Journal of Contemporary Issues in Education最新文献_第2页

Relocating English Studies and SoTL in the Global South: Towards Decolonizing English and Critiquing the Coloniality of Language 在南半球重新定位英语研究和SoTL:走向英语的非殖民化和对语言殖民性的批判

Journal of Contemporary Issues in Education Pub Date : 2022-12-13 DOI: 10.20355/jcie29495

Chaka Chaka, S. Ndlangamandla

{"title":"Relocating English Studies and SoTL in the Global South: Towards Decolonizing English and Critiquing the Coloniality of Language","authors":"Chaka Chaka, S. Ndlangamandla","doi":"10.20355/jcie29495","DOIUrl":"https://doi.org/10.20355/jcie29495","url":null,"abstract":"South Africa has policies and frameworks for curriculum design, transformation, and quality assurance in each public institution of higher education (HE). These policies influence the scholarship of teaching and learning (SoTL), particularly at the departmental and disciplinary levels of English Studies. Despite the policy narratives and rhetoric, English Studies still carries vestiges of colonialism and apartheid in South Africa. Similarly, in other disciplines, scholars in the Global South have highlighted coloniality, epistemicides, epistemic errors, and epistemic injustices, but not in a dual critique of SoTL and the English language.\u0000Hypercritical self-reflexivity by academics should be the norm in SoTL, and this should be linked to language-based curriculum reforms and module content designs. All of these self-reflexive efforts should foreground how the mission to transform and decolonize is entangled with Eurocentric paradigms of English language teaching.\u0000This paper characterizes the nexus between SoTL and the coloniality of language within South African higher education. It also discusses and critiques the nature of an English department in a post-apartheid and postcolonial South Africa. In addition, it critiques the coloniality of language and imperial English language paradigms often embraced by higher education institutions (HEIs) in South Africa, and delineates curriculum transformation, Africanization, and decolonizing English within this educational sector. Finally, the paper challenges Eurocentric SoTL practices and colonialist English language paradigms by framing its argument within a critical southern decolonial perspective and a post-Eurocentric SoTL.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132327703","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: 4

Community Based Participatory Research: A Ladder of Opportunity for Engaged Scholarship in Higher Education 基于社区的参与式研究:高等教育参与式奖学金的机会阶梯

Journal of Contemporary Issues in Education Pub Date : 2022-12-13 DOI: 10.20355/jcie29514

K. Molosi-France, K. Dipholo

{"title":"Community Based Participatory Research: A Ladder of Opportunity for Engaged Scholarship in Higher Education","authors":"K. Molosi-France, K. Dipholo","doi":"10.20355/jcie29514","DOIUrl":"https://doi.org/10.20355/jcie29514","url":null,"abstract":"Higher Education the world over is recognized as a driver of development in the knowledge based economy. It is believed that Higher Education benefits the economy through the formation of human capital and building a knowledge base that contributes to solving problems in society. However, voices of frustration about graduates being unable to relate theory to practice in different contexts raises questions about the quality of teaching and learning in Higher Education Institutions (HEI). Some reports have shown that graduates seem to leave HEI’ s disengaged, ill equipped, and unable to apply acquired university knowledge to real world problems. In addition, even though the mission of the university is inclusive of engagement among others, community engagement priority seems to be emphasized only on the part of faculty members and less so on students. This in part is a result of a curriculum that mainly promotes classroom based learning and the ivory tower mentality of HEI, which places the community in the periphery of knowledge and data production. This conceptual paper argues that in order for HEI’s to produce quality graduates, who are innovative and active citizens, a transformative teaching and learning scholarship that moves beyond “classroom-based theory” is necessary, more especially for students in applied fields of study such as community development. Borrowing from Nyerere’s educational philosophy, this paper posits that Community Based Participatory Research (CBPR), with its collaborative inquiry, social action and service learning, may provide a basis for engaged scholarship of teaching and learning that promotes engagement for higher education students in applied fields of study. Thus, by exploring the concepts of engaged scholarship and CBPR and the nuances that exist between them, this paper seeks to underscore the importance of CBPR and how it can contribute to engaged scholarship for students.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129057544","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

Bridging SoTL and Open Educational Resources/Practices (OER/P) Through Tagore’s Southern Theory in the Era of a Pandemic 从泰戈尔大流行时代的南方理论看SoTL与开放教育资源/实践的桥梁

Journal of Contemporary Issues in Education Pub Date : 2022-12-13 DOI: 10.20355/jcie29497

