Healing through Geography: A Spatial-Learning Analysis and Praxis

Learning takes place in and across settings. In this conceptual piece, a spatial-learning praxis is presented to understand geographic trauma to invoke healing from trauma through. I begin by providing a context of the links between oppression and trauma. I then highlight how it persists for learners and the consequences trauma has for students of color. I then build off of critical pedagogy, learning theory, Black feminism, Black geographies, and Indigenous studies to describe a form of learning and transformation that is dedicated to elements of healing centered learning. I briefly review these conceptual foundations as a preface to introducing a framework of healing centered learning and its components grounded in four anchors including (in no particular order): (a) learning and identity (b) geography (c) and oppression and trauma. Understanding geo-onto-epistemologies allows for mechanisms for learning to move past resilience and into healing, sustaining change over time. I conclude with learning and the applications to heal identities through the design of learning environments and spatial analysis.

Navigating Uncharted Waters: Teachers Collaborating Across Difference

<p>This thesis provides a unique navigational story which describes my own careful exploration of a collaborative dynamic when culturally diverse teachers worked together on a unique professional development initiative. Between 2001 and 2003 the Ministry of Education in Aotearoa/New Zealand funded the first phase of an action research initiative, Te Kauhua/Maori in the Mainstream Pilot Project, in a number of schools across the country. This initiative aimed to improve teaching practice and outcomes for Maori students through the development of collaborative partnerships between MÃ ori and non-Maori within participating school communities. I worked to gather the stories of teachers' collaborative partnership work, from various perspectives over a period of two years, in two schools which had taken part in this first phase of this government funded project. The immediate result of such collective work was a commitment to work together for change and improvement in practice, and an apparent transformation in the thinking and practices of many teachers. My initial analysis highlighted partnership mechanisms and processes which held much promise and which had enabled the beginnings of change within and across both school communities. However as I continued my investigation over time I came to realise that sustaining change and development in schools, targeted at student groups who have been marginalised in the education system for a long time, was more complex than I first realised. Beneath the surface, in both schools, were submerged influences which militated against continuation and acceptance of such collaborative partnership work within and across both cultural communities. It became increasingly clear that a lack of shared vision across the schools generally, together with active resistance on the parts of particular groups, contributed to destroying the respect, trust and partnership that I thought had been established within the staff communities. This thesis therefore outlines the opportunities, challenges and threats to collaborative partnership work that aims to improve practice and outcomes for culturally diverse students.</p>

Navigating Uncharted Waters: Teachers Collaborating Across Difference

<p>This thesis provides a unique navigational story which describes my own careful exploration of a collaborative dynamic when culturally diverse teachers worked together on a unique professional development initiative. Between 2001 and 2003 the Ministry of Education in Aotearoa/New Zealand funded the first phase of an action research initiative, Te Kauhua/Maori in the Mainstream Pilot Project, in a number of schools across the country. This initiative aimed to improve teaching practice and outcomes for Maori students through the development of collaborative partnerships between MÃ ori and non-Maori within participating school communities. I worked to gather the stories of teachers' collaborative partnership work, from various perspectives over a period of two years, in two schools which had taken part in this first phase of this government funded project. The immediate result of such collective work was a commitment to work together for change and improvement in practice, and an apparent transformation in the thinking and practices of many teachers. My initial analysis highlighted partnership mechanisms and processes which held much promise and which had enabled the beginnings of change within and across both school communities. However as I continued my investigation over time I came to realise that sustaining change and development in schools, targeted at student groups who have been marginalised in the education system for a long time, was more complex than I first realised. Beneath the surface, in both schools, were submerged influences which militated against continuation and acceptance of such collaborative partnership work within and across both cultural communities. It became increasingly clear that a lack of shared vision across the schools generally, together with active resistance on the parts of particular groups, contributed to destroying the respect, trust and partnership that I thought had been established within the staff communities. This thesis therefore outlines the opportunities, challenges and threats to collaborative partnership work that aims to improve practice and outcomes for culturally diverse students.</p>

Change Leadership Practices at the University of Khartoum, Sudan

This study aimed to examine change leadership practices at the University of Khartoum with a major purpose of enhancing the importance and understanding of change leadership practices at the University of Khartoum. This study tried to capture staff members’ perception of the creating a climate for change, engaging and enabling the whole organization and implementing and sustaining change. In doing so, a survey research design was employed. Data were collected using questionnaire from university's staff members. The result shows high level of change leadership practices in the University of Khartoum with its different dimensions. Consequently, creating a climate for change has practiced in the University of Khartoum. The University of Khartoum has engaged and enabled the whole organization in the change process. The findings indicate that the University of Khartoum has implemented and sustained change process. Besides, no statistically significant difference between the male and female groups in the extent of change leadership practices. Therefore, it was reflected that the university leaders should make a strong case for the necessity of the change prior to implementation. Overall, the vision, strategies and objectives of the University of Khartoum should involve the importance of change. In addition, extra efforts should be made to maintain change leadership culture in the University of Khartoum.

Enacting and Sustaining Change in Undergraduate STEM Education: A Multiple Case Study across 6 Universities

University teaching in STEM has come under increased scrutiny as internationally, a recognition of the importance of a STEM-literate future workforce is becoming clear. In STEM faculties, where change has been historically difficult and the tension between teaching and research more pronounced, this represents a significant challenge. Although there have been no widespread success stories or single models for pedagogical change in STEM in higher education, there have been unique ‘pockets’ of excellence; faculties, groups or individuals that are making a significant difference. In this study, we adopt a multiple case study approach to identify emergent themes underlying ‘pockets of excellence’ at six Australian universities. We argue that the four themes correspond to critical factors; a ‘champion’, support for the champion from the leadership team or a mentor, a critical mass of supporters, and an institutional culture that values the contribution. We find that although change can occur with some of these present, for it to be lasting, all must be emphasised to some degree.