Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(1):i-vi

  相似文献   

1-2-3: Sharing and writing counting books     

Gerry Bohning 《Early Childhood Education Journal》1993,21(1):23-26

  相似文献   

Environmental education research in Southern Africa: Dilemmas of interpretation     

Annette Gough  Noel Gough 《Environmental Education Research》2004,10(3):409-424

These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region.  相似文献   

STUDY COURSE PROVISION IN HIGHER EDUCATION: A CASE STUDY     

Peter Clamp  Gerry Gregory 《Assessment & Evaluation in Higher Education》1988,13(3):242-252

This paper describes the origins, development and characteristics of a study course for teacher‐education and industrial‐design undergraduates. Starting from identification by a handful of staff of a range of student needs, the course developed an informal, gaming approach that encouraged pooling of and reflection on a wide range of participants' study practices. This approach was found to require, and indeed to prove inseparable from, a broader reflection on the roles and rules, processes, products and assessment of undergraduate study. Staff — staff and staff — student negotiations, stimulated by the processes of planning, delivering and reflecting upon this course, come to be seen as constituting a promising kind of staff and curriculum development.  相似文献   

Rethinking the Subject: (de)constructing human agency in environmental education research     

Noel Gough 《Environmental Education Research》1999,5(1):35-48

In this article I critically analyse some of the ways in which human subjectivity and agency are constructed in contemporary discourses of environmental education research, with particular reference to conceptual change discourses such as those borrowed from ‘misconceptions’ research in science education. I argue that the methods of constructivist science education research are not necessarily applicable to either the (human) ‘subjects’ or subject‐matters (in an epistemological sense) of environmental education, and that poststructuralist methodologies may provide useful frames for rethinking the ways in which understandings of human subjectivity and agency are deployed in environmental education research.  相似文献   

Significant Life Experiences (SLE) Research: a view from somewhere     

Stephen Gough 《Environmental Education Research》1999,5(4):353-363

Significant life experiences (SLE) research has been the focus of two special issues of Environmental Education Research (EER). This article offers a possible overview of this debate, as seen front a particular academic vantage point.  相似文献   

Editorial against ‘mastery’     

Noel Gough 《The Australian Educational Researcher》1998,25(1):i-ii

  相似文献   

Tolkien's Creation Myth in The Silmarillion—Northern or Not?     

John Gough 《Children‘s Literature in Education》1999,30(1):1-8

  相似文献   

Can we escape the program? Inventing possible∼impossible futures in/for Australian educational research     

Noel Gough 《The Australian Educational Researcher》2010,37(4):9-42

This essay brings together two lines of inquiry. Firstly, I revisit research on futures in education conducted during the 1980s and re-examine some of the propositions and principles that this research generated about “the future” as an object of inquiry in education. Secondly, I argue that the language of complexity invites us to rethink education in terms of emergence, and potentially destabilises the instrumentalist rationality that “programs” educational systems to privilege orderly and predictable processes culminating in stable output, a potentiality that may be undermined by a pervasive politics of complexity reduction. I conclude by drawing upon these two lines of inquiry to outline some strategies that might resist complexity reduction and catalyse emergence in Australian educational research as preconditions for inventing possible～impossible futures.  相似文献   

Telematics and development     

Gerry P. Sweeney 《The Information Society》2013,29(2):113-132

Abstract

Developed countries are rapidly evolving into information economies, and given the increasing internationalization of trade and interdependence, developing countries will also have to become information economies if they are to achieve higher economic growth rates. The essence of the information economy is that information is now the main capital input into manufacturing industry and as such is the key input to economic development. The activities of enquiring, communicating, evaluating, and deciding have become the activities absorbing the major proportion of national resources, with the need to know of the business decision‐maker as the main driving force. In developed information economies, industrial firms have become learning systems and a new division of labor in the economic productive system has evolved. The government‐controlled primary information sector is the source of much of the information input and the provider of the means of information transfer. Developing countries must develop their own primary information sectors as an integrated part of the agricultural and manufacturing sectors. The problems of developing countries are highlighted in the isolation on the one hand of their information generating sectors from the productive sector and on the other of the native small firm sector from all sectors of information. Telematics, as the integration of computing, communication, and information services offers the means to integrate national resources with international and supply the required inputs to local agricultural and industrial development.  相似文献