bluuebunny/crossref_metadata_2025 huggingface dataset:
Capital, Power, and Habitus: How Does Bourdieu Speak to the Tenure Process in Universities?
Authors: Digiorgio Carla
Published: September 2024

This paper uses sociologist Pierre Bourdieu's theory of social structure (1986, 1990a, 1990b, 1991 , 1995, 1998) to better understand the concept of tenure and the relationships that contribute to a conflicted experience for many. Social structures reproduce themselves according to the rules of the field, and various forms of social, cultural, and symbolic capital, underlined by economic capital. are traded by individuals who each have a sense of their value in the system, or habitus. Aspects of the tenure process reflect the rules of the field of academia, excluding those academics (Bonner, 2004; Connell & Savage, 2001). The process of tenure is subjective and can exclude those who are most worthy (Batterbury, 2008; Benton, 2007). A glut of professors can reinforce the status quo and challenge it (Bourdieu, 1988) . Recommendations are made to improve the inherent biases and conflicts within the process.
Stigma, Stereotypes, and Attributional Theory: A Successful Merger
Authors: Riley Tasha A.
Published: September 2024

Critical race theorists assert that racism in society and schools is a factor that impedes the progress of minority students. Whiteness theorists argue that white racialized teachers and students assume entitlement to privileges within an educational system that promotes white privilege as natural and allows it to remain unchallenged. Researchers of both theories claim that until racism is recognized as real, stereotypes and biases will continue to be passed on by teachers and administrators and the educational divide will grow. While these theories provide a useful framework for the macro context of society by providing a lens to view how educational institutions have been constructed to reinforce the status quo, they fall short when examining the subtle ways discrimination seeps into daily practices. When combined, theories on stigma, stereotyping, and attribution may give policymakers and practitioners insight into the extent to which perceptions of race, ethnicity, gender, and socio-economic status influence teachers' expectations for students.
A Mindful Approach to Teacher Education: An Interview With William Hare
Authors: Hare William , Singer Sonya , Harkins Mary Jane
Published: September 2024

To honour and celebrate Dr. William Hare's important contributions to educational studies on the occasion of his retirement, a two-day conference was held at Mount Saint Vincent University, Halifax, Nova Scotia in October, 2008. As part of one of the working seminars, we interviewed William Hare. Beginning with questions on the complex concept of open-mindedness, he discusses the use of case studies in education, the controversial link between open-mindedness and neutrality, the challenging task for teachers of posing questions for which there are no definitive answers, and the central role he assigns the philosophy of education in teacher education. Hare also reflects on his lifelong commitment to the topic of open-mindedness and why it has fascinated him for so long. This interview and the video-taped format will be valuable educational resources for teachers and educators working in diverse discipline areas, including the philosophy of education.
Immigrant and "Alien" Reactions to Obama 's Educational Policy:Disposition of Authenticity or the Politics of The Emperor's New Clothes
Authors: Sriraman Bharath , Øystein Haavold Per , Kristiansen Gunnar
Published: September 2024

The article by Stella Batagiannis brings into sharp relief issues confronting education in general in the United States through the narrative of an immigrant inside the system. In particular. Ms. Batagiannis addresses current policy level rhetoric and subsequent decision making that has led to increased polarization of views about the nature and purpose of public schools, the role of teachers, and measured accountability through high stakes testing as the shibboleth for society. This reaction, in the form of voices is composed by another immigrant to the United States (Bharath Sriraman), and two Norwegian aliens1 to the system (Haavold Per 0ystein and Gunnar Kristiansen) .
From Apprehension to Critical Literacy
Authors: Lee Cheu-Jey , Runyan Becky
Published: September 2024

This paper presents a pragmatic approach to introducing critical literacy to a group of in -service teachers. It begins with "stirring up" the in-service teachers' existing beliefs about literacy education. Then it shows how to prepare them to understand and implement critical literacy in their classrooms. In the end, one of the in-service teachers' critical literacy projects is discussed in detail. The project documents the in-service teacher's struggle with as well as change in attitude toward critical literacy as she explored the meaning and potentiality of literacy education with her student.
Towards a Transforming Constructivism: Understanding Learners' Meanings and the Messages of Learning Environments
Authors: Shapiro Bonnie L.
Published: September 2024

