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2. Commognitive Conflicts in a Virtual Learning Environment: Exploring the Affordances of Mobile Learning for Discourse Analysis
- Author
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Mark N. Cumayas and Maria Alva Q. Aberin
- Abstract
This paper explores the affordances of mobile learning in developing frameworks for discourse analysis. Specifically, this paper examines the commognitive analysis of classroom discourses in virtual learning environments (VLEs) and how it resolves the challenges of discourse analysis in face-to-face (F2F) settings. With the ongoing social turn of mathematics education research comes the widespread adoption of discourse analysis in educational research. The shift towards virtual learning technologies necessitated by the recent COVID-19 crisis has led to the development of various tools and processes that enable the teaching-learning process to occur in the virtual environment. While the initial drive to adapt these tools has since subsided, the advantages of utilizing them remain apparent. As the teaching-learning process moves into virtual environments, so should research methodologies. As part of a broader study that attempts to develop a framework for characterizing commognitive conflicts and the corresponding teacher actions, this paper presents insights from the initial phases in the framework development process where a virtual learning environment was used to examine the integrity of the discourse analytic framework. This paper will discuss how the framework development benefited from using a virtual learning environment--how it mitigated the challenges of discursive approaches and the unique insights it offers for refining the framework compared to applying the framework directly in face-to-face classroom settings. Results from this work suggest that essential components of the mobile learning experience, such as VLEs, are advantageous to the development of discursive research approaches, such as in the case of developing a framework for identifying commognitive conflicts. [For the full proceedings, see ED659933.]
- Published
- 2024
3. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008)
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]
- Published
- 2008
4. The First Research Paper in Mathematics Education: A Beginner and His Young Mentor Talk about Their Experience
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Andrà, Chiara and Brunetto, Domenico
- Abstract
We investigate the process of becoming an expert in mathematics education through the narratives of Mario, a PhD student in mathematics education, and those of Anna, his young mentor. The narratives examine the initial interactions with mathematics education (specifically, the writing of a conference paper) and explore the motives, interests, and views that frame the process. They also reveal the tensions that drive the change from "being a mathematician" to "being a researcher in mathematics education." On one hand, the described situation provides a typical picture of young Italian researchers in mathematics education, and we highlight the distinctive traits of such experiences. On the other hand, some elements can be generalized to higher education settings. We utilize a participationist lens of analysis and we focus on motives, interests, views, and tensions.
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- 2018
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5. DETERMINANTS OF CONFLICT MANAGEMENT VARIABLES WITH SPECIAL REFERENCE TO JK PAPER MILLS LTD.VISAKHAPATNAM.
- Author
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Kumar Challa, Venkata Naga Siva, Thyagaraju, M., Sravanthi, G. Sai, Rao, M. V. Subba, and Padmalatha, P. S. V.
- Subjects
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CONFLICT management , *PAPER mills , *DETERMINANTS (Mathematics) , *PAPER industry , *MANAGEMENT styles , *FLOUR industry - Abstract
Introduction: Conflict is an inevitable fact existing in any organization and it is understood as disagreement between two parties. Conflicts in simple terms may occur when severe issues arise and fury is invoked in the communication process. Conflict arises because of misunderstanding one's words or intentions. Objectives: To analyse and interpret the most preferred and rejected management styles to deal with the industrial conflict. - To explore different conflict management approaches in the study. - To study and analyse the conflict management styles adopted by the management in JK paper mills limited. Hypothesis: - The conflict variables are not varying over the classifications of the Demographic variables of the respondents. - The conflict variables are not varying over the classifications of the Employment variables of the respondents. Need: The production deficit and supply mismatch has made this industry import dependent for finished paper. The demand for paper in India is high and increasing. The supply shortfall for this industry is estimated at 20 million tonnes by 2021. The contribution of the paper industry to the GDP is high. Hence, the researcher felt the need to conduct a study on Conflict management approaches in paper industry with reference to JK Paper Limited, one of the prime organisations in the industry in Visakhapatnam. Methodology: Sample size is 544, Convenient sampling technique is employed for sample collection. To measure the conflict variables over designation, nature of work and classification of departments, ANOVA test is employed to measure its association among variables. Findings: The categorical variables are determinants of the situation in a manufacturing organisation and form a part of internal environment. Therefore, the study concludes the conflict variables determine the style of conflict management. Conclusion: The research study is confined to the employees of select JK Paper Mills Ltd only and it can be extended to other states or cities of India where paper mills industries are situated. It could be further extended to private and public sector paper mills industry of India identifying the conflict management styles adopted in these industries and the effectiveness of conflict management in these industries. [ABSTRACT FROM AUTHOR]
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- 2022
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6. Navigating Controversial Topics in Required Diversity Courses
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Ryan A. Miller, Laura Struve, Morgan Murray, and Alex Tompkins
- Abstract
Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
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- 2024
7. Internet Administration of Paper-and-Pencil Questionnaires Used in Couple Research: Assessing Psychometric Equivalence
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Brock, Rebecca L., Barry, Robin A., Lawrence, Erika, Dey, Jodi, and Rolffs, Jaci
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This study examined the psychometric equivalence of paper-and-pencil and Internet formats of key questionnaires used in couple research. Self-report questionnaires assessing interpersonal constructs (relationship satisfaction, communication/conflict management, partner support, emotional intimacy) and intrapersonal constructs (individual traits, psychological symptoms, contextual influences) were administered to young adults in committed dating relationships. The same measures were administered twice via paper-and-pencil and/or Internet methods over a 2-week period. Method order was counterbalanced among participants, and temporal stability was controlled. Intrapersonal and interpersonal measures generally remained reliable when administered online and demonstrated quantitative and qualitative equivalence across methods. The implications of online administration of questionnaires are discussed, and specific recommendations are made for researchers who wish to transition to online data collection. (Contains 4 tables.)
