Search results

The purpose of this paper is to describe a method for preparing teacher candidates to educate for civic engagement through a philosophy of critical compassion.

It begins with an examination of citizenship’s contextual relevancy and the importance of developing citizens who possess the adaptability to practice compassion in a variety of contexts. It provides a series of example art-based discussion activities founded on the principles of introspection and community. Such activities offer potential to foster a compassionate sense of personal self-worth with candidates through a sense of inner care.

Candidates develop a sense of self-appreciation sourced independently from patterns of social controls and promoting an empathy toward other people that they, in turn, can develop in their students.

These processes offer potential to empower candidates to view citizenship as a process of social engagement that respects the equitable contribution of all participants.

Two rival approaches to email have emerged from information governance thought: the defensible deletion approach, in which emails are routinely deleted from email accounts after a set period of time; and the Capstone approach, in which the email accounts of important government officials are selected for permanent preservation. This paper aims to assess the extent to which the defensible deletion approach, when used in conjunction with efforts to move important emails into corporate records systems, will meet the needs of originating government departments and of wider society.

The paper forms the first stage of a realist evaluation of policy towards UK government email.

The explanation advanced in this paper predicts that the routine deletion of email from email accounts will work for government departments even where business email is inconsistently or haphazardly captured into records systems, provided officials have access to their own emails for a long enough period to satisfy their individual operational requirements. However the routine deletion of email from email accounts will work for wider society only if and when business email is consistently captured into other systems.

The paper looks at the policy of The National Archives (TNA) towards UK government email and maps it against the approaches present in records management and information governance thought. It argues that TNA’s policy is best characterised as a defensible deletion approach. The paper proposes a realist explanation as to how defensible deletion policies towards email work in a government context.

This chapter considers some of the limit points of contemporary relations between International Large-Scale Assessments, learning analytic platforms, and theories of mind circulating in contemporary comparative and transnational educational policy discourses. First, aspects of the rise of Big Data and predictive analytics are historicized, with particular attention to how emergent notions of concepts like an intelligent educational economy paradoxically seem to offer unprecedented opportunities for personalizing education that increasingly rely on efforts to construct, universalize, and predict transnational benchmarks. Then, the chapter pursues how such efforts to universalize measures and predict changes have located the mind as a primary target for solving social problems through educational reform. More specifically, the emergence and circulation of the perceptron in the United States during the 1950s and 1960s is suggested as one example of how efforts to model the human mind as a neuro-dynamic learning system became entangled with efforts to produce universal, mobile, and adaptive neuro-dynamic learning systems targeting the transnational optimization of human minds.

The purpose of this paper is to consider how digital preservation system architectures will support business analysis of large-scale collections of preserved resources, and the use of Big Data analyses by future researchers.

This paper reviews the architecture of existing systems, then discusses experimental surveys of large digital collections using existing digital preservation tools at Big Data scales. Finally, it introduces the design of a proposed new architecture to work with Big Data volumes of preserved digital resources – also based upon experience of managing a collection of 30 million digital images.

Modern visualisation tools enable business analyses based on file-related metadata, but most currently available systems need more of this functionality “out-of-the-box”. Scalability of preservation architecture to Big Data volumes depends upon the ability to run preservation processes in parallel, so indexes that enable effective sub-division of collections are vital. Not all processes scale easily: those that do not require complex management.

The complexities caused by scaling up to Big Data volumes can be seen as being at odds with preservation, where simplicity matters. However, the sustainability of preservation systems relates directly to their usefulness, and maintaining usefulness will increasingly depend upon being able to process digital resources at Big Data volumes. An effective balance between these conflicting situations must be struck.

Preservation systems are at a step-change as they move to Big Data scale architectures and respond to more technical research processes. This paper is a timely illustration of the state of play at this pivotal moment.

Since the first enslaved Africans arrived in America, there has been a dialogue about if, how and what “the Negro” should be taught. This discussion became more important with the emancipation of approximately 3 million slaves, more than 90 percent of whom are believed to have been illiterate. The general sentiment of Southerners about the education of blacks is evident in The Southern Planter and Farmer, where a Virginian named Bebbet Puryear, writing under the pseudonym “Civis,” wrote:I oppose [education for blacks] because it is a policy that is cruelty in the extreme to the Negro himself. It instills in his mind that he is competent to share in the higher walks of life, prompts him to despise those menial pursuits to which his race has been doomed, and invites him to enter into competition with the white man for those tempting prizes that can be won only by a higher order of administrative talent than the negro has ever developed. (Lucas p. 159)

This paper aims to highlight how Black African academics who live and work under coloniality are systematically seen as “out of place” and how this positioning compounds their experiences of interpersonal and systemic marginalisation within predominantly white universities.

This is a conceptual paper that theorises the experiences of two Black African academics in Australian higher education. It takes a form of autoethnography, to demonstrate the intersectional barriers and setbacks within white academia that interact with gender, class and migranthood, potentially undermining their academic progression and/or professional well-being.

Black African academics in white-majority workplaces repeatedly report experiences of microaggressions, hyper-surveillance and epistemic Othering. This is characterised by research alienation, funding gaps and being passed over for promotion leading to feelings of exclusion and fractured belonging within academia.

The paper argues that while the Coloniality of Power within institutions of higher learning continues to racialise Black African academics as Other, the Coloniality of Knowledge marginalises their intellectual, theoretical and experiential perspectives and contributions. The power of Coloniality and white supremacy are implicated in the epistemic impositions, erasures and negations of the ontological legitimacy and contributions of Black academics in higher education institutions.