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Journal articles on the topic 'Contestation in environmental education'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Gale, Fred, Aidan Davison, Graham Wood, Stewart Williams, and Nick Towle. "Four Impediments to Embedding Education for Sustainability in Higher Education." Australian Journal of Environmental Education 31, no. 2 (December 2015): 248–63. http://dx.doi.org/10.1017/aee.2015.36.

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AbstractHigher education institutions have an unavoidable responsibility to address the looming economic, environmental and social crises imperilling humans and ecosystems by placing ‘education for sustainability’ at the heart of their concerns. Yet, for over three decades, the practice of ‘higher education for sustainability’ (HEfS) has encountered significant barriers to implementation, begging the question as to why. Drawing on a diverse, interdisciplinary literature, we identify four structural impediments to implementing HEfS: (1) disciplinary contestation, which creates confusion over what ‘sustainability’ means; (2) institutional fragmentation, which prevents the interdisciplinary dialogue that sustainability demands; (3) economic globalisation, which transforms higher education into just another market opportunity; and (4) ‘fast and frugal’ habits of reasoning, which steer time-pressed academics towards poorly integrated decisions and unsustainable positions. Our analysis highlights that wider structural change within and beyond the academy will be required if higher education institutions are to meet their responsibilities and drive the necessary social transformation.

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2

Fatmawati, Endang, Wening Udasmoro, and Ratna Noviani. "Representation of Academic Library Space as Interest Contestation." Advanced Science Letters 24, no. 12 (December 1, 2018): 9623–25. http://dx.doi.org/10.1166/asl.2018.13094.

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3

Bryant, Gareth, and Ben Spies-Butcher. "Bringing finance inside the state: How income-contingent loans blur the boundaries between debt and tax." Environment and Planning A: Economy and Space 52, no. 1 (March 16, 2018): 111–29. http://dx.doi.org/10.1177/0308518x18764119.

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Income-contingent loans are increasingly used by governments around the world to finance the costs of higher education. We use the case of income-contingent loans to explore how states are bringing the architecture of financial markets inside the state, disrupting conventional understandings of marketisation that are linked to concepts of commodification. We argue that income-contingent loans are hybrid policy instruments that combine elements of a state-instituted tax and a market-negotiated debt. We understand this hybrid construction in terms of the actors and mechanisms characteristic of what Polanyi identified in patterns of ‘redistribution’ and ‘exchange’. We then follow the contested mutations of income-contingent loans in Australia, England and the United States along three axes of hybridity that produce a variegated landscape of higher education finance: determining debt, charging interest and enforcing repayment. Our analysis reveals how, as processes of marketisation internalise financial ways of calculating and organising, states are blurring the boundaries between debts and taxes, redirecting political contestation over commodification.

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Shephard, Kerry, and Tony Egan. "Higher Education for Professional and Civic Values: A Critical Review and Analysis." Sustainability 10, no. 12 (November 27, 2018): 4442. http://dx.doi.org/10.3390/su10124442.

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Education for sustainable development (ESD) is generally thought to involve some degree of education for particular professional and civic values, attitudes and behaviours (leading to, as examples, being environmentally, socially and culturally responsible); although it is notable that the application of ESD in higher education is contested. This conceptual article analyses literature that describes how higher education addresses professional and civic values, mindfully or unintentionally, in an attempt to provide clarity to the arguments involved in this contestation. The article uses three disciplinary lenses (education, psychology and professional education) in the context of four educational paradigms (experiential learning; role modelling; assessment/evaluation; critical thinking) to explore the theoretical and practical bases of values-education. Our conceptual analysis confirms that values are: of great interest to higher education; a significant focus within experiential learning and in the context of role modelling; but challenging to define and even more so to assess or to evaluate the attainment of. Our three disciplinary lenses also lead us to conclude that encouraging students to develop a disposition to explore their world critically is a form of values-education; and that this may be the only truly legitimate form of values-education open to higher education.

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5

Le Grange, Lesley. "Sustainability Higher Education in the Context of Bearn’s University of Beauty." Sustainability 12, no. 24 (December 16, 2020): 10533. http://dx.doi.org/10.3390/su122410533.

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Sustainability and its relationship with education has been the subject of much contestation in recent decades. This article reviews some of the debates on sustainability in the context of higher education and raises concern about the narrowing of the discourse on sustainability and sustainability education in the neoliberal university. The methods used in this article are philosophical, combining traditional concept analysis with concept creation. The later method holds that philosophical concepts are created or reimagined so that they have transformative effects in the world. The key finding of this conceptual exploration is that sustainability (education) can be liberated from the fetters of neoliberalism and can be imagined differently. This might be possible in the “University of Beauty”. Moreover, the potential for reimagining sustainability higher education already exists within the neoliberal university and in those who inhabit it. This is because sustainability higher education and those who inhabit the neoliberal university are always in the process of becoming. The article concludes that the present generation of students should be viewed as key role players in rethinking sustainability higher education.

