bluuebunny/crossref_metadata_2025 huggingface dataset:
Learning to Learn Culture: The Experiences of Sojourners in Nunavut
Authors: Wihak Christine
Published: June 2020

Cross-cultural proficiency is vital for educational professionals, whether working abroad or in multicultural Canadian cities. This study explores the process of learning culture identified through an analysis of the narratives of 10 women counsellors who lived and worked in educational settings in Inuit communities in Nunavut. Their learning strategies parallelled the process described in adult learning theory, suggesting the usefulness of such theory for guiding the development of professional education and training programs aimed at the development of multicultural competence. In turn, the theoretical perspective highlights the importance of direct cultural immersion rather than an academic approach to learning culture.
La compétence trans-culturelle est indispensable pour les professionnels dans l'enseignement, qu'ils travaillent à l'étranger ou dans les cités multiculturelles au Canada. Cet article explore le processus de l’apprentissage de la culture suivant l'analyse des récits de dix conseillères qui vivaient et travaillaient dans les milieux d'éducation des communautés d'Inuits en Nunavut. Leurs stratégies d'étude étaient équivalentes aux processus décrits dans les théories sur l'éducation des adultes, suggérant ainsi l'utilité de telles théories comme guide dans le développement de la formation professionnelle et des programmes de formation ayant pour but le développement de la compétence multiculturelle. A son tour, la perspective théorique souligne l'importance de l'immersion culturelle directe plutôt que l'approche académique dans l'étude de la culture.
A Comparison of the Portrayal of Visible Minorities in Textbooks in Canada and China
Authors: Wang Bing
Published: June 2020

Canada and China are both multiethnic countries and have articulated a strong commitment to multicultural education. However, in the process of curricula control, decision makers, drawn from the mainstream culture, develop, implement, and interpret the formal curriculum. Consequently, the ethnic content included in the mainstream curriculum could be biased, fragmented, or with important omissions. This paper evaluates the portrayal of selected visible minorities in some currently used social studies (history) textbooks in Alberta and China, to reveal how knowledge of ethnic cultures is filtered through the dominant perspectives and to explore ways to educate all students to be responsible citizens. The analysis and discussions are situated within the conceptual framework of identity construction and critical pedagogy. Data are collected by observation, informal conversations and textbook analysis.
Le Canada et la Chine sont tous les deux des pays multiethniques et ont formulé un engagement ferme pour une éducation multiculturelle. Cependant, durant le processus de contrôle des curricula, le curriculum formel a été développé, établi, et interprété par des responsables qui sont influencés par la culture du groupe dominant. Par conséquent, le contenu ethnique du curriculum pourrait être biaisé, fragmenté , ou marqué d’omissions importantes. L’intention de cet article est d’évaluer la représentation des minorités visibles, choisie dans quelques livres scolaires en usage dans les sciences humaines (histoire) en Alberta et en Chine, pour révéler comment la connaissance des cultures ethniques a été filtrée à travers les perspectives dominantes et pour explorer des directions afin d’éduquer tous les élèves à devenir des citoyens responsables. L’analyse et les discussions sont situées dans le cadre conceptuel de la construction d’identité et de la pédagogie critique. Les données ont été recueillies par des observations, des conversations informelles et de l’analyse des livres scolaires.
Decentralization and Education in Uganda
Authors: Namukasa Immaculate , Buye Ronald
Published: June 2020

Uganda is one of the African countries that have decentralized its education system. This country-specific paper examines the implementation process and the way forward to decentralizing education in a developing country. There have been gains and challenges from decentralization and processes linked to it. While the implementation of Universal Primary Education in 1997 increased significantly school enrollment aas well as the number of classrooms; on the other hand, student-teacher and student-resources ratio also increased, and corruption and mismanagement of resources remained a challenge.
Uganda est un des pays d'Afrique qui ont décentralisé leur système d'enseignement. Cet article spécifique sur un seul pays examine les processus d'exécution et la façon d'avancer la décentralisation dans un pays au cours de développement. Il y a des gains et aussi des problèmes provenant de la décentralisation et des processus qui l'accompagnent. L'application de la loi "Éducation primaire universelle" en 1997 a augmenté considérablement l' effectif des écoles et le nombre des classes mais le rapport élèves/instructeurs ainsi que celui entre élèves et ressources ont aussi augmenté, et la corruption et la mauvaise administration des ressources constituent encore des obstacles.
Differentiated Access to Teaching: Teacher Recruitment Agencies and Flexible Work Arrangements
Authors: Pollock Katina
Published: June 2020

