Emergent Pedagogy in England

Sharar, Bushra

doi:10.4324/9781315708287

Cited by 9 publications

(4 citation statements)

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“…Material resources are concrete objects, such as books, websites, a laboratory or any device whose strategic use can serve to generate knowledge in the person (Jackson, 2016). But there are also social and relational resources, in the social sphere, such as those in the family environment or in dealing with colleagues; ideational resources (Sharar, 2016), which are born from the incorporation of elements of the learner's prior cultural experiences, which are halfway between the subject's internal sphere and the contextual constraints which the individual has around them (Cote & Levine, 2014); and identity resources (Nasir & Cooks, 2009). These last two types of resources represent one more argument for the interrelationship between the ecological components, in this case from both experiential and intrinsic dimensions.…”

Section: Discussionmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.

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Section: Discussionmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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“…There has been a recent focus on the integration of critical realism in RE, which has been picked up by scientific communities at the interface between theory and practice, such as social work, education, management and nursing (Alderson, 2021;Blomqvist Mickelsson, 2022;De Souza, 2013Frederiksen and Kringelum, 2021;Pease et al, 2009;Schiller, 2015;Scott and Bhaskar, 2010;Shipway, 2011) Their orientation towards transforming power dynamics and emancipatory change aligns well with the paradigm of critical realism (Boost et al, 2020;Tennant et al, 2020). In that literature, the most attention goes the work of Roy Bhaskar, a leading critical realism scholar whose transformational action model was used, for instance, to guide evaluations in education (Bhaskar, 1998;De Souza, 2013Sharar, 2016;Sprague Martinez et al, 2018).…”

Section: Investigating Social Change and The Role Of Context In Rementioning

confidence: 99%

How to develop a realist programme theory using Margaret Archer’s structure–agency–culture framework: The case of adolescent accountability for sexual and reproductive health in urban resource-constrained settings

et al. 2023

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Realist evaluation is in essence a theory-building and testing approach. We argue that in practice, the theory-building potential of realist evaluation, review and research is not fully exploited in the field of global health. Our assumption is that the Structure-Agency-Culture explanatory framework of critical realist Margaret Archer could stimulate realist evaluators to conceptualize and systematically explore how structural and cultural conditions interact with programmes that aim at introducing social change. We propose step-wise guidance towards integrating the Structure–Agency–Culture framework into the development of realist programme theories. We present a worked example from an urban adolescent health study in poor neighbourhoods of Kampala, Mumbai, New Delhi and Cotonou. The guidance aims to bring to the fore the role of agency and context through the analysis of the interactions between structure, culture, agency and mechanisms. This is helpful in realist research in general, and in evaluations of complex interventions oriented towards social change.

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“…Abdul Halim Sharar wrote that the printers of Lucknow excelled at producing kitabe (books) on the finest quality paper, employing the best calligraphers trained in producing manuscripts for more elite patrons, and providing their skilled artisans with every resource available. 34 Manuscript and oral traditions were in turn transformed via contact with the new audiences reachable through print.…”

Section: Defining the Press And Its Publics In Colonial Indiamentioning

confidence: 99%

Akbar or Aurangzeb? Ethics, Empire, and Print Publics in Colonial India

Denault¹

2020

Itinerario

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In the 1870s, Indian news editors warned their readers of a series of crises threatening India. They saw the famines, wars, and poverty that they were describing as symptoms of the same illness: Colonial governors had failed to implement an ethical system of governance, and had therefore failed to create a healthy body politic, choosing to expend energy in punishing or censoring dissent when they should have been constructing more durable civic institutions. In North India, earlier Mughal traditions of political philosophy and governance offered a template to critique the current state. In drawing on these traditions, editors linked multiple registers of dissent, from simple ‘fables’ about emperors to more sophisticated arguments drawn from newly reinterpreted akhlaq texts, creating a print record of the multilingual, multivalent literary and oral worlds of Indian political thought. The figures of the Mughal emperors Akbar and Aurangzeb, representing the zenith and nadir of Mughal sovereignty, in turn linked popular and learned discussions on statecraft, good governance, and personal responsibility in an age of crisis. The press itself became a meeting point for multivalent discourses connecting South Asian publics, oral and literate, in their exploration of the nature of just rule in the context of empire, calling, in the process, new ‘publics’ into being.

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Emergent Pedagogy in England

Cited by 9 publications

References 0 publications

Key components of learning ecologies: A Delphi assessment

Key components of learning ecologies: A Delphi assessment

How to develop a realist programme theory using Margaret Archer’s structure–agency–culture framework: The case of adolescent accountability for sexual and reproductive health in urban resource-constrained settings

Akbar or Aurangzeb? Ethics, Empire, and Print Publics in Colonial India

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