Taking “Asia Pacific” seriously: some uncomfortable questions about editing<i>APJTE</i>
Taking “Asia Pacific” seriously: some uncomfortable questions about editing<i>APJTE</i>
复制标题
认真对待“亚太地区”：有关编辑的一些令人不安的问题<i>APJTE</i>
DOI：
10.1080/1359866x.2022.2138039
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发表时间：
2022
影响因子：
2.6
通讯作者：
Biesta Gert
中科院分区：
文献类型：
--
作者：
Takayama Keita;Kettle Margaret;Heimans Stephen;Biesta Gert
这本第50卷的第五期标志着我们纪念APJTE 50周年的结束。前四期介绍了一些国际学者，他们帮助我们将师范教育和研究置于更广泛的国际背景下，以及澳大利亚师范教育工作者，他们帮助我们反思了这本杂志从哪里来，以及它未来可能走向何方。国内(澳大利亚)和国际之间的这种平衡反映了这样一个事实，即该期刊的“所有者”澳大利亚教师教育协会(ATEA)是澳大利亚的一个全国性专业协会，其成员主要在澳大利亚境内，而APJTE是一份地区性和国际性的学术期刊。一方面，针对教师和师范教育工作者的专业宣传工作需要立足于国家政治背景。另一方面，作为宣传工作基础的智力工作应该是跨国的。作为APJTE的编辑，工作的一部分是在这两个方向之间找到正确的平衡，以满足ATEA成员和APJTE读者的利益，同时在澳大利亚国内外的教师教育研究领域产生生产性的紧张关系。然而，重要的是要注意的是，ATEA作为国家的特征和APJTE作为区域和国际的特征在它们存在的早期并没有被牢牢地确定下来。正如Bob Teasdale(2022)在本期中所详细描述的那样，ATEA在1971年被简称为全国教师教育协会(NATE)，然后在1972至1987年间被称为南太平洋教师教育协会(SPATE)。反映这一地区愿望的是，这本期刊也被称为《南太平洋师范教育期刊》(SPJTE)，直到1996年更名为APJTE。根据蒂斯代尔(2022年)的说法，成为SPATE第一任校长的菲利普·休斯是南太平洋国际高等教育代表团的澳大利亚成员，随后的报告导致在斐济苏瓦建立了南太平洋大学(UPS)，该大学由太平洋岛国共同拥有和管理。利用他与UPS教育学院的关系，休斯成功地领导了该协会和杂志，促进了不仅在澳大利亚，而且在更广泛的南太平洋地区从事教师教育领域工作的人的利益。因此，在SPATE和SPJTE的早期阶段，国家和国际之间的界限更加模糊，因为许多澳大利亚学者参与了国内(澳大利亚)和国际(南太平洋)战线的师范教育宣传和研究工作。
This fifth issue of Volume 50 marks the end of our 50th year commemoration of APJTE. The first four issues featured a number of international scholars who helped us situate teacher education and research within the broader international context as well as Australian teacher educators who helped us reflect upon where the journal has come from and where it might be headed to in the future. This balance between the domestic (Australian) and the international reflects the fact that the Australian Teacher Education Association (ATEA), the “owner” of the journal, is a national professional association in Australia whose membership sits largely within the country, while APJTE is a regional and international scholarly journal. On the one hand, professional advocacy work for teachers and teacher educators would need to be grounded in the national political context. On the other hand, the intellectual work that underpins the advocacy work should be transnational. Part of the job as the editors of APJTE then is to navigate the right balance between these two orientations to address the interests of the ATEA members and the APJTE readers while generating productive tensions in the field of teacher education research both in and outside Australia.It is important to note, however, that the characterisation of ATEA as national and APJTE as regional and international was not firmly set in stone in their earlier days of existence. As detailed by Bob Teasdale (2022) in this issue, the ATEA was briefly known as the National Association of Teacher Education (NATE) in 1971 and then as the South Pacific Association of Teacher Education (SPATE) from 1972 to 1987. Reflecting this regional aspiration, this journal was also known as the South Pacific Journal of Teacher Education (SPJTE) until it was changed to APJTE in 1996. According to Teasdale (2022), Phillip Hughes, who became the first president of SPATE, was the Australian member of an International Higher Education Mission to the South Pacific, and its subsequent report led to the establishment of the University of the South Pacific (UPS) in Suva, Fiji, jointly owned and governed by the Pacific Island nations. Drawing on his connections with the School of Education at UPS, Hughes successfully steered the association and the journal towards advancing the interests of those who worked in the field of teacher education not just in Australia but in the broader South Pacific region. In the early period of SPATE and SPJTE, hence, the boundaries between the national and international were much more blurred, as many Australian-based scholars were involved in teacher education advocacy and research work on both the domestic (Australian) and the international (South Pacific) fronts.