Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms

Early intervention services: Effectively supporting Maori children and their families

This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations

Learning about Education

Limited human capital investment is a common characteristic of low-income countries despite the fact that estimated returns to educational investment in low-income countries are generally higher than in high-income countries. Empirical evidence suggests that income and credit constraints can only account for a small part of this underinvestment. Recent experimental evidence shows that families' misperceptions about the returns to education play a large role in their low investment levels. This paper builds a model of human capital and growth that incorporates an adaptive learning mechanism to capture the way agents form perceptions about returns to education. In an economy where human capital investments have both private and public returns, we find multiple learnable equilibria, including those which are characterized by low investment and low returns. We also find that even when the rational equilibrium corresponds to a high level of human capital investment, the learning mechanism, influenced by the agents' priors and cultural bias, may impart low human capital investment for extended periods. Policies that can speed up the learning process are examined and it is found that faster rates of growth can be achieved through interventions.growth, education, learning

Workplace Learning: Organizations, Ethics, and Issues

The rhetoric surrounding workplace learning is overwhelmingly positive. Boud and Garrick (1999) declare, for example: “Learning at work has become one of the most exciting areas of development in the dual fields of management and education” (p. 1). Advocates promise that education on the job will promote economic prosperity, empower workers, foster collaboration, encourage lifelong learning, and reduce the need for organizational hierarchy (Fenwick, 1998). Government policy makers, human resource professionals, college administrators and faculty, employees, union officials, and executives all support corporate learning. Even the term “workplace learning” has positive connotations. This phrase makes older terms like “vocational education” and “training” appear quaint and outdated

Editorial: The effects of policies for the education and learning of adults - from \u27adult education\u27 to \u27lifelong learning\u27, from \u27emancipation\u27 to \u27empowerment\u27

Practices of adult education and learning have historically been closely related to policy arrangements – often by defining and reproducing the culture of local, regional or subcultural communities – but increasingly in the service of the consolidation of the nation states. Depending on political situations and institutional arrangements, the states in Europe have been involved in the promotion and institutional framing of adult education and learning. Today the role of the nation state is changing in many ways, and it also affects the role assigned to education and learning arrangements. Both policies at the supranational level and market forces have had an increasing influence on the understanding of what adult education/lifelong learning is about. The shifts in the meaning and use of central concepts in this field are illustrative of these changes. In this issue the authors have intended to create a space for reflection on these policy transformations and their consequences. In a call for articles four questions were guiding contributors in addressing ‘the work and effects of policies for the education and learning of adults’: 1. How can we interpret the shift in policy vocabulary e.g. from ‘education to learning’, and from ‘emancipation to empowerment’? 2. What is the influence of transnational agencies and how has this inspired education policy at the national level? 3. How is the role of the state in education and learning policies conceptualized? Are there differences in differing (local/national/international) contexts? 4. What is the future role of the nation state in adult education? (DIPF/Orig.

'5 Minutes With Matt': the Innovative use of Micro Video Blogging in Higher Education

Recent developments in online learning platforms and associated technologies have changed the dynamics of higher education by forcing practitioners to reconsider traditional assumptions of teaching and learning (Garrison & Kanuka, 2004). This has fundamentally changed the nature and parameters of pedagogy within higher education whilst also shifting the associated expectations of students (HEA, 2000). Today, face-to-face teaching alone is considered somewhat antiquated; instead an effective higher education practitioner is now someone who can draw upon a myriad of blended learning strategies (see HEFCE, 2009). Because of this, the author of this paper contends that it is a fundamental responsibility of higher education practitioners today to be responsive to such changes and to continually seek ways of innovatively ‘blending’ traditional face-to-face methods of teaching and learning with new technologies and online platforms. In this vein, this short paper provides an example of how micro-video-blogging has been used as a blended learning tool within a social science programme