This paper explores the differential way in which employment practices utilized by Teacher Recruitment Agencies (TRAs) in England generate inequitable access to the teaching profession. Specifically, this paper critically examines the ways in which the present labour practices of TRAs impacts particular groups of women and marginalized people. The paper first describes the teacher recruitment agency phenomena, followed by an account of the feminist perspective that I use and the impact of educational reform on work arrangements. Next, I discuss flexible work and gender. Finally, I describe the place of foreign-born teachers and professional development issues in these new employment practices.
Cet article explore les différentes venues que les pratiques d'emploi utilisées par les agences de recrutement des enseignants (TRA) en Angleterre, pratiques qui engendrent un accès inéquitable à la profession des enseignants. Particulièrement cet article examine en critique les effets créés sur les groupes particuliers des femmes et des personnes marginalisées par les pratiques de travail de ces agences de recrutement. L'article décrit d'abord le phénomène de ces agences, suivi par le compte du point de vue féministe ulilisé par l'auteur, puis l'effet de la réforme de l'éducation sur les arrangements de travail. Ensuite, l'auteur discute le travail flexible et le sexe. En dernier lieu, l'auteur décrit la place tenue par les problèmes ayant trait aux enseignants étrangers en Angleterre et au développement professionnel dans ces nouvelles pratiques d' emploi.
Seeing Near and Far: Balancing Stakeholder Needs and Rights in Kazakhstan’s Educational Reform
Authors: Asanova Jazira
Published: June 2020

This paper examines the schooling reform in the post-socialist transformation of Kazakhstan. Adopting a rights-based approach to education, it looks at the ways in which the current education system addresses (or fails to address) the rights and needs of various stakeholders in the society, including teachers, learners, parents, civil society, and policymakers. Two recent large-scale educational reforms form the focus of the paper: a national standardized assessment and a transition from 11 to 12 years of schooling. Implications of the current reform initiatives for Kazakhstan’s development are also discussed, pointing to lessons for understanding schooling and social change in post-socialist transformation.
Cet article examine la réforme scolaire pendant la période de transformation post-socialiste du Kazakhstan. En adoptant une approche basée sur les droits de l'éducation, l'auteur considère les méthodes que l'actuel système d'éducation emploie pour répondre (ou ne pas répondre) aux droits et aux besoins des parties prenantes de la société, y compris, les enseignants, les apprenants, les parents, la société civile, et les responsables de politique. Cet article met au point le deux récentes réformes scolaires à grande envergure: la standardisation de l'évaluation nationale et l'ajout d'une année en plus à l'ancien système scolaire de 11 années. L'auteur y examine aussi les répercussions des initiatives de la réforme actuelle pour le développement du Kazakhstan, et suggère les leçons qui pourront nous faire comprendre l'éducation et le changement de la société dans la transformation post-socialiste.
Educational Institutions Negotiating Democracy and Social Justice: The (Im)balance of Power and Accountability
Authors: Carr Paul , Thésée Gina
Published: June 2020

Democracy and education are considered to be mutually reinforcing, yet it is unclear how democracy is achieved in/through education. At a time when educational systems and governments rhetorically advocate for greater accountability for academic achievement, there seems to be less emphasis placed on the area of social justice for students. The capacity of the institutional culture of an entire educational system of a jurisdiction (the provincial/state level, school boards and schools) to support and achieve a high level of critical democracy has not been the focus of extensive research. For the purposes of this paper, democratic education is considered to be an amalgam of concepts, including how decisions are made, what those decisions are, and the effect of those decisions, covering both student outcomes and the institutional culture, with a particular emphasis on social justice. The paper argues for a more rigorous and balanced approach to conceptualizing democracy in education, thus the need to interrogate conceptions of power relations and accountability, and proposes a framework for democratic education.
On considère que la démocratie et l'éducation se renforcent mutuellement, mais ce n'est pas souvent clair, comment atteindre la démocratie à l'aide de, ou par l'éducation. Au temps où les systèmes d'éducation et les gouvernements prônent avec éloquence une responsabilité plus grande pour l'accomplissement académique, l'emphase se fait beaucoup moindre sur le domaine de la justice sociale pour les élèves. La capacité de la culture institutionnelle de tout système d'éducation qui relève d'une juridiction quelconque (au niveau provincial, ou d'un conseil scolaire, ou d'une école) pour soutenir et achever un niveau élevé de la démocratie critique ne fait pas encore le point d'extensives recherches. Pour le but de cet article, les auteurs considèrent l'éducation démocratique comme une amalgame de concepts qui incluent: comment les décisions se prennent, quelles sont ces décisions, et les effets de ces décisions à la fois sur l'accomplissement des élèves et sur la culture des institutions, en accordant une importance particulière à la justice sociale. L'article soutient une approche plus rigoureuse et mieux balancée pour conceptualiser la démocratie en éducation. De là s'ensuit le besoin d'interroger les conceptions sur l'interrelation des pouvoirs et les responsabilités. Il propose aussi une structure pour l'éducation de la démocratie.
An International Perspective on Under-representation of Female Leaders in Kenya’s Primary Schools
Authors: Mwebi Bosire , Lazaridou Angeliki
Published: June 2020