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- 2012
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8. An Uneasy Peace: How STEM Progressive, Traditionalist, and Bridging Faculty Understand Campus Conflicts over Diversity, Anti-Racism, and Free Expression
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Steven Brint, Megan Webb, and Benjamin Fields
- Abstract
In recent years an uneasy peace has descended in U.S. academe between those who feel research universities have done too little to advance the representation of minority groups and women and those who feel that the administrative policies developed to improve representation can and sometimes do come into conflict with core intellectual commitments of universities. Using quantitative and qualitative evidence from interviews with 47 natural sciences, engineering, and mathematics faculty members at a U.S. research university, the paper examines the background characteristics of three sets of protagonists -- academic progressives, academic traditionalists, and those whose views bridge the divide -- and the way respondents discussed and justified their viewpoints. The paper draws on the theory of strategic action fields to illuminate the structure and dynamics of the conflict and suggests modifications to the theory that would improve its explanatory power for this case.
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- 2024
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9. Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies
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Costa, Rejane P. and Ivenicki, Ana
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The aim of the study is to examine how multiculturalism and peace studies have been viewed in Brazilian and North American literature as gleaned both from Brazilian research studies and articles presented at Peace Education Special Interest Group (SIG) in American Education Research Association (AERA), within the scope of 2010-2014, which concludes that multiculturalism and peace studies may offer groundbreaking venues to promote education provision to every one, civilian and military students together with reforms in higher education. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
- Published
- 2016
10. Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community
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Sandoval, Carlos and Van Es, Elizabeth A.
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Background and Context: Continuous improvement and networked improvement science have emerged as prominent approaches to improving schools. Although continuous improvement approaches have generated promising results in education, how these efforts come to be enacted remains a crucial question that can generate insight into how these approaches can be improved. Purpose and Objective: Our study is focused on understanding how improvement is performed by focusing on the process of generating a shared aim statement in a teacher-preparation improvement network. We seek to understand how practitioners within a network (a) engage a central tension (between language acquisition and multilingualism), (b) negotiate this tension, and (c) reach a settlement that results in a shared aim. Setting: This study takes place in a teacher-preparation improvement network as part of the California Teacher Education Research and Improvement Network (CTERIN). The focus of the network centered on improving the preparation of candidates to build on multilingual students' strengths. Participants: The improvement network that is the focus of our research consists of 49 teacher educators across eight teacher preparation programs as well as three facilitators who were part of CTERIN, including the two authors of this study. Research Design: Our analysis examines the interactions among teacher educators and improvement facilitators to unveil the practices that they engaged in to produce a shared aim. Data for this study include audio and video recordings of three 90-minute videoconference meetings, audio-video of a two-day in-person convening, and improvement artifacts such as fishbone and driver diagrams. Findings: Our study highlights the range of practices that practitioners engaged in and how those evolved as they negotiated and settled a tension between language acquisition and multilingualism. As the process of generating an aim unfolded, teacher educators engaged in the practices of aspirationalizing, dualizing, recentering, rerouting, clarifying, tuning, and converting. Conclusions and Recommendations: We argue that these practices make visible that the process of generating an aim statement is a complex and complicated process that requires negotiation and a recognition that some perspectives are foregrounded and others are backgrounded. Understanding this process has implications for how improvement facilitators engage practitioners in the process of doing improvement and generates theory of improvement implementation by highlighting how disparate teams, individuals, and organizations reaching sharedness requires negotiating, foregrounding, and backgrounding.
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- 2021
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11. Paper Bag Books: A Creative Intervention with Elementary School Children Experiencing High-Conflict Parental Divorce
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Somody, Catherine and Hobbs, Marsha
- Abstract
Research has found that school-based interventions for children of divorce help counter the adverse effects. Studies of school-based interventions have identified effective means for helping children of divorce cope with their situation and produce a significant reduction in clinical symptoms. Those components include activities that: (a) help children identify and express common feelings associated with conflictual divorce and custody issues; (b) teach coping skills; (c) provide peer support, helping to normalize their experiences; (d) foster parent-child communication; (e) develop realistic perceptions of things they can and can't control; and (f) enhance their understanding of divorce. The creative intervention described in this article incorporates those components into a small group counseling program utilizing child-made paper bag books. The child-made bag book served as a catalyst for communication between child and parents. This helped empower the children to express their inner-most feelings and connect in a more authentic manner with their parents. This authenticity helped parents recognize the need to work together to protect the children from the harmful effects of their divorce and custody battle. (Contains 7 photos.)
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- 2007
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12. A Philosophical Approach to Critical Thinking and Conflict
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Ferit Baça
- Abstract
The phenomenon of conflict is considered as one of the most essential phenomena of human beings and is a part of their existence. Conflicts are social phenomena that have existed throughout the history of human society against the will of the people. Their existence in social life has transformed them into universal and objective phenomena that exist despite our knowledge and attitudes. These characteristics are imposed on man to study his eternal nature for the benefit of life and progress. The sciences of philosophy and critical thinking provide new concepts for conflict management and transformation. Critical thinking offers a new conceptual approach to dealing with conflicts in human society. The essence of critical thinking is the idea and views of philosophers for a rational and reasoned approach to conflicts. The following paper aims to influence the education and formation of beliefs and a dialectical attitude on the importance of critical thinking in the recognition, understanding, and management of conflicts in society. [For the full proceedings, see ED654100.]
