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- Hamilton, David, 1943-, et al.
(författare)
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Blackboards and bootstraps : revisioning education and schooling
- 2014
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Bok (refereegranskat)abstract
- Blackboards and Bootstraps: Revisioning education and schooling contributes to an international conversation about public education that, in recent decades, has been attenuated if not silenced by advocates of neoliberalism, marketisation and neocorporatism. Written for a wide audience, this book is not a manifesto for the twenty-first century. It is more of an invitation than a blueprint. In drawing a distinction between education and schooling, it identifies, recovers and explores many ideas about education and schooling that are no less important to the practice of the present than they were to the pedagogues of the past. The introduction questions the role of schooling in the future trajectory of spaceship earth. The remainder of the book considers these questions by revisiting a range of ideas that underpin current practice. It launches itself by returning to the sixteenth century, a time when the organisation and conduct of modern schooling took shape around a new set of terms – syllabus, class, curriculum and didactics – that, in their Latin forms not only became prominent in the international educational lexicon but also survived into the twentieth century. By the First World War, there was an international awareness that schooling is not the same as education. Schooling originally for the land-owning, mercantile and commercial elites of the sixteenth century had only partially engaged with the visions of democratic schooling voiced in the eighteenth century Enlightenment and the subsequent extension of suffrage and national and sexual liberation movements. Impressed by the universalistic achievements of the Renaissance and the Enlightenment, the authors raise the prospect of a new educational humanism in the globalised world of the twenty-first century.
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| 2. |
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| 3. |
- Hamilton, David, 1943-, et al.
(författare)
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Dancing at the Edge : Writing for the Academic Marketplace
- 2011
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 2:2, s. 251-262
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on our experience of working in Sweden and seeking to help colleagues enter the prestigious culture of Anglophone academic text production, this article explores the landscape of academic writing and publishing. We first provide an account of the birth of academic writing and the gradual emergence of its present forms. We then explore academic writing as it is practised in the first decade of the 2000s; and finally, we consider the future of journal publishing and what it might mean for academic authors. We consciously introduce monetary or commercial imagery to underline the impact of exchange or market relationships in the world of academic publishing, arguing that texts need to be reworked until they become responsive to the branding and marketing requirements of specific academic journals.
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| 4. |
- Hamilton, David, 1943-
(författare)
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Q&A with David Hamilton
- 2018
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Ingår i: New directions for evaluation. - : Wiley. - 1097-6736 .- 1534-875X. ; 2018:157, s. 65-67
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Tidskriftsartikel (refereegranskat)abstract
- David Hamilton responded to questions Williams e-mailed to him to prepare for an interview; but they were never able to visit. His answers reveal a view that values built upon throughout his life have shaped his approach to formal evaluation and research AND his life choices as well.
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| 5. |
- Hamilton, David, 1943-
(författare)
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Review: The Making of UHI
- 2006
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Ingår i: Scottish Affairs. - : Edinburgh University Press. - 0966-0356 .- 2053-888X. ; 54:1, s. 128-130
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Recension (övrigt vetenskapligt/konstnärligt)
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| 6. |
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| 7. |
- Hamilton, David, 1943-, et al.
(författare)
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When performance is the product - problems in the analysis of online distance education
- 2004
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Ingår i: British Educational Research Journal. - : Routledge, Taylor & Francis Group. - 0141-1926 .- 1469-3518. ; 30:6, s. 841-854
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Tidskriftsartikel (refereegranskat)abstract
- This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.
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| 9. |
- Hult, Agneta, 1952-, et al.
(författare)
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Teachers' invisible presence in net-based distance education
- 2005
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Ingår i: International Review of Research in Open and Distance Learning. - 1492-3831. ; 6:3
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Tidskriftsartikel (refereegranskat)abstract
- Conferencing – or dialogue – has always been a core activity in liberal adult education. More recently, attempts have been made to transfer such conversations online in the form of computer-mediated conferencing. This transfer has raised a range of pedagogical questions, most notably “Can established practices be continued? Or must new forms of participation and group management be established? This paper addresses these questions. It is based on two sources: (1) 3,700 online postings from a variety of Net-based adult education courses in Sweden; and (2) interviews with participants and course-leaders. It comprises a discussion of online conversational activity and, in particular, the absent presence and pedagogic orientation of teachers who steer learners towards explicit and implicit course goals. In other words, it is a reminder that adult education is not a free-floating form of self instruction but, rather, operates within boundaries created and managed by other human beings.
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| 11. |
- Söderström, Tor, 1967-, et al.
(författare)
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Premises, promises : connection, community, and communion in online education
- 2006
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 27:4, s. 533-549
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Tidskriftsartikel (refereegranskat)abstract
- This paper is an essay on the discursive politics of education. Data from a small study, combined with a review of the related literature, suggest that the overarching concept “community” lacks coherence when used in online education. At least three contrasting forms of connection can be discerned: communion among participants, exchange between participants, and attachment to an ideal. In turn, we believe that this incoherence is not a trivial semantic problem, but rather a central concern in current efforts to remodel, reform and globalize distance education.
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