This article is based on the ideas and material presented at the invitation to deliver the 17 u, Annual University of Calgary Faculty of Education Annual Distinguished Lecture. This lecture honors the work of a member of Faculty whose research contributions have been judged to contribute significant new insight in the field of Education. The article presents the foundations of research and thinking that have inspired work to deepen knowledge about the value and use of constructivist approaches in research, teaching, and learning. The article deepens the discussion by presenting additional ideas designed to produce a transforming constructivism. A transforming constructivism goes beyond taking into account learner conceptions or ideas in the teaching/learning dialogue. It incorporates thinking about the cultural and social messages presented within the environments of learning that also must be taken into account to build a more complete story of the ways that the learner constructs meaning. illustrative dialogue on children learning about the topic light is presented from my book, What Children Bring to Light: A Constructivist Perspective on Children's Learning in Science, (1994). The article presents findings and further work that has extended and deepened understanding by featuring the messages of science learning environments in the account of learner construction of ideas.
Description des initiatives pour prévenir et traiter l'intimidation scolaire dans Jes provinces canadiennes
Authors: Beaudoin Huguette , Roberge Ginette
Published: September 2024

This paper is based on a research project in progress (Roberge & Beaudoin, submitted), and maintains the objective of studying the content of bullying prevention and intervention policies in Canadian provinces and territories. A content analysis of these policies has been conducted in order to determine to which extent they adhere to promising anti-bullying practices identified in extant research. An instrument created and validated by Smith, Smith, Osborne & Samara (2008) and Roberge & Beaudoin (submitted) was utilized for the analysis of these policies. The results presented discuss the strengths and limitations of proficient bullying prevention and intervention practices that have been established in Canadian provinces and territories.
English Language Learner a Term That Warrants Scrutiny
Authors: Linse Caroline
Published: September 2024

ELL is the most common term used in the United States to describe learners whose home language is not English, possess limited proficiency in English and are in the process of adding English to their linguistic knowledge base. Over 10% of the total US school age learner population of 50 million students has been identified as possessing limited English proficiency and are designated as ELLs.1 I contend that the term ELL is problematic and should be retired because it promotes a nativist, anti-immigrant and anti-bilingual or multilingual agenda. This article begins with the historical contexts that have contributed to the widespread adoption of the term ELL. I offer several alternative terms that may more accurately reflect a philosophical orientation that celebrates both diversity and multilingualism with EAL being the recommended choice.
Toward an Anti-Capitalist Teacher Education
Authors: Casey Zachary A.
Published: September 2024

This paper outlines the culpability of teacher education in perpetuating the neoliberal turn in education and addresses what must be done to reverse course and carve out a teacher education that is wholly committed to combating the disastrous effects of capitalist exploitation on both teachers and students. After an examination of neoliberal educational policy at both the national and global level, the author moves to teacher education to identify elements of teacher education that are currently supporting the neoliberal educational agenda. Finally, the author identifies a new vision and aim for teacher education that places a critique of capitalism at the center of teacher training as we work collectively to combat oppression, in all of its forms, and to ground the work of all teachers in an anti-oppressive (Kumashiro, 2009) pedagogy that includes anti-capitalism as a fundamental aim for all teachers and classrooms.
The Educational Scalability of inquiry-Based Learning as a Means to Promote Authentic Student Achievement
Authors: Gill David
Published: September 2024

Inquiry-based learning is regularly published as a standard method of delivering curriculum at the intermediate level in Newfoundland and Labrador. With any educational initiative there can be gaps between policy and implementation. This paper questions the possibility of a lack of consensus on what inquiry-based learning entails, policy implementation and the relationship between inquiry and authentic student achievement. A link is drawn between the ability to structure inquiry-based learning environments that can satisfy the standards associated with authentic student achievement and provincial curriculum. The relationship between these elements and the principles of scaling up educational innovation are also discussed as a means of developing frameworks that can promote authentic inquiry on a larger scale.
Locating Abnormal Childhood: Neil Sutherland and Teacher Education
Authors: Anuik Jonathan
Published: September 2024

Neil Sutherland identifies the 20th-century English-Canadian consensus about childhood. He tracks the beginning of its norms to the turn of the century and studies its growth as an idea shaping teachers’ practices. In pre-service teacher education, Sutherland’s scholarly work helps students learn how teachers "norm" children. Pre-service teachers understand less why certain children fall out of the norm to become abnormal. In this paper, I share how Sutherland maps normal childhood as a timely ideal coinciding with growing social and cultural complexity in Canada. The legacy of childhood as a public policy issue means teacher candidates don’t often question where these ideas began; students see them as timeless. I show how I address this knowledge gap about abnormality in my instruction of Concepts of Childhood in History. In this foundations course, pre-service teachers learn they cannot merely enforce norms but must be critical of them.
Resilience, Hope, and Concrete Plans of Action for Schools and Caring Communities
Authors: Maynes Nancy , Kmiec Joanne
Published: September 2024