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6

Payne, Phillip G. "Critical Curriculum Theory and Slow Ecopedagogical Activism." Australian Journal of Environmental Education 31, no. 2 (October 15, 2015): 165–93. http://dx.doi.org/10.1017/aee.2015.32.

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AbstractEnacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five interrelated problems confronting progress in environmental education and its research. They are: the intense heat of the Anthropocene; the accelerating speed of the Dromosphere; the deep cuts of neoliberalism's policing of the cognitive capitalism of the corporate university and public education; the entrepreneurial entry of sustainababble into the discourse of education; and the digital colonisation of its pedagogical practices. The once radical promise of environmental education to serve as a critique of education partially through its ‘language’ (Le Grange, 2013) of empowerment, agency, transformation, contestation, ideology, ethics, action, praxis and change demands revitalisation; hence, this belated restorying of the 1978 case. The time is right; at least in some academic/educational settings where the ‘new materialism’ notions of critical, agency and action remain much more than a fading memory or convenient text. New theory helps restory this old curriculum theory and its slow ecopedagogical activism. In this ‘old’, the critical curriculum theory (re)positioned young children and their teacher as action researchers of their own embodied socio-environmental relations. Through highly inclusive and participatory practices of outdoor and indoor ecopedagogy, children became ethically active ‘citizens’, capable of democratically enacting political and Political change. This ‘active responsibility for the environment’ was, indeed, a key purpose, or promise, of environmental education when the field was formalised in the 1970s. Elements of children's (eco)aesthetics-environmental ethics and ecopolitics are described in this case account of the ‘environmental design’ of a radical curriculum innovation that critically emphasised the ‘humanly-constructive’ educational conditions that enable agency (Payne, 1995, 1999a). Such enablements were only ever assumed in the ‘socially critical’ theorisations of curriculum and pedagogy developed in Australia in the early 1980s. For researchers, this partially autoethnographic narrating of the old case describes the children's (embodied) experiences and locally emplaced agencies in newer theoretical ‘figurations’ of their ‘body~time~space’ relationalities. Children's outdoor ‘expeditions’, interdisciplinary inquiries, literacy development, scientific investigations, and personal and public activisms are described. Revealing these micro figurational relationalities in slow ecopedagogical contexts of the environmental design of education (Payne, 2014) is consistent with Robottom and Hart's (1993) too often forgotten ‘old’ call for researchers and practitioners to clarify the presuppositions they make about the trilogy of ontology-epistemology and methodology in framing, conceptualising, contextualising, representing, and legitimating the research problem and its questions. This restorying and history of the present/future is alert to (but cannot develop) aspects of contemporary ‘high’ theory drawn from the humanities, social sciences and arts that prioritises the politics of ontological deliberation and the ecologies of things, (re)claims a material disposition in empirical inquiry and critique while speculating about non-anthropocentric ‘thought’ responsive to the ‘new’ rallying point of, for example, the Anthropocene. In sum, new theory helps restory the critical, creative, expressive and experimental forms of re-theorising the persistent problematic of human and non-human nature relations and the role of education — well on display in this ‘old.’ This revitalised history of the present/future aims to revive critical optimism and imagination about how agencies of socio-environmental change once promised by critical environmental education and its research can be re‘turned’. The article concludes with some post-critical retheorising of key critical components of the 1978 curriculum theory.

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7

Priya, Ritu, and Prachinkumar Ghodajkar. "Regulating the Medical Profession: Challenges and Possibilities of the National Medical Commission Bill, 2017." Social Change 48, no. 2 (June 2018): 283–87. http://dx.doi.org/10.1177/0049085718768913.

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The National Medical Council Bill, 2017, was tabled in Parliament on 29 December 2017 with the proposal to replace the Medical Council of India (MCI) as the regulatory body for medical education and practice in the country. This was the response of the PMO-NITI Aayog Committee, which was formed after the Parliamentary Standing Committee for Health and Family Welfare in its 92nd report strongly indicted the functioning of the MCI and recommended a complete restructuring. The Bill sets out various proposals with the aim to regulate the quality of doctors produced as well as the ethics of their practice. Its content has raised much contestation from the medical fraternity. A host of issues have emerged, such as, what professionalism should mean and what forms of regulation should be put in place, and what mechanisms have to be considered in order to balance the interests of the public and the medical fraternity so that the restructuring that is sorely required can go through.

