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2. Discourse Tokens of Value and the Coordination of Internship Labor: Analyzing How Employers Talk about College Internships. WCER Working Paper No. 2022-2
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Wolfgram, Matthew, and Pasqualone, Alexandra D.
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This paper analyzes how employers use discourse to ideologize the value of college internships--a historically emergent form of contingent, temporary, educational labor which has rapidly become a major feature of both higher education and labor relations in the United States (Frenette, 2015). The analysis is based on in-depth interviews with employers (n=38) in firms and organizations across a range of sectors who supervise and coordinate the work of college student interns from two public universities and two technical colleges located in different economic regions within the same U.S. Midwestern state. Using the anthropological theory of value (Graeber, 2001), we develop an analysis of how employers use discourse to ideologize and coordinate internship labor. Employers use three discourses of value to ideologize 1) the individual intern as the primary beneficiary of the internship ("entrepreneurial discourse of value"); 2) the organization or firm as the primary beneficiary of the internship ("corporate efficiency discourse of value"); and 3) the community, industry, or society in general as the primary beneficiary of the internship ("community service discourse of value"). The article develops the concept of a "discourse token of value"--discursive forms that (like cash) mediate value--as a central concept of the analysis of emergent forms of education and labor.
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- 2022
3. The Influence of Policy Formulation Contextual Factors on Implementation: South African White Paper 7 as a Case in Point
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Tshimanika, Kabeya, Chigona, Agnes, and Sadeck, Osman
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Using a qualitative historical research approach, this paper examines the contextual influences, including the formulation motive and their possible impact on policy implementation, of the South African (SA) e-Education White Paper 7 (WP7). A critical discourse analysis (CDA) was conducted on the policy and data was collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions depicting a policy in contradiction with itself, carrying the hallmark of a symbolic policy. That is, a policy characterised by lack of direction, contradictions in its motive of formulation, no dedicated resources for its implementation, distorted communication resulting from the validity tests, and lack of "material consequences" (Rivzi and Lingard, 2009, p.8). The circumstantial context (socioeconomic and political) of its formulation, dictated to by the prescripts of the negotiated political settlement (NPS), that ushered in the new democratic South Africa (SA), is found to have taken precedence. It further overshadowed critical analysis on the educational needs, which would have informed a better strategic integration of Information and Communication Technology (ICTs) in education. The circumstantial context resulted in a lack of a common goal between policy actors and interest groups. This, to the extent that the former thought of capitalising on the donations of the latter for their own political interests, while the latter saw in the formulation of such policy a way of imposing Government spending in favour of their businesses. These circumstances may have contributed to the policy's failure to reach its set textual objectives and goal by 2013.
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- 2022
4. 'I Watched as He Put Things on the Paper': A Feminist View of Mathematical Discourse
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Theobold, Allison S. and Williams, Derek A.
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In this study we present results of a discourse analysis of the interactions between two partners, Uma and Sean, through a feminist lens. During roughly five hours of small group work in a teaching experiment, how each partner used language to position each other's thinking as mathematically significant and establish a collaborative environment varied dramatically. Specifically, Uma shouldered the burden of continuously working to maintain collaboration, oftentimes at the expense of having her thinking positioned as mathematically significant. On the other hand, Sean regularly offered little opportunity for Uma to engage openly with his thinking, which ultimately constrained Uma's opportunities to learn. [For the complete proceedings, see ED630210.]
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- 2022
5. What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education
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Swift, Kelsey
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In this three-paper dissertation project, I explore how 'English' becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (Garcia, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here -- focused, in turn, on classroom discourse and pedagogical practices, curriculum, and language scholarship -- as something of a "self portrait" of English (del Valle, Lauria, Orono, & Rojas, 2021). I start with "'The good English': The ideological construction of the target language in adult ESOL", a study which employs classroom-based ethnography and classroom discourse analysis (Rampton, 2006; Reyes, 2011; Rosa, 2019) to look at the construction of 'English' in a nonprofit, community-based adult ESOL program in New York. I argue that the structural conditions of the program promote reliance on a conception of 'English' shaped by linguistic racism, despite the program's progressive ideals. Drawing on ethnographic observation and interviews, I outline the discursive and pedagogical practices that uphold this conception of 'English', and how students destabilize it, with an eye toward possibilities for alternate conceptions and pedagogies. In the next paper, "English by the book: Linguistic (and social) normativity in adult English curriculum over time", I explore how the ideologies I observed in contemporary classrooms developed over time by looking at 12 adult English textbooks from the 20th and early 21st centuries. Drawing on raciolinguistic genealogy (Anais, 2013; Flores, 2021), metapragmatics (Cutler, 2020; Urban, 2006), and the discourse analysis of textbooks, I argue that while normativity remains a core focus of mainstream adult immigrant education from its early institutions into the contemporary moment, linguistic normativity has become increasingly more central to mainstream conceptions of adult English learning (and, therefore, immigrant socialization) than broader social normativity. I end with a discussion of the potential reasons for this shift, and the ways it perpetuates the marginalization of adult immigrants. In the last paper, "Whiteness as the standard: Shifting ideologies, race, and social context", I explore how these ideologies developed more broadly, analyzing historical language scholarship, again employing elements of raciolinguistic genealogy and metapragmatics. I find that while the linguistic features of 'nonstandard' English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom. With this dissertation, I aim to fill in gaps in my own syllabi, and to create helpful tools for the educational linguistics classroom. Together, I hope these studies help current and future educators better understand the connection between language norms and racism, and to be aware of the history they are inheriting and also their role in it now, so they can, with their students, imagine and co-create alternatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
6. Bataille and the Poverty of Academic Form
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Ansgar Allen
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This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West's more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from within, but offers an example of what a less domesticated, less stylistically narrowed mode of thinking might look like.
