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Author Biography: Niranjan is Adjunct Senior Lecturer in Education at Monash University and a semi-retired educational consultant. Originally educated as a geogra-pher, he worked as a teacher and educational leader in secondary schools and interna-tional education for over 30 years before moving into academia, teaching and researching across postgraduate and graduate courses in curriculum, assessment, pedagogy, and Humanities education. He has been recognized professionally for his work as an educator in Australia and internationally. Niranjan’s research remains focused on three principal strands: the impact of transnationalism and globalization in education, particularly in relation to the influence of culture on curriculum, pedagogy, and thinking; the teaching of Geography and other Humanities subjects in schools, with a particular interest in inquiry and problem-solving thinking; and the role of education in British colonial policy and practice, with an especial focus on its relevance to contemporary society. His current re-search projects are concerned with: (a) the building and evaluation of the transcultural capacity of teachers, with particular reference to their role in a globalized educational en-vironment; (b) the nature of cultural education in schools, with particular emphasis on the role of geographical education; (c) the role of school alumni groups in facilitating migrant experience; (d) inquiry-based teaching and learning across the disciplines.
One of the key facets of educational globalisation has been the increasing diffusion of learning programmes based on ‘Western’ principles, whether this is in the context of school curriculum frameworks, educational policy, or standalone ‘international education programmes’ (Casinader, Culture, transnational education and thinking: Case studies in global schooling, 2014). This has included the adoption of Euro-American concepts of literacy, ostensibly preparing people to participate in and receive the benefits of the globalised economy. Within this transition, the regard for existing local systems of education has been limited; principles of ‘Western’ education have been promoted as inevitably intellectually superior and dominant. Whilst the promotion of global literacy through organisations such as the United Nations recognises the multiplicities of literacy (Parr and Campbell, International Review of Education, 58(4), 557–574, 2012) that exist, this process has also seen the constriction of notions of literacy (Bartlett, International Journal of Educational Development, 28(6), 737–753, 2008) into a Euro-American framework. This chapter seeks to critique the ways in which ‘Western’ notions of capitalism and rationalism have influenced the direction and intentions of global literacy initiatives, arguing that, instead of liberating people from socio-economic captivity, they contribute to a loss of the cultural identity embedded in local forms of knowledge and literacy.
Niranjan Casinader; Ayub Sheik. Educational Neoliberalism and the Annexation of Literacy: A Cautionary Tale in the Asia-Pacific Context. Inequality in Public School Admission in Urban China 2021, 245 -255.
AMA StyleNiranjan Casinader, Ayub Sheik. Educational Neoliberalism and the Annexation of Literacy: A Cautionary Tale in the Asia-Pacific Context. Inequality in Public School Admission in Urban China. 2021; ():245-255.
Chicago/Turabian StyleNiranjan Casinader; Ayub Sheik. 2021. "Educational Neoliberalism and the Annexation of Literacy: A Cautionary Tale in the Asia-Pacific Context." Inequality in Public School Admission in Urban China , no. : 245-255.
As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become increasingly more complex and prominent. Using a conceptual and philosophical analysis of the research and policy literature, this paper contends that current ESE tends to be trapped within a restrictive monocultural definition of sustainability that does not reflect the different cultural perspectives towards sustainability that exist across global populations as a whole. It further argues that if ESE is to become truly transformative for students, ESE teachers need to develop a transcultural capacity as part of their professional expertise, one that is more aligned with the reality of a more culturally diverse population and student body. Only then can transformative and effective ESE pedagogies be developed that relate more closely to the socio-political context in which students of today will live.
Niranjan Casinader. What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters. Sustainability 2021, 13, 5100 .
AMA StyleNiranjan Casinader. What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters. Sustainability. 2021; 13 (9):5100.
Chicago/Turabian StyleNiranjan Casinader. 2021. "What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters." Sustainability 13, no. 9: 5100.