Studies of school administrators in North America, Europe, and Australia have shown consistently that women, although a majority in the teaching force, are under-represented in leadership positions. This study examine whether the factors associated with under-representation of women in school administration in Kenya are the same as they are in other countries. The female participants identified six barriers. These are, family obligations, cultural beliefs, unethical recruitment practices, lack of networking, low expectation of success, lack of role models and mentors. The participants further identified four areas for improvements. These are, educating the public, training and exemplars, and recruitment.
Les recherches sur les administrateurs des écoles en Amérique du Nord, en Europe, et en Australie ont montré régulièrement que les femmes, qui pourtant font la majorité de l'effectif des enseignants, sont toujours sous-représentées dans les positions de dirigeants. Cette recherche a pour but d'examiner si les facteurs associés à cette sous représentation sont les mêmes que dans les autres pays. Les participantes à cette recherche ont identifié six obstacles. Ce sont: les obligations familiales, les croyances culturelles, les pratiques peu éthiques de recrutement, le manque de gestion de réseau, une espérance non élevée de succès, et le manque de modèles à émuler ou de mentors. Les participantes ont ensuite identifié quatre domaines où l'on pourrait effectuer les améliorations. Ce sont: l'éducation du public, la formation, des modèles, et le recrutement.
Is Decolonization the Answer to Indigenous Under-achievement? Comparing Rhetoric with Reality in New Zealand and Canada
Authors: Minnis John
Published: June 2020

The paper compares the rhetoric of decolonization put forth by indigenous scholars with the reality of educational outcomes in New Zealand and Canada and discusses the implications of two common themes emerging from the discourse: (1) cultural determinism in which both First Nations and Maori scholars fundamentally but narrowly depict education as a means to conserve language and cultural heritage -- which results, intentionally or unintentionally, in (2) a hardening of racial/ethnic boundaries. The paper critiques the appropriateness of both themes in the context of the widely accepted notion that indigenous peoples in both countries need to attain higher levels of educational attainment and improve educational performance in order to compete in a knowledge-based, global economy.
L'article compare la rhétorique de décolonisation avancée par les érudits autochtones avec la réalité des résultats de l'enseignement en Nouvelle-Zélande et au Canada et discute la portée des deux thèmes communs qui émergent des discours: (1) un déterminisme culturel dans lequel les érudits des Premières Nations et du peuple Maori représentent l'éducation de façon fondamentale mais étroite, comme le moyen de préserver l'héritage linguistique et culturel -- dont les résultats volontaires ou involontaires, amènent à (2) un durcissement des frontières raciales ou ethniques. L'article critique la justesse des deux thèmes dans le contexte de la notion généralement acceptée que les peuples autochtones dans ces deux pays ont besoin d'atteindre un niveau d'éducation plus élevé et d'améliorer leurs accomplissements académiques pour pouvoir compéter dans une économie globale et basée sur la connaissance.
Citizenship Education and Liberal Democratic Change: The Egyptian Case
Authors: El-Nagar AbdelHady , Krugly-Smolska Eva
Published: June 2020

This paper explores citizenship education in Egypt in the context of its current experience in liberal democratic change, especially after the amendment of Egypt's constitution, in March 2007, to include the principle of citizenship in its first article. The paper begins with exploring the meaning of citizenship, the relationship between citizenship and liberal democratic change and the emergence of citizenship education in traditional western democracies. Then it describes the Egyptian case in citizenship education with reference to its modern historical background. Finally it analyzes the effects of political, economic, and social circumstances in Egypt on citizenship education. The study shows that there is awareness of the importance of preparing good citizens for a new democratic society in Egypt; but citizenship education is still marginalized.
Cet article explore l’enseignement de la citoyenneté en Egypte lors du changement démocratique libéral survenu après l’amendement de la Constitution égyptienne en mars 2007 qui a inclus les principes de la citoyenneté dans son premier article. Cet article commence tout d’abord par explorer ce que citoyenneté veut dire. Il cherche ensuite à analyser la relation qui existe entre citoyenneté et changement démocratique libéral et enfin à examiner l’émergence de l’enseignement dans les démocraties occidentales traditionnelles. Il décrit par la suite le cas de l’enseignement de la citoyenneté en Egypte tout en se basant sur ses origines historiques modernes. Il analyse enfin l’influence des circonstances politiques, économiques et sociales égyptiennes sur l’éducation de la citoyenneté. Cette étude démontre l’existence d’une réelle conscience quant à l’importance de préparer de bons citoyens pour l’avenir de la nouvelle société égyptienne, bien que cette éducation soit encore très marginalisée.
Faculty Perceptions of Chinese Graduate Students’ Communication Challenges in the Science and Engineering Disciplines
Authors: Hu Jim
Published: June 2020