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- 2024
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7. Research on the Interactive Elements and Functions of Live Streaming Sales Language ——Take 'Hao Bu Hao' as an Example
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Li, Hanmeng, Kou, Xin, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Dong, Minghui, editor, Hong, Jia-Fei, editor, Lin, Jingxia, editor, and Jin, Peng, editor
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- 2024
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8. U.S. Student Media Associations' Mission Statements Provide Discursive Leadership in Support of Civic Culture
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Vogts, Todd R.
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As political division and polarization continually increases in the United States, civic knowledge faces decline. Journalism education provides a potential remedy for these democracy-endangering harms by imparting valuable instruction regarding civics and the role of the media in society. However, with no standardization in the country, individual educators and school districts largely must develop their own curricula. Luckily, student media associations provide support and leadership to student media programs, which is articulated through their mission statements. Filling a gap in the existing research, this study conducted a thematic analysis and found discursive leadership within the mission statements of such associations.
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- 2023
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9. Information Extraction for Design of a Multi-feature Hybrid Approach for Pronominal Anaphora Resolution in a Low Resource Language
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Agarwal, Shreya, Jha, Prajna, Abbas, Ali, Siddiqui, Tanveer J., Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Das, Prodipto, editor, Begum, Shahin Ara, editor, and Buyya, Rajkumar, editor
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- 2024
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10. Immigrant in the Light of Language Production
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Vodanović, Barbara, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Bartulović, Anita, editor, Mijić, Linda, editor, and Silberztein, Max, editor
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- 2024
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11. Semantic Analysis of Migrants’ Self-entrepreneurship Ecosystem Narratives
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Olivieri, Cecilia, Laquidara, Lorenzo Maggio, Semlali, Agathe, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Bartulović, Anita, editor, Mijić, Linda, editor, and Silberztein, Max, editor
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- 2024
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12. Research of Dialogue Analysis and Questioning Strategies for Classroom Concentration Enhancement
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Zhou, Jian, Ling, Jianxia, Zhu, Jia, Huang, Changqin, Shi, Jianyang, Liu, Xin, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Gan, Jianhou, editor, Pan, Yi, editor, Zhou, Juxiang, editor, Liu, Dong, editor, Song, Xianhua, editor, and Lu, Zeguang, editor
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- 2024
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13. The Glocalization of Physical Education Assessment Discourse
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Tolgfors, Björn and Barker, Dean
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Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specific purpose of the paper is to critically consider the encounter between global PE assessment discourse and local educational traditions. The International Association for Physical Education in Higher Education (AIESEP) position statement on physical education assessment is taken as a case of global assessment discourse and is considered in relation to Swedish physical education traditions. Robertson's [(1995). Time-space and homogeneity-heterogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), "Global modernities." Sage] notion of glocalization is employed as a theoretical perspective. We begin our consideration by outlining general tenets of the position statement and of Swedish physical education. We then examine areas of synergy and tension. This examination is structured according to six issues: (1) rationales for assessment; (2) underlying views of learning; (3) teachers' role in teaching and assessment; (4) positioning of students; (5) understandings of subject content, and; (6) the ways in which contextual conditions are framed. Using a glocalization perspective, we raise three issues that have a strong bearing on the encounter between global discourse and local educational traditions and which provide insights into how assessment discourse within PE can be understood. These issues concern: (1) the risk of local educational traditions being appropriated by global assessment discourse; (2) the relation between assessment homogeneity and local diversity; and (3) meaningful PE practices. The paper is concluded with general reflections concerning implications for research and practice.
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- 2023
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14. Local Mandate, Global Market: How Canadian Colleges Discuss International Students
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Buckner, Elizabeth, Brown, Taiya, and Morales, Sarah
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Although the number of international students in Canadian colleges has been increasing rapidly, colleges' internationalization activities have received less attention than those of universities. This article examined how Canadian colleges discuss international students in their official internationalization strategy documents. Conducting critical content analysis of the internationalization strategies of 11 colleges from five provinces in Canada, we found that internationalization strategies focus on four major themes: recruitment, student services, intercultural awareness and post-graduation transitions. We drew on concepts from both resource dependency theory and neo-institutional theory to explain the combination of both revenue generation and commitments to diversity as key themes in the documents. Ultimately, we argue that colleges justify their focus on international student recruitment by framing international students as promoting the development of intercultural awareness and global competences of domestic students, which are framed as increasingly necessary for their labor market success. Meanwhile, the aspirations and goals of international students themselves seem to be an after-thought. We conclude with a call to center the goals of international students as a starting point for creating more responsive institutions.
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- 2023
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15. What Are We Saying by Saying so Little? Mission Statements, Diversity Mission Statements, and NCAA Programs
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Ortega, Guillermo, Taylor, Z. W., and Childs, Joshua
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Prior research has analyzed the purpose and composition of athletic mission statements, but no prior work has moved beyond athletic mission statements and toward athletic diversity mission statements. Specifically, this study sought to understand the prevalence of both athletic mission and diversity mission statements and how National Collegiate Athletic Association (NCAA) programs address diversity in both types of statements. Through a content analysis of 250 NCAA websites from both public and private institutions, this study found 62% of institutions published an athletics mission statement on their institutional website, while only 11.6% published diversity mission statements. Linguistic analyses suggest mission statements largely focus on students and speak of diversity in terms of women and gender, while diversity mission statements focus on both students and coaches and speak of diversity in terms of women, gender, race, and sexual orientation. Implications for research, practice, and equity and diversity in NCAA programs is addressed.