This paper presents a hypothetical framework (as a four-part model in diagram form) for the examination of the concept of resilience as it relates to child development. Resilience is considered from a socio-ecological perspective. The relationship between resilience and stress is explored and stress and interventions from both internal and external sources is examined in relation to the promotion of resilient behaviours in children. Reported efforts to influence children’s resilience are examined for common features, resulting in a four-part model, which will lead to further research. The common features of current efforts by schools to increase resilience in children include: 1) support students to help them recognize alternatives; 2) make students mindful of their options; 3) create supports that help students act with intentionality; and 4) help students think in longer terms and move toward establishing consistency in their behaviours to help them reach life goals. The connections between increased resilience, mindful acts, intentionality, and long-term goals are considered.
Working Memory: The Importance of Assessment, Identification and Intervention
Authors: Fewell Angela , Littlefair David
Published: September 2024

Working memory is an important factor in the acquisition of language, literacy and numeracy skills. It is closely linked to learning and achievement. The purpose of this study was to determine whether or not staff in schools were able to identify working memory difficulties in their students and how pupils with these difficulties were supported. Qualitative and quantitative data was sought from 35 randomly selected primary schools via a questionnaire. Semi-structured follow-up interviews were carried out with SEN Co-ordinators from 10 of the schools. Results revealed that the schools seldom carried out working memory assessment and staff were generally unaware of the characteristics of a poor working memory. Many of the schools within this study were not familiar with the range of assessment tools or resources available for intervention and support. This has significant implications for the provision of training and development of intervention strategies and resources for schools.
Reimagining the School Calendar for Anishnaabe Schools: A Modest Proposal
Authors: Wilson Gregory
Published: September 2024

This paper, after a quick review of the Anishnaabe creation story, proposes a new way of structuring the education calendar for band run schools located within Anishnaabe communities. The proposal is based on using the traditional calendar of the Ansihnaabe, and organizing the school calendar to copy the structure of the moon cycle used to track time within Anishnaabe communities. This suggestion is then examined to determine how it might affect other components of education such as curriculum, assessment and even teaching certification and professional development. The paper ends stating that it would not be feasible to integrate for all grades at one time, but that it would be prudent to scaffold into schools over time.
Developing Pedagogy for the Creation of a School Makerspace: Building on Constructionism, Design Thinking, and the Reggio Emilia Approach
Authors: Becker Sandra
Published: September 2024

Making and makerspaces, current buzz words in education, have gained prominence for their ability to develop the problem solving, collaboration, creativity, and technological skills needed for the 21st century. In preparation for the creation of a makerspace within a primary school learning commons, a list of necessary pedagogical components were identified based on three distinct discourses: constructionism, as derived from the work of Seymour Papert and the team in the Media Lab at the Massachusetts Institute of Technology, the principles of design thinking in an educational context, and the pedagogy of Reggio Emilia. In examining these discourses separately, the writer determined elements common to all three. Drawing upon these common elements, guiding questions were developed that can be used to inform the creation of a school makerspace.
La formation à l’enseignement de l’éthique et culture religieuse au Québec : un défi qui demeure !
Authors: Bouchard Nancy
Published: September 2024

In Quebec, with the implementation of the Ethics and Religious Culture Program, the deconfessionalization of public education was attained. However, this major change required equally majorchanges in teacher training practices. This is the subject ofthe present paper. First, we present an overview of thisprogram. Second, we confront this program with theactual training followed by the teachers. Finally we highlight the significant gap between what was announcedin terms of training and the training in fact provided toteachers and future teachers. The paper suggests that thisgap is still a major obstacle to the teachers' appropriation ofthe program and, consequently, to its effectiveimplementation.
The Apology of Socrates
Authors: Perkinson Henry J.
Published: September 2024