This paper reports the findings of in-depth interviews with six science and engineering faculty members at a major Canadian university regarding their experiences with and perceptions of Mainland Chinese ESL graduate students’ challenges in using English in the disciplines. Results suggest great cultural and linguistic challenges of the students; however, helpful guidance and interactive feedback-based conferencing could lead to student progress. Nevertheless, the faculty longed for English and technical writing courses for ESL graduate students. The faculty did not perceive plagiarism to be a major issue among Chinese ESL graduate students and adopted an educational approach toward sporadic inappropriate textual borrowing.
Cet article expose les résultats obtenus lors d’entrevues avec six professeurs de science et d’ingénierie dans une université canadienne. Les entrevues se centraient sur leurs expériences et leurs perceptions sur les étudiants chinois de troisième cycle et les défis que ces derniers rencontraient en utilisant l’anglais dans les différentes disciplines. Les résultats montrent en effet de gros défis linguistiques et culturels à surmonter mais qu’un service de conseils et d’aide interactive pourrait aider les étudiants à progresser. Le département a néanmoins choisi des cours d’écriture technique en anglais pour les étudiants de troisième cycle. Cependant, les professeurs ne perçoivent pas que le plagiat est un problème majeur chez les étudiants chinois en cours d’anglais et ont de ce fait adopté une approche éducative envers des emprunts textuels sporadiques inappropriés.
Taking the Temperature of Rights and Freedoms: Zimbabwean Secondary School Students’ Knowledge about the African Charter of Human and Peoples’ Rights and Their Support for Its Provisions
Authors: Chareka Ottilia
Published: June 2020

The African Banjul Charter is a cornerstone document promoting human rights education in Africa. As Zimbabwe is one of the signatory states to the Charter, a survey was conducted with 265 Zimbabwean secondary students to assess their knowledge of and support for the provisions detailed in the Charter. Fifty-six percent of the participants knew about the Charter and 59% supported the Chart. Knowledge and support were found to be positively correlated. While gender did not influence responses, grade level was a significant predictor of knowledge and support for the Charter).
La Charte de Banjul est le document de base pour la promotion de l‘éducation des Droits de l‘Homme. Comme le Zimbabwe a signé cette Charte, une enquête y a été menée auprès de 265 étudiants de l‘école secondaire afin d‘évaluer leurs connaissances et l‘acceptation de la Charte. Cinquante-six pour cent des participants connaissaient la Charte et 59% y adhéraient. Les résultats de l‘enquête montrent une corrélation positive entre connaissance et acceptation. Ils montrent également que bien que le sexe n‘influence pas les réponses, l‘année d‘étude représente un indice important quant à la connaissance et l‘acceptation de cette dernière.
Identity Construct of Adult Immigrants Learning French in Montreal
Authors: Amireault Valérie
Published: June 2020

This article presents the highlights of a study about the cultural identity of adult immigrants from various ethnic backgrounds learning French in Montreal. This empirical study uses quantitative and qualitative survey instruments in order to examine the different elements characterizing the redefinition of these newcomers’ cultural identity. Findings suggest that participants experience a "me-them" cultural duality referring to ahybrid identification. They feel as if they are in a cultural in-between within which they change and evolve while trying to alter their own identity when in contact with their host society and a new language. While newcomers are aware of being in such a cultural in-between, they don’t all express or perceive it the same way. Two main tendencies seem to stand out. Some immigrants maintain characteristics from their culture of origins and integrate characteristics from their host culture whereas others feel a cultural emptiness, not belonging anymore to their culture of origins but not belonging yet to their host culture. Distinctive components of both tendencies are presented, as well as data on these newcomers’ sense of belonging towards their own cultural group and towards French-speaking Quebecers.
Ce texte présente les faits saillants d’une étude portant sur l’identité culturelle d’immigrants adultes de différentes origines culturelles apprenant le français à Montréal. Cette étude empirique fait usage d’instruments d’enquête quantitatifs et qualitatifs pour examiner les différents éléments qui caractérisent la redéfinition de l’identité culturelle des nouveaux arrivants. Les données suggèrent que les participants vivent une dualité culturelle «moi-eux» faisant référence à une configuration identitaire hybride. Ils se situent dans un entre-deux culturel au sein duquel ils changent et évoluent en tentant de remanier leur propre configuration identitaire au contact de leur société d’accueil et d’une nouvelle langue à apprendre. Si les nouveaux arrivants sont conscients de vivre dans un entredeux culturel, ils ne l’expriment ni ne le perçoivent pas tous de la même manière. À cet effet, deux tendances semblent se dessiner. Certains immigrants conservent des éléments de leur culture d’origine et intègrent des éléments de leur culture d’accueil, alors que d’autres se sentent plutôt dans un vide culturel, n’appartenant plus à leur culture d’origine mais n’appartenant pas encore à leur culture d’accueil. Nous discutons des éléments caractéristiques de ces deux tendances ainsi que du sentiment d’appartenance des nouveaux arrivants envers leur propre groupe culturel et envers les Québécois francophones.
Rapport aux savoirs des étudiantes moutahajibâte françaises
Authors: Triki-Yamani Amina
Published: June 2020

