Developing Transnational Literacies

Implicit and Explicit Knowledge in Second Language Learning, Testing, and Teaching is a book with ambition. The authors aim to provide researchers in the field of Second Language Acquisition (SLA) with information on explicit knowledge (EK) and implicit knowledge (IK) of second language morphosyntax in terms of their definitions, their measurement, their utility to second language learning, and the effects that different instructional approaches may have on the creation of these two types of knowledge. The book is divided into five parts based on these aims. Part One, 'Introduction,' provides an overview of definitions and issues concerning EK and IK in cognitive psychology, educational psychology, and SLA. EK and IK are defined in terms of largely competing characteristics. For instance, EK is declarative while IK is procedural.

This article reports an investigation of second language (L2) students' class participation in English-language university courses in two different modes: face-to-face off-line and asynchronous online. The study addressed (1) what characteristics of academic online discourse were created in graduate courses; (2) how students reported their construction of online discourse and what problems they faced; and (3) what participant roles L2 students exhibited in their academic online discourse. The findings reveal larger differences between the two courses than those between L1 and L2 status. The two courses appeared to be equally successful in generating a high level of academic discourse, but they differed substantially in terms of language registration, attitudes, exercise of agency, and the range of participant roles.

Despite the crucial role of schools and universities in shaping the worldviews of their students, education has been a marginal topic in international relations. In a plea for more engagement with the power and effects of education, this paper analyzes the interplay of discipline and knowledge in the formation of geopolitical subjects. To this end, it employs material from ethnographic research at the Moscow State Institute of International Relations, the premier university for educating future Russian elites in the field of international relations. The paper draws on Foucault to chart the ensemble of disciplinary practices producing "docile bodies" and objective knowledge and traces how these practices are bound up with the geopolitical discourse of Russia as a great power: while they fashion the great power discourse with objectivity, disruptions in the discourse also disrupt disciplinary practices.

Journalism educators in Europe are gradually implementing training aimed at breaching borders between national newsroom cultures. At the same time, a "European" journalism culture has yet to materialize on a significant scale in the continent's newsrooms. This article examines this disconnect via a case study of a new transnational journalism education program. Graduates of the Master's in French-German journalism program face challenges in locating jobs that utilize their abilities, in large part because the media world still seems locked into national ways of thinking about journalism. As a result, these future journalists often find themselves in a sort of limbo, armed with a cutting-edge preparation but stymied by a profession still waiting to advance to a pan-European mindset.

This article emerges from a long-term project investigating the BBC initiative 'Blast' - an on- and offline creative resource for teenagers. Designed to 'inspire and equip' young people to be creative, the research interrogates the assumptions behind such a resource, particularly in terms of the so-called 'digital native', and tests such assumptions against the populations actually using and engaging with it. It finds that the conception of a 'digital native' - a technologically enthusiastic, if not technologically literate - teenage population, which is operationalized through the workshop structure of BBC Blast, rarely filters down to the teenagers themselves. Teenage delegates to the Blast workshops rarely validate interest based on technological facilities, enthusiasm or competency. Instead, it is peer groups and social alignments which shape declarations and, more importantly, enactments of interest

These texts by Margaret Dickinson consist of a short article written in 1979 for the journal of the UK film trade union, the ACTT, and explanatory notes written in 2010. While the main article is about the author's experiences of teaching film editing to absolute beginners in newly independent Mozambique, the notes provide background information about both Mozambique and ACTT. In the early 1970s elements within the ACTT proposed nationalisation as a solution to problems of the British film industry; the union commissioned a detailed report, which was hotly debated but then shelved. In Mozambique after independence in 1975 the government decided to develop cinema on the basis of partial nationalisation and established a national film institute, the Instituto Nacional de Cinema (INC), for the purpose. There was also a personal connection between ACTT and Mozambican cinema through the film-maker and radical thinker, Simon Hartog, who wrote the ACTT report and was subsequently employed in Mozambique to work for the INC there.

Traditionally, educational researchers and practitioners have focused on the development of youths' critical understanding of new media as one key aspect of digital literacy ( Buckingham, 2003; Gilster, 1997). Today, youth not only consume media when browsing the Internet and sharing information on social networking sites, but they also produce content when contributing to blogs, designing animations, graphics, and video productions ( Ito et al., 2009).

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).