A. Bayaga

{"title":"Bridging SoTL and Open Educational Resources/Practices (OER/P) Through Tagore’s Southern Theory in the Era of a Pandemic","authors":"A. Bayaga","doi":"10.20355/jcie29497","DOIUrl":"https://doi.org/10.20355/jcie29497","url":null,"abstract":"In recent times, while Scholarship of Teaching and Learning (SoTL) and pedagogy enabled by open educational resources/practices (OER/P-enabled pedagogy) have become paramount in higher education, both have hardly been addressed jointly. Given that both aim to adopt, share, and reuse open resources by lecturers and their students in higher education institutions, it would have been expected that both are conjointly used to enhance student learning instead of being used separately. Additionally, while studies are ongoing from different theoretical stances, SoTL and OER/P-enabled pedagogy research are considered separately. Consequently, and through systematic review, the current study aims at bridging SoTL and OER/P-enabled pedagogy through Tagore’s southern theory in the era of a pandemic in the educational setting.\u0000Tagore’s southern theory can demonstrate and explain the tacit linkage between SoTL via OER/P. Accordingly, Tagore’s southern theory should be used in broadening and deepening our understanding and thus serve as a guiding principle to approach SoTL and OER/P-enabled pedagogy conjointly. One key implication is that while it is important to conceptualize the global design of teaching and learning, it is vitally important to take account of local histories. Thus, the culturally entrenched connotations and interpretations for inclusive education can be addressed by employing both SoTL and OER/P-enabled pedagogy simultaneously. The hope is that the research assists in grounding the future of SoTL via OER/P-enabled pedagogy exploration.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124185281","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

Building Indigenous knowledge: Exploring the Pedagogy of Māori knowledge in the Digital Computing Information Technology Tertiary Sector of New Zealand 建立本土知识:探索新西兰数字计算信息技术第三产业Māori知识教学法

Journal of Contemporary Issues in Education Pub Date : 2022-12-13 DOI: 10.20355/jcie29499

Hamiora Te Momo

{"title":"Building Indigenous knowledge: Exploring the Pedagogy of Māori knowledge in the Digital Computing Information Technology Tertiary Sector of New Zealand","authors":"Hamiora Te Momo","doi":"10.20355/jcie29499","DOIUrl":"https://doi.org/10.20355/jcie29499","url":null,"abstract":"In 2021, Computing Information Technology Research and Education New Zealand (CITRENZ, 2021) held a conference for academics to explore information technology in a changing world. It provided a platform for those academics that teach in this industry a forum to discuss knowledge transfer and teaching practices. A workshop on “Mātauranga Māori in Information Technology,” which is a specialised type of expertise that continues to be in its infancy was presented. Mātauranga Māori in academia is a body of Indigenous Māori knowledge passed down from generation to generation, stretching back to te ao marama, the creation of the world (Sadler, 2007). Therefore, the depth of Mātauranga Māori is embedded in the earth and waters that cover the lands (Royal, 1998). Exploring ways to transfer this type of knowledge to a classroom or global online environment for Information Technology is a new type of pedagogy.\u0000Building the academic capacity of people and academic programmes in Information Technology that supports Mātauranga Māori is pioneering for Indigenous academics. Navigating this pathway in the tertiary sector is delegated many times to the Indigenous academic to take leadership in this discipline. It also becomes a challenge for the Indigenous academic to retain leadership in these areas when these topics become globally attractive, like Cyber Security, where the representation of Indigenous experts are scarce in this industry and the outcome is that knowledge transfer tends to be the responsibility of the non-Indigenous academics to lead capacity building initiatives. This article discusses five key issues: 1) programmes in the Digital Computing Information Technology sector; 2) Mātauranga Māori in Information Technology; 3) the pedagogy of teaching and delivery; 4) Indigenous leadership in this sector; and 5) capacity building initiatives. It draws heavily from the literature and experience of those academics who work in the Institute of Technology and Polytechnics in Aotearoa New Zealand.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133690361","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

The Connection of Education for Sustainable Development and Language in African Educational Institutions – A Systematic Literature Review 非洲教育机构中可持续发展教育与语言的关系——系统文献综述

Journal of Contemporary Issues in Education Pub Date : 2022-07-11 DOI: 10.20355/jcie29484

Nicolas C. Ulmer, K. Wydra

引用次数: 1

Perspectives of Muslim and Minority Canadian Youth on Hate Speech and Social Media 加拿大穆斯林和少数族裔青年对仇恨言论和社交媒体的看法

Journal of Contemporary Issues in Education Pub Date : 2022-07-11 DOI: 10.20355/jcie29489