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8

Ghaill, Mairtin Mac an. "State‐school policy: contradictions, confusions and contestation." Journal of Education Policy 6, no. 3 (January 1991): 299–313. http://dx.doi.org/10.1080/0268093910060304.

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9

Rao, Nitya, Paul Morris, and Yusuf Sayed. "Gendered cultures, educational experiences and policy contestation." Compare: A Journal of Comparative and International Education 43, no. 3 (May 2013): 293–94. http://dx.doi.org/10.1080/03057925.2013.781308.

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10

Yemini, Miri. "Globalization and education: integration and contestation across cultures." Journal of Education Policy 29, no. 6 (June 18, 2014): 871–72. http://dx.doi.org/10.1080/02680939.2014.927975.

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11

Brennan, Marie, and Sue Willis. "Sites of contestation over teacher education in Australia." Teachers and Teaching 14, no. 4 (August 2008): 295–306. http://dx.doi.org/10.1080/13540600802037702.

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12

Carr, David. "Education, Contestation and Confusions of Sense and Concept." British Journal of Educational Studies 58, no. 1 (February 18, 2010): 89–104. http://dx.doi.org/10.1080/00071000903516486.

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13

Štrajn, Darko. "Globalization and education: Integration and contestation across cultures." International Review of Education 61, no. 1 (February 2015): 121–24. http://dx.doi.org/10.1007/s11159-014-9457-6.

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14

Gonzalez, Norma. "Contestation and Accommodation in Parental Narratives." Education and Urban Society 29, no. 1 (November 1996): 54–70. http://dx.doi.org/10.1177/0013124596029001005.

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15

Esmail, Shakirah, and Jason Corburn. "Struggles to remain in Kigali’s “unplanned” settlements: the case of Bannyahe." Environment and Urbanization 32, no. 1 (November 22, 2019): 19–36. http://dx.doi.org/10.1177/0956247819886229.

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Examining the precarious status of informal settlements in Kigali at a time of large-scale planning-induced expropriation, this article considers urban contestation in the context of the city’s changing spatial-legal regime. We analyse the case of one informal settlement’s expropriation and relocation – the settlement of Bannyahe – and the contestation that has ensued as resident property owners take the District of Gasabo to court. Through interviews with settlement residents, we follow the fates of these displaced urban citizens and consider their struggles to remain in their homes. Finally, we suggest that such contestation over legal procedural regularity and negotiation over property valuation at the neighbourhood level forms the limit of overt opposition to the city’s masterplan. Terming these limits to contestation “silent boundaries” that circumscribe contestation for property owners in the Bannyahe settlement, we offer perspectives on contestation and compromise amidst urban socio-spatial reordering in the “new Kigali”.

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16

Nassikas, Kostas. "Contestation et engagements adolescents." Enfances & Psy 80, no. 4 (2018): 168. http://dx.doi.org/10.3917/ep.080.0168.

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17

Leathwood, Carole, and Barbara Read. "Research policy and academic performativity: compliance, contestation and complicity." Studies in Higher Education 38, no. 8 (October 2013): 1162–74. http://dx.doi.org/10.1080/03075079.2013.833025.

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18

Shirley, Dennis. "Reproduction, Contestation, and Political Theater: Reflections on Three Productions." Journal of Education 168, no. 1 (January 1986): 93–104. http://dx.doi.org/10.1177/002205748616800106.

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This composition considers the potential of political theater to provide a medium for educational practitioners to challenge dominant ideological codes in school and society. Through an investigation of the role of three productions the author demonstrates the capacity of theater to disrupt traditional teacher and student roles through the construction of a common artistic product which is preeminently social in its origin, development, and realization. Political theater suggests a forum through which counter-hegemonic struggles can transcend verbal discussions to raise fundamental questions of social justice in a manner which is lively, accessible, and provocative to student populations.

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19

Kerta Adhi, Made. "The Cultural Ideological Contestation in National Examination." SHS Web of Conferences 42 (2018): 00053. http://dx.doi.org/10.1051/shsconf/20184200053.

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The purpose of this research was to find out the forms and the factors leading to the contestation of cultural ideology in National Examination. This research utilized Qualitative Research method and the approach of Cultural Studies. Based on the analysis, it was found that the forms of ideological contestation, specifically, centralistic, prioritizing on the result of cognitive domain, and imaging. The factors which caused consisted of political of education, state policies, and socio-cultural. The implications of this research were (1) There was shifting of educational values into capitalism, (2) The meaning of learning became limited in which it was just purposed at facing National Examination, (3) Educational services have shifted from humanist public services to commodification of education, with the result that honesty was marginalized. Eventhough the government has developed sophisticated system and very tight supervision, if the character of the subjects are not formed and cultured, accordingly, the National Examination stated honest and achievement oriented will be just a slogan. Therefore, the education system needs to be improved. The education paradigm which is more emphasized on the increasing of intellectual intelligence by multiple choice tests and scores needs to be deconstructed by adjusting with Indonesian cultural values based on “Pancasila” as ideological foundation and developing character education to the children from early age.