In the year 399 B.C. the Athenians killed Socrates. They found the seventy-one year old philosopher guilty of "corrupting the youth by his teaching." They also accused him of refusing to honor the gods of the city and introducing new divinities, but this was the lesser charge. In his defense speech during his trial Socrates pays little attention to this second charge, stating flatly that he does believe there are gods (Apology,36).
The International Schools of the European Community: Cause or Consequence of European Unity
Authors: Reimer Milton Kenneth
Published: September 2024

Education has played a vital role in the development of Europe as we know it today, and this is particularly true of the development and extension of nationalism during and following the eighteenth century. The very fluid sense of belonging which the seventeenth century European experienced had gradually solidified into national molds, cemented by certain common features. The educational systems, both formal and informal, incorporated these national features into their curricula, thus establishing permanent divisions among the various European states.Today, many responsible European and American statesmen are attempting to lower - if not to remove· - these national barriers. The economic and political costs of international rivalry are too great. Between 1870 and 1950 Europe's share of the total manufactured products of the world dropped from 70 per cent to less than 35 per cent.1 Conversely, the United States had during this time risen to first place, and her success could be attributed largely to the unrestricted economic movement among her states.
Revolution, Ideology and Youth
Authors: Langton Stuart
Published: September 2024

It has become somewhat banal to be told that we are in the midst of a student revolution in the United States. The reminders appear almost daily through various student protest activities which are given wide publicity through the mass media. Student rebellion makes good copy and the press and public eagerly consume every tidbit of information about student unrest. In the midst of massive publicity new protagonists gain instant notoriety. Names like Professor S. I. Hayakawa, Sam Wood, Mark Rudd, Peoples Park, Woodstock, etc. have become symbols that perpetuate interest in student unrest.
Public Authority and Village Reconstruction: The Case of Basic Education in India
Authors: Zachariah Mathew
Published: September 2024

Some of the writings in the growing literature on the role of education in modernization have dealt with attempts to modify a part or the whole of an educational system. When such attempts for reform have failed (which have happened too often) 1, the profered explanations for the failure have been depressingly similar: there was confusion among administrators and teachers about the objectives of the reform, financial support for the reform program was grossly inadequate, there were not sufficient numbers of truly dedicated and properly trained teachers etc. Often, the crucial weakness of these explanations has been that they did not answer the question: in a given case which explanations were more fundamental than others in explaining a failure? Unless case studies of the failure (or the success) of reform attempts in education differentiate between the more significant from the less significant causes, our understanding of the relationship of educational change to other social, politicaland economic changes will remain at a descriptive level.
On Some Misconceptions of Education
Authors: Puligandla R. , Puhakka K.
Published: September 2024

Formulating a clear conception of education is not only very difficult but also, according rto some, futile and not relevant to the everyday educational reality in the schools. The former may be true, but those who maintain the latter are mistaken. For the kind of conception one has of educa:tion determines the way in which one theorizes about it, and theories in turn guide and influence the practice of education. Our purpose in this paper is to examine certain highly influential conceptions of education and show that all of them in one way or another commit the reductionist fallacy and therefore are inadequate and even misleading. It is not our task here to propose alternative and more adequate conceptions of education. That is for another occasion.
Equal Opportunity: The Importance of Being in Context
Authors: Crittenden Brian
Published: September 2024

The roots of disagreement over the relationship between the principle of equal opportunity and the ideal of equal­ity are examined through a discussion of John Schaar's attempt to demonstrate their incompatibility. It is concluded that crucial questions of meaning cannot be answered without reference to a general context of social, political, and economic theory, and ultimately, to a normative philosophy of man. This variation of meaning with context has tended to be ignored or underestimated in contemporary discussions of equal educational opportunity. Special attention is drawn to the limitations of ordinary language analyses in this respect.
Mindfulness as a Practice of Professional Life: A Reflective Learning Journey with Second Year Teachers
Authors: Holmes Kimberley
Published: September 2024

This paper summarizes the journey of my doctoral dissertation which was undertaken with nine second year teachers who wished to study the role of mindfulness in curriculum and learning. The research participants engaged in four life writing exercises around the topic of Mindfulness and Self, Mindfulness and the Learning Sciences, Mindfulness and Storytelling and Mindfulness in Systems understanding. Through the writing process and the braiding of the individual stories powerful themes emerged. These themes were then organized to create a potential model for teacher education, based on the four quadrants of the Integral Model (Wilber, 2000, 2006) focusing on incorporating mindfulness into personal and professional praxis.
Edification of Education: An Illumination of Best Practices, Effectiveness and Improvement
Authors: Ryan Thomas G. , Presley Amie , Sinay Erhan
Published: September 2024

