Dr Philippa Smales and Anna Noonan Research and evaluation across the international development sector is increasingly moving away from the traditional paradigm of researchers as the expert knowledge-holders and participants as the ‘researched’, the passive subjects of the research. Contemporary research methodologies and research ethics demand a recalibration of power dynamics between researchers and ethical committee, as well as researchers and their ‘subjects’. There are many Codes and frameworks that set the benchmark for ethical research across Universities, industry and government in Australia, but these are still heavily derived from historical biomedical research ethics, not from a contemporary development context.
Repost from OpenForum 'Arvanitakis on Education: Covid, technology and the importance of face-to-face teaching' by James Arvanitakis. In this blog post, Arvanitakis discusses the impact of Covid on higher learning education. Discussing the importance of face-to-face teaching and the ways online learning has affected student experiences of 'on-campus' learning. Arvanitakis on Education: Covid, technology and the importance of face-to-face teaching Ever since I entered higher education two decades ago, the sector has been in a state of flux and subject to disruption. This disruption includes technological changes that many argued would result in the end of face-to-face instruction. The impact
As an ally and supporter of Charles’ PhD (aka ‘Supervisor’), I was requested to prepare a small creative contribution to celebrate his PhD journey. I turned to the Australian genre of the bush ballad popular in the late 1800s. These ballads would regale with stories of colourful characters in the bush setting about life on the frontier, hardship, and relations between White settler and Indigenous Australians. When the Spencers (my kinfolk) gather from the rural parts of Queensland and NSW, it is not unusual—in the traditional fashion for ballads to be composed and read by men—for an old fella or
A new feature of the DSAA newsletter and blog, ‘HDRs in Development’ showcases the research of HDRs students and their supervisors. We’d love to profile your research! Please email firstname.lastname@example.org. We begin this new feature by chatting with Lauren Tynan and Associate Professor Fiona Miller. Lauren Tynan [LT] is a Trawlwulwuy woman from tebrakunna country. She is undertaking a PhD in Geography and Planning at Macquarie University Associate Professor Fiona Miller [FM] is her supervisor, and is located within the Discipline of Geography and Planning, Faculty of Arts, Macquarie University. ‘Women who write’ retreat, 2018. L-R Fiona Miller, Jen
Jen Couch Around 150,000 refugees live in protracted refugee situations along the Thai Burma border where they are contained in isolated camps. Having spent much or all of their lives in confinement, young people ambitiously progress through the basic camp education system only to find themselves with few opportunities to further their studies. One way of addressing this need for education is the diploma offered through the Australian Catholic University (ACU), the first tertiary institution to offer accredited university education to refugees and migrants in protracted refugee situations. The program is funded solely by ACU as part of its community
James Arvanitakis It is now a cliché to describe the way COVID-19 has disrupted higher education: from the pivot to online delivery and the need for budget repair, to re-imagining how we engage with our global partners. For Australian higher education institutions, the lack of student mobility, the tensions with China and a hostile federal government have also highlighted the financial vulnerabilities in the sector. Globally, the re-emergence of the Black Live Matter protests that began with a focus on police brutality towards minority communities in the United States, have expanded to the raise awareness regarding the underlying histories
Kearrin Sims It has long been recognised that development studies must strike a balance between a critical (perhaps radical) interrogation of development, and the delivery of practical skills for undertaking development work. These two undertakings are, of course, interrelated. Good development practice is informed by a sound understanding of relevant theory, and theoretical debates need to be attentive to shifts in policy and practice. As Harris notes, development studies seeks to both understand ‘how and why the social world is constituted’, and to provide strategies and interventions that are intended to bring about change (2005: 18).
Tahmina Rashid Australia risks losing billions in revenue, as well as its international reputation, if it continues to ignore the plight of 500,000 international students, Tahmina Rashid writes. Governments in the United Kingdom, Ireland, and New Zealand offered support in sharp contrast to the Australian government when the COVID-19 crisis broke out. As the crisis escalated, Prime Minister Scott Morrison advised international students that “it’s time to go home”. Not only did this advice lack empathy, but it was a poor political move. It garnered a negative response from international students, who continue to suffer – often in silence –
Susan Engel This blog is based on an article I co-authored with Deborah Mayersen, David Pedersen & Joakim Eidenfalk titled ‘The Impact of Gender on International Relations Simulations’ in the Journal of Political Science Education. While it focuses on teaching in politics, the issue of the impact of gender in the classroom more generally is just not discussed enough. Indeed, when starting out tertiary teaching, the text I was recommended on teaching hardly even mentions the terms women or gender and does not discuss the impact of gender on teaching.[^1] Yet classrooms are still very gendered
Nichole Georgeou and Charles Hawksley Development studies educators seeking to assist students understand how different states around the world reacted and responded to COVID-19 in the first few months of the pandemic are advised of a new, free, 132-page report —State Responses to COVID-19: a Global Snapshot at 1 June 2020. Published by the Humanitarian and Development Research Initiative (HADRI) at Western Sydney University, and edited by HADRI Director, Associate Professor Nichole Georgeou (WSU) and Dr Charles Hawksley (UOW), the collection represents the work of over 70 academic and professional contributors from across the world, linked through their research connections