Information Technology and Social Transformation: GIS for Forestry Management in India   总被引：2，自引：0，他引：2  

Michael Barrett  Sundeep Sahay  Geoff Walsham 《The Information Society》2001,17(1):5-20

In this article, we examine an in-depth case of the introduction of geographical information systems (GIS) in the Indian forestry sector and associated social transformations. Our study is informed by Giddens's recent theoretical developments on globalizing influences at the institutional level and their interconnectedness to new trust systems and self-identity at the individual level. We examine how some elements of our case analysis are illuminated by Giddens's theoretical concepts, and also highlight some potential areas for further theoretical development. In particular, our case suggests that there are ongoing processes of stability as well as reflexivity, and we also develop the concept of trust systems to support interactions with new groups of people. Finally, our analysis notes some limitations of Giddens's ideas, especially the somewhat homogeneous form of his theory in suggesting the nature of social transformations in current times. Instead, the case emphasizes the need to examine more closely cultural and other sociocultural characteristics in particular contexts, and how they play out with global influences.  相似文献   

Recent American and Australian Approaches to the Sociology and Politics of Education*     

Geoff Whitty 《Educational theory》1986,36(1):81-85

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Visiting Teaching Lecturers—an experiment in collaboration between university and schools     

Bob Perry  Geoff Walton  John Conroy 《Asia-Pacific Journal of Teacher Education》1998,26(2):151-160

This paper reports on an evaluation of the visiting teacher lecturer programme at the University of Western Sydney Macarthur in Sydney, Australia. Between 1992 and 1996, ten practising school teachers taught full‐time within the Faculty of Education for a period of 12 months each. The teachers were known as visiting teaching lecturers and worked in the Faculty's Secondary, Primary and Early Childhood Teacher Education Programmes. The visiting teaching lecturer programme was instigated in order to ensure that recent and relevant experience was available to preservice teacher education students within the Faculty's programmes. Also, the Department of School Education was enthusiastic about the programme as it enabled teachers to gain significant professional development both for themselves and for the Department. The extent to which the programme met these goals, in spite of numerous policy barriers introduced at both State and Federal level, is explored.  相似文献   

First Chance,Second Chance or Last Chance? Resistance and response to education     

Geoff Munns  Mark McFadden 《British Journal of Sociology of Education》2000,21(1):59-75

This article reports findings from two studies, both of which used resistance theory to explain students' response to education. One study focused on an inner-city primary school characterised by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study considered the relationship between students, teachers and the curriculum, and how this relationship was produced, negotiated and transformed within the everyday culture and language of the students. The first study identified conditions which led students to reach a decisive moment in their lives where a free, and arguably final, choice was made to reject school and education more generally. The second study identified factors in students' lives, both educational and personal, which led either to the educational access they desired or further frustration and failure. In reporting these findings, this paper will explore the theoretical and empirical common ground, and also the tension, between each study, thus offering a deeper understanding of student response to education along a broad educational continuum.  相似文献   

Simulated consulting: A win-win experience in transport engineering education     

Geoff Rose 《European Journal of Engineering Education》2000,25(1):57-64

Students undertaking a final year elective subject in transportation planning at Monash University in Melbourne, Australia, worked on a practical project for which there was an interested outside 'client'. From the students' perspective, this was essentially a 'simulated' consulting project which focused on transport planning issues faced by an inner metropolitan municipality in Melbourne. The overall experience, from everybody's perspective, proved to be so positive that the model for the project will be used in the course in future years. This paper has been written to inform engineering educators of how the project was implemented and to highlight some of the educational issues which this type of experience raised. Of particular interest to educators are issues associated with the functioning of some of the student groups and the opportunities provided by projects of this nature to establish strong links with industry.  相似文献   

New Directions in Social and Cultural History     

Geoff Eley 《Cultural and Social History》2019,16(5):665-684

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Developing the developers: Some ethical dilemmas in changing times     