The following iterative review of literature culls together research that addresses the terms school improvement, school effectiveness and best practices in a manner that provokes thought and leads the reader into the grey areas of educational effectiveness. This review is set within many landscapes as studies originating from many countries are loosely tied together to advance several lines of thought concerning teacher praxes, accountability and educational outputs.  As an endpoint the reader is placed within the suppositions that walkthroughs, mentoring, professional development and accountability are actually related and necessary if we are to improve educational capacity, outcomes and educational effectiveness via best practices.
William James’ Talks to Teachers Revisited
Authors: Henley Tracy B. , Schroeder Jennifer L.
Published: September 2024

This essay considers William James and his famous work – Talks to Teachers. It provides a short, education-relative, biography of James and the historical context of his writings. The book itself is summarized and reviewed, but with a constant eye toward its relevance for current issues. Specific topics include the relationship of psychology to education, the nature of education in North America, and an extensive discussion of education as “habit formation.”
Alberta’s New Teaching Quality Standard and Its Implications for Teacher Education
Authors: Rheaume Julia , Spencer Brenda L. , Donlevy J. Kent , Gereluk Dianne , Brandon Jim
Published: September 2024

This article examines the implications of the new provincially mandated Teaching Quality Standard (TQS) for teacher education programs in Alberta, Canada. We review the current context of teacher education in Alberta and the policy background of the TQS. We then consider how the TQS might serve as an appropriate framework for teacher preparation programs and suggest, using Bell and Stevenson’s (2015) policy analytics, how the new TQS has emerged and may be enacted. We conclude that if the TQS is to serve as a framework for teacher preparation, increased collaboration is needed among those providing teacher preparation programs, and indeed among all education stakeholders, as is assurance of ongoing democratic processes for negotiating and reviewing the policy and its practices.
Trauma, Harry Potter, and the Demented World of Academia
Authors: Thomas M’Balia
Published: September 2024

The following text presents my personal experience of psychological trauma as part of regular and ongoing processes of institutional (re)socialization into academe as a pre-tenure faculty member of color. In giving voice to this experience of trauma, the paper adopts a testimonio narrative function to highlight the shared nature of this experience even while foregrounding the uniqueness of my situation as a member of a marginalized and gendered body living in a specific geographical context and socio-political time. Though testimonio provides structure to my narrative, J. K. Rowling’s Harry Potter novels—a series about individual and collective trauma at the mortifying hands of resocializing institutions—provide an incidental, but integral, narrative lens through which I make meaning and offer advice on surviving traumatic experiences in institutional spaces.
Developing Intercultural Competence amongst Higher Education Staff: Is there a Role for Organizational Change Management?
Authors: Henningsmoen Erik , Solis Anayancy
Published: September 2024

Canadian higher education institutions are currently pursuing ambitious internationalization mandates. Due to the seriousness with which higher education institutions pursue internationalization and the difficulty of delivering on such mandates, it is important that institutions develop intercultural competence skills amongst their administrative staff. This paper will explore the importance of promoting and strengthening intercultural competence for higher education staff members to deliver on internationalization mandates and outcomes. The paper will also provide an overview of organizational change management, before exploring how institutions can use change management practice to support internationalization. To conclude, the paper offers a short list of recommendations for developing intercultural competence amongst administrative staff, through the lens of organizational change management.
Intercultural Competence in Higher Education: A Normative Anchor, a Developmental Perspective, and a Discursive Approach
Authors: ZHAO XU , YU EUSTACIA , ZHANG SIWEN
Published: September 2024

How to advance intercultural competence among university educators has become an important topic in the discourse on internationalization of higher education. However, what constitutes intercultural competence, how to promote it, and toward what end remain to be questions that are subject to debate. This conceptual article aims to contribute to the debate by 1) proposing a normative anchor based on Habermas’ theory of “principle of universalization”; 2) presenting a developmental perspective on intercultural competence in the context of higher education; and 3) introducing a discursive approach to empirical research on intercultural competence. Drawing on examples from an empirical study, we demonstrate a major challenge facing university educators in teaching students from diverse cultural backgrounds and point out the gaps in the existing models of intercultural competence. We then explain first why Habermas’ theory of “principle of universalization” may be a guiding principle for defining and practicing intercultural competence; secondly how the discourse of intercultural competence can be enriched by incorporating perspectives from psychosocial developmental theories; and thirdly why a discursive approach to research is a fruitful direction for empirical studies of intercultural competence. Finally, we provide a discussion on the implications of our proposals for teaching and learning in higher education.
A Reflection on Cross-Cultural Competencies: How Attitudes Shaped Experience in Rural India
Authors: Hull Ashley
Published: September 2024