This expository paper critically examines the value of school geography in social debates that have a direct significance for the lives of young people. Migration is chosen as a focus, both because it is a defining feature of everyday life and the world we live in, and an area of research and debate in the discipline of geography. We draw on two national contexts, those of Australia and England, and illustrative examples from the authors’ research, to discuss how social change through migration is explored, expressed and represented in geography education by the national curriculum of each country. This occurs through two particular lenses, geocapabilities and transculturalism, which are presented as potential transformative strategies for ensuring that geographical teaching of such issues remains pertinent to the lives and futures of the young people in the classroom. In doing so, the paper seeks to critically consider the omnipresent socio-political agendas and landscapes of compulsory schooling in each nation that influence the construction of geography education, using the context of migration as a defining social dimension of contemporary global society. The paper concludes by arguing that geography teachers and educators should actively consider the use of a geocapabilities and/or transcultural lens when exploring complex social geographies such as migration. In doing so, it is contended that these dual concepts can support and empower young people in their academic and social navigation of the complexities of current society.
Niranjan Casinader; David Mitchell; Lauren Hammond. Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools. International Research in Geographical and Environmental Education 2019, 29, 316 -331.
AMA StyleNiranjan Casinader, David Mitchell, Lauren Hammond. Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools. International Research in Geographical and Environmental Education. 2019; 29 (4):316-331.
Chicago/Turabian StyleNiranjan Casinader; David Mitchell; Lauren Hammond. 2019. "Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools." International Research in Geographical and Environmental Education 29, no. 4: 316-331.
Fluidity of cultural identity is an enduring inheritance of contemporary globalisation. One of the less-spoken consequences of this shift has been the increased pressures on young people as they navigate the transformation of their cultural identity between the new and the old. For this group, which comprises not only the children of migrants, but those born into families of multiple cultural heritages, the hybridisation of their cultural identity is occurring at a time of their lives when self-image is challenged on numerous fronts, especially at school. As scholars interested in cultural histories, geographies and pedagogies, the authors became interested in this research when they discovered mutual links with Sri Lanka and its post-1945 diaspora. This autobiographical family study draws upon micro history and life history techniques to demonstrate how the circumstances of their own families challenge macro-Australian education policy discourses about global citizenship, cultural identity and cultural understanding.
Niranjan Casinader; Catherine Manathunga. Cultural hybridity and Australian children: speaking back to educational discourses about global citizenship. Discourse: Studies in the Cultural Politics of Education 2019, 41, 940 -952.
AMA StyleNiranjan Casinader, Catherine Manathunga. Cultural hybridity and Australian children: speaking back to educational discourses about global citizenship. Discourse: Studies in the Cultural Politics of Education. 2019; 41 (6):940-952.
Chicago/Turabian StyleNiranjan Casinader; Catherine Manathunga. 2019. "Cultural hybridity and Australian children: speaking back to educational discourses about global citizenship." Discourse: Studies in the Cultural Politics of Education 41, no. 6: 940-952.
This paper is concerned with a gap in the discourse concerning the development of environmental literacy. Much of the research available concerns the development of environmental literacy in students; however, our assertion is that unless the teacher has developed environmental literacy...
Gillian Kidman; Niranjan Casinader. Developing Teachers’ Environmental Literacy through Inquiry-based Practices. Eurasia Journal of Mathematics, Science and Technology Education 2019, 15, 1 .
AMA StyleGillian Kidman, Niranjan Casinader. Developing Teachers’ Environmental Literacy through Inquiry-based Practices. Eurasia Journal of Mathematics, Science and Technology Education. 2019; 15 (6):1.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2019. "Developing Teachers’ Environmental Literacy through Inquiry-based Practices." Eurasia Journal of Mathematics, Science and Technology Education 15, no. 6: 1.
Niranjan Casinader. One giant step for…? The moon landing and its legacy for geography? International Research in Geographical and Environmental Education 2019, 28, 175 -177.
AMA StyleNiranjan Casinader. One giant step for…? The moon landing and its legacy for geography? International Research in Geographical and Environmental Education. 2019; 28 (3):175-177.
Chicago/Turabian StyleNiranjan Casinader. 2019. "One giant step for…? The moon landing and its legacy for geography?" International Research in Geographical and Environmental Education 28, no. 3: 175-177.