- Published
- 2023
13. History by the Numbers: A Quantitative Approach to Teaching the Importance of Conflicting Evidence
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Burkholder, Peter
- Abstract
Students encounter difficulties when entering into the fog of historical analysis, a place where evidence rarely lines up neatly and contradictions abound. Too often, novices conveniently ignore any sort of counterevidence that could muddy a clean explanation, thus reverting to safe truisms that sidestep key problems. Meanwhile, professional historians revel in uncertainty, understanding that it is evidentiary ambiguity and conflict that offer opportunities to ponder, to grapple, and to explain. How does one bridge the gap? How can instructors start their classes down that admittedly long, difficult road toward a more genuine understanding of past peoples and events--one that, most importantly, embraces conflicting evidence? This article reports on a unique approach to these problems, one that forced learners to come face-to-face with contradictory information. Students did not just confront incongruous evidence; they actually measured and weighed it by applying a quantitative method to textual analysis. Their findings, as well as their experiences with the technique, indicate that this unusual research approach has the potential not only to better deal with ambiguous evidence, but also to change learners' perceptions of history itself.
- Published
- 2020
14. Developing Intercultural Communicative Competence in the ClerKing Telecollaborative Project
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Madden, Oneil and Ashby, Soyini
- Abstract
Living in the 21st century means living in an era that is increasingly globalising where cross-cultural communication is essential; thus, students should be given opportunities to cultivate their Intercultural Communicative Competences (ICC). This paper reports on Phase 3 of ClerKing, a Franco-Jamaican telecollaborative project, which involved Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and students of French from the University of the West Indies (UWI), Mona, Jamaica. WhatsApp and videoconferencing were used to facilitate the interactions. Using the exploratory approach, we seek to identify different parameters of ICC, relying on Byram's (1997) and Deardorff's (2006) models. Preliminary findings show that students demonstrated and developed ICC such as openness and curiosity, culture-specific knowledge, an understanding of worldviews, sociolinguistic awareness, flexibility and adaptability, and negotiation of meaning. However, time difference, personal and academic schedules, connectivity issues, and misjudged/misinterpreted communication can lead to intercultural conflict. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
15. A Survey of Civic Engagement Education in Introductory Canadian Politics Courses
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Bell, Stephanie and Lewis, J. P.
- Abstract
In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general.
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- 2015
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16. Representation of Ataturk's Leadership Qualities in 'The 8th Grade Textbook for the History of Turkish Revolution and Kemalism', in the Context of the Skills Relevant to the 21st Century
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Gençtürk Güven, Ebru, Cincil, Fidaye, and Küçük, Enes
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Textbooks are among the most important means of education in terms of instilling leadership skills in students. The characters presented as models in the textbooks play an important part in building up such leadership skills with the help of quotes from such characters, texts written with reference to them, and the activities developed accordingly. Thanks to his leadership qualities, Mustafa Kemal Ataturk is one such character who continues to provide guidance even after a century. As a model for the students, he arguably plays a role in helping them develop leadership skills. Therefore, it is important to analyze his description in the textbook from a scientific perspective. Against this background, this study presents an analysis of the 8th grade textbook for "The History of Turkish Revolution and Kemalism" course used in the academic year 2021-2022, with reference to Ataturk's leadership traits and the types of leadership deemed important in the 21st century (strategic, authentic, charismatic, servant, transformative, transactional, etc.). The data gathered through document review was then subjected to descriptive analysis. The analysis led to the conclusion that the text represented Ataturk's leadership traits in tune with the types of leadership prevailing in the 21st century. It is also understood that Ataturk's strategic, visionary, transformative, charismatic, entrepreneurial, and creative leadership skills were more prominent in the text. [Paper presented at the Social Studies Education Symposium (Turkey, Jun 9-11, 2023).]
- Published
- 2023
17. Caught between Paper Plans and Kashmir Politics: Disaster Governance in Ladakh, India
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Jessica Field
- Subjects
conflict ,disaster governance ,ladakh ,local ,kashmir ,Political science (General) ,JA1-92 - Abstract
Disaster governance encompasses the responsibility and management of disaster mitigation, relief and recovery as well as power and politics around these areas of action. Research on disaster governance focuses on various scales of action when examining the implications of disaster governance frameworks for particular populations and there is growing scholarship on the impacts that national politics and programmes have on local efforts. Under-represented in these discussions is an engagement with the relationality of disaster governance within national boundaries, not just vertically (i.e., the local in relation to the national) but horizontally—the local in relation to other locals. Through an examination of Ladakh in relation to neighbouring Kashmir, this article shows how local efforts to enhance disaster governance have been stymied both by the vertical (local-centre) politics of border security and conflict, as well as by the material effects that politics and violence in neighbouring Kashmir Valley have on Ladakh.