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20

Dudink, Stefan. "Cuts and bruises and democratic contestation." European Journal of Cultural Studies 4, no. 2 (May 2001): 153–70. http://dx.doi.org/10.1177/136754940100400203.

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21

Ortiz, D. "Redefining Public Education: Contestation, the Press, and Education in Regency Spain, 1885-1902." Journal of Social History 35, no. 1 (September 1, 2001): 73–94. http://dx.doi.org/10.1353/jsh.2001.0096.

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22

Moss, Peter. "There are alternatives! Contestation and hope in early childhood education." Global Studies of Childhood 5, no. 3 (August 6, 2015): 226–38. http://dx.doi.org/10.1177/2043610615597130.

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23

Krugly-Smolska, Eva. "Review of Globalization and Education: Integration and Contestation Across Cultures." Canadian Journal of Higher Education 31, no. 2 (August 31, 2001): 196–98. http://dx.doi.org/10.47678/cjhe.v31i2.183396.

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24

Brickell, Chris. "Sex education, homosexuality, and social contestation in 1970s New Zealand." Sex Education 7, no. 4 (November 2007): 387–406. http://dx.doi.org/10.1080/14681810701635988.

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25

Smith, Joseph. "Community and contestation: a Gramscian case study of teacher resistance." Journal of Curriculum Studies 52, no. 1 (March 8, 2019): 27–44. http://dx.doi.org/10.1080/00220272.2019.1587003.

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26

Allen‐Collinson, Jacquelyn. "Negative ‘marking’? University research administrators and the contestation of moral exclusion." Studies in Higher Education 34, no. 8 (December 2009): 941–54. http://dx.doi.org/10.1080/03075070902755641.

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White, Carmen. "Affirmative Action and Education in Fiji: Legitimation, Contestation, and Colonial Discourse." Harvard Educational Review 71, no. 2 (July 1, 2001): 240–69. http://dx.doi.org/10.17763/haer.71.2.p1057320407582t0.

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In this article, Carmen M. White analyzes the debate about affirmative action policies in education in Fiji and explores the impact of colonial discourses on the debates. She asserts that, much like in the United States, affirmative action policies in Fiji have been intended to correct past injustices to minority and underprivileged groups. She shows how proponents of affirmative action use a colonial discourse that undercuts the power of their argument and yet paradoxically fails to acknowledge the historical roots of the lower educational attainment of the Fijian population. In considering similarities of debate on this issue between the United States and Fiji, White offers an additional perspective from which to understand the affirmative action debate. (pp. 240–268)

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Nurgiansah, T. Heru. "PETUAH PENDIDIKAN KEWARGANEGARAAN DALAM KONTESTASI POLITIK." Academy of Education Journal 12, no. 1 (January 1, 2021): 39–47. http://dx.doi.org/10.47200/aoej.v12i1.423.

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The election event became the right moment in implementing democracy in the country of Indonesia. Contestants are contenders with the winners in the hearts of society. Here is the importance of citizenship education both for voters and for the figure who is running. The purpose of this research is to know the concept of citizenship education in political contestation. This method of research uses qualitative methods. The data collection techniques in these studies use observations, interviews, and literacy studies. The results of this study say that political contestation required a democratic, responsible, and participatory attitude, which all exist in the concept of citizenship education.

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Carlone, Heidi B., Aerin Benavides, Lacey D. Huffling, Catherine E. Matthews, Wayne Journell, and Terry Tomasek. "Field Ecology: A Modest, but Imaginable, Contestation of Neoliberal Science Education." Mind, Culture, and Activity 23, no. 3 (July 2, 2016): 199–211. http://dx.doi.org/10.1080/10749039.2016.1194433.

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30

Eisenhart, Margaret, and Lisa Towne. "Contestation and Change in National Policy on “Scientifically Based” Education Research." Educational Researcher 32, no. 7 (October 2003): 31–38. http://dx.doi.org/10.3102/0013189x032007031.

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31

Luckett, Kathy. "Curriculum contestation in a post-colonial context: a view from the South." Teaching in Higher Education 21, no. 4 (March 9, 2016): 415–28. http://dx.doi.org/10.1080/13562517.2016.1155547.

