Peter Renshaw
Biographic Data
| ID | 89683 |
|---|---|
| NAME | Peter Renshaw |
| GIVEN NAMES | Peter |
| FAMILY NAME | Renshaw |
| SIGNATURE | RENSHAW P |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-2052-2055 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Speculative spaces: Children exploring socio-ecological worlds with mythical nature spirits
Drawing on Donna Haraway's notion of speculative fabulation, in this study the authors investigate how a pedagogy grounded in mythical nature spirits, children's imaginative explorations and storying activities created spaces for children to explore socio-ecological worlds. Their inquiry draws on an ethnographic case study of three children (aged seven to eight) in a Finnish primary school who participated in a cross-curricular unit framed by a s…
“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture
Teachers are simultaneously regarded as the most important influence on student learning and, paradoxically, as untrustworthy agents who can't be relied upon to deliver quality learning outcomes.Globally, this contested view of teaching is reflected in policies that limit teacher agency by prescribing how teaching will be conducted; for example, insisting on so-called evidence-based instructional models.Such policies also affect initial teacher e…
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writin…
Assemblages in Flight: Flickering Ontologies and Wildness in the Formation of Multispecies Assemblages
In this article, we adopt assemblage as methodology and as a way to foreground the vitality and relational agency of other species as they encounter humans. Research as assemblage is a process of becoming with others, and we experienced that ontological process during three environmental excursions as we became entangled in multispecies assemblages with children, the Crow, the Sea Eagle and the Bee. The production of the three assemblages and the…
Enchantment and digital technologies: Cultivating children’s enchantment with the more-than-human through video-walks in local places
This paper considers how digital technologies contribute to awakening primary-school children’s enchantment with local places. We draw upon Bennett and Thoreau to theorize enchantment and adopt “enchantment as method” from Stainova to guide the research process. We analyze the contrasting digital artifacts produced by three children through video-walks in their backyards. In one case, Kay, the digital artifact reveals how her enchantment was prod…
Exploring the emotions of international students about their feedback experiences
Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students’ perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a se…
Wild pedagogies: Touchstones for renegotiating education and the environment in the Anthropoceneedited by Bob Jickling, Sean Blenkinsop, Nora Timmerman and Michael De Danann Sitka-Sage. Palgrave Studi…
Wild pedagogies: Touchstones for renegotiating education and the environment in the Anthropocene challenges readers to reimagine and remake education in the Anthropocene. The authors quote David Or
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis
In this paper, we examine the emergent concept of chronotope and its deployment for the examination of space-time relations in research on learning and education. Chronotopes have been defined in terms of socially emergent configurations of space-time, where space and time are considered as interdependent social constructions. Chronotope is seen as a conceptual and analytical tool that allows reaching a sociocultural and dialogical understanding …
Feeling for the Anthropocene: Placestories of living justice
Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme
Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cr…
Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology
This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis ( MCA ) to explore how a group of young people produce a collective identity‐in‐interaction as captured in concrete relational speech acts. Fine‐grained MCA analysis of group interview talk reveals participant students operating as a collectivity to accom…
An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years
Positionality in researching the dialogic self: A commentary on the possibilities for dialogic theory and pedagogy
Common European framework of reference for languages (Cefr): Insights into global policy borrowing in Malaysian higher education
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). …
The contours of Perezhivanie: Visualising children’s emotional experiences in place
In this paper we use the visual method Vygotsky explored in the Psychology of Art (1925) to consider how perezhivanie might be represented and mapped as a unity of emotional experience in place. We illustrate the method with regard to children’s experiences recorded during an environmental education excursion that deployed a pedagogy based on narrative drama. The visualization method foregrounds the dynamic relationship between children’s emotion…
On the notion of worthwhile agency in reformist pedagogies
Language education policy enactment and individual agency: The cauldron of conflicts in policy positions in implementing the Common European Framework of Reference for languages in Vietnam
This article explores language planning and policy from the perspective of individual agency and its embodiments in the process of implementing an English language education policy ensemble at a public university in Vietnam. The policy exemplifies the influence of globalized standards on local language education systems. It aims to build a national framework in Vietnam based on a Western model known as the Common European Framework of Reference (…
Formative assessment in Confucian heritage culture classrooms: Activity theory analysis of tensions, contradictions and hybrid practices
Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional p…
English in the primary classroom in Vietnam: Students’ lived experiences and their social and policy implications
Although the teaching of English as a foreign language in primary schools has emerged as one of the major language-in-education policy decisions, students’ perspectives on primary English have received very little research attention. Drawing on data from a larger study, this paper depicts primary school students’ lived experiences in the English classroom in Vietnam. The methodological framework of the study draws upon the Mosaic approach that in…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