Geoff Isaacs 《International Journal for Academic Development》2013,18(2):6-12

Abstract

Universities in Australia, like those in many Western countries, currently are being pushed to find for themselves an increasing share of their own budgets and to consider themselves as service providers to students, their ‘customers’. These students, having paid fees, may well expect to get what they have paid for and, in current labour market conditions, that may amount to a degree rather than an education. That is, universities are now under‐funded and, frequently, far from being seen as educational institutions, are seen as businesses whose role is to provide adequate service at optimum price. By and large, educational development staff do not teach students so they do not contribute directly to the income of the enterprise. The position of such staff and the units in which they are located is thus increasingly coming under threat as ‘economies’ are sought by academic ‘managers’. One poignantly pointed issue, then, is the extent to which educational developers might appropriately change the style and substance of their activities to assist in the evolution of universities to embrace and perhaps to thrive in the new environment. Would this amount to collusion or to co‐operation? Developers have, in the past, often attempted to develop themselves by embracing the model of reflective practice and implementing it both while carrying out their work (a kind of action learning) and at conferences and in journals and books of various kinds. However developers, and their clients (actual and potential), are under increasing pressure and for many survival, not thriving, may be the main issue. The issue for developers may well be the identity of their clients ‐ the university; its management; its teaching staff; its students (the university's supposed ‘customers'). In this paper I focus on the ethical dilemmas which may arise when educational developers try to develop themselves to serve various possible clients.  相似文献   

School Climate and School Organization: A Case Study in Relationships     

Geoff Budd 《School Leadership & Management》2013,33(1):31-43

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Young people's involvement in service evaluation and decision making     

Dimitra Hartas  Geoff Lindsay 《Emotional and Behavioural Difficulties》2013,18(2):129-143

This study examined young people's decision making on issues that affect their lives: bullying in different contexts (e.g., family, peer groups, school) and their involvement in evaluating the availability and effectiveness of support services (e.g., disability, care). Key aims of this study were to offer young people a platform to evaluate existing services and make recommendations towards their improvement, and to discuss ways of tackling bullying at school. Focus groups were formed with 54 young people who had experienced challenges due to bullying, learning difficulties/disabilities, and caring responsibilities for family members with disabling conditions, and discussions about services and decision making on issues that affect their lives were facilitated. The findings point to a sense of agency in young people's lives with regard to evaluating and negotiating services and offering suggestions for their improvement within their family and peers. However, in their view, their decisions regarding bullying exerted limited influence within the school context. These results raised interesting issues about young people's capacity to evaluate services and the contextual influences on their involvement in decision making.  相似文献   

The Parenting Early Intervention Programme in England, 2006–2011; a classed experience?     

Stephen M. Cullen  Mairi‐Ann Cullen  Geoff Lindsay  Steve Strand 《British Educational Research Journal》2013,39(6):1025-1043

Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, which have argued that policies were informed by a project to recreate the working class. A key English family policy initiative, the Parenting Early Intervention Programme (PEIP) ran from September 2006–March 2011. The national evaluation of the PEIP was a large scale combined methods study of the implementation of parenting programmes in all local authorities in England, and forms the evidential base of this article which was built upon the completion, by participating parents, of three standardised pre and post parenting course questionnaires (N = 4446). A sample of 133 participating parents was also interviewed using semi‐structured interview schedules. The evidence from the PEIP evaluation showed the heterogeneous class nature of the PEIP cohorts, which over the roll‐out of the initiative, incorporated a larger number of middle class parents. In addition, the qualitative data indicated that parents had strongly positive participant perceptions of PEIP courses, characterised by ‘mutual reach’, and did not experience the courses in classed terms.The evidence from the quantitative and qualitative data collected for the national evaluation suggests that it is difficult to conceptualise the PEIP, as an example of the Labour government's family policy, in class terms—such an approach requires, at the least, major qualification.  相似文献