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32

Ali, Mukti, M. Ali Sofyan, and Rr Wuri Arenggoasih. "CONTESTATION BEHIND TOLERANCE: BETWEEN COMPETITION AND TOLERANCE IN THE DISCOURSE OF MULTICULTURALISM IN SALATIGA." Jurnal Ilmiah Islam Futura 20, no. 2 (August 19, 2020): 166. http://dx.doi.org/10.22373/jiif.v0i0.5835.

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Tolerance must be close to pluralism and multiculturalism which is not a new thing in academic studies. Many studies and research generalize about respect and appreciation for the diversity of ethnicity, religion, language and other cultures. For Javanese people who tend to be homogeneous in ethnicity but not too many long conflicts arise. Truth, the proof, One of the results of research in Salatiga which is one of the student cities in Central Java received the title of the second most tolerant city in Indonesia in 2018. But behind the award, there was contestation in the fields of education and religion. This paper will look again at tolerance in the Salatiga community after the award was obtained. Besides that, it also discussed competition in academia at IAIN Salatiga and Satya Wacana Kristen University (UKSW). Both educational institutions are based on religion, in which multiculturalism. Both educational institutions are based on religion, which is multicultural so that it impacts on the contestation of institutional policies, facilities and theological expansion. The results of this study are obtained from social phenomena which are understood by the phenomenology paradigm from reality understood in consciousness. In addition, during activities in Salatiga, there were also some social realities about tolerance and competition in the field of education. Finally, tolerance that has gone well does not mean without contestation. Contestation in this case is one of the social and cultural dynamics. Even to achieve social integration, sometimes conflict with good management is needed. This means that contestation or conflict does not always lead to division, but rather one of the paths to integration.

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Charlesworth, Andrew. "Contesting Places of Memory: The Case of Auschwitz." Environment and Planning D: Society and Space 12, no. 5 (October 1994): 579–93. http://dx.doi.org/10.1068/d120579.

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The author considers the contestation over symbolic space at the Auschwitz death camp, the postwar symbol of the Holocaust. He examines both Communist and Catholic attempts to de-Judaise the place and hence turn, in Young's words, an icon of remembrance into an idol of remembrance, In the New World Order such contestation has lessons for the political geographer, particularly in terms of appreciating the religious dimension in national identity.

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Gilby, Lynda, Meri Koivusalo, and Salla Atkins. "Global health without sexual and reproductive health and rights? Analysis of United Nations documents and country statements, 2014–2019." BMJ Global Health 6, no. 3 (March 2021): e004659. http://dx.doi.org/10.1136/bmjgh-2020-004659.

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IntroductionThe initial International Conference on Population and Development in 1994 contains the first reference to sexual and reproductive health and reproductive rights (SRHR). It has been considered agreed language on SRHR in future United Nations (UN) documents. However, opposition to SRHR in global forums has increased, including in conjunction with an increase in religious, far-right populist politics. This study provides an empirical analysis of UN documents to discover whether opposition to SRHR has resulted in changes in the language on SRHR between and what these changes are.MethodsThis is a qualitative policy analysis in which 14 UN resolutions, 6 outcome documents from the Commission on the Status of Women (CSW) and 522 country and group statements and 5 outcome reports from the Commission on Population and Development were collected from the organisations websites from 2014 to 2019. Framework analysis was used. The text from documents was charted and indexed and themes developed from these.ResultsThe results demonstrated a disappearance of the language on abortion in the CSW outcome documents from 2017 and a change in the language on comprehensive sexuality education in the CSW as well as the UN General Assembly resolutions from 2018. This change included a removal of ‘sexuality’ to an increased emphasis on the role of families. Furthermore, documents showed an inability of some states to accept any mention of sexual and reproductive health at all, expanding from the usual contestations over abortion.ConclusionOur findings suggest that the global shift in politics and anti-SRHR actors at UN negotiations and conferences have removed previously agreed on language on SRHR from future UN resolutions and outcome documents. This is a concern for the global realisation of SRHR.

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Jacobs, Keith. "Decentring urban governance: narratives, resistance and contestation." Housing Studies 34, no. 8 (August 12, 2019): 1372–74. http://dx.doi.org/10.1080/02673037.2019.1647993.

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Suratman, Bayu, and Mahmud Arif. "Realm of Malay Civilization: Ethnoparenting, Habitus, and Cultural Contestation in Early Childhood Education of Sambas Malay Society." JSW (Jurnal Sosiologi Walisongo) 4, no. 2 (October 31, 2020): 215–30. http://dx.doi.org/10.21580/jsw.2020.4.2.6014.

