Asia Pacific

Welcome | नमस्ते | selamat datang | salaam aleikum | 欢迎

 

Overview | Events | Regional members’ publications | Regional networks and members’ projects

 

Overview

The Asia-Pacific region of ISCAR is for members from countries from South Asia, East Asia, and Australasia.

The region coordinator is Nick Hopwood from the University of Technology Sydney. Nick is also Extraordinary Professor at the University of Stellenbosch is South Africa.

At ISCAR 2017 Congress members said they wanted:

– regional events between the main Congress meetings: we are planning a regional poster conference event with f2f and online participation possible

– support and mentoring to research students and early career researchers: we plan to support emerging researchers in the Poster Conference and next ISCAR Congress; we have also been sharing members’ past research proposals with ECRs applying for funding.

Whether you are an existing ISCAR member with ideas or suggestions of what you want from the regional group, or interested in joining ISCAR, you can contact Nick on nick.hopwood@uts.edu.au

A listserv has been set up to which people from the region can subscribe if they wish. To do so (or to unsubscribe) visit the listserv site.
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Events

IRECE Conference 2018 in Changchun, China

ISCAR Asia-Pacific members Marilyn Fleer and Liang Li have been working with Northeast Normal University in China to hold the International Research in Early Childhood Education conference. It seems like there will be quite a few cultural-historical researchers attending. See this link for more information

https://www.monash.edu/irece2018

 

AARE/ISCAR Asia-Pacific Cultural Historical Activity Research Summer School

A five-day retreat for PhD students and early career researchers to work together with academic mentors to develop their theoretical understandings, writing, and collaboration.

This is a unique opportunity to immerse yourself in Vygotskian scholarship for five uninterrupted days, together with a small group of scholars and researchers, in an idyllic bush setting. The program will include: workshops on theoretical issues in Cultural Historical Activity Research, presentations by students, early career researchers and professors, fireside chats, one-to-one mentoring, individual and collaborative writing, and reading groups and plenty of time for reading, writing and discussion. There will be special set of workshops exploring new translations of Vygotsky’s last writings. We have invited David Kellogg, a linguist and scholar of Vygotsky, to be our special guest together with five other eminent Cultural Historical Activity researchers.

The Summer School will be held from Thursday evening (6/12/18) through to Tuesday afternoon (11/12/18), near Sydney, Australia, immediately following Australian Association for Research in Education conference.

There will be places for 20 PhD students and early career researcher and six professors.

We will all be together in the one venue with no distractions. Accommodation and food will be included but will not be luxurious. You will be responsible for getting yourself to Sydney. We will let you know the costs, venue and detailed program once we have secured funding, made the appropriate bookings and negotiated the professorial team. We expect this will be in July.

If you are interested in attending please email us so we can keep you informed.

John Cripps Clark: john.crippsclark@deakin.edu.au &

Jenny Martin: jenny.martin@acu.edu.au

 

Contemporary approaches to research in mathematics, science, health and environmental education symposium

8-9 November 2018, Deakin University (Australia). In the past this has attracted a number of cultural-historical papers, sufficient for a dedicated methodology session. ISCAR members working in these areas will almost certainly find some kindred spirits here. See the symposium website.

 

Deakin STEM Education Conference

14-16 November 2018, Deakin University (Australia). This may be of interest to members in the STEM/STEAM fields. More information on the conference website.

 

Regional ISCAR event 2019

Nick and colleagues from across the region are in the early stages of planning an ISCAR Asia-Pacific Poster Conference for July/August 2019. The aim will be to host two or more face to face gatherings (potentially in Australia and Hong Kong) and to facilitate members who cannot attend these in person to join via online video.

The Poster Conference will involve submitting and sharing digital posters (eg. single powerpoint slides) that can be read at A4 paper size. There will not be formal presentations, but rather groups will look at and discuss the posters, as a way to facilitate links and interaction across the region’s members and the studies being carried out.

The inspiration for this is the ISCAR UK Poster Conference that was held in 2008 and chaired by Seth Chaiklin.

If any members in the region are planning events that may be of interest to ISCAR members outside their institution please contact Nick, who will be happy to put details here and in the ISCAR Newsletter.
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Asia-Pacific members’ publications

All members of our region are encouraged to share their recent publications on this page (just email Nick with relevant details). Details of completed Masters and Doctoral theses are also welcome!

Kim Anh Dang
Exploring contextual factors shaping teacher collaborative learning in a paired-placement
Teaching and Teacher Education, 2017, (67)

This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky’s concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers’ learning to teach in their paired-placement. These forces include the teachers’ prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.

Liang Li, Gloria Quinones and Avis Ridgway
Noisy neighbours: a construction of collective knowledge in toddlers’ shared play space
Australian Journal of Early Childhood, 2016, 41(4).