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- 2022
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16. How Children and Their Teacher Use Different Ways of Talking during Whole Class Interactions in a New Zealand Primary Classroom
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Mathematics Education Research Group of Australasia (MERGA) and Sharma, Shweta
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The interactional role of language use in the mathematics classroom is explored in the last few decades. This paper adds to the knowledge base by exploring different ways of talking that children and their teacher use in a New Zealand primary geometry English-medium classroom. Bakhtin's concept of speech genres is used for an analysing transcript of one audiovisually recorded whole-class interaction episode from a geometry lesson in a Year 5/6 classroom. The analysis suggests that the teacher and children use various genres to participate in classroom interactions. The use of several genres provides insights into what children and the teacher construct as mathematical in the real sense. The paper finished with a few implications for teaching and research.
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- 2023
17. Internationalisation of Higher Education in Malaysia and the Philippines: A Comparative Analysis of Mission and Vision Statements of Selected Universities
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Dumanig, Francisco P. and Symaco, Lorraine Pe
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This paper examines how internationalisation of higher education institutions is reflected through their mission and vision statements by comparatively analysing the mission and vision statements of selected universities in Malaysia and the Philippines. To carry out the study, twenty (20) mission and vision statements of public and private universities in Malaysia and the Philippines were collected and analysed, underlined by the importance of textual agency in policy orientations. The framework used in analysing the mission and vision statements includes the analysis of textual practice and discourse practice. The micro-level analysis of the discourse focused on the textual practice, such as vocabulary, grammar, and text structure. Moreover, the genre and style of text were also analysed. The findings of the study reveal that the mission and vision statements of universities in Malaysia and the Philippines align with respective country policies, and have something in common as far as the concept of internationalisation in higher education is concerned. It is also evident that universities in both countries emphasise the importance of producing global and competent graduates, and obtaining international recognition and world-class education.
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- 2022
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18. The Emergence of Creativity as an Academic Discipline: Examining the Institutionalization of Higher Education Programs
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Aktas, Fatih
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As a result of globalization and the digital revolution, the concept of creativity has become increasingly central to education policy and practice. On the one hand, the calls for creativity are driven by an economic imperative. The argument is that there has been a shift from an industrial-based economy to a knowledge-based economy to a creative economy. The calls for creativity are also driven by the social and personal development of individuals, approaching the concept more holistically. The increasing importance attached to the creativity concept has already resulted in the growth of the degree-, certificate- and award-bearing programs across higher education institutions. Building on a social constructivist perspective and adopting critical discourse analysis, this study examines how universities approach the conceptualization and institutionalization of the concept of creativity by undertaking content analysis of creativity related program mission statements and curriculum materials.
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- 2022
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19. Race-Conscious Professional Teaching Standards: Where Do the States Stand?
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Danielle M. Carrier
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Education policymakers have long sought to reduce persistent achievement disparities between students of color and White students with varying levels of success. Understanding the different needs and obstacles faced by students and families of color is important given educating all individuals for our future U.S. society is a priority. Educational policy should reflect the assumption that race matters and continues to impact educational opportunity. This paper argues that race-conscious professional teaching standards could extend the structural boundaries of teacher practice when working with racially, culturally, and linguistically diverse students. Using discourse analysis to analyze the deeper meanings of selected states' teaching standards in different sociopolitical contexts, this paper describes the challenges and opportunities for infusing race-conscious perspectives in teaching standards. Implications for how states' teaching policy language actively creates and builds teaching and learning environments are discussed.
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- 2024
20. The Homogenisation of Prospectuses over the Period of Massification in the UK
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Knight, Elizabeth Bronwen
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Through historically oriented critical discourse analysis this article considers how the messages regarding the purpose of higher education, as presented in prospectuses of four case study institutions, have been impacted by massification and marketisation in England between 1977 and 2018. The prospectuses of four higher education institutions of different status were analysed to trace how discourses relating to the value of an undergraduate degree could be identified in the prospectuses. The findings suggest that while the prospectuses presented multiple rationales as to why students should undertake degrees, there was a significant increase in focus on graduate transitions to employment and a parallel hollowing-out of information relating to course content. The study found that over the period the vocabularies drawn on to present the value of a degree have become homogenised, yet the rationales given for undertaking tertiary study became more numerous and complex, making diversity of institutional offers difficult for prospective students to differentiate.
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- 2022
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21. A Full Spectrum of Interpretation: A Discourse-Historical Analysis of One Community College's Mission Statement
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Provost, Adrienne L. and Kohnen, Angela M.
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This study analyzes the internal and external forces that led to the creation and revisions of a community college's mission statement over the course of its 53-year history. We used discourse-historical analysis to examine published college mission statements, transcripts of interviews with the founding dean of the college, and the college's archives (including meeting minutes, accreditation reports, and other internal correspondence). Emerging findings were further contextualized through additional primary sources. We found that the college's founders were influenced by the humanistic education movement and crafted a mission statement that reflected humanistic ideals of self-actualization and positive growth for the betterment of humanity. This original mission statement was nearly unaltered for the first 15 years of the college's existence. However, external forces, including the rise of neoliberalism within education, led to a complete rewrite of the mission statement. The revised statement, reflecting a neoliberal understanding of the purpose of community college education, remains in place. This study demonstrates the influence of external forces, including those contrary to the college's founding principles, on its mission. Given the fact that community colleges serve a vast majority of disadvantaged students, the impact of neoliberal policy is particularly concerning.