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This article discusses how Sambas Malay parents carry out ethnoparenting and early childhood education to early childhood. Sambas Malay society are relatively traditional who still maintain the value system embraced by the local community. Ethnoparenting in this paper has the meaning of parenting performed by a particular ethnicity or tribe through the culture adopted. This research was conducted by the qualitative method through a sociological approach to education. The data was obtained through interviews and in-depth observations in Batu Makjage Village, Tebas District, Sambas Regency, West Kalimantan Province. Some habitus in ethnoparenting Sambas Malay society in educating early childhood include tunjuk ajar, pantang larang, kemponan and any tradition. Obstacles in ethnoparenting in the form of contestation of the value of Sambas Malay culture with modernity. The contestation that occurred experienced dislocation and resulted in the social change of Sambas Malay society and changed the habitus and urban lifestyle that has dominated in the ethnoparenting of Sambas Malay society.

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Asiyanbi, Adeniyi, and Jens Friis Lund. "Policy persistence: REDD+ between stabilization and contestation." Journal of Political Ecology 27, no. 1 (April 30, 2020): 378–400. http://dx.doi.org/10.2458/v27i1.23493.

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At this time of rapid global environmental change and demands for sweeping societal transformation, we call for greater scrutiny of the persistence of particular policies and ideas. In this Special Section we focus on REDD+, which for long has enjoyed remarkable global support in spite of poor outcomes and widespread criticisms. The central policy proposition of REDD+, that is, forest-based emissions reduction through market-based instruments and non-market means, are now carried forth under the new banner of Natural Climate Solutions. We examine REDD+ to understand how and why some environmental policies and ideas persist despite dubious impacts. We conceptualize policy persistence by drawing on three strands of political ecology literature - critical policy studies, assemblage studies, and political economy - that illuminate the dynamics of policy persistence in different yet complementary ways. We argue that the persistence of policies and policy ideas rests in a tentative balance of the counteracting processes of stabilization and contestation, which precipitate both intended and unintended outcomes. We show how the stabilization of REDD+ itself lends stability to broader ideas of forest-based climate change mitigation. We suggest that policy persistence is an area of political ecological research, which now calls for renewed engagement.Keywords: Policy persistence, REDD+, climate change mitigation, Natural Climate Solutions, political ecology

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Caven, Meg. "Quantification, Inequality, and the Contestation of School Closures in Philadelphia." Sociology of Education 92, no. 1 (November 28, 2018): 21–40. http://dx.doi.org/10.1177/0038040718815167.

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Public education relies heavily on data to document stratified inputs and outcomes, and to design interventions aimed at reducing disparities. Yet despite the promise and prevalence of data-driven policies and practices, inequalities persist. Indeed, contemporary scholarship has begun to question whether and how processes such as quantification and commensuration contribute to rather than remediate inequality. Using the 2013 closure of 24 Philadelphia public schools as a case study, I employ a mixed-methods approach to illuminate quantification and commensuration as nuanced processes with contingent, dualistic, and paradoxical relationships to inequality. The quantified approach to selecting schools for closure predisposed poor and minority communities to institutional loss because academic underperformance, a key selection metric, was correlated with disadvantage. Paradoxically, academic performance measures, coupled with commensuration strategies, also enabled advocates to successfully overturn closure recommendations. I offer an evidentiary account of how quantification can perpetuate inequality, and I complicate prevailing understandings of quantification as a technology of power.

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Antunes, Fátima. "Governance in practices: delimitation and contestation in adult education and training policy in Portugal." Education as Change 21, no. 3 (2017): 1–20. http://dx.doi.org/10.17159/1947-9417/2017/1399.

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40

Kreber, Carolin. "Courage and Compassion in the Striving for Authenticity: States of Complacency, Compliance, and Contestation." Adult Education Quarterly 60, no. 2 (February 2010): 177–98. http://dx.doi.org/10.1177/0741713609349933.

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Han, SoongHee. "Confucian states and learning life: making scholar-officials and social learning a political contestation." Comparative Education 49, no. 1 (February 2013): 57–71. http://dx.doi.org/10.1080/03050068.2012.740220.

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Mansaray, Ayo. "Complicity and contestation in the gentrifying urban primary school." Urban Studies 55, no. 14 (November 21, 2017): 3076–91. http://dx.doi.org/10.1177/0042098017740099.