Cet article propose une synthèse des résultats principaux d’une recherche doctorale portant sur le rapport aux savoirs d’étudiantes françaises musulmanes, d’origine maghrébine, vivant en France, et dont la particularité est de porter le hijâb et de fréquenter régulièrement la mosquée. Dans un premier temps, en retraçant les stratégies identitaires de dix-sept étudiantes moutahajibâte, on a tenté de comprendre comment l’adoption de « la stratégie du retournement du stigmate » par ces jeunes femmes accentue leur rapport conflictuel aux savoirs laïques. Dans un second temps, on a exploré les fonctions psychiques du hijâb permettant de réajuster le « Moi-peau » chez ces jeunes femmes ainsi que leurs conflits internes des savoirs.
This article presents a synthesis of a doctoral study relating to French Muslim women students’ relation to knowledge. The participants are of North African origin; they live in France and their custom is to wear the hijâb and to attend the mosque regularly. First of all, the purpose of relating the records of seventeen veiled (moutahajibâte) students’ identity strategies was to try to understand how adopting “the strategy of returning to stigmatization” by these young women increased their conflicting relationship to secular learning. Secondly, the psychic functions of the hijâb that permit the women to readjust the constancy of their self-identity of the young women as well as their internal learning conflicts was explored.
Chinese Immigrant Parents’ Communication with School Teachers
Authors: Jiang Fan , Zhou George , Zhang Zuochen , Beckford Clinton , Zhong Lan , Jiang Fan
Published: June 2020

Parent-teacher communication has great influence on children’s school performance. Using Walker et al.’s model of parent involvement as a theoretical framework, this study investigated Chinese immigrant parents’ communication experience with teachers and the psychological factors that influenced such communication. The study collected data through survey and revealed that Chinese immigrant parents recognized their responsibility to maintain regular communication with school teachers and believed that such communication could bring beneficial outcomes to their children’s education. The study found that Chinese immigrant parents had more frequent communication with teachers than those recorded in previous literatures. Among the five psychological factors, communication self-efficacy seems to have the strongest relation with parents’ communication behaviors.
Teaching English for Economic Competiveness: Emerging Issues and Challenges in English Education in China
Authors: Guo Yan
Published: June 2020

Under China’s market economy, English language learning has been adopted as a strategy to promote the nation’s economic competitiveness in a global economy. This development reflects a discourse of linguistic instrumentalism. Based upon individual interviews of 24 English teachers in Zhejiang Province, China, the study reveals that teachers question the assumptions of linguistic instrumentalism, the gatekeeper role of English, the impact of the increasing dominance of English on Chinese language, and their students’ internalization of the belief in the superiority of Anglo culture. In addition, the study suggests that as a result of globalization, the delivery of English education in China has experienced unprecedented marketization and privatization. Despite increases in their salaries, teachers still live in poor conditions. Under the fee-paying principle, parents expect teachers to provide the best service to their children, and as such the relations between teachers and students have become like those between businesses and clients. It seems evident that teaching has been devalued and commodified in the age of market economy.
Exploiting globalization while being exploited by it:Insights from post-Soviet education reforms in Central Asia
Authors: Niyozov Sarfaroz , Dastambuev Nazarkhudo
Published: June 2020

Building on an examination of comparative and international literature and their research and development experiences, the authors highlight a number of continuities, changes, and issues between Soviet and post-Soviet, international and Central Asian experiences of borrowing and lending of education reforms. Even though Central Asian actors and institutions are not totally helpless victims and though international experts and NGOs appear well-meaning in these globalizing education transfers, the processes are leading toward reproducing global and local dependencies and inequalities.The trajectory of education reforms in Central Asia echo those of other developing countries. In response, the authors urge local policy makers and comparative educators to join in a critical and reflexive strategic venture of re-encountering and reshaping the global and neoliberal offers to serve the needs of interconnected local and global justice.
International Students as Lucrative Markets or Vulnerable Populations: A Critical Discourse Analysis of National and Institutional Events in Four Nations
Authors: Karram Grace
Published: June 2020

The migration of post-secondary students is an increasingly debated phenomenon as the number of students living outside of their home country has risen to more than three million in the past decade. Governments, regions and institutions have developed new structures and strategies to facilitate and benefit from this worldwide student movement. This research article uses Fairclough’s (1993) notion of critical discourse analysis to explore the relationship between two distinct discourses on foreign students: national-level economic competitiveness and institutional-level student success. A comparative approach examines these discursive events in the four leading, Anglophone destination countries: Australia, Britain, Canada and the United States. The findings suggest that foreign students are objectified as tradable units in the market-driven discourse of economic development with student support literature providing a buffer that limits the critique of the economic discourse. At the same time, potential exists for current events to highlight the tension surrounding the two discourses and provide new opportunities for dialogue.
Approche des représentations d’avenirs des lycéens handicapés visuels comparées à celles des lycéens valides du Burkina Faso
Authors: Moumoula Issa Abdou
Published: June 2020

