Harsha Chandir
Biographic Data
| ID | 758022 |
|---|---|
| NAME | Harsha Chandir |
| GIVEN NAMES | Harsha |
| FAMILY NAME | Chandir |
| SIGNATURE | CHANDIR H |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-3931-3296 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims
An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy make…
Is the International Baccalaureate gender blind? How feminism can augment the concept of ‘International mindedness’
Is the International Baccalaureate gender blind? How feminism can augment the concept of ‘International mindedness’
Place-making ‘out here: A study in rural Australian education, relationality, and the global dynamic
Place-making ‘out here': a study in rural Australian education, relationality, and the global dynamic
Early career teacherness: Accountable cartographies for an action ready Australian Policy context
Work-force data indicates that one-in-five teachers in Australia are early career. Supporting these teachers is core to reform policies in Australian and international jurisdictions. New entrants to the profession cite the emotional intensity of learning teaching as a significant factor encouraging around one-third to leave within their first five-years. This paper examines recent policy texts that focus on early career teacherness in Australia. …
Education Beyond Techno-global Rationality: Transnational Learning, Communicative Agency and the Neo-colonial Ethic
The marriage of twenty-first-century horizons of technology and the global ideal constitutes techno-global rationality as it reflects contemporary impulses, frames and teleologies. Fast-paced automation, the importance of cosmopolitanism and the colonial legacy have come to dominate educational discourse and drive calls for streamlined educative practice. Although such efficiency models empower a transactional/linear mode of teaching and learning…
Sustaining teaching and learning innovations: A scoping review
Sustaining innovation is a topic of broad concern to higher education, particularly in a pandemic-driven time of challenge to the sector. This scoping review of the literature examines thirteen studies that have considered sustainability of teaching and learning innovations within the past two decades. From these thirteen studies, we derive key enablers, barriers, and longitudinal insights into sustained innovations in higher education. Although …
How to sustain a centralised approach to learning design
Innovative changes to online teaching practices are becoming increasingly important with the rise of e-learning across the higher education sector. Such innovations ideally become part of teaching repertoires rather than reverting to prior approaches. This study investigated the sustainability of a centralised approach to online learning design. Of the 74 survey respondents, more than 70% described changes to their teaching or work practices, upt…
Generating views from Elsewhere: UIS and the global project of SDG4 indicators
The declaration of the UNESCO Sustainable Development Goals (SDGs) in 2015 brought together 193 nations to commit to a common set of 17 critical, highly ambitious global goals. This paper analyses how the Technical Cooperation Group of the UNESCO Institute for Statistics (UIS) develops consensus on measuring and monitoring SDG4. We empirically examine the processes of collecting, connecting and compounding various views through its meetings, cons…
The politics of tinkering: Developing the Pisa assessment of global competence
Situated enactments of global competence in three schools in Victoria
The OECD's PISA is seen as a 'global yardstick' against which countries measure the quality of their education systems.In 2018 PISA included an assessment of global competence.This paper starts with the premise that in using a single global instrument to 'measure' this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice.Data for this study is based on tracking 'global com…
Assessing intercultural understanding: The facts about strangers
The aim of this paper is to present a schema that maps the terrain of intercultural assessment strategies. This schema is based upon Haraway’s semiotic square and has two dimensions. The first considers how distant or near the cultural Other is understood to be – whether they are perceived a stranger or a neighbour. The second considers whether the student is encouraged to see the cultural Other as an object about whom one learns facts, or if stu…
Student responses on the survey of global competence in Pisa 2018
‘Global Competence’ (GC) is currently being visualized by international and national bodies as an education imperative. Not only has GC become ubiquitous as a policy idea, it is, in 2018, being assessed by the Organization for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA). PISA has quantified the multifaceted concept of GC into a series of measurable and comparable constructs. Using concepts f…
Unsustainable measures? Assessing global competence in Pisa 2018
In the context of rising fundamentalism, urgent threats to the environment, and the persistence of poverty and deep inequities in the world, 193 nations have pledged to work towards the Sustainable Development Goals (SDGs) crafted by UNESCO in 2015. Education is seen as key to attaining all the other SDGs. Within the ‘education goal’ (Goal #4), there is an explicit target, SDG 4.7, which focuses on ‘sustainable development and global citizenship’…
Intercultural Understanding in the Australian Curriculum
Early career teacherness: Accountable cartographies for an action ready Australian Policy context
Work-force data indicates that one-in-five teachers in Australia are early career. Supporting these teachers is core to reform policies in Australian and international jurisdictions. New entrants to the profession cite the emotional intensity of learning teaching as a significant factor encouraging around one-third to leave within their first five-years. This paper examines recent policy texts that focus on early career teacherness in Australia. …
Generating views from Elsewhere: UIS and the global project of SDG4 indicators
The declaration of the UNESCO Sustainable Development Goals (SDGs) in 2015 brought together 193 nations to commit to a common set of 17 critical, highly ambitious global goals. This paper analyses how the Technical Cooperation Group of the UNESCO Institute for Statistics (UIS) develops consensus on measuring and monitoring SDG4. We empirically examine the processes of collecting, connecting and compounding various views through its meetings, cons…