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The transformation of primary schools in gentrifying localities has sometimes been referred to as a form of ‘class colonisation’. This article draws on ethnographic research with teachers, teaching assistants and parents in two inner-London primary schools to explore the largely unexamined role of school leaders (headteachers) in mediating gentrification processes within urban schools. It argues that institutional history, contexts of headship and leadership style all play an important role in negotiating and recontextualising middle-class mobilisation and power to re-shape primary schools. Headteachers’ relationship to gentrification is therefore not simply one of complicity, but often of contestation and conflict. This article therefore challenges understandings of gentrification as a hegemonic process, and contributes to a more nuanced picture of the educational consequences of gentrification, particularly the institutional realities and experiences of urban social change.

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Orekhovsky, P. "Right to contestation, patron-client networks, and corruption." Voprosy Ekonomiki, no. 11 (November 20, 2012): 101–17. http://dx.doi.org/10.32609/0042-8736-2012-11-101-117.

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In the paper the nature of Russian corruption is considered along the lines proposed by D. North, J. Wallis, and B. Weingast. The author considers patron-client networks as basic political and economic actors of the limited access order. The redistributive rent allocated within patron-client networks is not a corruption phenomenon. The main factor that is able to destroy patron-client networks and autonomous centers of power is the right to contestation (liberalization) according to R. Dahl. Realization of that right together with the right to participate in political life enables transition to the open access society.

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Parker, Stephen G., and Rob J. K. Freathy. "Context, complexity and contestation: Birmingham’s Agreed Syllabuses for Religious Education since the 1970s." Journal of Beliefs & Values 32, no. 2 (August 2011): 247–63. http://dx.doi.org/10.1080/13617672.2011.600823.

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Fort, Andrew O. "Teaching Liberal Arts Undergraduates about Hinduism amid Theoretical and Political Contestation Today." Teaching Theology and Religion 9, no. 3 (July 2006): 156–64. http://dx.doi.org/10.1111/j.1467-9647.2006.00279.x.

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Holdo, Markus. "Contestation in Participatory Budgeting: Spaces, Boundaries, and Agency." American Behavioral Scientist 64, no. 9 (August 2020): 1348–65. http://dx.doi.org/10.1177/0002764220941226.

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Local political leaders as well as international organizations have embraced participatory budgeting in response to problems of political exclusion and citizens’ dissatisfaction with representative democracy. This article provides a framework to highlight important aspects of the politics of participation. The framework allows scholars to explore how factors external to spaces of participation interact with aspects of participation within them. The framework conceptualizes participatory budgeting as political spaces, whose boundaries are shaped by ideologies, interests, and patterns of social exclusion. In dynamic spaces, such boundaries are constantly renegotiated and contestation helps maintain their openness. In static spaces, by contrast, predefined boundaries are imposed on participants who may accept or reject them. Empirical examples of participatory budgeting illustrate the usefulness of this framework. The article ends by discussing key avenues for further research.

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Fernandes, Renata Sieiro, Antonio Carlos Miranda, and Irene Quintáns. "A CIDADE COMO CAMPO DA EDUCAÇÃO NÃO FORMAL E AS EXPERIÊNCIAS DAS CRIANÇAS." Cadernos de Pesquisa 25, no. 4 (December 30, 2018): 147. http://dx.doi.org/10.18764/2178-2229.v25n4p147-166.