This paper presents an autoethnographic reflection of one graduate student’s experience while interning abroad in rural India over the course of three months. Personal stories illustrating specific attitudes are utilized to demonstrate the use of cross-cultural competencies at play during definable circumstances. The author examines and evaluates “success” through the lens of these attitudes and the impending consequences of actions and beliefs. Results of the reflective process include greater personal and professional insights, in addition to clarity of future implications on career and educational pursuits.
“Like Bubbles Floating on the Surface:” Reflections on Transcultural Doctoral Seminar Participation
Authors: BECKER SANDRA , KO GINA , GROEN JANET , CZUY KORI , KIM MARCIA , ROY SYLVIE
Published: September 2024

Four doctoral students and two professors from a Canadian university examined their reflections after returning from an international doctoral seminar held in Brisbane, Australia. Their research explored the transcultural experience to determine the students’ development as scholars in an international setting.  Using a collaborative autoethnographic approach, the authors scrutinized their placement on Slimbach’s continuum (2005) where they found themselves “like all others, like some others, and like no others,” at different times during the seminar. The authors identify story, language, place, and time as critical themes in their own transcultural progression and placement on the continuum. Based on their collaborative inquiry and the themes that emerged, the authors provide considerations for future international doctoral seminars.
Autism Spectrum Disorder and the Implications For Higher Education: A Literature Review
Authors: WAISMAN TC , SIMMONS MARLON
Published: September 2024

This literature review focuses on the experiences of Autism Spectrum Disorder (ASD) students in higher education. We pay particular attention to how ASD students transition from high school into post-secondary education and what supports are beneficial to their educational careers. Our purpose is to understand how autistic students can experience greater success in higher education. Guiding questions for our review are: 1) What factors might contribute to how autistic students learn in the context of higher education? 2) How do autistic students experience post-secondary education? The literature was selected through various sources, including Proquest, Google Scholar, ERIC, eduCAT, and CLIO. Search terms guiding the review included: autistic, autism, high-functioning, student, higher education, college, policies, and leadership. Findings of the literature review point to transition plans; person-centred supports; and innovative leadership, policies, and actions as factors that contribute to ASD students’ learning in higher education.
Second Language Socialization in Higher Education: An Exploratory Case Study
Authors: BOZ UMIT , BARRANTES LENA , TWEEDIE M. GREGORY
Published: September 2024

Utilizing second language (L2) socialization as a theoretical framework, this study explores international students' performance of speech acts in academic and social settings, and individual and contextual factors underlying their L2 socialization experiences. Data were gathered through a 20-item online discourse completion test (DCT) and semi-structured interviews. Situational prompts in the DCT involved instances such as requesting extra time for assignment completion and negotiating roles in group work. While mostly grammatically correct, the DCT responses were marked by absence of typical speech acts, such as expressions of regret, excuses, and apologies. Interview data revealed a relatively low level of engagement with the target speech community. Findings suggest that present models of language support, which focus almost exclusively on development of academic language and literacy, largely overlook the importance of direct engagement with the target speech community. We recommend such engagement be delivered deliberately as part of the language support curriculum.
Responses to Internationalisation in Two Schools of Education
Authors: KAWALILAK COLLEEN , LOCK JENNIFER , REDMOND PETREA
Published: September 2024

Cross-cultural, multicultural, intercultural, and transcultural perspectives and practices in higher education contexts vary significantly, comparable to the blurring and often obscure definitions and interpretations applied to internationalisation terminology. In this article, academics from two Schools of Education in Canada and Australia aim to deepen the dialogue by sharing perspectives on internationalisation, drawing from their places of work and learning. The findings are discussed through the lens of a conceptual framework for internationalisation of higher education. From scholarly discourse, perspectives, practices, opportunities, and challenges pertaining to internationalisation in university contexts are examined. Recommendations for action for internationalisation within pre-service teacher education contexts follow.
Dewey and Bourdieu: Experience, Habit, and a New Direction for Education Reform
Authors: Hornbeck Dustin
Published: September 2024

