Suchergebnisse

The involvement of young Indigenous people in research is a key emphasis in current approaches to both sociology of childhood and Indigenous research. This article discusses how the two research methodologies, both of which emphasise participation rights, intersect in research focusing on the participation and perspectives of Indigenous children and young people in education. The article examines ethical requirements of Indigenous and childhood research and institutional ethics procedures, along with methodological considerations, potential constraints and opportunities in undertaking research that aims to facilitate children and young people's participation. Drawing on empirical data it discusses how these processes have shaped participative research studying the views of Aboriginal and Torres Strait Islander students learning Indigenous knowledge and perspectives in New South Wales schools.

Abstract At present, there is no standard way of describing the salient dimensions of field supervision agencies (e.g, probation, parole). Therefore, there is no basis for comparing the operations of different agencies or for identifying changes over time in agencies. A static, descriptive model which grew out of an attempt to synthesize a large number of studies of field supervision is presented. Seven decision outcomes made by field supervision agencies are identified and the use of the model is illustrated in comparing the decision outcomes experienced by the experimental and control groups of the California Community Treatment Project.

Intro -- Foreword -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- 1: Touchstones for Deterritorializing the Socioecological Learner -- Clearing the Socioecological Ground -- De-imagining the Socioecological -- Touchstone 1: Anthropocene -- Touchstone 2: Posthumanism -- Touchstone 3: Common Worlds -- Creative Milieux -- Conclusion -- References -- 2: Posthumanist Learning: Nature as Event -- Learning and Childhood -- Nature as Event: Putting Posthumanist Learning Concepts to Work -- De-centring or Deterritorializing the Human -- Interview with a Tree: De-centring or Deterritorializing the Human -- De-bifurcation of Nature -- The Creatures in the Lake: The De-bifurcation of Nature -- Entanglements with the More-Than-Human -- Learning with Kosi the Pedadog: Entanglements with the More-Than-Human -- Attuning with the Affective, Material and Unknown -- The Entity of a River: Attuning with the Affective, Material and Unknown -- Conclusion -- References -- 3: The Socioecological (Un)learner: Unlearning Binary Oppositions and the Wicked Problems of the Anthropocene -- Introduction -- Learning in the Anthropocene -- Unlearning in the Anthropocene -- Monistic Dualism and the Anthropocene -- A Heuristic Model for Unlearning Binary Oppositions -- Unlearning the Socioecological Dualisms of the Anthropocene -- Contiguity -- Relationality -- Contextuality -- Conclusion -- References -- 4: The Risky Socioecological Learner -- Overview of the Chapter -- Introduction -- The Rise of the Risk-Averse Culture -- Risk Aversion in Education -- Causes of Risk Aversion in Education -- Neoliberal Governance Structures in Education -- Teachers as a Risk-Averse Cohort -- Consequences of Risk Aversion in Education -- Disembodied Learning -- Disempowered Students -- Vignettes: Risk Aversion and Negative Educational Outcomes.