Alors que de nombreux travaux portent sur les représentations d’avenir des adolescents, peu d’études rendent compte de l’impact du handicap dans l’élaboration de ces représentations. Nous proposons à travers la conduite d’entretiens individuels semi directifs avec 26 lycéens dont 13 en situation d’handicap visuel, de réaliser un travail exploratoire sur ce thème en vue de faire des propositions en termes de dispositifs d’accompagnement de ces jeunes dans le domaine du conseil en orientation au Burkina Faso. A l’issue de l’analyse de nos données, nous observons que les discours des jeunes adolescents handicapés visuels sont similaires à ceux des élèves valides. Des particularités concernant les intentions d’avenir des élèves en situation de handicap se dégagent tout de même : une influence des facteurs extérieurs sur la formation de ces intentions, des choix de professions peu diversifiés et de nature différente.
School Principals’ Standards and Expectations in Three Educational Contexts
Authors: Murakami Elizabeth , Tornsen Monika , Pollock Katina
Published: June 2020

Principals play a key role in schools influencing academic improvement through a campus vision, goals, and objectives. They are also charged with the task of supervising and supporting students, teachers, and families in the community, with the intent of guiding students toward their future. The principals are guided in their efforts by standards and expectations designed by states, provinces, or governments. Current policy-makers and officials in charge of re-designing these standards and practices for principals are known for observing other countries, in efforts to improve local schooling, using information technology’s widespread access and international exchanges. These standards and expectations are meant to address the need of the local community, but may updated or borrowed from school systems in other countries. The purpose of this cross-country comparative study is to explore standards and expectations for school principals and the role of educational leadership observing global contexts of attraction for policy borrowing in three sites—Ontario, Canada; Texas, USA; and Sweden. We explore, “To what extent policy borrowing philosophies and ideologies influence standards and expectations for principals?”
Utiliser la force du nombre pour favoriser le développement de la fluidité de lecture en contexte subsaharien
Authors: Boily Élisabeth , Ouellet Chantal , Turcotte Catherine
Published: June 2020

L’enseignement de la lecture au primaire s’effectue dans des conditions difficiles au Burkina Faso, ce qui affecte sans contredit l’apprentissage de cette habileté nécessaire à la réussite scolaire et à l’épanouissement personnel. Chez les élèves des premiers cycles du primaire, la fluidité de lecture se développe difficilement. Cette recherche a pour but d’implanter un programme de lecture orale répétée et assistée et d’évaluer les effets de cette intervention sur le développement de la fluidité d’élèves provenant d’une classe à large effectif et hétérogène de CE1 au Burkina Faso. Une évaluation de la fluidité a été effectuée auprès de 94 élèves avant et après l’intervention. Les résultats indiquent que ce programme a un effet positif sur le développement de la fluidité des élèves faibles et très faibles. Ce programme de lecture orale répétée et assistée est prometteur puisqu’il constitue une première tentative d’implantation d’une intervention visant le travail systématique sur la fluidité dans un contexte de classe à large effectif au Burkina Faso.
Strengthening Higher Education Space in Africa through North-South Partnerships and Links: Myths and Realities from Tanzania Public Universities
Authors: Ishengoma Johnson
Published: June 2020

Governments' cuts in research and development funding for public universities in Tanzania has compelled these institutions to establish and develop extensive partnerships and links with universities, and research centers in the North. The establishment of the North-South partnerships has also coincided with the dominance of external and heavy dependence on external donors for funding of research and development activities in the majority of Tanzania public universities. This article, using the University of Dar es Salaam (UDSM), public university, seeks to shed light on whether or not partnerships make any significant contribution to the institution’s capacity building. The thesis of this paper is that although N-S partnerships are instrumental in institutional capacity building; they have not significantly contributed to the strengthening of higher education space at UDSM and apparently at other public universities in Tanzania because of inherent structural imbalances and inequalities embedded in the partnerships.
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Mathematics as a Cultural Role Player in School Development: Perspectives from the East and West
Authors: Ezeife Anthony
Published: June 2020

In all societies and civilizations, schools are set up primarily to offer and promote socially valued knowledge, experiences, skills, and attitudes geared toward the sustenance and further enrichment of societal norms and goals. Since schools are charged with this weighty responsibility, harnessed and purposeful school development is essential for the achievement of cherished societal goals. Several intertwining factors such as culture, equity, diversity and multiculturalism, etc., contribute to meaningful school development in every society. In the order of hierarchical importance amongst these factors, culture ranks topmost in the list because it (culture) plays a deep and pervasive role in school learning, and by extension, in societal development and harmony. But what is culture? Hollins (1996, p. 18) succinctly defines culture as “the body of learned beliefs, traditions, and guides for behaviour that are shared among members of any human society”. In the realm of mathematics education, the learner’s culture has been identified as one of the factors that strongly influence and shape learning and performance. In pursuit of one of the set goals (cultural perspectives) of the Mathematics Research Team of the Canada-China Reciprocal Learning Project, this paper delves into the interactions of culture, the environment, and development/implementation of the mathematics curriculum in the East-West learning environments.
Maintaining the Japan Connection: The Impact of Study Abroad on Japanese Language Learners’ Life Trajectories and Ongoing Interaction with Japanese Speakers
Authors: Campbell Rikki
Published: June 2020