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- 2020
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18. Global Education Inequities: A Comparative Study of the United States and South Africa
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Kurtz, Brianna, Roets, Leon, and Biraimah, Karen
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Access to quality education for all children is a common mantra for countless national and world organizations, such as the UN and its Sustainable Development Goals (SDGs). This paper examines the struggle within two nations who continue to move beyond the impact of racial segregation in the United States (US) and "apartheid" in South Africa (SA) to achieve equitable access to quality education for all children, regardless of race, ethnicity, language, or socio-economic status (SES). The paper begins with an overview of the historical paths both nations followed in their slow evolution away from harsh segregation and "apartheid" governance designed to provide unequal educational opportunities for its youth. Beyond these historical sketches is a brief review of theoretical perspectives to help explain how unequal systems of education are maintained and how they can be transformed into agents of positive social change. This is followed by an examination of factors in both the US and SA that are capable of sustaining unequitable access to quality education while providing disproportional levels of negativity such as suspensions or dropping out (or being "pushed out") of school based on a child's race, gender, ethnicity or SES. The paper concludes by asking (at least in the US case), whether the "way forward" may be guided by examples of the past, such as the quality of education provided to Black children in the era of legally segregated Black schools in America's South. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
19. Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education
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Yoshida, Atsuhiko
- Abstract
This paper reconsiders the concept of "inclusion" by examining conceptions of "totality/wholeness," while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on securing educational opportunities, the notion of "diversity" is examined as it pertains to the conflict between "publicness" in formal schools, which includes ideas related to diversity and heterogeneity (otherness), and "freedom to educate" in non-formal education. Analysis suggests that it is undesirable to establish a definitive boundary between the two; instead, maintaining a form of tentative, intersectional, and responsive boundary would result in more effective understanding of the diverse needs of people who feel marginalized. Based on this, the author explores a theoretical model which withstands such questions of inclusion. From the perspective of the "included party," which has its own heterogeneous values in relation to mainstream value systems, the author proposes a "responsive wholeness" model in contrast to a "concentric totality" model in order to reexamine the idea of inclusion. Finally, the paper outlines suggestions for reexamining "inclusion" grounded in this model.
- Published
- 2023
20. Racial Conflict in a Higher Education Policy Vacuum
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Blanca Elizabeth Vega
- Abstract
This study explored how 14 higher education and student affairs (HESA) professionals navigated institutional policy vacuums to address interpersonal racial conflict between students. Grounded in perspectives of policy vacuums, findings revealed that HESA professionals learned about racial conflict by referring to their own personal, professional, and academic training. Additionally, they employed strategies that were often self-generated and informal to address racial conflict. The paper concludes with a discussion of the findings, specifically highlighting that relying on HESA professionals' dispositions is an insufficient way to address racial conflict and that more institutional support is necessary to train racially responsive HESA professionals.
- Published
- 2024
21. Community-Engaged Scholarship: Critical Junctures in Research, Practice, and Policy
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Wenger, Lisa, Hawkins, Linda, and Seifer, Sarena D.
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Community-engaged scholarship and community-academic partnerships are gaining momentum in higher education institutions. Federal research funding agencies in Canada have moved aggressively toward increasing support for community-engaged research and knowledge mobilization efforts. Yet there is a well-articulated disjuncture between calls for social relevance, knowledge translation and mobilization, community-based research, service-learning, and engagement more broadly; and the resources, structures, and policies in Canadian universities. In November 2010, the University of Guelph and Community-Campus Partnerships for Health convened national and international leaders from diverse organizational and disciplinary backgrounds to consider what is known about community-engaged scholarship in higher education and its implications for future research, practice, and policy. Participants identified conceptual challenges, values and tensions, opportunities for action, and resources to support community-engaged scholarship.
- Published
- 2012
22. The Sphere of Authority: Governing Education Policy in Pakistan Amidst Global Pressures
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Ali, Sajid
- Abstract
The authority of the nation states and their capacity to govern their education policy has been reconfigured by the processes of globalisation. This paper examines recent education policy in Pakistan in order to reveal the nature of national authority in education policy-making in a challenging context. The central piece of analysis is the pre-policy text issued by the Ministry of Education, Pakistan--the White Paper. This analysis is further supported through interviews with senior policy actors and other significant policy texts. The paper identifies several tensions caused by the interaction of global and national education policy priorities and explores how the national government of Pakistan seeks to expand its SoA through "soft" governance approaches despite the material and financial constraints within which it operates.
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- 2017
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23. The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education during Martial Law: A Case Study from Ukraine
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Hanna Reho and Oleksandra Reho
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In the context of martial law in Ukraine, the educational sector has faced unprecedented challenges, particularly in the realm of preschool education. This paper presents a case study of the Zakarpattia Institute of Postgraduate Pedagogical Education and its rapid response to transform its curriculum to support preschool educators in these trying times. Through a comprehensive review of the curriculum changes, the study documents how the Institute has tailored its educational offerings to foster peace, cultivate a culture of peace and tolerance, and empower educators with critical thinking skills necessary for decision-making in crisis conditions. The paper explores the significant shifts in teaching strategies, content delivery, and psychological support mechanisms that have been implemented to address the pressing needs of educators. These adaptations are crucial not only for immediate conflict resolution but also for the long-term objective of building a peaceful society. By enhancing the quality of education for teachers, the study underscores the Institute's role in shaping a future that is resilient, educated, and peace-oriented for Ukraine and beyond.
- Published
- 2023
24. The Fall of the Republic Government in Afghanistan and the Current Taliban Rule: A Survey of Public Attitudes
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Ramazan Ahmadi and Chman Ali Hikmat
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This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.
- Published
- 2023
25. Teaching Intrapersonal Conflict: A Necessity in a Post COVID World
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Elmoudden, Sanae
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At the university level, mental health and mental illness education is still limited to clinical disciplines. However, Post COVID-19 mental health issues have become an epidemic that the university cannot ignore. Left alone to clinical disciplines, mental health issues appear as a health disturbance instead of a daily process of internal negotiations in need of acceptance and promotion. Indeed, the normalization of mental health can lead students to seek the required help with no fear of diagnosis stigma. By interviewing students and faculty about their mental health journey during COVID and Post-COVID 19, this paper proposes different spaces where the normalization of mental health can be integrated easily within Higher Education. One of the spaces alluded to in the paper is an inclusive language that incorporates neurodiversity mental illness. However, the main purpose of this focuses on intrapersonal conflict as a discursive space where teaching can become mindful.