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- 2022
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22. Processing the Discourse of Insecurity in Rosario with the NooJ Platform
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Rodrigo, Andrea, Reyes, Silvia, González, Mariana, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, González, Mariana, editor, Reyes, Silvia Susana, editor, Rodrigo, Andrea, editor, and Silberztein, Max, editor
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- 2022
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23. Has Language as Resource Been the Basis for Mother-Tongue Instruction in Sweden? On the Evolution of Policy Orientations towards a Uniquely Enduring Bilingual Policy
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Memet Aktürk-Drake
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This paper provides a comprehensive analysis of the motivations that key policy documents have put forward as justifications for Sweden's mother-tongue instruction in immigrant and historical minority languages as a multicultural policy that has endured for nearly half a century. The diachronic development of these motivations is analysed in four periods and interpreted with the help of Ruiz's (1984) orientations in language planning. The corpus consists of 26 key policy documents making up the coordinative discourse among policy actors. Based on an innovative mix of qualitative and quantitative methods, the motivations are presented in a three-tiered taxonomy consisting of motivational units, themes and language-planning orientations. The results point to both continuity and change in how mother-tongue instruction has been justified over time. Confirming previous research, the results show that the language-as-resource orientation has played a central role in justifying both the establishment and the maintenance of mother-tongue instruction in Sweden and that language as right complemented this orientation. Furthermore, the study illustrates that the language-as-problem orientation need not always be detrimental to bilingualism and minority-language maintenance. Contrary to some claims in the literature, it is argued that language as extrinsic resource is not necessarily underpinned by neoliberalism, as there are also social liberal and conservative inroads to this orientation. The paper concludes that although the language-as-resource orientation plays an indispensable role in supporting bilingualism in education, not only the language-as-right orientation but also the language-as-problem orientation should not be neglected.
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- 2024
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24. Exploring Children's Negotiation of Meanings about 'D' in 2D and 3D Shapes in a Year 5/6 New Zealand Primary Classroom
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Shweta Sharma
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The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions--"another world", "different ways to go", and "flat vs fat"--to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research.
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- 2024
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25. Cause for Concern? The Value of Practical Knowledge in Professional Education
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Kjersti Sunde Maehre, Bente Isabell Borthne Hvitsten, and Catrine Torbjørnsen Halås
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The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional's autonomy and responsibility. The paper is based on the three authors' experiences as university teachers and researchers from three different fields, namely, nursing, social work, and special education. By using Foucault's theory of the panoptic gaze, the analysis shows what is at stake in professional practice, education, and research and introduces perspectives from practical knowledge as a more functional understanding, highlighting 1) that subjective experiences are not being legitimized, 2) the inherent knowledge of practice, and 3) evidence and valid knowledge.
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- 2024
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26. Polarized Discourses of 'Abortion' in English: A Corpus-Based Study of Semantic Prosody and Discursive Salience
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Beth Malory
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Amidst ongoing global debate about reproductive rights, questions have emerged about the role of language in reinforcing stigma around termination. Amongst some 'pro-choice' groups, the use of "pro-life" is discouraged, and "anti-abortion" is recommended. In UK official documents, "termination of pregnancy" is generally used, and "abortion" is avoided. Lack of empirical research focused on lexis means it is difficult to draw conclusions about the role language plays in this polarized debate, however. This paper, therefore, explores whether the stigma associated with "abortion" may reflect negative semantic prosody. Synthesizing quantitative corpus linguistic methods and qualitative discourse analysis, it presents findings that indicate that "abortion" has unfavourable semantic prosody in a corpus of contemporary internet English. These findings are considered in relation to discursive salience, offering a theoretical framework and operationalization of this theory. Through this lens, the paper considers whether the discursive salience of extreme anti-abortion discourses may strengthen the negative semantic prosody of "abortion." It, therefore, combines a contribution to theory around semantic prosody with a caution to those using "abortion" whilst unaware of its possibly unfavourable semantic prosody.
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- 2024
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27. To Speak or Not to Speak, and What to Speak, When Doing Task Actions Collaboratively
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Nasir, Jauwairia, Kothiyal, Aditi, Sheng, Haoyu, and Dillenbourg, Pierre
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Transactive discussion during collaborative learning is crucial for building on each other's reasoning and developing problem solving strategies. In a tabletop collaborative learning activity, student actions on the interface can drive their thinking and be used to ground discussions, thus affecting their problem-solving performance and learning. However, it is not clear how the interplay of actions and discussions, for instance, how students performing actions or pausing actions while discussing, is related to their learning. In this paper, we seek to understand how the transactivity of actions and discussions is associated with learning. Specifically, we ask what is the relationship between discussion and actions, and how it is different between those who learn (gainers) and those who do not (non-gainers). We present a combined differential sequence mining and content analysis approach to examine this relationship, which we applied on the data from 32 teams collaborating on a problem designed to help them learn concepts of minimum spanning trees. We found that discussion and action occur concurrently more frequently among gainers than non-gainers. Further we find that gainers tend to do more reflective actions along with discussion, such as looking at their previous solutions, than non-gainers. Finally, gainers discussion consists more of goal clarification, reflection on past solutions and agreement on future actions than non-gainers, who do not share their ideas and cannot agree on next steps. Thus this approach helps us identify how the interplay of actions and discussion could lead to learning, and the findings offer guidelines to teachers and instructional designers regarding indicators of productive collaborative learning, and when and how, they should intervene to improve learning. Concretely, the results suggest that teachers should support elaborative, reflective and planning discussions along with reflective actions. [For the complete proceedings, see ED630829.]
