Neal Dreamson
Biographic Data
| ID | 454784 |
|---|---|
| NAME | Neal Dreamson |
| GIVEN NAMES | Neal |
| FAMILY NAME | Dreamson |
| SIGNATURE | DREAMSON N |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0003-1572-2682 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The reshaping of higher education
Higher education globally is widely recognised as a major contributor to societies with many positive direct and indirect benefits identified individually as well as for the wider community and economy. Those benefits, and the institutions that enable them, are facing significant change as a result of a range of drivers including the economic and social impact of the pandemic, shifting political priorities and relationships, changes in the expect…
East Asian citizenship education and its pedagogical justification
In 2019, Incheon Metropolitan City Office of Education (IMCOE), South Korea launched a new curriculum called, East Asian citizenship education (EACE) by criticising the over-broadness and abstractness of global citizenship education (GCE). Yet, a question arises, how is it different from (Western) GCE? In this study, pedagogical perspectives of EACE and GCE are addressed based on a critical review of conceptual tensions between universality and p…
The heterogeneous effects of human development and good governance on mobile diffusion in the sub-Saharan region
Cultural engagement as a pedagogical system
Many studies in online learning and teaching tend to be less concerned with cultural engagement or regarded as an additional dimension to learner engagement. Specifically, it remains unclear how cultural engagement can be integrated in course design. In this context, this study aims to articulate cultural engagement as a pedagogical system. To do so, (a) the concept of cultural engagement is defined, (b) selected learner engagement frameworks are…
Culturally inclusive early childhood education for sustainability
Early childhood education for sustainability (ECEfS) is becoming internationally recognised as an important means for young children to develop their attitudes and behaviour towards sustainability. Yet, there is little research in addressing how ECEfS is differently understood within different cultural contexts, which can compromise the universality of sustainability and ECEfS. This study is to analyse how the ECEfS concepts (the meaning of susta…
Policy influences and practical contributions of multicultural education in diverse contexts
Culturally inclusive global citizenship education
Global citizenship education (GCE) is supposed to be culturally inclusive in its literal sense. In this metaphysical study, I argue that GCE is grounded in epistemology-driven knowledge systems that may facilitate a particular mode of being (e.g. abstract or liberal individualism) and an epistemic system (e.g. instrumentalism), and its insufficient ontological and axiological discourses may result in cultural exclusivity. By applying the three di…
Pedagogical Alliances Between Indigenous and Non-Dualistic Cultures
Pedagogical Alliances Between Indigenous and Non-Dualistic Cultures examines Indigenous education for authentic intercultural education. It critically reviews various Indigenous cultural and educational perspectives in Western education contexts, addresses relevant meta-cultural concerns, argues for pedagogical alliances cross non-dualistic cultures/religions, and articulates metaphysical approaches to the alliances. Throughout the book, the auth…
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Culturally inclusive global citizenship education
Global citizenship education (GCE) is supposed to be culturally inclusive in its literal sense. In this metaphysical study, I argue that GCE is grounded in epistemology-driven knowledge systems that may facilitate a particular mode of being (e.g. abstract or liberal individualism) and an epistemic system (e.g. instrumentalism), and its insufficient ontological and axiological discourses may result in cultural exclusivity. By applying the three di…
Pedagogical Alliances Between Indigenous and Non-Dualistic Cultures
Pedagogical Alliances Between Indigenous and Non-Dualistic Cultures examines Indigenous education for authentic intercultural education. It critically reviews various Indigenous cultural and educational perspectives in Western education contexts, addresses relevant meta-cultural concerns, argues for pedagogical alliances cross non-dualistic cultures/religions, and articulates metaphysical approaches to the alliances. Throughout the book, the auth…
Policy influences and practical contributions of multicultural education in diverse contexts
Culturally inclusive early childhood education for sustainability
Early childhood education for sustainability (ECEfS) is becoming internationally recognised as an important means for young children to develop their attitudes and behaviour towards sustainability. Yet, there is little research in addressing how ECEfS is differently understood within different cultural contexts, which can compromise the universality of sustainability and ECEfS. This study is to analyse how the ECEfS concepts (the meaning of susta…
Cultural engagement as a pedagogical system
Many studies in online learning and teaching tend to be less concerned with cultural engagement or regarded as an additional dimension to learner engagement. Specifically, it remains unclear how cultural engagement can be integrated in course design. In this context, this study aims to articulate cultural engagement as a pedagogical system. To do so, (a) the concept of cultural engagement is defined, (b) selected learner engagement frameworks are…
East Asian citizenship education and its pedagogical justification
In 2019, Incheon Metropolitan City Office of Education (IMCOE), South Korea launched a new curriculum called, East Asian citizenship education (EACE) by criticising the over-broadness and abstractness of global citizenship education (GCE). Yet, a question arises, how is it different from (Western) GCE? In this study, pedagogical perspectives of EACE and GCE are addressed based on a critical review of conceptual tensions between universality and p…
The heterogeneous effects of human development and good governance on mobile diffusion in the sub-Saharan region
The reshaping of higher education
Higher education globally is widely recognised as a major contributor to societies with many positive direct and indirect benefits identified individually as well as for the wider community and economy. Those benefits, and the institutions that enable them, are facing significant change as a result of a range of drivers including the economic and social impact of the pandemic, shifting political priorities and relationships, changes in the expect…
Sociology (8 works) · Pedagogy (5 works) · Political science (5 works) · Psychology (4 works) · Economic geography (3 works) · Epistemology (3 works) · Geography (3 works) · Global Education and Multiculturalism (3 works) · Anthropology (2 works) · Citizenship (2 works)