Date Time
Fisheries Resilience Following Tohoku Tsunami
A small Japanese fishing community devastated by the Great East Japan Earthquake and Tsunami of 2011 managed to recover from the disaster through cooperative community activity despite the propensity for individualist-competitive behavior within fisheries – cooperative activity that continued many years later.
A social scientist who spent years interviewing fishers in the fishing hamlet of Isohama has discovered a long-standing continuum of competitive and collective endeavor amongst fishers, with potential ramifications for how government policy can better promote resilience in the wake of natural disasters and other calamities.
The findings appear in the journal of Disaster Prevention and Management in March 2021.
Abstract
One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of learning on placement. The paper draws on Gherardi’s ([2019]. How to Conduct a Practice-Based Study: Problems and Methods. 2nd ed. Cheltnham: Edward Elgar Publishing) work on learning and knowing in practice to demonstrate how students learn to participate in situated practices to accomplish work tasks. It employs a rock-climbing metaphor to illuminate what students do in order to continue on with work when they encounter something surprising, make an error or have a question. The findings suggest student learning relies on the so
Abstract
Examining learning in work-integrated learning (WIL) courses is complex. WIL traverses work and university spaces, which can be challenging for the way student learning is conceived, planned, supported, assessed and reported. This study strengthens our understanding of how students learn on placement by going directly to the source and observing learning unfold, in situ. Using an ethnographic methodology, this study adopts Schatzki’s (1996, 2010) practice-based lens to illuminate how students learn to embody and accomplish their assigned tasks on WIL placement. Findings suggest that students initially learn through performing an intermediary cluster of practices that enable them to orient, adapt and conform to new configurations of people, things, spaces, tools, bodies and technologies. These temporary transitioning placement practices are distinctive to WIL and take their shape within social practice arrangements. The study offers empirical evidence to ground and theoriz
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