The social cultural and emotional dimensions of scaffolding
Referees
Positioning Students as Actors and Authors: A Chronotopic Analysis of Collaborative Learning Activities
Bakhtin's (1981) concept of chronotope provides a way of viewing student participation in the classroom as a dynamic process constituted through the interaction of past experience, ongoing involvement, and yet-to-be-accomplished goals. Although the actual design and use of classroom space may be important in facilitating a participatory pedagogy, chronotopic analysis directs attention to the grounding of interaction in dynamic and shifting time-s…
Community and Learning: Contradictions, Dilemmas and Prospects
In this article I reflect on learning and community and their joint deployment. 'Community' evokes images and feelings of security and comfort ('us' and 'ours'), while 'learning' evokes a sense of progress and confidence in overcoming obstacles - a lifelong and somewhat breathless journey these days. We learn every day, but what is worthwhile learning? What types of communities are worth learning towards? Such crucial considerations can remain un…
Shorter Notices
SHORTER NOTICES Get access The Great Depression in Europe, 1929–1939, by Patricia Clavin (London: Macmillan, 2000; pp. 244. Pb. £13.99). PATRICK RENSHAW PATRICK RENSHAW University of Sheffield Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume CXVI, Issue 468, September 2001, Pages 1006–1007, https://doi.org/10.1093/ehr/CXVI.468.1006 Published: 01 September 2001
Language education policy enactment and individual agency: The cauldron of conflicts in policy positions in implementing the Common European Framework of Reference for languages in Vietnam
This article explores language planning and policy from the perspective of individual agency and its embodiments in the process of implementing an English language education policy ensemble at a public university in Vietnam. The policy exemplifies the influence of globalized standards on local language education systems. It aims to build a national framework in Vietnam based on a Western model known as the Common European Framework of Reference (…
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Cross-cultural research on university students' approaches to study has examined the possible cultural specificity of Biggs' Study Process Questionnaire, but the problem of the confounding effect of individual characteristics and contextual variables has received little empirical attention. The present study addressed this issue, by investigating cross-cultural differences in students' approaches to study when the academic course and context are …
The contours of Perezhivanie: Visualising children’s emotional experiences in place
In this paper we use the visual method Vygotsky explored in the Psychology of Art (1925) to consider how perezhivanie might be represented and mapped as a unity of emotional experience in place. We illustrate the method with regard to children’s experiences recorded during an environmental education excursion that deployed a pedagogy based on narrative drama. The visualization method foregrounds the dynamic relationship between children’s emotion…
Community and Learning: Contradictions, Dilemmas and Prospects
In this article I reflect on learning and community and their joint deployment. 'Community' evokes images and feelings of security and comfort ('us' and 'ours'), while 'learning' evokes a sense of progress and confidence in overcoming obstacles - a lifelong and somewhat breathless journey these days. We learn every day, but what is worthwhile learning? What types of communities are worth learning towards? Such crucial considerations can remain un…
Enchantment and digital technologies: Cultivating children’s enchantment with the more-than-human through video-walks in local places
This paper considers how digital technologies contribute to awakening primary-school children’s enchantment with local places. We draw upon Bennett and Thoreau to theorize enchantment and adopt “enchantment as method” from Stainova to guide the research process. We analyze the contrasting digital artifacts produced by three children through video-walks in their backyards. In one case, Kay, the digital artifact reveals how her enchantment was prod…
Feeling for the Anthropocene: Placestories of living justice
English in the primary classroom in Vietnam: Students’ lived experiences and their social and policy implications
Although the teaching of English as a foreign language in primary schools has emerged as one of the major language-in-education policy decisions, students’ perspectives on primary English have received very little research attention. Drawing on data from a larger study, this paper depicts primary school students’ lived experiences in the English classroom in Vietnam. The methodological framework of the study draws upon the Mosaic approach that in…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
Common European framework of reference for languages (Cefr): Insights into global policy borrowing in Malaysian higher education
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). …
Loneliness in Children
ASHER, STEVEN R.; HYMEL, SHELLEY; and RENSHAW, PETER D. Loneliness in Children. CHILD DEVELOPMENT, 1984, 55, 1456-1464. Children experiencing difficulties in their peer relations have typically been identified using external sources of information, such as teacher referrals or ratings, sociometric measures, and/or behavioral observations. There is a need to supplement these assessment procedures with self-report measures that assess the degree to…
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Cross-cultural research on university students' approaches to study has examined the possible cultural specificity of Biggs' Study Process Questionnaire, but the problem of the confounding effect of individual characteristics and contextual variables has received little empirical attention. The present study addressed this issue, by investigating cross-cultural differences in students' approaches to study when the academic course and context are …
Community of Practice Classrooms and the New Capitalism: Alignment or Resistance
(1998). Community of Practice Classrooms and the New Capitalism: alignment or resistance? Discourse: Studies in the Cultural Politics of Education: Vol. 19, No. 3, pp. 365-370
Shorter Notices
SHORTER NOTICES Get access The Great Depression in Europe, 1929–1939, by Patricia Clavin (London: Macmillan, 2000; pp. 244. Pb. £13.99). PATRICK RENSHAW PATRICK RENSHAW University of Sheffield Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume CXVI, Issue 468, September 2001, Pages 1006–1007, https://doi.org/10.1093/ehr/CXVI.468.1006 Published: 01 September 2001
