joint endeavor in NOLA had for our community. With 32 joint sessions (25 organized sessions and 7 roundtables), the exciting program developed inMarch and April 2020manifested a shared enthusiasm frommembers of both societies to explore productive overlaps. The rapid spread of the COVID pandemic then forced us to venture into new ground. By June 2020 it was clear that an in-person meeting in NewOrleans was impossible. For us, the program co-chairs, this meant that we were to prepare two programs in one year. Working remotely on a program for a joint annual meeting with SHOT was only the first big and time-consuming challenge. Switching gears for going virtual required reenvisioning a new proposal, program, and implementation. The resulting HSS and SHOT 2020 Virtual Forum, which ran from 8 to 10 October, was not meant to replace the in-person meeting we had planned with SHOT in New Orleans. Our Society’s first virtual event aimed to reflect the agenda of a joint endeavor with SHOT; but, at the same time, it was a truly different, and much smaller, gathering developed in summer 2020 amidst unsettling political tensions, racial reckoning, and an accumulating health crisis. In response to these circumstances, the Virtual Forum was designed to speak to the current moment, discuss themes of broad interest, and address urgent matters that affect our members and society at large. The regular in-person joint annual meeting with SHOT was postponed—it is now to take place in New Orleans in late November 2021—and everyone accepted to the 2020 meeting has received instructions about their options to present in the coming year. Planning the Virtual Forum was done by way of a new ad hoc committee. Headed by us, as program co-chairs, and Karen-Beth Scholthof, chair of the Committee on Meetings and Programs, the Virtual Forum Committee brought together representatives of the Executive Committee, the Council, the Committee on Education and Engagement, the Committee on Technology and Communication, and the Graduate and Early Career Caucus. Our special thanks go to Luis Campos, Jean-François Gauvin, Gwen Kay, Sarah Naramore, Sarah Pickman, Kathleen Shephard, Karen Rader, and Sara Qidwai for their invaluable advice and energetic support. The Virtual Forum Committee’s composition was crucial to making the meeting a success. We experimented with a lot of things: a new schedule with shorter sessions and longer breaks between each of them; a virtual platform; a new selection strategy that asked organizers of some of the sessions initially chosen for the 2020 program to refine their proposals for a virtual format; a focus on roundtables that addressed themes of broad interest; a new format to honor the Sarton Medal winner by way of an hour-long conversation; the “Authors’ Pitch” for book presentations produced by authors themselves; and, finally, new sessions organized by HSS constituencies that brought together many different voices throughout HSS and put the future of the Society at center stage. To capture some of the spirit of in-person meetings, we included Happy Hours in the

What is higher education praxis in a world beset by crises? Sjølie et al. (2020) explore this in relation to academics’ learning during the, using the theory of practice architectures, to highlight key responses and adaptations to the Coronavirus pandemic. I offer a re-reading of their cases of changing practice, challenging a sense of being accepting of, resigned to, and unfolding ‘under’ given circumstances. Instead, I highlight agentic, transformative praxis, where people act individually and collectively towards alternative futures. Drawing on Stetsenko’s transformative activist stance, I point to ways the theory of practice architectures might be put to work ‘dangerously’, as part of a struggle for a better world. Envisioning a reinvigoration of a politically charged theory of practice architectures, I argue the it offers particular value through the concept of learning as coming to practise differently, sharpened through a notion of contribution rather than participation.

This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.

Recent theorisations of practice have suggested that a focus on the role of the body in professional practices, in simulated or naturalistic settings, might enable educators and learners to draw attention to other dimensions of knowledge, which are not easily accessible through cognitive perspectives. Recognising the role of the body in knowledge production in practice goes beyond a focus on the individual practitioner, in the clarification how the performance of a practice is constituted by the relational nature of material arrangements and professional bodies. This chapter re-visits dimensions of simulation from a specific focus of realism and embodiment and discusses the clinical impression of the manikin as multiple bodies being simulated—through doings and sayings bound together with materiality.

