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Article
Publication date: 25 April 2020

Elizabeth Kenyon, Andrea Christoff and Sonya Wisdom

This action research project determines the extent to which the authors were able to expand ideas of both citizen and scientist through their integrated science and social studies…

216

Abstract

Purpose

This action research project determines the extent to which the authors were able to expand ideas of both citizen and scientist through their integrated science and social studies middle childhood methods course.

Design/methodology/approach

Applying the ideas of citizen science, students in the course developed inquiry projects of their choice centering on the topic of local and global water issues. In addition, students participated in book groups focusing on the ideas of citizen science explicitly. The researchers used surveys, student assessments and interviews to assess the extent to which students' ideas changed.

Findings

While the data reveal the students' conceptions of scientist and citizen both expanded, there was greater change in their conceptions of what it means to be a scientist.

Originality/value

The authors argue that the expansion of ideas of science is important for enacting critical citizenship.

Details

Social Studies Research and Practice, vol. 15 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 10 August 2010

Sonya Lipczynska

53

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Reference Reviews, vol. 24 no. 6
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 21 September 2010

Sonya Lipczynska

58

Abstract

Details

Reference Reviews, vol. 24 no. 7
Type: Research Article
ISSN: 0950-4125

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Book part
Publication date: 8 June 2020

Abstract

Details

The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

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Book part
Publication date: 4 April 2014

Margaret Wilkie

Kaupapa Māori research brings to the centre and normalises Māori academic success in higher education in Aotearoa/New Zealand. Identity as Māori, through Iwi (tribal) affiliations…

Abstract

Kaupapa Māori research brings to the centre and normalises Māori academic success in higher education in Aotearoa/New Zealand. Identity as Māori, through Iwi (tribal) affiliations and as tangata whenua (people of the land), are foundational values from a Māori world view. Strong Māori identity is significantly a consistent element in the stories of Māori academic successes. It is part of the ‘cultural capital’ that tauira Māori (students and graduates) take with them into educational institutions, where little active attention is given to it. At issue on a broader level is the resounding ‘silence of the archives’, the lack of information about Māori succeeding in higher education, particularly from a Māori world view. The dominant discourse in Aotearoa/New Zealand positions us into the ‘other’ and as ‘deficit’. In a reversal of this my doctoral research asked how and why do Māori succeed in higher education. Uniquely Māori elements of whenua (land), whānau (family) and connection with marae (meeting ground and complex) are part of the how and the why of Māori academic achievement. This chapter highlights how some Māori began their journeys that result in academic successes and IT qualifications. Their haphazard access to information about IT implicates the poorly developed pathways of entry into IT studies at that time and may explain some of the low uptake of IT qualifications and IT field employment by Māori and other New Zealanders.

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Māori and Pasifika Higher Education Horizons
Type: Book
ISBN: 978-1-78350-703-0

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Book part
Publication date: 2 June 2022

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African American Young Girls and Women in PreK12 Schools and Beyond
Type: Book
ISBN: 978-1-78769-532-0

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Article
Publication date: 1 March 2004

Jen Abrams and Tim Kindseth

Describes Poetry in the Branches, a multi‐layered, replicable program model, devised by Poets House, New York, to foster the link between librarians, the public and the living…

437

Abstract

Describes Poetry in the Branches, a multi‐layered, replicable program model, devised by Poets House, New York, to foster the link between librarians, the public and the living tradition of poetry. Provides a comprehensive list of titles of contemporary poetry collections by single authors and anthologies.

Details

Collection Building, vol. 23 no. 1
Type: Research Article
ISSN: 0160-4953

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Book part
Publication date: 25 March 2021

John T. Fleming and Lauren Lawley Head

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Abstract

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Ultimate Gig
Type: Book
ISBN: 978-1-83982-860-7

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Article
Publication date: 8 May 2019

Anastasia Luise Gramatakos and Stephanie Lavau

Many higher education institutions are committed to developing students as skilled professionals and responsible citizens for a more sustainable future. In addition to the formal…

1361

Abstract

Purpose

Many higher education institutions are committed to developing students as skilled professionals and responsible citizens for a more sustainable future. In addition to the formal curriculum for sustainability education, there is an increasing interest in informal learning within universities. This paper aims to extend the current understanding of the diversity and significance of informal learning experiences in supporting students’ learning for sustainability.

Design/methodology/approach

Six focus groups were formed with 30 undergraduate and postgraduate students from an Australian higher education institution committed to supporting graduate competencies for sustainability. An inductive and qualitative inquiry was designed to enable participants to reflect on the ways in which their university experiences support meaningful and significant learning for sustainability.

Findings

The paper presents a typology of the diverse communities of informal learning that students create and engage with. These range from ongoing to transient groups, from environmentally to more socially oriented groups and from incidental to intended learning, from local to national in scale, with varying types and degrees of connection to the formal curriculum and the university campus. The paper demonstrates that these student-led experiences support three domains of learning: cognitive, practical and affective.

Originality/value

Deepening the understanding of the forms and significance of student-led learning within their university experience contributes to the identification of the roles that informal learning may play alongside formal education in developing graduates as agents of change for a more sustainable future.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 2
Type: Research Article
ISSN: 1467-6370

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Book part
Publication date: 11 August 2021

Amanda DiGioia

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Abstract

Details

Gender and Parenting in the Worlds of Alien and Blade Runner
Type: Book
ISBN: 978-1-83982-941-3

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