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- 2023
28. Managing the Ongoing Impact of Colonialism on Mathematics Education
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Mathematics Education Research Group of Australasia (MERGA) and Owens, Kay
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This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking.
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- 2023
29. Online Reviews Are Leading Indicators of Changes in K-12 School Attributes
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Linsen Li, Aron Culotta, Douglas N. Harris, and Nicholas Mattei
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School rating websites are increasingly used by parents to assess the quality and fit of U.S. K-12 schools for their children. These online reviews often contain detailed descriptions of a school's strengths and weaknesses, which both reflect and inform perceptions of a school. Existing work on these text reviews has focused on finding words or themes that underlie these perceptions, but has stopped short of using the textual reviews as leading indicators of school performance. In this paper, we investigate to what extent the language used in online reviews of a school is predictive of changes in the attributes of that school, such as its socio-economic makeup and student test scores. Using over 300K reviews of 70K U.S. schools from a popular ratings website, we apply language processing models to predict whether schools will significantly increase or decrease in an attribute of interest over a future time horizon. We find that using the text improves predictive performance significantly over a baseline model that does not include text but only the historical time-series of the indicators themselves, suggesting that the review text carries predictive power. A qualitative analysis of the most predictive terms and phrases used in the text reviews indicates a number of topics that serve as leading indicators, such as diversity, changes in school leadership, a focus on testing, and school safety.
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- 2023
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30. Investigating Multimodal Predictors of Peer Satisfaction for Collaborative Coding in Middle School
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Ma, Yingbo, Katuka, Gloria Ashiya, Celepkolu, Mehmet, and Boyer, Kristy Elizabeth
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Collaborative learning is a complex process during which two or more learners exchange opinions, construct shared knowledge, and solve problems together. While engaging in this interactive process, learners' satisfaction toward their partners plays a crucial role in defining the success of the collaboration. If intelligent systems could predict peer satisfaction early during collaboration, they could intervene with adaptive support. However, while extensive studies have associated peer satisfaction with factors such as social presence, communication, and trustworthiness, there is no research on automatically predicting learners' satisfaction toward their partners. To fill this gap, this paper investigates the automatic prediction of peer satisfaction by analyzing 44 middle school learners' interactions during collaborative coding tasks. We extracted three types of features from dialogues: (1) linguistic features indicating semantics; (2) acoustic-prosodic features including energy and pitch; and (3) visual features including eye gaze, head pose, facial behaviors, and body pose. We then trained several regression models to predict the peer satisfaction scores that learners received from their partners. The results revealed that head position and body location were significant indicators of peer satisfaction: lower head and body distances between partners were associated with more positive peer satisfaction. This work is the first to investigate the multimodal prediction of peer satisfaction during collaborative problem solving, and represents a step toward the development of real-time intelligent systems that support collaborative learning. [For the full proceedings, see ED623995.]
- Published
- 2022
31. Are Learners Referring to the General or the Particular? Discursive Markers of Generic versus Empirical Example-Use
- Author
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Mathematics Education Research Group of Australasia (MERGA), Knox, Jo, and Kontorovich, Igor'
- Abstract
Supporting students of all levels to move beyond empirical arguments, which employ example based reasoning to endorse universal truths and are thus mathematically invalid, remains a challenging goal in mathematics education. Arguments that make use of generic examples are both mathematically valid and accessible for even young learners. However, discerning whether students are viewing or using an example as a specific case, or a general case, is difficult. In this paper, we open the space between empirical and generic use of examples and establish categories of example-use regarding odd and even numbers. We reveal discursive markers pointing towards whether a learner is referring to particularity or generality in their example-based reasoning.
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- 2022
32. Using Epistemic Network Analysis to Explore Discourse Patterns across Design Iterations of a Teacher Dashboard
- Author
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Adair, Amy, Owens, Jessica, and Gobert, Janice
- Abstract
Providing high-level support to students on NGSS inquiry practices can be challenging; however, teacher dashboards can help teachers provide just-in-time instruction to students, both in-person and online. Prior work has shown some success with a dashboard that alerts teachers in real time on students' science inquiry difficulties, but teachers differed in their use of the alerts. To further support teachers, we designed a second iteration, in which the alerts included actionable, evidence-based Teacher Inquiry Practice Supports (TIPS), a series of suggested scaffolds that teachers can use to support students on the practices with which they are struggling. In this study, we investigate how the discursive support patterns from one teacher differed when using the dashboard alerts "without" TIPS followed by "with" TIPS. Findings suggest that TIPS influenced how the teacher incorporated different types of support for her students, and further, that the support given varied across different virtual lab stages. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences, 2022, pp. 297-304.]
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- 2022
33. Statutes and Case Law as Sources for Discourse Analysis When Researching South African Education Reform through a Complexity Theory Lens
- Author
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du Plessis, André
- Abstract
This paper explicates how statutes and case law (court cases) can be used as sources for discourse analysis when researching South African education reform through a complexity theory lens. Firstly, the law-making process is built on discourses at different levels. Secondly, discourses are manifested in case law because in order to resolve disputes arguments are presented on which the court is then required to rule. Discourse analysis explores how meaning, identities, activities and relationships are negotiated and constructed and these sources of discourse are useful when the focus is on the study of actions and interactions within the education system. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
34. Modeling One-on-One Online Tutoring Discourse Using an Accountable Talk Framework
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Balyan, Renu, Arner, Tracy, Taylor, Karen, Shin, Jinnie, Banawan, Michelle, Leite, Walter L., and McNamara, Danielle S.