Evidence from a larger project Studying babies and toddlers: Cultural worlds and transitory relationships in Australian long day care settings is gathered. We argue that toddlers co-construct collective knowledge through expressive play activities with peers and educators. We analyse how educators enter play, taking the toddlers’ perspective to develop collective knowledge. We investigate how toddlers creatively produce knowledge through educators’ awareness of their play spaces, aiming to find the different ways they affectively participate in processes of producing knowledge. Vygotsky’s cultural–historical concepts of the social situation of development and play form the research foundation. Using visual narrative methodology and reflective dialogue to explore toddlers’ everyday play activity, one play episode of an educator entering shared collective play with toddlers is analysed. We find educators’ involvement and peer interaction significant for learning and social production of collective knowledge in toddlers’ play spaces. Responding to toddlers’ active expressions by entering play develops collective knowledge.

Nick Hopwood and Anne Edwards
How common knowledge is constructed and why it matters in collaboration between professionals and clients.
International Journal for Educational Research, 2017, 83, doi: 10.1016/j.ijer.2017.02.007

A short video abstract for this paper is available here.

Professionals are increasingly called upon to work with clients. We employ cultural-historical concepts to reveal how professionals and clients accomplish joint work on problems in services for families with young children. Professional–client interactions in day stay and home visiting services are considered, first focusing on how matters of concern are worked into departures of significance (employing ‘D-analysis’), then conceptualising joint professional–parent work in terms of common knowledge and the object of activity. The importance of motives and their alignment is revealed. We show the value of D-analysis in elucidating how common knowledge can be constructed and why this process may be problematic. Finally, we reflect on the fluid and situated nature of this kind of collaborative work.
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Regional networks and members’ projects

New International Research Network: Ideas for the Basic Education of the Future

Since February 2018, the Centre of Excellence “Ideas for the Basic Education of the Future “ on Innovative Learning, Teaching Environments and Practices, based at East China Normal University in Shanghai, has started its activities.

The Centre, in the perspective of the cultural psychology of education, aims at exploring future trends in basic education worldwide, at identifying the most innovative ideas, at valorizing the unconventional developmental practices and studying how to implement them on the long-term.

In the global context, there are no ready-made and universal solutions for the process of education. However, it has been implicitly assumed that some cultural or geographical areas, corresponding to the wealthy nations, are more developed in teaching/learning practices. There is a general ongoing movement of reforms in education, as for instance in China, Italy, Nordic Countries and Brazil, trying to reform the school system either at the level of primary or secondary education. There is also a huge debate about the relationship between the “school for all”-principle and the neo-liberist and job market-oriented approaches to education. This debate has been discussed in several of the major journals in the Education. Yet, education is an open system in constant development, accordingly, the question of “what’s next” remains crucial. IBEF acknowledges that innovation can spring anywhere and requires to be adequately recognized cultivated. Therefore, in cultural psychology perspective the education of the future must be regarded global in its vision yet local in its solutions. The Center of Excellence is aiming to overcome the current dichotomic debate between either an education centered on the popular appeals to creativity, spontaneity, local culture and play or to an education centered on evidence-based, standardized and performative teaching/learning/assessment cycles.

The Centre is promoting research, exchange and reflection upon the most innovative and meaningful local experience in teaching/learning. In particular, the current projects focus on:

  1. Preschools and schooling in different cultures;
  2. Teachers development and training;
  3. Children’s culture in everyday life;
  4. Preschool academic and play environments;
  5. Children and teacher pedagogical interactions;
  6. Parenting cultures;
  7. Borders in school
  8. The role of the body in education
  9. The role of imagination in education

IBEF has been founded by an initial group of research groups with a common interest in education:

The activities promoted by the Centre include different intertwined theoretical topics, issues and educational practices, such as:

  • Establishing a fruitful scientific dialogue between China and other countries about Cultural Psychology of Education;
  • Field studies in the schools of excellence and definition of best practices and model building;
  • Co-design, scaffolding to implementation and evaluation of innovative activities with the associated partners;
  • Organization of scientific events for the exchange of experiences and best practices;
  • Networking, international mobility of students and researchers.

The International Centre of Excellence “Ideas for the Basic Education of the Future” on Innovative Learning, Teaching Environments and Practices, is coordinated by an international scientific board:

The Center’s network is open and constantly looking for new partnerships both academic and non-academic. For further inquiries or scientific collaboration, please visit http://www.ccp.aau.dk/projects-and-collaboration/ideas-for-the-basic-education-of-the-future/

or contact:

Professor He Min, mhe@pie.ecnu.edu.cn

Professor Pina Marsico, gmarsico@unisa.it

Professor Luca Tateo, luca@hum.aau.dk

 

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