Previous articleNext article No AccessModernKlaus Taschwer. Der Fall Paul Kammerer: Das abenteurliche Leben des umstrittensten Biologen seiner Zeit. 351 pp., figs., bibl., index. Munich: Carl Hanser Verlag, 2016. €24 (cloth).Nick HopwoodNick Hopwood Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Isis Volume 109, Number 1March 2018 Publication of the History of Science Society Article DOIhttps://doi.org/10.1086/696594 Views: 60Total views on this site © 2018 by The History of Science Society. All rights reserved.PDF download Crossref reports no articles citing this article.

This chapter focuses on one of four essential dimensions of professional practices and learning: times. Concepts from Chap. 3 are entangled with ethnographic data, viewing times as multiple and enacted into being through practices and material arrangements. It begins by examining how professional practices on the Residential Unit of Karitane produce a kind of objective time—time that is used up, and anchored to clocks. It then follows Gherardian and Schatzkian ideas of going 'inside' practices to explore times of activity. Here, past, present and future occur together reflecting what people are acting from and what they are acting towards. The multiplicity of time is then brought into focus, exploring questions of children's age, development, and learning, before dwelling in the playroom to tease out its complex temporalities. Rhythms are then highlighted, making links with the purpose of professional work, and bodies as metronomes. Finally, organisational routines are outlined. Through these different concepts, the chapter traces how professionals become intimate outsiders in family life, and establish partnerships through fluid temporal connectedness in action (textures). The chapter shows how times and rhythmic work are crucial to the accomplishment of the ends of professional practice—in this case building resilience in families through partnership, and facilitating parents' learning.

This chapter describes the professional practices under examination throughout the book, and the site at which the empirical work took place. The role that services for children and families play in addressing major social problems linked to disadvantageSocial disadvantage and inequality is explained. Relevant features of contemporary public policy in Australia are presented to illustrate local inflections of international agendas around services for children and families, rehearsing the idea of partnership, which is taken up in more detailed at the end of this chapter. The focus then shiftsShifts directly on the Unit itself, describing the professionals who work there, and the families they support. Evidence demonstrating the difference a stay on the Unit can make to families is then outlined. The description of the Unit as the site of research continues with discussions of its spatial and temporal characteristics. The next section introduces the idea of partnership within the context of global (health) service reform, and provides details of the Family Partnership Model, the approach adopted by Karitane and many other services globally. The chapter concludes by linking partnership to questions of pedagogy and professional learning in practice.

This chapter continues the exploration of four essential dimensions of professional practices and learning, focusing now on spaces. Concepts from Chap. 3 are entangled with ethnographic data. It draws on Schatzki’s practice theory and Thrift’s non-representational approach in order to enrich Gherardi’s notion of connectedness in action through the concept of spatial texture. The chapter is in two main parts. The first dwells in particular spaces, and traces their movement and multiplicity through the different practices associated with them. The Residential Unit itself, the playroom, the nurses’ station and family homes are all explored, the latter in terms of a hauntingHaunting relationship with the spaces of the Unit. The second part follows practices through different spaces, distinguishing between those that are public, those that are secret, and those that move between the two. This spatial approach is never free of questions of times, bodies and things, but elucidates features of professional practices and learning that are otherwise less visible. The chapter shows how spaces and spatial work are crucial to the accomplishment of the ends of professional practice—in this case building resilience in families through partnership, and facilitating parents’ learning.

Previous articleNext article No AccessBook ReviewsRenato G. Mazzolini;, Hans-Jörg Rheinberger (Editors). Differing Routes to Stem Cell Research: Germany and Italy. (Annali dell'Istituto Storico Italo-Germanico in Trento / Jahrbuch des Italienisch-Deutschen Historischen Instituts in Trient, 26.) 271 pp., illus., tables, index. Bologna: Il Mulino; Berlin: Duncker & Humblot, 2012. €22 (paper).Nick HopwoodNick Hopwood Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Isis Volume 105, Number 4December 2014 Publication of the History of Science Society Article DOIhttps://doi.org/10.1086/680302 Views: 25Total views on this site © 2014 by The History of Science Society. All rights reserved.PDF download Crossref reports no articles citing this article.