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International Journal of Bias, Identity and Diversities in Education最新文献

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Digital Pedagogy Before, During, and After COVID-19 COVID-19 之前、期间和之后的数字教学法
International Journal of Bias, Identity and Diversities in Education Pub Date : 2024-04-17 DOI: 10.4018/ijbide.342602
Arnab Kundu
{"title":"Digital Pedagogy Before, During, and After COVID-19","authors":"Arnab Kundu","doi":"10.4018/ijbide.342602","DOIUrl":"https://doi.org/10.4018/ijbide.342602","url":null,"abstract":"The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has returned to pre-Covid levels. A case study examined an EFL teacher's principles and practices in a rural elementary school, using Farrell's reflective practice framework to understand perceived changes influencing his thoughts, practices, and outlooks. The study reveals that the sudden adoption of digital teaching in schools had no long-term impact. Teachers received a preliminary induction, but there has not yet been any enduring transformation. As a result, following the pandemic, schools have reverted to their previous face-to-face format, abandoning the online learning impulse and environment. It has been discovered that the purported commitments to strengthen the school system's adaptability and resilience to handle any such future tragedies are ineffectual. The return of the previous resistance to digital pedagogy in school had been detrimental to the country's digital learning flight.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"36 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Diversities in teacher education 教师教育的多样性
International Journal of Bias, Identity and Diversities in Education Pub Date : 2022-01-01 DOI: 10.4018/ijbide.301216
{"title":"Diversities in teacher education","authors":"","doi":"10.4018/ijbide.301216","DOIUrl":"https://doi.org/10.4018/ijbide.301216","url":null,"abstract":"In the teacher workforce, approximately two-thirds of teachers are White. While the population of diverse learners has grown in school, we lack teacher diversity. Diversifying voices and perceptions of all students is important. Teachers from minority groups can contribute to this diversification. This study examined teacher self-identity and teacher self-efficacy among 22 diverse preservice teachers at a university. The researcher looked at: (1) how these preservice teachers self-identify through the teacher education programs, and (2) how their teacher education programs and field teaching experiences shape their teacher self-efficacy. Results showed that they developed their identities based on their ethnic and racial identities and family backgrounds. They also believed they can make positive impacts on students. Results showed no significant differences on the overall of self-efficacy and on three subscales of efficacy between first- and second-year preservice teachers and third- and fourth-year preservice teachers. Implications for teacher educators are discussed.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130387613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Composing Lives Alongside 一起创作生活
International Journal of Bias, Identity and Diversities in Education Pub Date : 2021-07-01 DOI: 10.4018/IJBIDE.2021070101
Derek A. Hutchinson, Melissa S. Murphy
{"title":"Composing Lives Alongside","authors":"Derek A. Hutchinson, Melissa S. Murphy","doi":"10.4018/IJBIDE.2021070101","DOIUrl":"https://doi.org/10.4018/IJBIDE.2021070101","url":null,"abstract":"Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127511407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Plurilingual STEAM and School Lunches for Learning? 多语种STEAM和学校午餐的学习?
International Journal of Bias, Identity and Diversities in Education Pub Date : 2021-07-01 DOI: 10.4018/IJBIDE.2021070103
D. Pearce, Mayo Oyama, Daniel Moore, Yuki Kitano, Emiko Fujita
{"title":"Plurilingual STEAM and School Lunches for Learning?","authors":"D. Pearce, Mayo Oyama, Daniel Moore, Yuki Kitano, Emiko Fujita","doi":"10.4018/IJBIDE.2021070103","DOIUrl":"https://doi.org/10.4018/IJBIDE.2021070103","url":null,"abstract":"In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130008076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Doppelganger-Inspired Change Effect Model of Faculty Global Cultural Competency 教师全球文化能力的二重身激励变化效应模型
International Journal of Bias, Identity and Diversities in Education Pub Date : 2021-07-01 DOI: 10.4018/IJBIDE.2021070102
Papia Bawa
{"title":"Doppelganger-Inspired Change Effect Model of Faculty Global Cultural Competency","authors":"Papia Bawa","doi":"10.4018/IJBIDE.2021070102","DOIUrl":"https://doi.org/10.4018/IJBIDE.2021070102","url":null,"abstract":"Our student populations' diversity now includes more than just African Americans, Native Americans, Latinos. We are now more representative of a wider range of cultural backgrounds. This shift brings fresh challenges of educator unpreparedness to identify with the unique cultures of international students. The cultural dissonance that international students face compounds this challenge. The cultural unawareness and misconceptions may be generated from both educators and students. The DICE model is inspired by an extensive review of the literature and a qualitative case study methods application. It is a process of fostering global cultural empathy and preparedness of educators by linking such preparedness to evaluating negative attitudinal influences that may block people from changing their thinking, which in turn will negatively impact global empathy preparedness. This is a valid linkage given the influence culture has on attitudes and vice versa and is true in the context of developing global empathy.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114752187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Coming Out, Going Home 出来，回家
International Journal of Bias, Identity and Diversities in Education Pub Date : 2020-01-01 DOI: 10.4018/ijbide.2020010101
Hong-Chi Shiau