This paper examines John Dewey’s theory of experience and interaction along with Pierre Bourdieu’s educational theory about social stratification, and argues that combined, these theories should be reconsidered to forge a new path in the wake of negative educative experiences rendered by the impact of the modern educational reform movement, which is driven by neo-liberal aims that focus on practical skills, standardized testing, and school choice. Through the transmission of cultural capital to students and taking into consideration the impact of social stratification, the school can be used as a place where students can seek their purpose in life through positive experiences and interactions that provide the conditions necessary to attain the goals and hopes that they deserve.
Designing and Implementing an Online Academic Integrity Tutorial: Identifying the Challenges within a Post-secondary Context
Authors: Lock Jennifer , Schroeder Meadow , Eaton Sarah Elaine
Published: September 2024

In addition to institutional policies and procedures, many post-secondary institutions offer various supports and resources to support students’ knowledge and enactment of academic integrity. In this study, we drew upon the literature and current practice to develop and implement an online academic integrity tutorial. This tutorial was customized to support undergraduate and graduate students enrolled in online and blended programs in a faculty of education at a Canadian University. We share the preliminary findings in this article and consider recommendations for future research and supporting students to learn about academic integrity generally.
The Perceptions of Higher Education Students on Contract Cheating and Educational Corruption in South East Europe
Authors: Lancaster Thomas , Glendinning Irene , Foltýnek Tomáš , Dlabolová Dita , Linkeschová Dana
Published: September 2024

This paper discusses research on contract cheating undertaken with students across six countries in South East Europe. The research was conducted as part of the South East European Project on Policies for Academic Integrity (SEEPPAI) and supported by a grant from the Council of Europe. Thirteen focus groups were held in which students discussed their experiences with contract cheating and wider issues of educational corruption. The trends identified showed that students knew how to gain contract cheating assistance in both coursework and examinations. Some students were themselves working as academic ghostwriters. Despite pockets of good practice being evident, there was the suggestion of a wider culture of corruption, with claims that some teaching staff were willing to take financial incentives to guarantee grades to students.The findings demonstrate that contract cheating represents a threat to academic integrity in countries where this had not previously been documented.
Declaring My Ontological and Epistemological Stance: A Reflective Paper
Authors: Kojo Otoo Benedict
Published: September 2024

Undertaking research requires a researcher to foreground their paradigm/worldview in the form of their ontological and epistemological stance. It is important to develop a deeper understanding of the assumptions underpinning a range of educational traditions and their relationships to educational research in general. A researcher may construct knowledgesocially as a result of his or her personal experiences in life within their natural settings. Qualitative research seeks to promote a deep understanding of a social setting or activity as viewed fromthe perspectives of the researcher. This challenges the scientific-realist assumption that reality is out there to be discovered. It is unlikely that one will gather ‘depth’ and ‘insight’ via the statisticsthat are frequently used in quantitative methods. This does not go to reduce quantitative research as another way of knowing. This reflective paper seeks to emphasize the importance of education and the nature of knowledge, as well as the central philosophical arguments that shape various paradigms of inquiry.
The naturalization of English: Using Bourdieu's concepts of cultural capital, symbolic power, and pedagogical action to analyze Canadian language policies
Authors: Yasin Farra
Published: September 2024

Although the concepts cultural capital, symbolic power, and pedagogical action were originally applied to describe how education reproduces social relations in France, Bourdieu’s sociological framework can be applied to illustrate the pervasive connection between language and colonialism in Canada. When applied to an analysis of the history of Canadian settlement andeducation practices between 1755 and until the present, these concepts demonstrate how colonial relations are reproduced through policies, educational programming and practices thatinflate the value of English as the official language of Canada. While Bourdieu’s concepts provide an analytical framework to illustrate how colonialism operates and why language continues tohave an impact on the economic outcomes of Indigenous People and immigrants, the framework on its own tends to be socially deterministic and requires decolonizing strategies to supportinterventions that will encourage equitable language policy, programming and practice.
Professional Learning Communities at the Classroom Level: Are They Having the Desired Outcome?
Authors: Cameron Derrick
Published: September 2024