The politics of tinkering: Developing the Pisa assessment of global competence
Student responses on the survey of global competence in Pisa 2018
‘Global Competence’ (GC) is currently being visualized by international and national bodies as an education imperative. Not only has GC become ubiquitous as a policy idea, it is, in 2018, being assessed by the Organization for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA). PISA has quantified the multifaceted concept of GC into a series of measurable and comparable constructs. Using concepts f…
Intercultural Understanding in the Australian Curriculum
Unsustainable measures? Assessing global competence in Pisa 2018
In the context of rising fundamentalism, urgent threats to the environment, and the persistence of poverty and deep inequities in the world, 193 nations have pledged to work towards the Sustainable Development Goals (SDGs) crafted by UNESCO in 2015. Education is seen as key to attaining all the other SDGs. Within the ‘education goal’ (Goal #4), there is an explicit target, SDG 4.7, which focuses on ‘sustainable development and global citizenship’…
Assessing intercultural understanding: The facts about strangers
The aim of this paper is to present a schema that maps the terrain of intercultural assessment strategies. This schema is based upon Haraway’s semiotic square and has two dimensions. The first considers how distant or near the cultural Other is understood to be – whether they are perceived a stranger or a neighbour. The second considers whether the student is encouraged to see the cultural Other as an object about whom one learns facts, or if stu…
Student responses on the survey of global competence in Pisa 2018
‘Global Competence’ (GC) is currently being visualized by international and national bodies as an education imperative. Not only has GC become ubiquitous as a policy idea, it is, in 2018, being assessed by the Organization for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA). PISA has quantified the multifaceted concept of GC into a series of measurable and comparable constructs. Using concepts f…
Education Beyond Techno-global Rationality: Transnational Learning, Communicative Agency and the Neo-colonial Ethic
The marriage of twenty-first-century horizons of technology and the global ideal constitutes techno-global rationality as it reflects contemporary impulses, frames and teleologies. Fast-paced automation, the importance of cosmopolitanism and the colonial legacy have come to dominate educational discourse and drive calls for streamlined educative practice. Although such efficiency models empower a transactional/linear mode of teaching and learning…
Sustaining teaching and learning innovations: A scoping review
Sustaining innovation is a topic of broad concern to higher education, particularly in a pandemic-driven time of challenge to the sector. This scoping review of the literature examines thirteen studies that have considered sustainability of teaching and learning innovations within the past two decades. From these thirteen studies, we derive key enablers, barriers, and longitudinal insights into sustained innovations in higher education. Although …
How to sustain a centralised approach to learning design
Innovative changes to online teaching practices are becoming increasingly important with the rise of e-learning across the higher education sector. Such innovations ideally become part of teaching repertoires rather than reverting to prior approaches. This study investigated the sustainability of a centralised approach to online learning design. Of the 74 survey respondents, more than 70% described changes to their teaching or work practices, upt…
Generating views from Elsewhere: UIS and the global project of SDG4 indicators
The declaration of the UNESCO Sustainable Development Goals (SDGs) in 2015 brought together 193 nations to commit to a common set of 17 critical, highly ambitious global goals. This paper analyses how the Technical Cooperation Group of the UNESCO Institute for Statistics (UIS) develops consensus on measuring and monitoring SDG4. We empirically examine the processes of collecting, connecting and compounding various views through its meetings, cons…
The politics of tinkering: Developing the Pisa assessment of global competence
Situated enactments of global competence in three schools in Victoria
The OECD's PISA is seen as a 'global yardstick' against which countries measure the quality of their education systems.In 2018 PISA included an assessment of global competence.This paper starts with the premise that in using a single global instrument to 'measure' this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice.Data for this study is based on tracking 'global com…
The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims
An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy make…
Is the International Baccalaureate gender blind? How feminism can augment the concept of ‘International mindedness’
Is the International Baccalaureate gender blind? How feminism can augment the concept of ‘International mindedness’
Place-making ‘out here: A study in rural Australian education, relationality, and the global dynamic
Place-making ‘out here': a study in rural Australian education, relationality, and the global dynamic
Early career teacherness: Accountable cartographies for an action ready Australian Policy context
Work-force data indicates that one-in-five teachers in Australia are early career. Supporting these teachers is core to reform policies in Australian and international jurisdictions. New entrants to the profession cite the emotional intensity of learning teaching as a significant factor encouraging around one-third to leave within their first five-years. This paper examines recent policy texts that focus on early career teacherness in Australia. …
Sociology (12 works) · Global Education and Multiculturalism (9 works) · Political science (9 works) · Psychology (9 works) · Pedagogy (8 works) · Computer Science (5 works) · Global Educational Policies and Reforms (5 works) · Social Psychology (5 works) · Curriculum (4 works) · Epistemology (4 works)