- Abstract
The National Council of Teachers of Mathematics (NCTM) has been emphasizing the importance of teachers' pedagogical communication as part of mathematical teaching and learning for decades. Specifically, NCTM has provided guidance on how teachers can foster mathematical communication that positively impacts student learning. A teacher may have different academic goals towards what needs to be achieved in a classroom, which require a variety of discourse-based tools that allow students to engage fully in mathematical thinking and reasoning. Accountable or academically productive talk is one such approach for classroom discourse that may ensure that the discussions are coherent, purposeful and productive. This paper discusses the use of a transformer model for classifying classroom talk moves based on the accountable talk framework. We investigate the extent to which the classroom Accountable Talk framework can be successfully applied to one-on-one online mathematics tutoring environments. We further propose a framework adapted from Accountable Talk, but more specifically aligned to one-on-one online tutoring. The model performance for the proposed framework is evaluated and compared with a small sample of expert coding. The results obtained from the proposed framework for one-on-one tutoring are promising and improve classification performance of the talk moves for our dataset. [For the full proceedings, see ED623995.]
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- 2022
35. Facilitating Reflection in Teletandem through Automatically Generated Conversation Metrics and Playback Video
- Author
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Dey-Plissonneau, Aparajita, Lee, Hyowon, Scriney, Michael, Smeaton, Alan F., Pradier, Vincent, and Riaz, Hamza
- Abstract
This pilot study focuses on a tool called L2L that allows second language (L2) learners to visualise and analyse their Zoom interactions with native speakers. L2L uses the Zoom transcript to automatically generate conversation metrics and its playback feature with timestamps allows students to replay any chosen portion of the conversation for post-session reflection and self-review. This exploratory study investigates a seven-week teletandem project, where undergraduate students from an Irish university learning French (B2) interacted with their peers from a French university learning English (B2+) via Zoom. The data collected from a survey (N=43) and semi-structured interviews (N=35) show that the quantitative conversation metrics and qualitative review of the synchronous content helped raise students' confidence levels while engaging with native speakers. Furthermore, it allowed them to set tangible goals to improve their participation, and be more aware of what, why, and how they are learning. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
36. Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race
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Barrero Jaramillo, Diana M.
- Abstract
Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck & Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings & Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions of race brings to the foreground the relations between Indigenous erasure, anti-Blackness, and othering of racialized communities within the contemporary multicultural nation (Haque, 2012; Tuck & Gorlewski, 2016).
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- 2023
37. Enacting Paulo Freire's Thoughts in the University English as a Foreign Language (EFL) Classroom through the Analysis of Mo Salah Phenomenon in the UK
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Mochammad Choirul Anwar and Ribut Wahyudi
- Abstract
In this paper, we present an example of how the selected texts (on the footballer Mo Salah) can potentially be discussed in the university EFL classroom especially (Critical) Discourse Analysis course using Freire's seminal work on Critical Pedagogy (CP). We do it by firstly introducing Freire's concept of CP which includes problem posing education and dialog as elaborated by Durakoglu et al. (2013). Then we move on to highlight the previous works conducted on CP in Indonesian EFL contexts and provide critical analysis of how the particular texts drawn from Anwar's (2020) unpublished thesis on Mo Salah's phenomenal career could be analyzed using Freire's concepts. Closing this reflection, we locate this paper within critical approaches to English Language Teaching such as post-method pedagogy and post-structural and post-colonially informed teaching.
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- 2023
38. 'Nip This Crap in the Bud': Using Social Media to Understand Bullying in Graduate School
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Josie L. Andrews
- Abstract
Graduate school experience is regarded as a "period of professional infancy" in which graduate students rely on a successful socialization process to help them develop a professional identity within the profession. Unfortunately, the socialization process has also emerged as a hotbed of academic bullying. In this study, 621 online public social media written posts were analyzed to further understand graduate students' experiences of academic bullying. Based on a thematic analysis, three themes emerged -- "mental gymnastics," hammering on all sides, and "nip this crap in the bud." Implications for academic leaders will be discussed. [For the full proceedings, see ED648717.]
- Published
- 2023
39. Habermasian Discourse Theory for Educational Policymaking: Attending to Perspective Taking and Communicative Agency
- Author
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Kelly, Darron
- Abstract
This paper identifies and considers issues of perspective taking and communicative agency in applying Jürgen Habermas's discourse theory to policymaking in educational settings. The central question is whether Habermas provides an epistemic framework that supports reciprocal and sincere expressions of the views and interests of individuals in a heterogeneous society. Examining this question leads to a discussion of "practical discourse" in light of a willingness of participants to reach mutual understanding and agreement, and the centrality of perspective taking and communicative agency in such discourses. Also examined is a conceptualization of "application discourses," the implications of such discourses for perspective taking and communicative agency, and the role these discourses might play in further assuring the overall inclusivity and context sensitivity of applying education policies in specific circumstances. The paper then gives a brief re-analysis of an empirical study that used Habermas's concept of the "ideal speech situation" as a normative framework for interpreting data. The re-analysis means to illustrate the practical value of practical discourse for guiding and assessing educational policymaking. The paper ends with a short justification of the necessity of attending to perspective taking and communicative agency when viewing education as a basic human right.
