A complex web of education policy borrowing and transfer: Education for All and the Plan for the Development of Education in Brazil

Rambla, Xavier

doi:10.1080/03050068.2014.907644

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…Academic flocking partners, and consequently their associated knowledge resources, are equal. Unlike knowledge transfer (Collins and Allender 2013 ; Rambla 2014 ) or borrowing (Auld and Morris 2014 ; Zufi 2018 ) in the context of education, in academic flocking neither partner is viewed as the sole knowledge producer or recipient. Academic flocking develops responsive education innovations by mobilising existing joint knowledge resources in responses that are relevant to particular contexts and cultures of research partners.…”

Section: Discussionmentioning

confidence: 99%

“…From an emancipatory, democratising methodological stance and through a resilience theoretical lens, we argue that academic flocking differs from traditional knowledge transfer (Collins and Allender 2013 ; Rambla 2014 ) and educational borrowing (Auld and Morris 2014 ; Mukhopadhyay and Sriprakash 2011 ; Zufi 2018 ). A premise of both these approaches to knowledge sharing is that a knowledge holder, with best practice knowledge bases, distribute quality resources to knowledge recipients, by implication with lower quality resources (Ungar 2018 ).…”

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confidence: 96%

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Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures

2022

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In this article we apply an Afrocentric Resilience Theory (relationship-resourced resilience) to the domain of education research partnerships. We posit academic flocking as an equitable research partnership approach aimed at developing education knowledge that responds to collective distress and supports collective quality education. We provide support for our supposition regarding academic flocking by overviewing the mutually beneficial development of an online, home-based learning resource with relevance in two transnational contexts and cultures, South Africa and the United States of America. Whereas the context of the argument is a COVID-19 related global need for evidence-based education resources, conceptually we draw on lenses of resilience and emancipatory, democratising methodology to make sense of academic flocking as a fundamental structure for research partnership equity and relevant education innovation. As such, academic flocking holds value as a transformative alternative for South-North researcher partnerships in generating useful, quality educational innovations to address critical needs.

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Section: Discussionmentioning

confidence: 99%

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confidence: 96%

Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures

2022

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“…It is more than once noted (Finnan & Levin, 2000;Rambla, 2014) that these taken-for-granted beliefs and assumptions in the local contexts might in time become a vast and complex 'web' that prevents the teaching and learning practices in classrooms from change.…”

Section: Competitive Assessment Context (In Chc)mentioning

confidence: 99%

The Impact of Cooperative Learning on CHC Students’ Achievements and Its Changes over the Past Decade

Chen¹,

Liu²

2017

IJHE

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Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are raised regarding the effectiveness of the transfer, for contextual factors have long been acknowledged as a powerful barrier to borrowed initiatives, especially those that are not compatible with the deep-rooted cultural values in the situated contexts. This paper is built on Thanh-Pham's (2014) review of literature, which is on the impact of cooperative learning on the CHC students' learning achievements and conducted during 1990 to 2006. This paper has expanded Thanh-Pham (2014) with a similar review on available literatures, which were published from 2007 up to 2016. This review of 39 publications shows up noticeable changes regarding the impact of cooperative learning in the CHC contexts. Specifically, the positive findings have risen from 47.2% to 86.9%, whereas negative and null change studies fall considerably. Influencing factors are analyzed via SPSS22.0 Software and verified with exemplars. Reasons for these changes point to the changing context and adaptive agency.

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‘Educare’ in Australia: analysing policy mobility and transformation

McShane

2016

Educational Research

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A complex web of education policy borrowing and transfer: Education for All and the Plan for the Development of Education in Brazil

Cited by 5 publications

References 24 publications

Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures

Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures

The Impact of Cooperative Learning on CHC Students’ Achievements and Its Changes over the Past Decade

‘Educare’ in Australia: analysing policy mobility and transformation

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