- Published
- 2023
26. Higher Education for Refugees, Returnees and Host Communities: Reflections on the Djibouti Declaration of IGAD and Its Ramifications for Sustainable Development
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Tsegaye, Kebede Kassa
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This paper argues that access to quality education and skills development programs for refugees, returnees and Internally Displaced Persons (IDPs) is not only one of the fundamental human rights that states and non-state actors have obligations to fulfill; it is also an integral part of sustainable development efforts which will have significant contributions to socio-economic transformation in host countries, countries of origin and countries of destinations in the event that refugees become migrant, which is sometimes the case. The Intergovernmental Authority on Development (IGAD) region, consisting of eight member states, namely, Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan and Uganda, host more than 13 million forcibly displaced people. This results from protracted and devastating conflicts; drought and famine and other natural or man-made calamities. Within the IGAD region, Somalia, South Sudan and Sudan produce 80 to 90% of displacement due to protracted civil wars. However, almost all the member states have refugees, IDPs or migrants sheltered in their territories. Access to higher education among refugees, returnees and IDPs is very low at only 3% compared to 36% globally. The figure for Africa is still dismal, at less than 1%; and the same holds true for the IGAD region. In an effort to address this major challenge facing these population categories, the Intergovernmental Authority on Development (IGAD) convened a high level regional (Ministerial Conference) on refugee education held in Djibouti, 12-14 December 2017. That Conference adopted what is now called the Djibouti declaration and Plan of Action for refugee education in the IGAD region. The major purpose of this paper was is to outline the refugee situations in general and the state of higher education in the region in particular.
- Published
- 2023
27. Scissors cut paper: purposive and contingent strategies in a conflict situation
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Meyer, Christopher J., McCormick, Blaine, Clement, Aimee, Woods, Rachel, and Fifield, Chuck
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- 2012
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28. The Relationship between Two Secular and Theological Interpretations of the Concept of Highest Good in Kant: With respect to the criticism of Andrews Reath’s paper 'Two Conceptions of the Highest Good in Kant'
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Reza Mahouzi and Zohreh Saidi
- Subjects
history ,nature ,highest good ,happiness ,virtue ,conflict ,Philosophy (General) ,B1-5802 - Abstract
Discussing two common critiques on theological interpretations of the concept of the highest good in Kant’s moral philosophy in his paper, Two Conceptions of the Highest Good in Kant, Reath has invited readers to have a secular interpretation of this concept and pointed out its advantages. In the present paper, we will attempt to provide the main principles of Reath’s claims and demonstrate why Kant has stated both of these interpretations in all of his critical works—a subject that has confused Reath. For this purpose, we will indicate that in both of the above interpretations, Kant has offered the concept of the highest good in a historical context, in which the intellectual idea of the highest good as a desired ultimate totality makes the intellect to grow in history and cultivate the talents of human kind through numerous conflicts embedded in nature.
- Published
- 2017
29. Sociological Thinking as an Educational Antidote to Tribalism in Africa
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Issah Tikumah
- Abstract
Ethiopia and Sudan are only the latest cases in more than 20 African countries that have burst into civil wars over the last 40 years. Tribalism is viewed as a leading cause of the conflicts in Africa. The overall objective of this paper is to determine how the educational systems of Africa might be reformed along the lines of sociological thinking and harnessed into a mitigative force against the retrograde effects of tribalism. I propose that Benedict Anderson's concept of imagined communities, which argues that all identities are socially constructed, will have a detribalising effect on African children if deployed in school history textbooks. The rationale is that atavistic tribal sentiments stem from false beliefs about the importance and sacredness of each tribe as indoctrinated by elders. The puncturing of the myths surrounding the sacredness of the origins and greatness of the tribe through the concept of imagined communities would lead to disillusionment about tribal distinctiveness and significance. This conceptual paper adopts an autoethnographic qualitative methodological approach. It augments the researcher's lived experience with the analysis of history and the literature to understand the intellectual potential of the concept of imagined communities to detribalise African children. The failure to stem tribalism in Africa stems from the failure of the school system to expose African children to critical thinking about tribal narratives. African and Africanist sociologists have already revealed the myths of our tribal distinctions. However, this study is the first to focus on African children in the classroom exposed to detribalisation in light of the concept of imagined communities.
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- 2024
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30. Teachers' Understandings of Indoctrination as 'Affective': Empirical Evidence from Conflict-Affected Cyprus
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Michalinos Zembylas, Xanthia Aristidou, and Constadina Charalambous
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This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers' political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools.
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- 2024
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31. Virtual Qualitative Inquiry: Tensions of Research in Post-Conflict Sri Lanka
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Suren Ladd
- Abstract
Due to the global COVID-19 pandemic, in-person data collection methods have been considerably hampered by requirements for social distancing and safety. Consequently, academic inquiry has shifted largely to virtual means, leading to the considerable growth of virtual qualitative research. Conducting virtual research in post-conflict contexts, such as Sri Lanka, with increased state surveillance, security concerns, and censorship presents researchers with additional tensions, particularly during a pandemic. Limited literature, however, has grappled with these unique situations. This paper addresses this gap by reflecting on the process of conducting virtual qualitative research through a case study of faculty members in peace education instruction at Sri Lankan universities. The study drew on semi-structured interviews (n = 32), documentary evidence, and memos created during the data collection and analysis stages. This paper discusses the challenges and complexities of conducting virtual research within the intersections of peace education, post-conflict legacies, ethical dimensions, and positionality dimensions, which are interwoven, adding several layers of considerations in this context. Furthermore, the paper chronicles the key tensions faced: surveillance and consent, residual embodiments, and the choices made in response to navigate them. This paper concludes with a discussion around these tensions and aims to expand the literary discourse beyond the technological aspects of conducting virtual research. The study highlights the need for future research into residual embodiments, ethical and micro-ethical issues, and practical challenges in virtual research in conflict-affected contexts, suggesting that institutions should provide researchers with training to address these complexities and support robust knowledge co-creation.