This article introduces a forum of response articles to the edited volume Masculinities in Text and Teaching. The forum features two scholars of English in a transatlantic conversation and then a response by the editor of the volume. The forum develops, from the edited collection, the theme of pedagogical uncertainty in studies of masculinity and the ways those conversations can be used to help students develop their own humanistic ethics in the classroom. Employing two styles of doing work on teaching from the perspective of textual scholars, the author of one article reads her own experience and classroom moments to build an argument about the high stakes of doing work around gender for students and the profession. The other author reads from both classroom experience and from a text she teaches to open up new pedagogical possibilities. These techniques are echoed in the collected volume. A key argument throughout is that classroom struggles around texts and identities - which often provoke feelings of vulnerability and uncertainty for both teachers and students - can be deployed in conversations that enable students to learn about both the humanities subject and themselves.

The word' partnership' is pervasive within debates about participatory global governance and the idea of partnership acts as an underwriting principle within both the Millennium Development Goals (MDGs) and the Paris Declaration. However, there remains general ambiguity about the meaning of the idea of partnership and how its conceptualisation is meant to normatively guide a more co-ordinated move from theory to practice. Indeed, the idea of partnership remains an impoverished theoretical and practical appeal, which is under-defined, poorly scrutinised and unconvincingly utilised as a normative tool in applied practice. This article will provide a more theoretical examination of what an appeal to ideas of partnership means and explore what a normative commitment to a robust conceptualisation of partnership might look like within the MDGs. To do so, it will examine the underwriting normative language of partnership as it is found within the MDGs, theoretically explore the principles inherent within this normative language, and locate present gaps within the MDGs between its normative theory and applied practice. By doing so, it will be possible to outline some additional principles and commitments that are normatively required to satisfy the underwriting spirit of the MDGs in order to bring them in line with said spirit's own normative values.

The prospect for the MDGs cannot be reduced to the sum of the eight goals, divorced from international dynamics, the hard interests of states and the global dynamics that impact on both, or from the complexities and intractability of widespread poverty and its consequences. The legacies and controversies of previous international development initiatives also beset perceptions of, and support for, the MDGs. However, the wholly inclusive nature of the goals give them a unique normative standing and momentum; and the quantitative measures of progress ensure that there is more to the goals than lofty ideals. In addition, the thematic linkages between each of the goals is mutually reinforcing. While not discounting either structural difficulties or the lack of adequate progress in some specifics, it is important not to overlook the political consensus, abundant goodwill and normative momentum that have already been generated in the ten years to date. The answer to the question, 'How promising is the promise of the MDGs?' has not yet been answered definitively: there remains good reason for cautious optimism for progress up to 2015-and through revitalized commitment and persistent engagement, well beyond that date.

This article emerges from a long-term project investigating the BBC initiative 'Blast' - an on- and offline creative resource for teenagers. Designed to 'inspire and equip' young people to be creative, the research interrogates the assumptions behind such a resource, particularly in terms of the so-called 'digital native', and tests such assumptions against the populations actually using and engaging with it. It finds that the conception of a 'digital native' - a technologically enthusiastic, if not technologically literate - teenage population, which is operationalized through the workshop structure of BBC Blast, rarely filters down to the teenagers themselves. Teenage delegates to the Blast workshops rarely validate interest based on technological facilities, enthusiasm or competency. Instead, it is peer groups and social alignments which shape declarations and, more importantly, enactments of interest. This suggests that while the concept of the 'digital native' may be pertinent for generational comparisons of technological use, or is a useful concept for the operationalization of creative media workshops, it is simply not recognized by teenagers to whom it refers, nor does it adequately define use. Further, technological competency and enthusiasm sits uneasily with social and cultural peer group norms, where certain (and very specific) technological competency is socially permitted. This means that the concept of the 'digital native' is problematic, if not entirely inadequate. Focusing on the BBC Blast workshops therefore raises some critical questions around teenage motivations to become technologically literate, and the pleasures teenagers articulate in such engagements per se.

This paper focuses on an issue attracting increasing attention: the possible disadvantage inflicted on non-Anglophone academics by the dominance of English in scientific publication and academic exchange. We critically review the evidence for linguistic disadvantage, noting some of its limitations, and critique the native/non-native distinction as a coarse and somewhat unsatisfactory criterion for distinguishing between the advantaged and disadvantaged. In the second part of the paper we report on an empirical survey of the attitudes of Spanish academics at the University of Zaragoza to the possible disadvantage they may experience in publishing in English, and we investigate determinants of these attitudes. Though the survey shows, as expected, that a majority do feel disadvantaged in academic publication relative to Anglophone scholars, it also indicates, we argue, that attitudes are more complex and multidimensional than the literature sometimes suggests. Self-reported language proficiency emerges as a significant determinant of attitudes. The final part of the paper discusses a number of proposed language planning interventions designed to redress linguistic disadvantage. We argue that some of the more radical of these are flawed or unfeasible and suggest that more modest measures have a greater likelihood of ameliorating the situation.