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- 2023
40. Moving beyond Ideological Problem-Solving Paradigms in Higher Education Governance Studies: Toward a Renewed Perspective
- Author
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Yembergenova, Danagul
- Abstract
New Public Management (NPM)-inspired higher education (HE) governance has become increasingly topical in recent years. However, while existing research provides an overall understanding of relevant changes, it does not offer a complete analysis of complex governance and falls prey to deterministic and relatively narrow ideological impositions. Scholars are overwhelmingly oriented toward governance models or modes and the ideas of efficiency, effectiveness, and competition in NPM. They either promote these aspects as an approach to organizing HE governance or criticize them in addition to evaluating or comparing their outcomes. Therefore, based on a literature review and drawing on Foucauldian ideas of political rationality, this paper proposes a shift from the ideology-based problem-solving paradigm to a renewed approach. By calling for an increased focus on bottom-up initiatives that stem from below while studying NPM-inspired HE governance, this paper recommends conducting a discourse analysis of technical policy papers together with empirical-analytical studies to identify interpretive political rationalities and histories. Overall, the approach proposed in this paper would limit the deterministic mode of policy analysis and lead to more refined ways of understanding HE governance in certain fields, clarifying problematic situations, and effectively estimating future directions.
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- 2023
41. Semantic Topic Chains for Modeling Temporality of Themes in Online Student Discussion Forums
- Author
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Chopra, Harshita, Lin, Yiwen, Samadi, Mohammad Amin, Cavazos, Jacqueline G., Yu, Renzhe, Jaquay, Spencer, and Nixon, Nia
- Abstract
Exploring students' discourse in academic settings over time can provide valuable insight into the evolution of learner engagement and participation in online learning. In this study, we propose an analytical framework to capture topics and the temporal progression of learner discourse. We employed a Contextualized Topic Modeling technique on messages posted by undergraduates in online discussion forums from Fall 2019 to Spring 2020. We further evaluated if topics were originating from specific courses or more generally distributed across multiple courses. Our results suggested a significant increase in the number of general topics after the onset of the pandemic, suggesting emergent topics being discussed in a range of courses. In addition, using Word Mover's Distance, we examined the semantic similarity of topics in adjacent months and constructed topic chains. Our findings indicated that previously course-centric topics such as public health developed into more general discussions that emphasize inequities and healthcare during the pandemic. Furthermore, emergent topics around students' lived experiences underscored the role of discussion forums in capturing educational experiences temporally. Finally, we discuss the implications of current findings for post-pandemic higher education and the effectiveness of our framework in exploring unstructured large-scale educational data. [For the complete proceedings, see ED630829.]
- Published
- 2023
42. Peer Collaboration in Early Years Mathematics: A Linguistic Analysis
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Mathematics Education Research Group of Australasia (MERGA), Murphy, Carol, Thomas, Damon, and Muir, Tracey
- Abstract
In this study, we aim to investigate the role of language in small group peer collaboration. Based on the notion of symmetrical scaffolding, we draw on theories of dialogic space and functional linguistics to analyse a transcript of three six-year-old students as they explore a shared understanding of 'two more than'. Using Martin and White's (2005) engagement framework as an analytical tool, we identify how the three students used language resources in contractive and expansive ways to move each other's learning forward. These findings provide a perspective of symmetrical scaffolding closely focused on students' language choices that support engagement with each other's thinking. We suggest that a focus on use of language with young students is valuable in identifying the type of mathematical discourse that will support peer collaboration in problem solving and mathematical reasoning.
- Published
- 2023
43. Navigating Theory and Practice in Intercultural Language Teaching: Challenges Faced by a Pre-Service Language Teacher in Enacting an Interpretive Perspective in Classroom Interaction
- Author
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Wang, Yvette Yitong
- Abstract
This paper investigates the author's classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic. It reflexively examines two critical incidents in classroom practice in terms of what these incidents reveal about the challenges faced by pre-service teachers in operationalizing an interpretive stance towards intercultural language teaching and learning in practice. Based on the epistemology of reflective practice, this self-study seeks to produce knowledge-of-practice by framing the author's practical knowledge as language teacher in relation to theories of intercultural language teaching. Classroom discourse analysis of teaching and learning sequencies provides an emic lens on the enactment of an interpretive perspective on intercultural language teaching at the micro level in terms of two basic aspects of pedagogical practice: 1) Embedding interpretation in learning design and 2) Mediating learners' interpretations in classroom interaction. The findings reveal that this author's attempts to personalise intercultural language learning and elicit meaningful reflections from students were constrained by the limited semiotic richness of the material presented and the difficulty of going beyond a superficial interactional format to provide effective scaffolding and successfully realize a dialogic stance towards knowledge building. The paper considers the implications of these challenges for pre-service teacher education and offers suggestions for supporting teachers hoping to teach interculturally.
- Published
- 2023
44. Pronunciation, Grammar, and Vocabulary Explanations in Pedagogical Interaction
- Author
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Romig, Mark
- Abstract
This article reviews conversation analytic research on explanations in pedagogical interaction, particularly in language learning classrooms. In reviewing this literature, this paper aims to provide a comprehensive account of what is interactionally involved when giving pedagogical explanations so that future research investigating the effectiveness of these kinds of explanations can be appropriately measured. The paper first discusses characteristics of explanation as interactional phenomena, namely that they are sequentially organized, either planned or unplanned, and either monologically or dialogically organized. Then, the paper details how explanations in three particular linguistic domains (i.e., pronunciation, grammar, and vocabulary) are accomplished interactionally. In doing so, this paper highlights similarities and differences across linguistic domains that are frequently found in language learning classrooms. The paper ends by identifying patterns across pedagogical explanations and by suggesting directions for future research.