Adeela Arshad-Ayaz, M. Naseem, Hedia Hizaoui

{"title":"Perspectives of Muslim and Minority Canadian Youth on Hate Speech and Social Media","authors":"Adeela Arshad-Ayaz, M. Naseem, Hedia Hizaoui","doi":"10.20355/jcie29489","DOIUrl":"https://doi.org/10.20355/jcie29489","url":null,"abstract":"In this article, we highlight the perspectives of marginalized Canadian youth regarding hate speech on social media. Specifically, our research focus is on the complexity and intersectionality involved in cyber violence, especially in relation to marginalized identities. Twenty-five participants aged 18 to 25 studying at a central Canadian University (from an initial sample of 90 participants) who self-identified as victims of hate speech were invited to share their experiences and narrate their stories. Research results demonstrate that online hate speech is growing in Canada to an extent where it is has become normalized. This has serious implications for the well-being of Canadian youth - both perpetrators and victims of hate speech. The main targets of hate speech on social media in Canada are immigrants and minorities, particularly Muslims. Results show that online hate speech has significant consequences for the lives of Canadian youth. The repercussions for the victim's mental and physical well-being manifest in problems ranging from alienation, identity issues, deterioration of psychological and physical health to cyber and in-person bullying, and much more. The study concludes that while there are definite links between the rise of online hate speech, deterioration of mental and physical health, and increased attacks on immigrants and minorities, not much action has gone into policymaking and education to correct the situation. \u0000 ","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130535974","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

Problematizing Access to Higher Education for Refugee and Globally Displaced Students: What’s the Problem Represented to Be in Canadian University Responses to Syrian, Afghan and Ukrainian Crises? 难民和全球流离失所学生接受高等教育的问题:加拿大大学对叙利亚、阿富汗和乌克兰危机的反应代表了什么问题?

Journal of Contemporary Issues in Education Pub Date : 2022-07-11 DOI: 10.20355/jcie29504

Melody Viczko, Renata Matsumoto

{"title":"Problematizing Access to Higher Education for Refugee and Globally Displaced Students: What’s the Problem Represented to Be in Canadian University Responses to Syrian, Afghan and Ukrainian Crises?","authors":"Melody Viczko, Renata Matsumoto","doi":"10.20355/jcie29504","DOIUrl":"https://doi.org/10.20355/jcie29504","url":null,"abstract":"The UNHCR’s 15by30 campaign to increase refugee student enrolment in higher education to 15% by 2030 is a lofty goal. Canadian higher education institutions have a role to play in contributing to this policy goal, along with advocacy efforts from refugee student groups, community-based organizations, government, and international organizations. The aim of this study is to look critically at how the issue of access to higher education for refugee and globally displaced people is represented through Ontario’s universities’ responses to federal government initiatives to crises in Syria, Afghanistan and Ukraine. In this study, we use Bacchi’s (2009) “What’s the problem represented to be?” approach to policy analysis and, drawing on Dillabough’s (2022) critique of modernity in higher education, we argue that university responses related to refugee and globally displaced student access to higher education offer the possibility to reflect on the paradoxical tensions of the problem space in Canadian higher education. In our findings, we discuss how the problem of refugee and displacement crisis was represented differently in response to differences in geopolitical conditions and government policies, as we demonstrate how representations of material problems and categories of “citizenship” and “geographical location” in the universities’ responses contributed to creating boundaries of inclusion and exclusion for access. Finally, we show how the creation of educational programs for “globally displaced people” during the period related to the Ukrainian crisis perpetuates the logic of colonialism in the universities’ responses.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116592805","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: 3

Self-regulation in Education by Jeffrey A. Greene 杰弗里·a·格林《教育中的自律

Journal of Contemporary Issues in Education Pub Date : 2022-07-11 DOI: 10.20355/jcie29510

Annmarie Noonan

引用次数: 0

Make the Move to K-12 Online Teaching: Research-based Strategies and Practices by Kerry Rice 迈向K-12在线教学:基于研究的策略与实践

Journal of Contemporary Issues in Education Pub Date : 2021-12-18 DOI: 10.20355/jcie29475

Kathleen Krier

引用次数: 0

How COVID-19 Has Exacerbated Inequality in Higher Education in Brazil COVID-19如何加剧了巴西高等教育的不平等

Journal of Contemporary Issues in Education Pub Date : 2021-12-18 DOI: 10.20355/jcie29467

F. Pinto

{"title":"How COVID-19 Has Exacerbated Inequality in Higher Education in Brazil","authors":"F. Pinto","doi":"10.20355/jcie29467","DOIUrl":"https://doi.org/10.20355/jcie29467","url":null,"abstract":"Drawing on educational census data and a review of news articles and higher education policies in Brazil, this article examines the impact of COVID-19 on the access and retention of the low-income Brazilian population in higher education. Guided by the question, “What is the impact of COVID-19 on the most vulnerable population in Brazil in terms of access to, and retention in higher education?”, the paper is structured in two sections: the first offers a short historical overview of Brazilian higher education; the second examines the impact of the pandemic on student retention in higher education, looking at factors such as social isolation, job and income precarity, use of Information and Communication Technologies (ICT), internet access, and technological resources. I argue that distance education offered by private higher education institutions benefits the privileged students and that the effects of the pandemic are detrimental to the socially disadvantaged students since those who are in public universities do not always have access to technology, and those who study in private universities feel the impact of not being able to pay tuition fees, besides the loss of several jobs in different sectors. In conclusion, I recommend policy initiatives to improve access to higher education.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131192320","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