This article explores the post-study abroad life trajectories of learners of Japanese. Drawing upon data collected from eight interviewees, it presents the experiences of study abroad returnees’ ongoing engagement with Japan and Japanese speakers once they were removed from the study abroad environment. In particular, it focuses on the impact of study abroad on ongoing studies and career trajectory, and examines ongoing interaction with Japanese speakers throughout these key life stages. Through the lens of possible selves theory (Markus & Nurius, 1986), this study also examines how the informants’ ongoing engagement with the target language is reflected in their post-study abroad L2 self-concepts. It was found that although the experience of studying abroad in Japan presented a critical incident in each of the informants’ future life trajectories, and each of them remain connected to Japan in various ways, their patterns of engagement with Japanese speakers after returning home differed significantly.
EFL learners’ post-sojourn perceptions of the effects of study abroad
Authors: Steinwidder Sandra
Published: June 2020

This qualitative study investigated in what ways tertiary-level English foreign language (EFL) learners believed that they had changed following their study abroad. The participants were 12 Austrian EFL learners who had been exchange students in the UK or US. I conducted a cross-sectional study, grouping participants according to the duration of their stay abroad, as well as the period of time since they had returned to their home country. Comparisions were drawn between students who spent one semester, and those who spent two. I also investigated the differences displayed depending on how long a student has been back in their native country; Group A (1-6 months), Group B (1 year), and Group C (2 years). The interviewees prepared a mind-map or short narrative, which was used as a prompt during the interviews. The findings revealed personal, social, cultural, and linguistic effects.
Book Review: Social and Cultural Aspects of Language Learning in Study Abroad
Authors: Schirm R Samuel
Published: June 2020

This paper reviews Social and Cultural Aspects of Language Learning in Study Abroad, edited by Celeste Kinginger (2013). This collection of papers showcases modern study abroad research, particularly what Coleman describes as the "whole-person" approach, in which study abroad participants are studied as complex individuals rather than as members of a larger homogenous group of students studying abroad. While there is a slight focus on both American study abroad participants and on learners of French studying in France, despite Kinginger and Coleman advocating for including a broader range of participant home countries and languages studied in the volume's introductory chapters, the contributing authors employ a variety of methodologies to study their participants' experiences and their language learning. This methodological breadth demonstrates the modern strengths of Study Abroad Research while simultaneously showing the myriad of future possibilities for future research in the field.
The Long Journey for Afghan Teacher Training Colleges: Accreditation and Quality Assurance
Authors: Goddard Tim , Bakhshi Mohammad , Frideres Jim
Published: June 2020

The authors, having spent five years working in Afghanistan provide a first-hand description of the processes that evolved over that time in the development of an accreditation and quality assurance policy and program for Teacher Training Colleges. The paper provides a brief historical sketch of the educational system in Afghanistan and the steps taken by the Technical Advisors in helping the Ministry of Education formalize a policy for accreditation and quality assurance. The second part of the paper focuses on the structure and content of the accreditation process that was successfully piloted on three Teacher Training Colleges. The Ministry of Education is now in the process of implementing the program across the country. It reveals that the accreditation process can be adapted and incorporated into the government of low income countries.
International and Refugee University Students in Canada: Trends, Barriers, and the Future
Authors: Anderson Tim
Published: June 2020

This conceptual paper draws on a diverse selection of primary and secondary sources highlighting recent trends in international and refugee university student enrollments, participation, and outcomes in Canadian universities. Several key issues emerged through the analysis. First, refugee students and children of refugees have amongst the lowest participation and graduation rates in Canadian universities, due largely to language and literacy barriers and their status as first-generation postsecondary students (i.e., students whose parents did not attend postsecondary education). Second, although almost 60% of domestic university students are now female, international and refugee student enrollments remain male dominated. These disparities indicate that broader structural and sociocultural issues that impact university participation for members of certain groups and communities remain factors in university participation and completion. Implications for policy and practice conclude the paper.
The Mysterious Case of the Missing Perpetrators
Authors: Ciurria Michelle
Published: June 2020

When we focus on asymmetries of power in our society, we find that blame and praise are unfairly distributed, partly due to cultural narratives that favour and exonerate the privileged. This paper provides a partial explanation for this skewed distribution of blame and praise. I draw on three analyses of disappearance narratives that erase and exonerate privileged perpetrators and therefore skew the responsibility system in their favour. Then I defend an emancipatory theory of responsibility that treats blame and praise as communicative entities that can, and should, be used to debunk and dismantle these disappearance narratives, along with other oppressive ideologies. Blame and praise, on my emancipatory proposal, serve to identify and take a stand against agents of oppression and to recognize and celebrate resisters.
Stoicism (as Emotional Compression) Is Emotional Labor
Authors: Táíwò Olúfẹ́mi O.
Published: June 2020