- Published
- 2023
45. Language Behaviors Signifying Lecturers' Social Identity in the Business English Teaching Context
- Author
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Khatuna Buskivadze
- Abstract
The present study aims to investigate the socio- and applied linguistic functions and frequency of lecturers' language behaviors (code-switching (CS), code-mixing (CM), and translanguaging) in terms of showing lecturers' social identity in the Georgian educational discourse, namely, in teaching Business English (English for Specific Purposes - ESP) at the university level. An examination of Georgian discursive peculiarities is a novel addition to this field of research, as there are very few studies focusing on Georgian lecturers' language behaviors in English for Specific Purposes (ESP). Both quantitative (online questionnaires (70 students) and qualitative (8 lecturers' recorded lectures) research methods are used to illustrate the functions of using code-switching, code-mixing, and translanguaging in English for Specific Purposes (ESP) (lecturers' recorded lessons (80 hours). Surprisingly, in contrast to previous studies' findings, we found that the Georgian and English languages are equally used for informal and formal purposes. Both languages are used to express solidarity in classroom conversations. The given study is a unique example in which both English and Georgian are used as marked/unmarked ("We-code", "They-code") choices, as previous studies only considered L1 (first language) as "we-code" and a foreign language (English) was regarded solely as "they code." Within 80 hours of recordings (ESP), 549 cases of code-switching, 103 cases of code-mixing, and 177 cases of translanguaging, planned use of L1 (Georgian) were detected in teaching vocabulary. Consequently, using translanguaging can be beneficial to business English lecturers seeking to improve and fossilize students' Georgian business terminology. The business English lecturers consider the English language to be an inseparable part of their identity, however, they still incorporate the mother tongue in their lectures for encouraging the enhancement of the Business terminology in the Georgian language. [For the full proceedings, see ED654100.]
- Published
- 2023
46. 'They Always Make It Right. We Can Do That for Everybody': Young Adolescents Considering (In)Justice When Reading
- Author
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Chandler, Caleb and Wegrzyn, Kaitlin
- Abstract
This paper draws on Bakhtin's (1981) notions of discourse and ideological becoming to investigate how adolescents' experiences with young adult literature and other texts might inform their thinking around issues of social justice. We engaged in a number of activities with the young adolescent participants: thought maps, illustrations of poignant scenes, written accounts of personal experiences, and focus group interviews. Using these activities as our data for this paper, we explain how the young adolescent participants called upon discourses of social justice to engage in the process of ideological becoming. Thus, the paper concludes that texts have the potential to affect students' ways of thinking and being in profound ways.
- Published
- 2022
47. Sensemaking of Sustainability in Higher Educational Institutions through the Lens of Discourse Analysis
- Author
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Olga Dziubaniuk, Catharina Groop, Maria Ivanova-Gongne, Monica Nyholm, and Ilia Gugenishvili
- Abstract
Purpose: This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy. Design/methodology/approach: This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs). Findings: This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders' multiplicity of sustainability values. Originality/value: This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context.
- Published
- 2024
- Full Text
- View/download PDF
48. Mapping the Lesson: Network Graphs and Microgenres
- Author
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Fei Victor Lim
- Abstract
While the use of video recording as a method of data collection has helped researchers to resolve the challenge of capturing classroom interactions between teachers and students, it can be challenging for the researchers and teachers to make sense of the rich data collected. This paper describes an approach of analysing and visualising a language lesson with lesson microgenre and network graphs to provide an overview map of the lesson enactment. Studying the language lesson from a lesson microgenre perspective can provide both the co-text and context of the lesson when specific segments of the lesson are identified for interpretation and reflection by the teacher. The lesson map is visualised using network graphs to show the progression, connections, and patterns of the lesson microgenres. The paper describes the application of the approach in a study of the English lessons conducted by two teachers in a Singapore primary school and discuss the implications of the approach on teacher training.
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- 2024
- Full Text
- View/download PDF
49. Does Public Consultation Affect Policy Formulation? Negotiation Strategies between the Administration and Citizens
- Author
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Tae-Hee Choi and Yee-Lok Wong
- Abstract
While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen's opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they -- sometimes with conflicting interests -- collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations ("non-commitment," "case closure," "disengagement for irrelevance," and "placation") to evade citizens' equity-oriented demands and stakeholders' three counter strategies ("mobilising" other stakeholders into a coalition, "reopening the case" pointing out a new problem, and "appealing" by affirming relevance). The state's discrete refusals and stakeholders' conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations.
- Published
- 2024
- Full Text
- View/download PDF
50. An Exploration of the Ideological Becoming of Online Educators
- Author
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Joanne Larty and Vivien Hodgson
- Abstract
As online education continues to proliferate that there is a need to understand how institutions can better support faculty in the transition to online education. Building on work that has suggested the importance of learning spaces for faculty to engage in discussion and reflection on their move to online education, this paper employs Bakhtin's notion of "ideological becoming" to provide a theoretically grounded understanding of how the design of such spaces can better facilitate this move. The paper reveals how learning spaces designed to develop critical awareness empower faculty to navigate discourses of online education, enabling them to build on their existing knowledge and skills as educators. The findings reveal how engaging faculty in critical dialogue can enable a cumulative shift in thinking from discussions dominated by authoritative discourses of online education that create an initial confusion between performance and pedagogy to the development of critical awareness that enables them to challenge dominant discourses and reconnect with the self as an experienced educator. The paper provides an important insight into an approach that might enable institutions to better support faculty buy-in and acceptance of online education.
- Published
- 2024
- Full Text
- View/download PDF
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