This article analyzes the role of education in Latin America's development over the last two decades and recommends much greater emphasis on promoting learning, particularly among the poor. It documents significant progress in getting more children into school but little progress in making sure they reach minimum levels of learning (measured by scores on achievement tests). The authors find that the chief obstacles to improving the region's education systems are both technical (weak institutions and poor teaching) and political (teachers' unions that cling to the status quo and little political support for fundamental reform). The authors identify twelve policies they believe will improve the contribution education makes to development.

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.

Critical thinking (CT) has long been a valued curriculum outcome requirement for Nursing. In the early 1990s conceptualization of CT including two lists: cognitive and affective definitions. A decade later a Nursing expert panel added prediction and transforming knowledge, to the cognitive skills and intuition, open-mindedness and creativity to the affective definition of CT. Yet, there is still concern over how to teach nursing students to be creative, intuitive, and transform their knowledge. In this paper I used a geography of health concept to guide a series of general questions to help nursing students reflect on the physical and social environments to see ethical issues in their community practice. Fostering students' abilities to integrate their learning will nurture the essential affective (for example, intuition, creativity) and cognitive (transforming knowledge) skills that prepare them to make informed personal, professional and civic decisions throughout their lives.

This reflection, using auto-ethnography as method, explores the value of attunement to feedback in the teaching of a professional postgraduate course for allied mental health professionals. This is, therefore, a story of two halves: a narrative of my learning based on my reflections of my own teaching, and a story of how I have integrated feedback from students and their clinical supervisors to refine my teaching and course development in the programme. The resulting model of teaching and learning I have developed involves a process of 'creative attunement'. 'Attunement' is a psychodynamic concept involving 'contact' or a quality of relationship based on availability, presence, empathy, respect and selective disclosure. The learning activities of the programme aim to develop an awareness of the students' own 'craft knowledge' as graduate social workers and occupational therapists during their intern year in the health services. Through a process of growing the students' awareness of self in the clinician's role by attuning to students' feedback, learning from undergraduate education becomes more available to be applied in a new field of practice. Designing learning activities that incorporate stories of practice and align with clinical supervisors and service user narratives provides access to a variety of learning experiences. I explore the implications for developing critical-reflective practice within a 'community of learners' model.

The purpose of this literary investigation is twofold: first, to make explicit the connections between reflective teaching and critical literacy, and second, to infer from the findings key tasks for teachers in the critical literacy classroom. Specifically, the investigation shows that the following features of reflective teaching connect with and form the core of critical literacy, and are vital to the teaching of critical literacy: giving careful consideration or thought in order to create meaning and pass judgement; questioning personal assumptions, values and beliefs; taking initiatives and using intuition; taking part in development and change; and the use of journal writing. Examples of teachers' tasks in the critical literacy classroom include: building time into lesson plans and implementation for students to give careful consideration and thought to and to pass judgement on the text being studied; guiding students' evaluations and criticisms in a judicious manner; encouraging students to look critically at literature and question what they are reading; emphasizing the readings of texts from a variety of perspectives; allowing students to use journals to write entries that juxtapose multiple viewpoints; and facilitating discussions generally that are based on students' journal entries.

Stimulated by one public-friendly argument that foregrounds the integration of local identity and global citizenry and a second that is more mindful of the global-scale Othering, the present study draws attention to the seemingly intensified rivalry between global and local identities in Japan and argues that the nationwide interest in globalisation through the fervent yet often unsuccessful learning of English has contributed not only to the increasing call for English education and multiculturalism but also to a unified identity as we-Japanese. Thus, a sense of Japaneseness remains sustained, or rather fortified, within Japanese educational and industrial settings, in which English has acquired a crucial role. The present study hopes to serve as one attempt to critically interrogate a globalisation-endorsing state, Japan, from the broad macro perspective, by providing critical insights into the interaction among Global Englishes, globalisation and national identity.

Recent work on the history of education has been registering a 'spatial turn' in its historiography. These reflections from a historical geographer working on the spatiality of knowledge enterprises (science in particular) reviews some recent developments in the field before turning to three themes - landscape agency, geographies of textuality, and speech spaces - as fertile arenas for further conversation between historians of education and historical geographers of science.