Chie Adachi
Biographic Data
| ID | 735893 |
|---|---|
| NAME | Chie Adachi |
| GIVEN NAMES | Chie |
| FAMILY NAME | Adachi |
| SIGNATURE | ADACHI C |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-7743-3248 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Coming to belong in the university through small acts of connection
Belonging is recognised as an important factor in student well-being, persistence and success at university, particularly for first-year students. Belonging is often described as an individual basic human need; to feel accepted, valued, and connected with peers, teaching staff, the curriculum, the university or places and communities. However, less is known about what students do to foster belonging for themselves. This paper adopts a relational …
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Creating and sustaining collaborative connections: Tensions and enabling factors in joint international programme development
Digital learning across cultures: An account of activity theory
This paper explores a teaching and learning process as it unfolds in an online offshore classroom. The paper reports on teaching and learning narratives distilled from different cultures, namely the cultures of educators and students in the context of digital learning environments. Drawing on activity theory as a conceptual framework to analyse the narrative, we employ self-study as a methodological tool for capturing the dynamism and complexitie…
Debating the use of social media in higher education in Australasia: Where are we now
The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of social media in higher education in Australasia. By exploring themes emerging from a debate around the u…
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian …
Sugoi ! – Indexicality and stancetaking in Japanese compliments
In this article, I explore the notions of indexicality and stancetaking practice through the analysis of a single lexical item embedded in the speech act of complimenting among young Japanese speakers. After revisiting prominent frameworks of indexicality and stance, I illustrate the ways in which the lexical item sugoi ‘amazing’ performs multiple pragmatic functions: as a marker of praise, surprise, or mock impoliteness; an intensifier; or silen…
Revisiting Neoliberalism: Aboriginal Self-Determination, Education and Cultural Sustainability in Australia
In this paper we discuss the ways in which successive governments have addressed Indigenous affairs, and we argue that the Australian approach is still firmly rooted in colonial attitudes and discourses. Although self-determination is a core concept of neoliberalism, the dominant political ideology for both Labor and Liberal parties in Australia since the 1980s, it does not extend to Indigenous affairs, which is firmly couched in colonial framewo…
Revisiting Neoliberalism: Aboriginal Self-Determination, Education and Cultural Sustainability in Australia
In this paper we discuss the ways in which successive governments have addressed Indigenous affairs, and we argue that the Australian approach is still firmly rooted in colonial attitudes and discourses. Although self-determination is a core concept of neoliberalism, the dominant political ideology for both Labor and Liberal parties in Australia since the 1980s, it does not extend to Indigenous affairs, which is firmly couched in colonial framewo…
Sugoi ! – Indexicality and stancetaking in Japanese compliments
In this article, I explore the notions of indexicality and stancetaking practice through the analysis of a single lexical item embedded in the speech act of complimenting among young Japanese speakers. After revisiting prominent frameworks of indexicality and stance, I illustrate the ways in which the lexical item sugoi ‘amazing’ performs multiple pragmatic functions: as a marker of praise, surprise, or mock impoliteness; an intensifier; or silen…
Revisiting Neoliberalism: Aboriginal Self-Determination, Education and Cultural Sustainability in Australia
In this paper we discuss the ways in which successive governments have addressed Indigenous affairs, and we argue that the Australian approach is still firmly rooted in colonial attitudes and discourses. Although self-determination is a core concept of neoliberalism, the dominant political ideology for both Labor and Liberal parties in Australia since the 1980s, it does not extend to Indigenous affairs, which is firmly couched in colonial framewo…
Sugoi ! – Indexicality and stancetaking in Japanese compliments
In this article, I explore the notions of indexicality and stancetaking practice through the analysis of a single lexical item embedded in the speech act of complimenting among young Japanese speakers. After revisiting prominent frameworks of indexicality and stance, I illustrate the ways in which the lexical item sugoi ‘amazing’ performs multiple pragmatic functions: as a marker of praise, surprise, or mock impoliteness; an intensifier; or silen…
Debating the use of social media in higher education in Australasia: Where are we now
The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of social media in higher education in Australasia. By exploring themes emerging from a debate around the u…
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian …
Digital learning across cultures: An account of activity theory
This paper explores a teaching and learning process as it unfolds in an online offshore classroom. The paper reports on teaching and learning narratives distilled from different cultures, namely the cultures of educators and students in the context of digital learning environments. Drawing on activity theory as a conceptual framework to analyse the narrative, we employ self-study as a methodological tool for capturing the dynamism and complexitie…
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Creating and sustaining collaborative connections: Tensions and enabling factors in joint international programme development
Coming to belong in the university through small acts of connection
Belonging is recognised as an important factor in student well-being, persistence and success at university, particularly for first-year students. Belonging is often described as an individual basic human need; to feel accepted, valued, and connected with peers, teaching staff, the curriculum, the university or places and communities. However, less is known about what students do to foster belonging for themselves. This paper adopts a relational …
Sociology (8 works) · Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Computer Science (4 works) · Higher education (4 works) · Higher Education Practises and Engagement (4 works) · Law (3 works) · Public relations (3 works) · Social science (3 works)