| 1. |
- Abreu, Soraia Carvalho, et al.
(author)
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Differential effects of the cystic fibrosis lung inflammatory environment on mesenchymal stromal cells
- 2020
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In: American Journal of Physiology: Lung Cellular and Molecular Physiology. - : American Physiological Society. - 1040-0605 .- 1522-1504.
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Journal article (peer-reviewed)abstract
- Growing evidence demonstrates that human mesenchymal stromal cells (MSCs) modify their in vivo anti-inflammatory actions depending on the specific inflammatory environment encountered. Understanding this better is crucial to refine MSC-based cell therapies for lung and other diseases. Using acute exacerbations of cystic fibrosis (CF) lung disease as a model, the effects of ex vivo MSC exposure to clinical bronchoalveolar lavage fluid (BALF) samples, as a surrogate for the in vivo clinical lung environment, on MSC viability, gene expression, secreted cytokines, and mitochondrial function was compared to effects of BALF collected from healthy volunteers. CF BALF samples which cultured positive for Aspergillus sp. (Asp) induced rapid MSC death, usually within several hours of exposure. Further analyses suggested the fungal toxin gliotoxin as a potential mediator contributing to CF BALF-induced MSC death. RNA sequencing analyses of MSCs exposed to either Asp+ or Asp- CF BALF samples identified a number of differentially expressed transcripts, including those involved in interferon-signaling, anti-microbial gene expression, and cell death. Toxicity did not correlate with bacterial lung infections. These results suggest that the potential use of MSC-based cell therapies for CF or other lung diseases may not be warranted in the presence of Aspergillus.
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| 2. |
- Edwards-Groves, Christine, et al.
(author)
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Leading as shared transformative educational practice
- 2020
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In: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 117-140-
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Book chapter (peer-reviewed)abstract
- This chapter examines the practices of leading, as an important facet of the extended professional work and experience of educators. It employs a site ontological lens to examine the duality of leading in and for education. The chapter conceptualises leading as a co-constructed, socially situated practice, and focuses on the “happeningness” of leadership, making the actual practices of leading its main emphasis. In particular, questions about the nature and particularity of professional practice as it is enmeshed in different local, national, and international education sites are explored. In so doing, it addresses the following question in relation to leading, that is, how, in different national contexts, is good professional practice (“praxis”) being understood and experienced by teachers, and educators, more broadly? By drawing on the theory of practice architectures, the chapter explores (1) leading as a practice, (2) leading from, within, and beyond the middle, and (3) leading as a democratic practice. Analysis of these interrelated elements aims to contribute to a broader inquiry concerned with understanding, practising, and changing educational leadership by establishing the dynamism of leading as a practice for orchestrating conditions that enable shared educational transformations. The chapter concludes by reorienting leading as being a shared transformative educational practice.
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| 6. |
- Kaukko, Mervi, et al.
(author)
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Education for a world worth living in
- 2020
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In: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 1-13-
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Book chapter (peer-reviewed)abstract
- In a rapidly changing world, education is vital for humankind and for the world itself. Education is a contested space. This chapter takes a view of education as being for the good for each person and for the good for humankind. The five broad questions that the book explores are outlined in this chapter, as are key concepts addressed throughout the book, including pedagogy, education, bildung, practice, and praxis. We also briefly introduce the theory of practice architectures. The chapter concludes by providing an introduction to the chapters in the rest of the book.
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| 7. |
- Langelotz, Lill, 1968-, et al.
(author)
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Walking on the edge: Educational praxis in higher education
- 2020
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In: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. v-xv
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Journal article (peer-reviewed)abstract
- This special issue is a collection of articles that emerged from a series of symposia on praxis in higher education, aimed at critically exploring challenges and possibilities for educational praxis, including its role in the contemporary university. The collection highlights the need for asking critical and uncomfortable questions about what is and what could be in higher education. It calls for more focused attention on the consequences of what we do as teachers and university communities, both intentionally and inadvertently, so that higher education can be more socially just and responsive to student and societal needs amidst contemporary challenges. In explicating the concept of ‘educational praxis’, the editorial introduces the metaphor of ‘walking on the edge’ to illustrate the concept’s ‘uncomfortable dimension’ in terms of academics’ responsibility to engage critically with challenging issues in endeavours to address educational concerns.
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| 8. |
- Mahon, Kathleen, 1966-, et al.
(author)
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Maybe-ing and must be-ing in higher education
- 2020
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In: Journal of Praxis in Higher Education. - Borås, Sweden : University of Borås. - 2003-3605. ; :2, s. 1-10
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Journal article (other academic/artistic)abstract
- In developing anewacademic journal,ourcoreintention, asmentionedin previouseditorials,has beentogenerate,disseminate, andpromote the interrogation ofknowledgeandscientific and/or philosophical investigationofhigher education.Thisis our way ofpromoting the important andcritical taskof sustaininghighereducation,and indeed higher education research,asmaybe-ingarenas’1. By this,we meansustainingspacesof possibility; of pushing at the boundaries notonly ofwhatIS, butalsoof what is thinkable, knowable, and doable; of imagining howthings can be otherwise.
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| 9. |
- Mahon, Kathleen, 1966-, et al.
(author)
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What is educational praxis?
- 2020
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In: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 15-38-
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Book chapter (peer-reviewed)abstract
- This chapter explores the question “What is educational praxis?” based on a review of theoretical and empirical research undertaken by the Pedagogy, Education and Praxis (PEP) international research network over the past decade. A book series produced by the network in 2008 explored this very question in relation to a range of educational sites and national contexts. Six key themes emerging from this work were outlined in the first of the books in the series, Enabling Praxis: Challenges for Education. In short, the themes concerned agents and agency; particularity; connectedness; history; morality and justice; and praxis as doing (Kemmis and Smith in Enabling praxis: challenges for education. Sense, Rotterdam, Netherlands, 2008b). Using these six themes as a point of departure, we present a view of educational praxis as a kind of educational practice that is informed, reflective, self-consciously moral and political, and oriented towards making positive educational and societal change; it is context-dependent and can therefore take many forms. We also explore the forming, self-forming, and transforming nature of educational praxis and explain its relevance at a time when instrumental, managerialist, and neoliberal rationalities continue to dominate global and local education narratives.
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| 10. |
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Pedagogy, education, and praxis in critical times
- 2020
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Editorial collection (peer-reviewed)abstract
- This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced.Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.
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