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The Right has done much of its work in the name of scientific "objectivity," wildly deploying a popular discourse around "the real world" to achieve a range of specific ends. Complicating this are the long-standing critiques of "objectivity" and "reality"

There has been a widespread belief that teachers in Asian contexts including Japan and China are well protected by a tradition that reveres teachers. However, in Chinese contexts, cultural traditions have been found to undermine the teaching profession, t

This article is adapted from a new Australian Government report, The Current State of Chinese, Indonesian, Japanese and Korean Language Education in Australian Schools: Four Languages, Four Stories. The report summarises findings from four separate report

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift

Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too often, however, educators introduce external controls into lea

Children's literature has been analyzed through a number of different theoretical lenses, including critical literacy, feminism, and multiculturalism. Yet, given the prominence that image plays in such literature, little if any work in literacy has analyz

This article discusses the implications of some current philosophical thinking about groups, culture and the politics of identity (exploring the views of Anthony Appiah, Amartya Sen and Nel Noddings, among others) for education generally, and for issues o

The federal government's pledge for increased access to computers for students has been held up as "groundbreaking reform" as "digital schools" become a reality for more students. However, access to technology remains uneven across schools, student compe

Gerry Hassan asks whether the factors that have given rise to the so-called English Question are concerned with identity and culture or governance and legitimacy - or both - before looking to possible solutions

This paper investigates the oracy (listening/speaking) genres enacted in an undergraduate entry point unit in the internationalised university and the kind of knowledges these genres elicit and perform. Focusing on a series of lectures in a business studi

New Zealand's literacy strategy seeks to translate into reality the broad policy goals of equipping all New Zealanders with the knowledge, skills and values to be successful citizens of the twenty-first century. The central policy concern is reflected in

This article focuses on the emergence of what I shall refer to as "global ill-literacies," that is, the hybrid, transcultural linguistic and literacy practices of Hip Hop 1 youth in local and global contexts ( Alim, 2006; Alim, Ibrahim, & Pennycook, 2009; Androutsopoulos, 2003; Ibrahim, in press; Pennycook, 2007), as well as the pedagogical possibilities that scholars open up as they engage these forms ( Desai, 2010; Fisher, 2007; Hill, 2009; Kinloch, 2009; Low, 2011; Morrell & Duncan-Andrade, 2004).

While there appears to be broad acceptance that university graduates must have the capacity to think critically in an increasingly complex, information-rich world, there remains a gap between aspiration and teaching practice in many faculties. We examine this issue through our experience of designing assessment to develop critical thinking in a first year management unit. This case highlighted three important pedagogical considerations. First, there is the need to articulate a conceptualisation of critical thinking that is both discipline- and unit-specific. Second, there is a need to consider the crucial link between critical thinking and academic literacy. Third, there is a need to consider the relationship between the capacity for critical thinking, student learning progression and the development of disciplinary knowledge. These factors will all assist higher education teachers in meeting the challenge of designing developmentally appropriate assessment of critical thinking at each year level.

"There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multi-player online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context."