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- 2024
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32. Bill 21 as an Exemplar of the Fragility of Tolerance
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Dan Mamlok
- Abstract
In June 2019, Québec passed Bill 21, entitled: 'An Act respecting the laicity of the State'. This bill bans public servants from wearing religious symbols in the workplace. Among the affected employees are judges, teachers, and government officers. This paper considers the ethical ramifications of Bill 21 on education. Particularly, this paper examines some prime arguments for and against abridging religious rights for teachers and public servants. Then, the paper explicates the immanent tension between the desire to advance tolerance and the exercise of intolerant practices against minorities. In this sense, the case of Bill 21 exemplifies the fragility of tolerance. Drawing from Dewey's pragmatic understanding and agonistic models of democracy, the concluding section of this paper argues for the development of a more inclusive understanding of tolerance that will offer students educational experience and encourage them to constantly consider their predispositions and biases towards the other.
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- 2024
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33. A Subversive Pedagogy to Empower Marginalised Students: An Australian Study
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Helen Harper and Bronwyn Parkin
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This paper draws on Bernstein's educational sociology to illustrate how a language-focused "subversive" pedagogic approach (Martin, 2011) was systematically realised through classroom interactions. While educational inequalities are often addressed at the level of policy and budgets, this paper provides a perspective on inequality and differentiated student outcomes within the classroom. Our research context is Australia, where we have a seemingly intractable gap between mainstream educational outcomes and those of disadvantaged groups. We present a study on how teachers' conscious pedagogic choices worked to support marginalised students. The participatory research focused on a series of science lessons, conducted in a suburban primary school, with a high proportion of students of refugee background. We explain how, in collaboration with teachers, we reframed Bernstein's abstract notions of regulative and instructional discourses into practical, intentional pedagogic strategies. We describe how these strategies were named and implemented, how they became a shared heuristic for the research team, and the empowering effect they had on teachers and students. The study demonstrates the potential of bringing educational and linguistic theories into practice as classroom pedagogic dialogue, with the empowerment of marginalised students in mind.
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- 2024
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34. Contemporary, Racialised Conflicts over LGBT-Inclusive Education: More Strategic Secularisms than Secular/Religious Oppositions?
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Karl Kitching
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This paper analyses public conflicts over school policies that seek to advance Lesbian, Gay, Bisexual and Transgender (LGBT) equality. It focuses in particular on conflicts where Muslims, who protest LGBT-inclusive policies, become racialised as other to secular national/Western values. Growing attention has been paid to the secular arguments used by majority and minority religious groups to publicly counter LGBT-inclusive education. In this paper, I contend that neither contemporary arguments for, or against, LGBT-inclusive education are neatly secular, i.e., non-religious, in their public appearance. Introducing a Critical Secular approach, I contend multiple parties in such conflicts work with "strategic" secularisms. Strategic secularisms are prevailing discourses which privatise, and deprivatise (make public), aspects of minority religious and sexual identities on neo-colonial, secular Christian terms. I present a thematic analysis of 149 newspaper articles covering protests largely by Muslims against LGBT-inclusive education outside schools in Birmingham, England. The analysis shows that newspapers foregrounded discourses seeking to privatise (assert private authority over) or deprivatise (publicly surveil) Muslim religiosity. LGBT identities were also variously framed as "beliefs" to be kept private, or an essential part of the public self which must be confessed to be "free". Based on this analysis, I argue public discourse should certainly challenge queer/Muslim and secular/religious dichotomies. But more fundamentally, there is a need to cultivate education publics that refuse strategic secularisms based in neo-colonial, racialised discourses of secular Christian civilisation, and engage the losses created by the privatising and deprivatising of specific forms of minority religious and sexual identity.
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- 2024
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35. Troubling Knowledges and Difficult Pedagogical Moments for Students Learning
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Sheila Quaid and Helen Williams
- Abstract
As HE professional educators in Social Sciences, we teach a curriculum which foregrounds inequalities. This includes inequalities related to diverse social groups and differences of race, class, gender, disability and sexuality, underpinned by global approaches. Learners are asked to reconsider the social world through a critical lens with perhaps very different explanations of inequalities and the (re)production of power. This paper illuminates early considerations arising from primary research of those teaching moments described as 'difficult' by our participants. The difficulty created for the teacher/student partnership is often experienced by us through the resistance by students who often cannot imagine a world view beyond their own. They can believe their way of knowing themselves in the world is how the world is for everyone. The critical educator recognises that in any given moment they are required to consciously manage the pedagogical illuminations of structural inequalities and individual agency. These difficult moments produce struggle for the student who is learning and pedagogical challenges for the lecturer. This paper captures a snapshot of some of the experiences of educators teaching diversity across a range of subject areas. We also reflect on the potential for professional development and possibilities for embedding best practice in preparing academic staff to deal with difficult moments.