{"title":"Coming Out, Going Home","authors":"Hong-Chi Shiau","doi":"10.4018/ijbide.2020010101","DOIUrl":"https://doi.org/10.4018/ijbide.2020010101","url":null,"abstract":"Despite the historical centrality of Western cities as sites of queer cultural settlement, larger global economic and political forces have vociferously shaped, dispersed, and altered dreams of mobility for gay Taiwanese millennials in the age of globalization. While Taiwanese gay millennials follow a seemingly universal “rural-to-urban,” “East-to-West” movement trajectory, this study also explicates local nuanced ramifications running against the common trend. Drawn upon five-year ethnographic studies in Taiwan, this study examines how parents could to some extent conform to societal pressures by co-creating a life narrative to the society. Parents/family appear to contribute to how participants' decision on spatial movement but gay male millennials with supportive parents are eventually “going home.” However, the concept of home is configured by multiple economic and social forces involving (1) the optimal distance with the biological family and (2) the proper performances of consumption policed and imposed by the gay community in the neoliberal Taiwanese society.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124101829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy “无论如何，大多数教学都是用阿拉伯语进行的”，英语作为沙特阿拉伯的教学媒介，介于事实和官方语言政策之间
International Journal of Bias, Identity and Diversities in Education Pub Date : 2019-11-28 DOI: 10.4018/IJBIDE.2019070105
Ismael Louber, S. Troudi
{"title":"“Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy","authors":"Ismael Louber, S. Troudi","doi":"10.4018/IJBIDE.2019070105","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019070105","url":null,"abstract":"There has been much debate about the issue of English as a Medium of Instruction (EMI) and the place of English in the context of international education in general and in the Arabian/Persian Gulf region in particular. This study explores the use of EMI in an undergraduate engineering programme in the Kingdom of Saudi Arabia (KSA). Using a qualitative approach to data collection by means of open-ended questionnaires and semi-structured interviews, this study explores the views of Arab expatriate teachers of scientific subjects, Saudi engineering students and preparatory year EFL non-Arab expatriate teachers on the use of EMI in their institution. The study sheds light on a certain gap in terms of actual classroom practices, between EMI as an official language policy and Arabic as de facto medium of instruction. Furthermore, the findings of the study suggest that the implementation of EMI may pose several challenges to both teachers and students.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128476521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Signs of Plurilingualism 使用多种语言的迹象
International Journal of Bias, Identity and Diversities in Education Pub Date : 2019-07-01 DOI: 10.4018/IJBIDE.2019070104
Petra Daryai-Hansen, Marta Kirilova
{"title":"Signs of Plurilingualism","authors":"Petra Daryai-Hansen, Marta Kirilova","doi":"10.4018/IJBIDE.2019070104","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019070104","url":null,"abstract":"During the last decade, universities worldwide have gradually become more internationalized. The article contributes theoretically as well as empirically to the field of internationalization in higher education by discussing two plurilingual language strategies that have recently been implemented in Danish higher education. The authors discuss signs of plurilingualism, how they can be conceptualized and why the promotion of plurilingualism seems to be central to Danish universities' internationalization efforts. Furthermore, the authors present a preliminary model that tries to capture the plurilingual countermoves and the quantitative data that have been collected in order to investigate students' language needs and teachers' language needs, competences and practices. These findings suggest a multifaceted picture of language needs among students and language competences, practices and needs among university staff and problematize the perception of English and the national language(s) as sufficient languages for academia.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130055032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Teachers' Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach 教师对语言意识教学法的态度、知识和技能
International Journal of Bias, Identity and Diversities in Education Pub Date : 2019-07-01 DOI: 10.4018/IJBIDE.2019070103
Petra Daryai-Hansen, S. Lefever, Inta Rimšāne
{"title":"Teachers' Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach","authors":"Petra Daryai-Hansen, S. Lefever, Inta Rimšāne","doi":"10.4018/IJBIDE.2019070103","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019070103","url":null,"abstract":"This article will present findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers' attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, the authors will present data from the teachers' survey at the beginning of the project, the teachers' interim survey and the focus group interviews at the end of the project.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123579708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Struggle” for Trust – Unintended Consequences of an “Integration Project” 争取信任的“斗争”——“一体化项目”的意外后果
International Journal of Bias, Identity and Diversities in Education Pub Date : 2019-07-01 DOI: 10.4018/IJBIDE.2019070102
M. Levínská, David Doubek
{"title":"“Struggle” for Trust – Unintended Consequences of an “Integration Project”","authors":"M. Levínská, David Doubek","doi":"10.4018/IJBIDE.2019070102","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019070102","url":null,"abstract":"This article has resulted from multiple years of cooperation of the research team Bittnerová, Doubek, and Levínská that examines issues related to Roma education in the context of social exclusion. Its main topic is to search for an understanding and interpretation of the failure of the project aiming to develop a social centre intended to serve as a basis for providing social services to needy residents of the researched site. The failure of “integration” is not just the refusal of embracing intercultural differences but the symbolic refusal of the impoverished status of the whole town, with the local Roma being the most glaring symbol of that impoverishment. This theoretical point is the theory of cultural models of Strauss and Quinn. “Romahood” is seen as a radial family resemblance category driven by a prototype in the context of distributed culture.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126552063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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