This paper explores the findings of a pilot project that investigated the impact of the International Professional Experience (IPE) programme within a Faculty of Education at a research intensive Australian University in developing the capacity of preservice teachers (PSTs) to work and teach amidst culturally diverse environments. The pilot was a precursor to a project investigating the impact of IPE on PSTs’ cultural capacity across a range of IPE locations. The importance of teachers acquiring transcultural capacity has become more acute in recent years. Educational globalisation has influenced Australian educators and schools to see working and learning in countries outside Australia as opportunities that support readiness for a professional career. Australian graduate teachers are now required to possess and demonstrate the skills and capacities to relate to, engage with and teach students from diverse cultures. Migration has altered Australian demographics to the point that cultural understandings are now mandated in the national curriculum. The pilot study findings suggest that the IPE experience has a significant impact on the development of transcultural capacity amongst PSTs especially those who have not had opportunities for, engagement with cultural modes outside their place of origin.
Niranjan Casinader; Allie Clemans. The building of the transcultural capacities of preservice teachers to support their employability in a globalised world: a pilot study. Intercultural Education 2018, 29, 589 -608.
AMA StyleNiranjan Casinader, Allie Clemans. The building of the transcultural capacities of preservice teachers to support their employability in a globalised world: a pilot study. Intercultural Education. 2018; 29 (5-6):589-608.
Chicago/Turabian StyleNiranjan Casinader; Allie Clemans. 2018. "The building of the transcultural capacities of preservice teachers to support their employability in a globalised world: a pilot study." Intercultural Education 29, no. 5-6: 589-608.
Future-oriented global understanding necessitates the development of a new form of cultural mindset; that is, transculturalism, as opposed to multiculturalism or interculturalism (Casinader 2014, 2016). This chapter will argue how geography, as a result of its unique form of inquiry education (Kidman and Casinader 2017), provides the ideal conduit through which teachers can develop such a perspective in primary and secondary students. The geographical emphasis on place, prediction and transformation as part of the inquiry process enables a more cohesive and holistic student understanding of global understandings.
Niranjan Casinader; Gillian Kidman. Geography Education, Transculturalism and Global Understanding. International Perspectives on Geographical Education 2018, 113 -128.
AMA StyleNiranjan Casinader, Gillian Kidman. Geography Education, Transculturalism and Global Understanding. International Perspectives on Geographical Education. 2018; ():113-128.
Chicago/Turabian StyleNiranjan Casinader; Gillian Kidman. 2018. "Geography Education, Transculturalism and Global Understanding." International Perspectives on Geographical Education , no. : 113-128.
Niranjan Casinader. Transnational learning experiences and teacher transcultural capacity: the impact on professional practice – a comparative study of three Australian schools. Intercultural Education 2018, 29, 258 -280.
AMA StyleNiranjan Casinader. Transnational learning experiences and teacher transcultural capacity: the impact on professional practice – a comparative study of three Australian schools. Intercultural Education. 2018; 29 (2):258-280.
Chicago/Turabian StyleNiranjan Casinader. 2018. "Transnational learning experiences and teacher transcultural capacity: the impact on professional practice – a comparative study of three Australian schools." Intercultural Education 29, no. 2: 258-280.
Common notions around the concept of sustainability tend to be framed within the values and principles that the world's natural environments need to be used and managed in such a way as to make them available for future generations. Consequently, pedagogical approaches in environmental education that follow this intellectual thread tend to adopt a standard scientific approach to inquiry-based learning. This article argues that the features of a geographical approach to inquiry, particularly in its wider conceptualisation of fieldwork, provides a much more effective means of developing an environmental education that is more cogniscent of the deeper aspects of sustainability. While the importance of the natural systems components of sustainability cannot be ignored, they tend to displace other inherent facets within the sustainability concept and, in particular, the reality that any discussion as to the sustainable use of natural environments must incorporate knowledge and understanding of the way people interact with these environments. We contend that sustainability, when taught in schools, has tended to be environmentally and scientifically based, diminishing the role of humans. In an example of how this deficit might be overcome, the Australian Curriculum incorporates sustainability as one of the three mandatory cross-curriculum priorities; that is, one of the avenues for encouraging complementary learning and teaching across different disciplines. Within this curriculum framework, the concept is expanded to not only include a consideration of the mutual interdependence of the environmental spheres (Systems), but also World View and Futures — thus including the human component. However, using the notion of the fieldwork imperative (Casinader & Kidman, 2017), which distinguishes between the reasons why we do fieldwork and the reasons why we should do fieldwork, we argue that sustainability education would be placed more effectively within the disciplinary domain of Geography, rather than as part of an integrated curriculum approach or in Science.