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- 2024
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36. Functions of Crisis in Religious Education Discourse since 1975. A Critical Corpus-Assisted Analysis
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Stefan Altmeyer and Andreas Menne
- Abstract
The omnipresence of multiple crisis diagnoses in contemporary public discourse deeply affects religious education (RE). At first sight, this does not seem to be surprising, insofar as it corresponds to the pedagogical ambition to meaningfully respond to challenges in the lifeworld of learners. Yet, what happens when current phenomena are framed as crisis? Prior to asking the question how RE responds to a particular crisis, one might consider the way in which the perception of reality as crisis emerges and works. Against this background, the paper investigates the use of 'crisis' in RE discourse since 1975. We consider developments up to 2019 using an evenly distributed, diachronic random sample of 485 papers from English RE journals, and then compare this with a synchronic corpus of 31 papers around the emergence of the Covid pandemic. With reference to critical political theory, crises are interpreted as part of normative orders that structure the perception of the respective present. Methodologically, we follow the approach of a corpus-assisted critical discourse analysis. Results show how RE discourse frames its perception of the present by means of diagnosing crises. A critical examination of corresponding attributions and implications opens spaces for alternative ways of thinking and acting.
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- 2024
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37. 'I Feel Like the Wicked Witch': Identifying Tensions between School Readiness Policy and Teacher Beliefs, Knowledge and Practice in Early Childhood Education
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Louise Kay
- Abstract
This paper critically examines the tensions arising between Reception teachers' professional beliefs and knowledge, and the school readiness agenda in England. It scrutinises how the increasing academic expectations placed on children to ensure they are 'ready for school' may conflict with teachers' understanding of how young children learn, their pedagogical philosophies and classroom practices. In this paper, cultural-historical activity theory (CHAT) is utilised as a methodological and analytical framework, specifically harnessing Engeström and Sannino's work on 'manifestations of contradictions'. This theoretical lens is applied to elucidate the specific contradictions that surface at the policy-practice interface and to explore how teachers navigate these conflicts and tensions. Data were gathered through interviews with two Reception teachers and analysed to identify four distinct contradiction categories: dilemmas, double binds, critical conflicts and conflicts. The findings make a critical contribution to ongoing debates about the implications of the school readiness agenda on teacher beliefs, professional knowledge and the impact on children. Furthermore, this paper extends an original contribution to the practical application of CHAT in Early Childhood Education (ECE) research and emphasises the utility of identifying linguistic cues as an effective strategy to reveal contradictions in textual data, thereby furthering understanding of policy--practice tensions in ECE.
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- 2024
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38. A Dilemmatic Approach to Democratic School Leadership and Governance
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Ariel Sarid
- Abstract
This paper presents a dilemmatic approach to democratic school leadership and governance (DSL). Rather than viewing dilemmas and inner tensions as debilitating democratic governance, a dilemmatic approach views tensions between core values as a defining feature of DSL. A dilemmatic approach differs from central views in the field by regarding DSL as a variable mode of democratic governance, characterized by a dynamic movement across democratic models. After discussing prominent views in the DSL literature, the paper concludes with a discussion of the principles that assist in elaborating the mechanism activating the movement among different modes of DSL.
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- 2024
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39. Education in Exile as a Hope-Making Practice: The Case of Russian Higher Education Projects
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Sofya Smyslova
- Abstract
This qualitative study explores the self-conceptualisation of higher education projects (HEPs) relocated out of Russia or created in exile by Russian emigrants after the Russian invasion of Ukraine in 2022. Drawing on semi-structured interviews, analysed by thematic analysis, and discourse analysis of projects' promo-materials, this paper explores how HEPs formulate their goals and aims concerning the conflict zone--their homeland. The research argues that these projects manage to overcome 'exiled consciousness' and appear as a hope-making practice. However, aiming to preserve the relocated academic heritage, HEPs limit their self-reconceptualisation, i.e., further reflection on the continuity of their practice. Along with presenting current narratives, the study suggests further directions for exploration of the imagined future and its materialisation mechanism through educational means in the context of a political and humanitarian crisis, along with the way the international education landscape is being reshaped in it.
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- 2024
40. Escaping the Acquiescent Immobility Trap: The Role of Virtual Mobility in Supporting Physical Study Abroad Aspirations among Students from Russia
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Mariia Tishenina
- Abstract
The Russia-Ukraine conflict has significantly impacted the outbound student mobility of Russian students. This paper highlights and explains the positive role virtual student mobility can play in shaping and sustaining the international education aspirations of Russian students amidst the entangled geopolitical and financial crises. Drawing upon the Aspirations-Capabilities framework of migration, the notion of mobility capital, and different states of (im)mobility, the study analyses 16 semi-structured, in-depth interviews conducted with Russian students who participated in various forms of virtual mobility in 2020-2023. The findings reveal that virtual mobility can bolster Russian students' capacity to aspire to international studies despite the mobility-suppressing climate by acting as a 'rite of passage' en route to international education, increasing language confidence, and challenging media portrayals of hostility towards Russian students. The richness of the virtual mobility experience in terms of communication with foreign teachers and students plays a key role in activating this affordance.
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- 2024
41. 'A Brief Moment in the Sun': Mapping White Backlash in the History of K-12 Black Education in the United States
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Amber M. Neal-Stanley, Kristen E. Duncan, and Bettina L. Love
- Abstract
White backlash is the immediate, violent response of some white people to the actual and perceived racial and educational progress of oppressed groups. In this paper, we take a historical detour to map this phenomenon, specifically in the history of K-12 Black education. We demonstrate that the current state of education is not an exceptional moment, but part of a long genealogy of anti-Black educational violence and white backlash. Yet, we suggest that operating from an understanding of the inevitability and imminence of white backlash offers necessary tools in the continued fight for liberatory Black educational futures. [Note: The publication year (2026) shown in the header on the PDF is incorrect. The correct publication year is 2024.]