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Parte-se da ideia da cidade como campo da educação não formal. Dentre os usos e ocupações atuais do espaço público por contestação, manifestação, lazer, sob orientações políticas, étnicas, artísticas, ambientais, lúdicas, pelo público adulto, têm surgido experiências que envolvem as crianças, como sujeitos-cidadãos ativos e participativos na cidade, o que vem a constituir a experiência da cidade. O objetivo é apresentar e discutir aspectos educativos no campo da educação não formal que são desenvolvidos por meio de ações sociais e comunitárias, relacionando com o conceito de currículo e de currículo oculto no espaço da cidade. Metodologicamente, é um estudo exploratório, de abordagem qualitativa no campo da Educação, do tipo bibliográfico e documental e descritivo e analítico quanto aos seus objetivos. Parte do levantamento de práticas nacionais de educação não formal na cidade envolvendo crianças, tendo sido selecionados 5 projetos dentro de duas categorias denominadas projetos de revitalização do espaço público e projetos de escuta das crianças, para discussão. O referencial teórico baseia-se em Trilla, Sennett, Lefebvre e outros. Os dados mostram que, na ocupação dos espaços públicos, o currículo deixa de ser prescrito para ser construído pelas comunidades, na promoção das oportunidades de acesso aos bens sociais e culturais nas três dimensões em que a cidade educa: aprender da cidade, aprender na cidade, aprender a cidade. As crianças que participam dos projetos são entendidas como sujeitos sociais e públicos e que produzem cultura (não apenas a reiteram), promovendo processos de criação, reinvenção e modificação do entorno, do que é comum, das comunidades e da sociedade. Conclui-se que essa participação e as ações empreendidas dão margem a novas possibilidades de atuação no mundo, tirando os sujeitos das tiranias da intimidade.Palavras-chave: Educação não formal. Cidade educativa. Educação e cultura. Currículo.THE CITY AS A FIELD OF NON-FORMAL EDUCATION AND THE EXPERIENCES OF CHILDREN Abstract This article starts with the idea of the city as a place of non-formal education. Among the current uses and occupations of the public space for contestation, demonstration, leisure, under political, ethnic, artistic, environmental and playful orientations by the adult public, experiences have arisen that involve children as active and participative citizen subjects in the city. This is what constitutes the experience of the city. The objective is to present and discuss educational aspects in the field of non-formal education that are developed through social and community actions, relating to the concept of curriculum and hidden curriculum in the universe of the city. Methodologically, it is an exploratory study, qualitative approach in the field of Education, bibliographic and documentary type and descriptive and analytical about its objectives. Part of the survey of national practices of non-formal education in the city involving children, 5 projects were selected within two categories called projects of revitalization of public space and projects of listening to children, for discussion. The theoretical framework is based on Trilla, Sennett, Lefebvre and others. The data show that, in the occupation of public spaces, the curriculum is no longer prescribed to be built by the communities, in promoting opportunities for access to social and cultural goods in the three dimensions in which the city educates: learning from the city, learning in the city , learn the city. The children who participate in the projects are understood as social and public subjects and that produce culture (not only reiterate it), promoting processes of creation, reinvention and modification of the environment, of what is common, of communities and of society. It is concluded that this participation and the actions undertaken give rise to new possibilities of action in the world, taking the subjects from the tyrannies of intimacy.Keywords: Non-formal education. Educational city. Education and culture. Curriculum.LA CIUDAD COMO CAMPO DE LA EDUCACIÓN NO FORMAL Y LAS EXPERIENCIAS DE LOS NIÑOSResumenSe parte de la idea de la ciudad como lugar de educación no formal. En el caso de los niños, como sujetos ciudadanos activos y participativos en la ciudad, entre los usos y ocupaciones actuales del espacio público por contestación, manifestación, ocio, bajo orientaciones políticas, étnicas, artísticas, ambientales, lúdicas, por el público adulto, han surgido experiencias que involucran a los niños, lo que viene a constituir la experiencia de la ciudad. El objetivo es presentar y discutir aspectos educativos en el campo de la educación no formales que se desarrollan a través de acciones sociales y comunitarias, relacionándose con el concepto de currículo y de currículo oculto en el universo de la ciudad. Metodológicamente, es un estudio exploratorio, de abordaje cualitativo en el campo de la Educación, del tipo bibliográfico y documental y descriptivo y analítico en cuanto a sus objetivos. Parte del levantamiento de prácticas nacionales de educación no formal en la ciudad que involucra a niños, se seleccionaron 5 proyectos dentro de dos categorías denominadas proyectos de revitalización del espacio público y proyectos de escucha de los niños, para discusión. El referencial teórico se basa en Trilla, Sennett, Lefebvre y otros. Los datos muestran que, en la ocupación de los espacios públicos, el currículo deja de ser prescrito para ser construido por las comunidades, en la promoción de las oportunidades de acceso a los bienes sociales y culturales en las tres dimensiones en que la ciudad educa: aprender de la ciudad, aprender en la ciudad , aprender la ciudad. Los niños que participan en los proyectos son entendidos como sujetos sociales y públicos y que producen cultura (no sólo la reiteran), promoviendo procesos de creación, reinvención y modificación del entorno, de lo que es común, de las comunidades y de la sociedad. Se concluye que esa participación y las acciones emprendidas dan lugar a nuevas posibilidades de actuación en el mundo, sacando a los sujetos de las tiranías de la intimidad.Palabras clave: Educación no formal. Ciudad educativa. Educación y cultura. Currículo.

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Hensengerth, Oliver. "Global norms in domestic politics: environmental norm contestation in Cambodia's hydropower sector." Pacific Review 28, no. 4 (February 20, 2015): 505–28. http://dx.doi.org/10.1080/09512748.2015.1012107.

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Levidow, Les. "European transitions towards a corporate-environmental food regime: Agroecological incorporation or contestation?" Journal of Rural Studies 40 (August 2015): 76–89. http://dx.doi.org/10.1016/j.jrurstud.2015.06.001.

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Tuckwell, Erin. "Science in Dispute: Debating the Authority of Knowledge in an Environmental Contestation." Oceania 82, no. 3 (November 2012): 308–22. http://dx.doi.org/10.1002/j.1834-4461.2012.tb00136.x.

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