Niranjan Casinader; Gillian Kidman. Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry. Australian Journal of Environmental Education 2018, 34, 1 -17.
AMA StyleNiranjan Casinader, Gillian Kidman. Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry. Australian Journal of Environmental Education. 2018; 34 (1):1-17.
Chicago/Turabian StyleNiranjan Casinader; Gillian Kidman. 2018. "Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry." Australian Journal of Environmental Education 34, no. 1: 1-17.
The Colebrooke-Cameron Reforms (1831) have been characterised by David Scott (1995) as marking the transformation of colonial Sri Lanka from one kind of political rationality – that of mercantile sovereignty – to another – that of colonial governmentality. Whilst consonant with the view that the Commission marked a moment when the colonial administration moved away from a strategic reliance on Asokan or Buddhist forms of authority in the earliest phase of British rule, we argue that there is a more nuanced genealogy to this transition. The Reforms, while directed to the administration, judicial and political institutions of the colony, also contemplated extensive commercial restructuring that inculcated a self- improvement mode into ‘everyday life’. Drawing on colonial archives, we show how elements of a logic of governmentality, such as educational, land, and fiscal reform, were utilised at different times by the colonial administration to commence the modernisation of the colony well before 1832. It is also evident that the transformation was partial, and at points strongly resisted by local Buddhist communities. Instead of marking a clear point of transformation, the Colebrooke-Cameron Reforms gave legibility and a national imprimatur to a process already in train, while providing further impetus to a socio-political rationality that had begun to shift decades prior. The secular logic of the colonial State, however, was later to unleash a movement of Sinhalese Buddhist reform and cultural re-valuation that generated, ‘a more modernised Sinhalese Buddhist nationalism to create expanding areas of social, cultural and religious life for the nationalist cause.’
Niranjan Casinader; Roshan De Silva Wijeyaratne; Lee Godden. From sovereignty to modernity: revisiting the Colebrooke-Cameron Reforms – transforming the Buddhist and colonial imaginary in nineteenth-century Ceylon. Comparative Legal History 2018, 6, 34 -64.
AMA StyleNiranjan Casinader, Roshan De Silva Wijeyaratne, Lee Godden. From sovereignty to modernity: revisiting the Colebrooke-Cameron Reforms – transforming the Buddhist and colonial imaginary in nineteenth-century Ceylon. Comparative Legal History. 2018; 6 (1):34-64.
Chicago/Turabian StyleNiranjan Casinader; Roshan De Silva Wijeyaratne; Lee Godden. 2018. "From sovereignty to modernity: revisiting the Colebrooke-Cameron Reforms – transforming the Buddhist and colonial imaginary in nineteenth-century Ceylon." Comparative Legal History 6, no. 1: 34-64.
The process of planning and data collection in an inquiry differs between a scientific- and a humanities-based inquiry. Science emphasises a predetermined framework of hypothesising, data collection and analysis, seeking objective, verifiable evidence. The Humanities inquiry begins with location and observation, followed by a geographical or historical conceptual methodology in order to interpret the information. Within the Australian Curriculum, the Science planning of an inquiry is often seen as problem solving, whilst in geographical and historical terms, it is seen as researching. Geography and History emphasise higher order thinking, whilst Science also emphasises an understanding of the scientific method and data validity.
Gillian Kidman; Niranjan Casinader. Through the Looking Glass: The Conduct of Inquiry. Inquiry-Based Teaching and Learning across Disciplines 2017, 89 -103.
AMA StyleGillian Kidman, Niranjan Casinader. Through the Looking Glass: The Conduct of Inquiry. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():89-103.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "Through the Looking Glass: The Conduct of Inquiry." Inquiry-Based Teaching and Learning across Disciplines , no. : 89-103.
