Group items matching

in title, tags, annotations or url

"This article poses the following research question How do multilingual students in higher education negotiate the multi in their multilingualism and multiliteracies? The article presents data from a qualitative study conducted with eight multilingual undergraduate university students in which the participants describe their complex multilingualism and literacy practices in interviews and provide samples of their formal and less formal literacies for analysis. Findings show that participants creatively use their multilingual and multiliterate competencies in safe informal contexts, but in high-stakes academic contexts they relegate these competencies to conform to institutional expectations of standard academic writing in English. Analysis involves an interweaving of several theoretical perspectives: multilingualism as something combined and hybrid rather than discrete languages, multiliteracies, academic literacies, and identity formation as performed and negotiated in relation to powerful social and institutional discourses. The authors find the participants of the present study to be highly reflexive, knowledgeable, and skilled transnational learners, a finding that challenges pervasive discourses around multilingual learners that focus on deficit and remediation."

"In this article, we investigate the question of who benefits from language minority research by analyzing the discourses of language rights and human rights jointly, because language rights are perforce part of human rights. We argue that some 'small' minority languages flourish and others fail unless speakers of these languages articulate their voices and needs. We also explore how human rights discourses relate to traditional practices. The interests of local communities and the involvement of linguists do not enhance the status of minority communities unless linguists traverse the gap between academic discourses on rights and vernacular discourses on similar topics. African linguists are themselves in a double bind: on the one hand, they seek to promote the interests of local communities and, on the other hand, they have to meet their professional obligations. They are not able to address the material needs of local communities because advocating language and human rights cannot resolve Africa's intractable problems. In addition, epistemologically, African scholarship is not sufficiently contextualized to be relevant to complex, labile, and polyvalent contexts. The defining epistemological trope contributing to the crises in African scholarship on rights and other sociolinguistic topics is 'theoretical extraversion': African linguists construe their professional work as a space to test Western constructs rather than to develop endogenous knowledge practices, a situation that is difficult to overcome."

During the last decade or so, schooling policy has had to increasingly grapple with processes that have a global reach. One significant aspect of globalisation has been the global flows of asylum seekers and refugees. Although Australia has a long history of accepting asylum seekers and refugees, in recent times, concerns about national security have fuelled community disquiet about refugees and asylum seekers. As such the 'refugee problem' is a crucial site for research by those interested in the relationships between a vibrant and socially just society and educational policy and practice. This paper draws on Rose's genealogy of 'community' (that is community now a site for governmentality); and Bauman's meditation on 'elusive community' (how can we have both freedom and security?) as a means to think through an appropriate ethico-politics for educators grappling with the refugee problem in Australia.

New Labour came to power with a stated commitment to 'education, education, education' and confirmed quickly that this commitment included a greater role for business in the modernization of state schools. One important, yet under-researched, element of d

There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the conce

In recent years and with increasing frequency, Japan's mass media has reported on the phenomenon of parents making 'impossible' demands of schools. Researchers have also recognized the importance of understanding parents' expectations toward public school education. It is against this backdrop of heightened awareness that this paper sets out to uncover variations in parental attitudes by categorizing mothers into some groups and assessing how much these groups differ from one another. Of special interest are 'struggling part-timers' who must juggle work and family responsibilities. Our findings point to the need to provide these parents with more child care assistance and other support.

This paper explores the structure of the project-based innovation networks promoted by tax incentives to innovation activities in the Brazilian ICT sector ("ICT Law"). It proposes a framework for characterizing the decentralized governance of innovation projects in sectors, identifying (i) the boundaries between firms and technological partners, (ii) the specialization of actors in types of activities and (iii) the speed of change in the collaborations between firms and technological institutes. The empirical analysis is based on the data of more than 10,000 innovation projects conducted between 1997 and 2003. The results show a strong re-organization of the innovation networks in the sector during the period, attributed mainly to a shift from investments in middleware to software-related innovation activities, the re-specialization of the subsidiaries of multinational companies, and the emergence of private research institutes as central nodes inside the sectoral innovation system.

Understanding state-citizen relations involves a multitude of spaces and actors, formal and informal political practices and the intricacies of subjectivity and citizen-formation. One emerging tactic by which both 'state' agencies and other non-state actors manage, administer, discipline, shape, care for and enable liberal citizens is that of governing through pedagogy. Schools, universities, the voluntary sector, civil society organisations, churches, commercial education and training providers, the media, government departments and state agencies offer fruitful empirical spaces through which the pedagogies of governing are worked and reworked. This special issue therefore brings together researchers from education, human geography, sociology, social policy and political theory in order to consider the idea of the 'pedagogical state' as a means of understanding the pedagogic strategies employed to govern citizens, both within and outside the formal education sphere.

This article argues for a more systematic and integrated approach to the cultural dimension within English language education in a globalized world, with the concept of culture taking on an affectively related and process-oriented meaning. To this end, it suggests an approach for the development of the ability to decenter from cultural norms and behavior that previously have been taken for granted, within a social constructivist framework of learning. The study from which the article is drawn was conducted through action research in an EFL (English as a foreign language) classroom during the three final years of basic education within the Swedish-medium educational system in Finland.

This article is constructed as three narratives that are situated within the distinct and separate spatio-temporal contexts of social activism and research of the three contributors. Each contributor's role and position within this context has inflected h

This paper describes the integration of cooperative learning (CL) activities into a graduate teacher education course, Collaborative Teaching in English as a Second Language (ESL). Because teachers and researchers have both identified discipline status an

This article discusses an effect of the emerging "global structures of common difference" on minority group empowerment. Researchers suggest that structures of difference often limit the ways of being. This article introduces more productive effects and s

This introductory article provides an overview and theoretical anchor for the following contributions in this special issue. The article discusses, first, the necessity for introducing a new research paradigm - 'visual competence' - in the social sciences

Dr. Timmons holds degrees from the University of Calgary, Gonzaga University, Acadia University and Mt. Allison University. Her extensive history of community engagement is reflected in research contributions that focus in the area of education psychology

This article investigates the role of listening in English. The importance of 'reading with the ear' is discussed, as is research into the views of teachers and pupils on this topic. Practical suggestions are made for according to listening a more meaning

This article addresses two key challenges that globalization poses to literacy research: the need for new models of literacy and literacy education, and the stakes of adopting multiliteracies pedagogies in different contexts - that is, the tensions betwee

In our current moment there is a resurgence of interest in pedagogy as an object of research and policy. In this context the Redesigning Pedagogies in the North (RPiN) project sought to improve educational outcomes for students from low-socioeconomic stat

The Journal of Media Literacy Education is an online interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. The journal provides a forum for established and emerging scholars, media p

The paper describes an approach to digital design grounded in processes of Indigenous collective memory making. We claim the research should be understood as performative knowledge making, and accounting it should also be performative. Accordingly we pres

This paper reports on a two-day workshop held in Sweden (7-8 April 2008) to bring together researchers and professionals to share insights and experiences in the application of information and communication technology (ICT) to sustainable development (SD)