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- 2024
42. Illustrating Thoughts & Feelings: Student-Produced Political Cartoons about Israel
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Matt Reingold
- Abstract
This paper presents the findings of a qualitative study about the inclusion of arts-based assessment strategies in a 12th grade Israel education classroom. Students were tasked with producing a political cartoon that demonstrated their understandings of contemporary Israeli society. Data was collected from interviews and students' original artwork. The findings revealed that learning through the arts provided students with opportunities to think about and express their feelings about Israel in aesthetically complex and personal ways. The findings also demonstrated the importance of pre-assessment strategies like frequent exposure to the genre of political cartoons and conferencing before submission.
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- 2024
43. Conglomerate Newspaper Ownership: International Paper Company, 1928-29.
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Packer, Cathy
- Abstract
Traces the events that followed International Paper Company's purchase of interests in 14 American newspapers in 1928-29. Reveals that a Federal Trade Commision probe led to a quick divestiture. (FL)
- Published
- 1983
44. Tensions in Teaching Balanced Controversial History: Competing Voices within a Student Teacher in Northern Ireland
- Author
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Judith L. Pace
- Abstract
History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict-affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk-taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity-based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.
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- 2024
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45. How Mathematical Modeling Enables Learning?
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Kandasamy, Sindura Subanemy and Czocher, Jennifer
- Abstract
In this theoretical paper we compare the Piagetian perspective on knowledge construction to mathematical model construction, with the aim to understand how mathematical modeling enables learning of mathematics and learning of science, as is often claimed. We do this by examining data through two lenses: (1) examining the role of cognitive conflict as it arises during validation of a model; and (2) viewing model validation as a reflection on activity-effect relationship. We explain why we chose to look deeply into model validation specifically, present examples for each lens, and consider implications. [For the complete proceedings, see ED629884.]
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- 2020
46. Unravelling the determinants of family firms' governance: the family protocol
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Jayantilal, Shital, Jorge, Sílvia Ferreira, and Alcarva, Paulo
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- 2024
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47. Reconciling Tensions between Excellence, Access and Equity in Multilateral R&D Partnerships: A Canadian Collaborators' Perspective
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Oleksiyenko, Anatoly
- Abstract
Universities traverse epistemic, sectoral and geopolitical boundaries with increasing frequency, but along the way encounter challenges in mitigating unequal capacities, soaring costs and proprietary concerns. The bridging of disparate stakeholder interests requires an enormous effort, as research policies, institutional norms and organizational cultures in global science often remain irreconcilable. In seeking to identify strategic leverages for optimal balance in cross-border partnerships, this paper considers the case study of the Structural Genomics Consortium, which represents a synergy of resources, interests and commitments by research universities, governments and industries in Canada, Sweden and the UK. By triangulating data derived from content analysis of institutional materials, interviews and participant observations in Toronto, the study zeros in on the Canadian equilibration of symbolic, cultural and organizational forces aimed at securing long-term stakeholder support across institutional, sectoral and geopolitical domains.
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- 2015
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48. An Unfinished Experiment: Ambiguity and Conflict in the Implementation of Higher Skills Policy
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Hordern, Jim
- Abstract
The higher skills policy of the UK New Labour Government emerged from the recommendations of the Leitch Review of Skills, and was implemented in England between 2007 and 2010. The policy aimed to encourage higher education (HE) institutions to engage with employers and employer representative bodies to design and deliver HE provision that reflected the needs of employers. Using key policy documents and evidence submitted to a select committee inquiry, aspects of ambiguity and conflict in the implementation of this policy are explored. This focuses on three specific areas where disagreements amongst parties, or with government, were observed, and ambiguities of policy means and objectives. Although conflict amongst interested parties is evident, this was not extensive within the HE sector as the policy was not seen as relevant to all institutions. The demonstrable ambiguity enables the policy to be absorbed and made appropriate to the norms and culture of the HE sector. The experimental structure of the policy, while always ambiguous, lost its rationale with the change of UK government in 2010.
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- 2015
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49. Waging Peace: A Global Paper on Resolving Conflict.
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Presents background information on creative and destructive conflict between and among nations, treaty negotiations, political decision making, environmental conflicts, and research and training in conflict resolution. Suggestions for individual and group involvement are presented. (DB)
- Published
- 1979
50. Measuring Sustainable Communication in Education
- Author
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Stanescu, Mirona, Andronache, Daniel, and Böhmer, Anselm
- Abstract
Although aspects of sustainability in communication such as nonviolence are discussed from time to time, hardly any theoretical basement with an empirical validation can be found. In the broadest sense, sustainability refers to the ability to maintain or support a process continuously over time. This paper asks for the theoretical approach that helps to understand the challenges of teaching in schools of diverse societies (2) and explains some core aspects of the ongoing research on sustainability and communication (3). After that, this paper presents the research question this project tried to answer (4) and explains the used instruments, the data, and some of the most relevant outcomes of this study (5). Finally, some conclusions describe the opportunities and threats of sustainable communication for teacher education. The outcome of this paper is that a specific theory of sustainable communication is missing. Furthermore, the results of the empirical investigation show that intercultural communication, nonviolent communication, cooperation, problem solving and, reflection are statistically related as constructs and predictors of sustainable communication. Also, the teaching experience of the participants in the sample is a significant predictor of the sustainable communication.
- Published
- 2022
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