Walking the talk : an investigation of the pedagogical practices and discourses of an international broadcasting organisation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education, Massey University, Manawatu, New Zealand

Increasingly our knowledge of the world around us comes from the media, mediated by professional broadcasters. As the education and training of broadcasters has progressively become associated with educational institutions there has been more theorising about what broadcasters should know and how they should be educated, however the actual educational and training practices of broadcasting organisations remains under researched and under theorised. This research looks at the educational and training practices of an international broadcasting organisation and how they are sustained by the organisational ethos through a series of interviews with people directly involved in the organisation‟s training practices and an examination of a selection of the organisation‟s promotional and policy documents. From this comes a picture of an organisation committed to excellence and also a vision of broadcasting as an emancipatory activity. This commitment and vision is reflected in its inhouse training practices and also its media development work. The interviews with trainers, project managers, administrators and researchers reveal broadcasters who are pragmatic idealists and reflective practitioners and whose passion and commitment to the transformative powers of education and training are undeniable

Construction of early childhood and ECCD service provisioning in India

There has been a growing recognition among scholars in childhood studies that childhood is a social construction. Several historical and cross-cultural studies conducted across the world validate this argument, and whereby explains the variability that exist in the descriptions of childhood. These constructions not only differ at the cultural or temporal level, they also differ at the individual or institutional level. In a contemporary society, individuals, professionals, service institutions and policy communities – all construct their own version of childhood based on their subjective understandings, experiences and theoretical perspectives. At the policy level, therefore, these constructions have a significant role to play in the designing of services, institutions and pedagogy for early childhood intervention. This paper critically examines the model of early childhood constructed in the policy provisioning of early childhood care and development (ECCD) in India. Drawing on literatures mostly from the Euro-American context, at the outset, the paper elaborates the shift that took place in the ontology of children. The distinctions between child development theories, which chiefly inform the policy community, and the social constructionist approach, which is considered as an alternative, are then analyzed as central to early childhood service provisioning. The paper problematizes the policy documents, while doing so, it picks up few key issues and (re)open up the debates on ‘developmentally appropriate practices’ and ‘play-based education’. The paper concludes by suggesting that oversubscription of child development theories or total obscurity of social constructionist perspectives not augurs well for policy formulation. Further it stresses that there is a need to understand what children’s lived experiences are in the early childhood institutions, what parental constructions are on early childhood service provisioning and, how that can be incorporated to establish clear policy goals

Purpose, Meaning, and Exploring Vocation in Honors Education

This paper examines the importance of cultivating a sense of vocation in honors education. Through examples of coursework, program initiatives, and advising strategies, authors from across five institutions align the scholarship of vocation with best practices and principles in contemporary honors discourse, defining vocation in the context of higher education and describing how this concept works within honors curricula to enrich student experience and cultivate individual understandings of purpose. By focusing on critical reflection processes, Ignatian pedagogy, and theories of moral development and reasoning, the authors offer different models to advance the thesis that honors educators can and should address personal fulfillment in addition to intellectual talent, and they posit vocational exploration and discernment as tools for extending and deepening their students’ personal sense of meaning in local and global communities

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 5, Issue 2, Summer 2016

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

Taking a break: doctoral summer schools as transformative pedagogies

This chapter focuses on the doctoral summer school as a challenging pedagogy for doctoral education, in which the traditional supervisory relationship and the disciplinary curriculum are deconstructed through intensive group processes. We draw on our experiences as pedagogues on the Roskilde University Graduate School in Lifelong Learning which has hosted an international summer school for the last ten years. We describe the new learning spaces created and explore the democratic group processes and the collaborative action learning in-volved when discipline and stage of study are set to the side in this multi-paradigmatic, multi-national context. Despite the wide range of participants in terms of length of study, focus and methodological approach, the respite from supervisory pedagogies and the careful critiques of multi-national peer ‘opponents’ is often transformative in the doctoral students’ research sub-jectivities and continuing journeys

Really useful knowledge? Critical management education in the UK and the US

This article reviews the Critical Management Education (CME) literature produced since 1995 and compares its development in the United Kingdom with that of the United States. It explores the relationship between CME, as an academic field, and that of Critical Management Studies (CMS), the wider movement that deploys critiques drawn from sociology and political science perspectives. In the UK, the origins of CME are in established debates about utilitarian versus liberal education and in radical adult education theory-quite separate from the CMS movement. In the US however, the article argues that business schools and the academy are sites that the CMS is attempting to colonise and CME cannot, in that context, be separated from the CMS project. (c) 2006 Elsevier Ltd. All rights reserved

Assessing gender mainstreaming in the education sector: depoliticised technique or a step towards women's rights and gender equality?

In 1995 the Beijing Conference on Women identified gender mainstreaming as a key area for action. Policies to effect gender mainstreaming have since been widely adopted. This special issue of Compare looks at research on how gender mainstreaming has been used in government education departments, schools, higher education institutions, international agencies and NGOs .1 In this introduction we first provide a brief history of the emergence of gender mainstreaming and review changing definitions of the term. In the process we outline some policy initiatives that have attempted to mainstream gender and consider some difficulties with putting ideas into practice, particularly the tensions between a technical and transformative interpretations . Much of the literature about experiences with gender mainstreaming tends to look at organizational processes and not any specificities of a particular social sector. However, in our second section, we are concerned to explore whether institutional forms and particular actions associated with education give gender mainstreaming in education sites some distinctive features. In our last section we consider some of the debates about global and local negotiations in discussions of gender policy and education and the light this throws on gender mainstreaming. In so doing, we place the articles that follow in relation to contestations over ownership, political economy, the form and content of education practice and the social complexity of gender equality

Ethical Development and Diversity Training for Educational Leaders

In the 21st century schools must meet the challenges of current and anticipated increases in racial and ethnic student populations. In turn, school principals must be prepared to lead diverse student populations to high levels of achievement. To facilitate adequate leadership preparation, therefore, the diversity training of educational leaders in given settings must be reworked so that the achievement gap between non-white and white students can be closed. Furthermore, restructuring of principal training is best accomplished through consensus within the profession, based on the tenets of the democratic values of respect, acceptance, and appreciation of diversity. The purpose of this paper is to add to the body of knowledge in educational leadership degree and certification programs in regard to diversity standards and social justice relevance. This paper provides an overview of a social justice agenda that includes five key elements. The first is a discussion of the term diversity and American demography. The second element is a summary of the sociopolitical context of social justice. The third element is an examination of multicultural education. The fourth element is an overview of educational administration programs. The last element is a review of the moral and ethical leadership standards for educational administrators