From 2008, Australia developed a national curriculum that would see, for the first time, continuity and uniformity in what Australian children would be taught at school. Disciplinary knowledge is seen as foundational, with both the Sciences and the Humanities developing inquiry strands as part of their curriculum documents. The writing teams of these documents comprised disciplinary experts, and so there is a strong representation of the intellectual base of each subject or learning area in the Australian Curriculum. However, the disciplinary nature of Science, Geography and History, combined with the unique nature of the inquiry skills within each discipline, is not evident unless the content descriptors that provide the lower-level detail of the Curriculum are more closely scrutinised.
Gillian Kidman; Niranjan Casinader. Inquiry in the Australian Curriculum: Commonalities and Dissonances. Inquiry-Based Teaching and Learning across Disciplines 2017, 65 -74.
AMA StyleGillian Kidman, Niranjan Casinader. Inquiry in the Australian Curriculum: Commonalities and Dissonances. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():65-74.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "Inquiry in the Australian Curriculum: Commonalities and Dissonances." Inquiry-Based Teaching and Learning across Disciplines , no. : 65-74.
The Future Problem Solving (FPS) Program is used as a case study that explores the ways in which a teacher/coach contributes to the effective inquiry-based education of a student. A high degree of expertise on the part of the teacher/coach is essential for successful inquiry-based learning to take place in the classroom. The inquiry literate teacher/coach facilitates the development of the students’ inquiry literacy through three process phases (the exploratory, the evidence gathering and the sense making), whilst undertaking seven distinct teaching/coaching roles (direct instructor, facilitate interpretation, discussion facilitator, mentor, organiser, questioner and logistics organiser). The role of Information Communication Technology on the teacher role of data selection is explored.
Gillian Kidman; Niranjan Casinader. Managing the Reins of Inquiry: The Role of the Teacher in IBL. Inquiry-Based Teaching and Learning across Disciplines 2017, 31 -45.
AMA StyleGillian Kidman, Niranjan Casinader. Managing the Reins of Inquiry: The Role of the Teacher in IBL. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():31-45.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "Managing the Reins of Inquiry: The Role of the Teacher in IBL." Inquiry-Based Teaching and Learning across Disciplines , no. : 31-45.
The reality that different disciplines perceive the world through different lenses makes it self-evident that the concept of fieldwork would vary from one discipline to another. Science, Geography and History all have an interest in ‘place’ as the focus of fieldwork inquiry. They differ in the position of place in relation to the individual and the form of that inquiry. Geography and the Sciences share a focus on understanding the real world as it exists, whereas History emphasises the collective importance and significance of primary sources, the records of the past, whether in written form, as artefacts of various sizes, or in situ. The knowledge of local people who are, and have been, embedded within particular living contexts is valued and included in an historical inquiry, and to a lesser extent, Geography; it is not rejected, as it is within scientific inquiry.
Gillian Kidman; Niranjan Casinader. ‘Intelligence in the Wild’—Inquiry in the Field. Inquiry-Based Teaching and Learning across Disciplines 2017, 129 -152.
AMA StyleGillian Kidman, Niranjan Casinader. ‘Intelligence in the Wild’—Inquiry in the Field. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():129-152.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "‘Intelligence in the Wild’—Inquiry in the Field." Inquiry-Based Teaching and Learning across Disciplines , no. : 129-152.
In the inquiry learning context, evaluation takes three forms: the evaluation of thought/conclusion on the basis of data; the evaluation of data validity; and the degree of student understanding of the concepts being learned and utilised in the conduct of the inquiry. Depending upon the style of inquiry taking place, evaluation has different approaches. The experimental approach is essentially scientific in its separation of the inquiry from surrounding reality. Experimental evaluation is inappropriate for educational environments as it does not possess relevance to the educational—and wider—environment in which the learning takes place. The naturalistic approach, used in geographical and historical inquiry, acknowledges that effective learning (and teaching) takes into account the environment in which that inquiry learning takes place.
Gillian Kidman; Niranjan Casinader. The Evaluation of Inquiry: The End of the Road? Inquiry-Based Teaching and Learning across Disciplines 2017, 119 -127.