The criticism of “traditional,” “toxic,” or “patriarchal” masculinity in both academic and popular venues recognizes that there is some sense in which the character traits and tendencies that are associated with masculinity are structurally connected to oppressive, gendered social practices and patriarchal social structures. One important theme of criticism centers on the gender distribution of emotional labor, generally speaking, but this criticism is also particularly meaningful in the context of heterosexual romantic relationships. I begin with the premise that there is a gendered and asymmetrical distribution in how much emotional labor is performed, but I also consider that there might be meaningful and informative distinctions in what kind of emotional labor is characteristically performed by different genders. Specifically, I argue that the social norms around stoicism and restricted emotional expression are masculine-coded forms of emotional labor, and that they are potentially prosocial. Responding to structural and interpersonal asymmetries of emotional labor could well involve supplementing or better cultivating this aspect of male socialization rather than discarding it.
Understanding the healthcare needs of Sudanese refugee women settling in Australia
Authors: Peters Lisa , Bourke Sharon L. , Green Janet A. , Johnson Elianna , Anish Ligi , Jones Linda K
Published: June 2020

Objective: Explore the healthcare needs of Sudanese refugee women settling in Australia.Background: Refugees from Sudan are the fastest growing community in Australia. Nurses who care for people from the Sudan will be required to be familiar with the needs of this emerging community and offer culturally competent and safe care.Methods: Integrative review of the literature.Results: Sudan is one of the countries in Africa where the practice of female genital mutilation (FGM), cutting or circumcision is considered a social norm. This is a deeply rooted traditional cultural practice that is still prevalent in many developing countries. Healthcare professionals in Australia are ill equipped to care for women and children who have undergone this procedure. This paper explores the Sudanese refugee community in Shepparton, Victoria to explore the nursing considerations caring for women affected by FGM within the Australian health care context.Conclusions: There is a need for more education in undergraduate, postgraduate and continuing professional education on the healthcare needs of women who have undergone female genital mutilation in order to provide appropriate care and support for these women.
Challenges in Acculturation among International Students from Asian Collectivist Cultures
Authors: Ma Kyunghee , Pitner Ronald , Sakamoto Izumi , Park Hyun Young
Published: June 2020

Many international students coming to a U.S. university, especially those coming from a collectivist culture such as Asia, experience acculturation stress due to encountering different cultural norms and values. Lack of available resources may limit their coping ability, and prolonged exposure to acculturation stress may result in a decline in mental health. Asian international students may be at greater risk of developing mental health complications due to additional stressors derived from their cultures such as family recognition through success, emphasis on emotional self-control, and stigma toward mental illness. In this context, accumulated and unresolved acculturation stress may increase psychological vulnerabilities. Despite its relevance, there is no conceptual framework examining acculturation experiences of this student population. This article aims to present a conceptual framework of the acculturation process of Asian international students. Such a framework is important because it not only provides a holistic understanding of the acculturation process for Asian international students, but also provides an avenue for a comprehensive empirical inquiry. Furthermore, research-based evidence will help inform a more effective and inclusive university policy addressing the various needs of international students in order to provide intervention when necessary.
APLICAÇÃO DA ENERGIA DE MICRO-ONDAS PARA SECAGEM DA BANANA NANICA (Musa acuminata 'Dwarf Cavendish') SUBMETIDA AO PROCESSO DE OSMOSE
Authors: Geromel Lara Beatriz , Freitas Irene Rodrigues
Published: June 2020

In Brazil, bananas are extremely important because they are the second most cultivated fruit after citrus. Therefore, this work aimed to perform the osmotic dehydration of the dwarf banana (Musa acuminata'Dwarf Cavendish')associated with microwave drying. The characterization of the raw material, dehydration and domestic microwave drying, drying kinetics, rehydration capacity and characterization of the final product were performed. As a result it was noted that microwave drying was satisfactory for drying. A moisture content of 29.38% was obtained, a pH of 4.77 and a rehydration capacity of 174% in banana without pretreatment and 32.33%, 4.83% and 120% respectively for osmotically dehydrated. The use of this combination proved to be a viable alternative in extending the life of the Dwarf Cavendish.
AVALIAÇÃO DA EFICIÊNCIA DE AGENTES COAGULANTES EM EFLUENTE DE FRIGORÍFICO
Authors: Souza Alexandre Teixeira , Chagas Danielli
Published: June 2020

In the refrigeration industry, a large amount of water is used throughout processes, generating effluents that need treatment before release. The purpose of this work was to make a comparative study of three coagulants used in the treatment of effluents: Aluminum Polychloride (PAC), Aluminum Sulphate (Al2(SO4)3) and Vegetable Tannin, with the aid of a flocculant (Anionic Polymer) by analyzing COD removal efficiency and turbidity. Jar coagulation / flocculation tests were conducted to optimize the concentration of coagulants. It was found that the natural coagulant presented a small variation in the pH parameter, avoiding the use of chemicals for its correction. The results of turbidity removal percentages indicated a great potential for Tannin when compared to the other chemical coagulants.