The Great Depression in Europe, 1929-1939, Patricia Clavin
Journal Article SHORTER NOTICES Get access The Great Depression in Europe, 1929–1939, by Patricia Clavin (London: Macmillan, 2000; pp. 244. Pb. £13.99). PATRICK RENSHAW PATRICK RENSHAW University of Sheffield Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume CXVI, Issue 468, September 2001, Pages 1006–1007, https://doi.org/10.1093/ehr/CXVI.468.1006 Published: 01 September 2001
Community and Learning: Contradictions, Dilemmas and Prospects
In this article I reflect on learning and community and their joint deployment. 'Community' evokes images and feelings of security and comfort ('us' and 'ours'), while 'learning' evokes a sense of progress and confidence in overcoming obstacles - a lifelong and somewhat breathless journey these days. We learn every day, but what is worthwhile learning? What types of communities are worth learning towards? Such crucial considerations can remain un…
Positioning Students as Actors and Authors: A Chronotopic Analysis of Collaborative Learning Activities
Bakhtin's (1981) concept of chronotope provides a way of viewing student participation in the classroom as a dynamic process constituted through the interaction of past experience, ongoing involvement, and yet-to-be-accomplished goals. Although the actual design and use of classroom space may be important in facilitating a participatory pedagogy, chronotopic analysis directs attention to the grounding of interaction in dynamic and shifting time-s…
Referees
The social cultural and emotional dimensions of scaffolding
Formative assessment in Confucian heritage culture classrooms: Activity theory analysis of tensions, contradictions and hybrid practices
Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional p…
English in the primary classroom in Vietnam: Students’ lived experiences and their social and policy implications
Although the teaching of English as a foreign language in primary schools has emerged as one of the major language-in-education policy decisions, students’ perspectives on primary English have received very little research attention. Drawing on data from a larger study, this paper depicts primary school students’ lived experiences in the English classroom in Vietnam. The methodological framework of the study draws upon the Mosaic approach that in…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
On the notion of worthwhile agency in reformist pedagogies
Language education policy enactment and individual agency: The cauldron of conflicts in policy positions in implementing the Common European Framework of Reference for languages in Vietnam
This article explores language planning and policy from the perspective of individual agency and its embodiments in the process of implementing an English language education policy ensemble at a public university in Vietnam. The policy exemplifies the influence of globalized standards on local language education systems. It aims to build a national framework in Vietnam based on a Western model known as the Common European Framework of Reference (…
The contours of Perezhivanie: Visualising children’s emotional experiences in place
In this paper we use the visual method Vygotsky explored in the Psychology of Art (1925) to consider how perezhivanie might be represented and mapped as a unity of emotional experience in place. We illustrate the method with regard to children’s experiences recorded during an environmental education excursion that deployed a pedagogy based on narrative drama. The visualization method foregrounds the dynamic relationship between children’s emotion…
An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years
Positionality in researching the dialogic self: A commentary on the possibilities for dialogic theory and pedagogy
Common European framework of reference for languages (Cefr): Insights into global policy borrowing in Malaysian higher education
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). …
Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme
Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cr…
Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology
This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis ( MCA ) to explore how a group of young people produce a collective identity‐in‐interaction as captured in concrete relational speech acts. Fine‐grained MCA analysis of group interview talk reveals participant students operating as a collectivity to accom…
Exploring the emotions of international students about their feedback experiences
Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students’ perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a se…
Wild pedagogies: Touchstones for renegotiating education and the environment in the Anthropoceneedited by Bob Jickling, Sean Blenkinsop, Nora Timmerman and Michael De Danann Sitka-Sage. Palgrave Studi…
Wild pedagogies: Touchstones for renegotiating education and the environment in the Anthropocene challenges readers to reimagine and remake education in the Anthropocene. The authors quote David Or
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis
In this paper, we examine the emergent concept of chronotope and its deployment for the examination of space-time relations in research on learning and education. Chronotopes have been defined in terms of socially emergent configurations of space-time, where space and time are considered as interdependent social constructions. Chronotope is seen as a conceptual and analytical tool that allows reaching a sociocultural and dialogical understanding …
Feeling for the Anthropocene: Placestories of living justice
Enchantment and digital technologies: Cultivating children’s enchantment with the more-than-human through video-walks in local places
This paper considers how digital technologies contribute to awakening primary-school children’s enchantment with local places. We draw upon Bennett and Thoreau to theorize enchantment and adopt “enchantment as method” from Stainova to guide the research process. We analyze the contrasting digital artifacts produced by three children through video-walks in their backyards. In one case, Kay, the digital artifact reveals how her enchantment was prod…
Sociology (22 works) · Psychology (19 works) · Pedagogy (13 works) · Political science (11 works) · Computer Science (10 works) · Epistemology (9 works) · Mathematics education (7 works) · Social science (7 works) · Linguistics (6 works) · Aesthetics (5 works)