AMA StyleGillian Kidman, Niranjan Casinader. The Evaluation of Inquiry: The End of the Road? Inquiry-Based Teaching and Learning across Disciplines. 2017; ():119-127.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "The Evaluation of Inquiry: The End of the Road?" Inquiry-Based Teaching and Learning across Disciplines , no. : 119-127.
A nuanced understanding of the sociological associations of critical thinking has emerged indicating that the undertaking of inquiry learning cannot be seen as culturally inert. The concept of cultural dispositions of thinking argues that connections between culture and thinking shift over time and space. As such, the path to inquiry should not be restricted to a ‘Western’ or Euro-American conceptualisation of rational thought. Since a person’s decision-making process is informed by how they see the world, it is therefore concomitant that a person’s culture influences the way they approach intellectual thought and reasoning. Over time, approaches to cultural issues have been summarised as being based on the concepts of multiculturalism, interculturalism and, more recently, ‘transculturalism’, which normalises, rather than problematises, cultural difference. Approaches to inquiry have also been influenced by these shifts.
Gillian Kidman; Niranjan Casinader. Differences in Perspective: The Impact of Culture on Inquiry. Inquiry-Based Teaching and Learning across Disciplines 2017, 47 -62.
AMA StyleGillian Kidman, Niranjan Casinader. Differences in Perspective: The Impact of Culture on Inquiry. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():47-62.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "Differences in Perspective: The Impact of Culture on Inquiry." Inquiry-Based Teaching and Learning across Disciplines , no. : 47-62.
Domain-general inquiry is considered in terms of classroom goals, instructional approach and the degree of teacher direction. The intertwining of these three frameworks is necessary for the development of inquiry literacy in both teachers and students, as well as the differentiation of discipline-specific inquiry. Inquiry literacy is defined to include language, symbols and skills and their usage during and after the activity. The history of the development of scientific inquiry in education is well documented from a North American perspective. However, we revisit this known history in terms of the influences that the United Kingdom and the North American materials has had on Australian Curriculum. Given the importance of inquiry-oriented teaching and learning advocated in the Australian Curriculum, we complement the scientific inquiry timeline with a research chronology of inquiry education in the Humanities, specifically geographical inquiry and historical inquiry.
Gillian Kidman; Niranjan Casinader. The Unfolding of Inquiry in Education: A Research Chronology. Inquiry-Based Teaching and Learning across Disciplines 2017, 3 -29.
AMA StyleGillian Kidman, Niranjan Casinader. The Unfolding of Inquiry in Education: A Research Chronology. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():3-29.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "The Unfolding of Inquiry in Education: A Research Chronology." Inquiry-Based Teaching and Learning across Disciplines , no. : 3-29.
It is important to distinguish, but not isolate, inquiry skills from inquiry processes. Skills are taught in the context of an inquiry in a manner that is integrated into the process of an inquiry. Domain-general inquiry is initiated by ‘student-generated questions’. Science student-generated questions are of five types (features, possibilities, function, mechanism and comparison), whilst History students generate questions are of three types (verification, request for information and causal). In Geography, there is a blend of Science and History student-generated questions (features, possibilities, comparison, request for information and causal). As the questions begin to focus on a particular topic, there is a shift to discipline- specific inquiry.
Gillian Kidman; Niranjan Casinader. Pebbles in a Pond: The Initiation of Inquiry. Inquiry-Based Teaching and Learning across Disciplines 2017, 75 -88.
AMA StyleGillian Kidman, Niranjan Casinader. Pebbles in a Pond: The Initiation of Inquiry. Inquiry-Based Teaching and Learning across Disciplines. 2017; ():75-88.
Chicago/Turabian StyleGillian Kidman; Niranjan Casinader. 2017. "Pebbles in a Pond: The Initiation of Inquiry." Inquiry-Based Teaching and Learning across Disciplines , no. : 75-88.
Niranjan Casinader. Transnationalism, Education and Empowerment. Transnationalism, Education and Empowerment 2017, 1 .
AMA StyleNiranjan Casinader. Transnationalism, Education and Empowerment. Transnationalism, Education and Empowerment. 2017; ():1.
Chicago/Turabian StyleNiranjan Casinader. 2017. "Transnationalism, Education and Empowerment." Transnationalism, Education and Empowerment , no. : 1.