ABSTRACT: The application of professional learning communities (PLCs) is a well-known strategy in North American school systems. These communities are meant to bring about school change by having educators work collaboratively to improve student learning. A qualitative study utilizing a case study methodology was used to examine four participants across two sites in order to address how PLCs were being utilized to assist teachers in improving their instructional practices via assessment for learning strategies. Formal interviews, classroom observations, and physical artefacts, were triangulated and the following findings emerged: 1) Time that was provided was not used to discuss student learning. 2) Most participants could not identify any support that was provided. 3) Participants could not identify the “essential” work of PLCs. It is imperative that schools and school districts find away to provide time, within the school day, so teachers can embrace the collaborative work required to improve instructional practices.
Empowering Migrant Women Through Poetry
Authors: Panagakou Stamatoula
Published: September 2024

It was a lovely summer day in Athens when I welcomed Alishba, Sahar, Mahdia, Sakineh, Fatima, Khadija, Mahboubeh, Heba and Rahima in my poetry workshop. We shared tea and coffee, cakes and fresh fruit. The room was filled with laughter and vivid conversation in English, Greek, Arabic and Farsi. The women looked happy and relaxed, as we were ready to explore the poetry of the Nobel Laureate Odysseus Elytis (1911-1996). Selected poems from his Orientations (1940), Sun the First (1943), The Sovereign Sun (1971) and Maria Nefeli (1978) transformed the place into a hothouse of ideas and creativity. With the wings of our imagination, “we walked in the fields” and the sun found us “again on the sandy shores” untangling the nets of dreams. We “drank water” from the springs of ancient villages and heard sublime hymns as the wind loitered “among the quinces.” 1
Hiring Practices and its Connection to the Conceptualization of ‘a Good Teacher’ in Diverse Classrooms
Authors: Fontenelle-Tereshchuk Daniela
Published: September 2024

Abstract: This article explores the role of hiring practices in the conceptualization of what makes a teacher ‘a good teacher’, especially in diverse classrooms. It is based on a multiple case study that examined the perceptions of the experience of four high school English language arts educators teaching in diverse classrooms in Alberta, Canada. These practitioners suggest that hiring practices are mostly unreliable as principals’ hiring decisions are often strongly influenced by noticeable teachers’ personal traits and their preconceived perceptions of what a ‘good’ teacher is. During the hiring process, such interpretation often relies on the sole perceptions of the experience of school principals, which are usually not supported by effective hiring practices research. Hiring ‘the most suitable’ teacher to meet the needs of increasingly complex classrooms is key to education. As education strives for responding to the needs of an increasingly diverse community of learners, reflecting on hiring practices is important to improve the quality of the education provided to students. Teachers’ perspectives on hiring practices are important as they could potentially contribute and inform professional development initiatives, teacher preparation programs, and educational policies regarding a possible connection between administrative roles and teacher effectiveness.
Experiencing Grace and Graceful Moments: In-Between Spaces in Teaching and Learning
Authors: Chadwick Sheelagh , Skuce Tim
Published: September 2024

Abstract: Teacher education’s dominant narrative is often one that accentuates sure-fire methods in the attainment of curriculum goals and objectives. We offer grace as an orientation that could serve to accentuate the profoundly relational generative space of teaching and learning, and to afford opportunities for taking time and making space in the classroom for inquiry into the living disciplines as a means to further understandings of self, other and curriculum matter. In this paper we explore and interpret Richard Wagamese’s essay “On the wings of eagles” as a portrayal of moments of grace and put it into conversation with our own experiences in teacher education and curriculum theory. Although it is not in the nature of this project to conclude or profess definitive results or methods, our aim is to keep open questions of what it means to be graceful, and to act gracefully in relation to our students and to subject matters. We believe that grace is a way to be in the world that could be transformational for current pedagogical practices.
Bureautechnocracy: An Emerging Organizational Pattern
Authors: Tesconi, Jr. Charles A.
Published: September 2024

Organizational theorists tell us that every age breeds organizational patterns peculiar to its social complexities. The bureaucratic model, for example, with its principal origins in the early stages of the so-called Industrial Revolution, evolved out of societal demands for fair managerial practices, and industrial-economic need for order, standardization, predictability and efficiency. It was a suitable answer to the values and exigencies of the Victorian era.
On the Nature of Philosophical Questions and the Function of Philosophy in Education
Authors: Kazepides A C
Published: September 2024

The author clarifies some misunderstandings about thefunctionof Linguistic Philosophy and t hen attempts toinvestigate the nature of philosophical quest ions. Heargues that philosophical questions are questions aboutthe logical behavior of linguistic expressions and providesa method of philosophical clarification (which is commonamong contemporary linguistic philosophers) for theanalysis of the concept of education.
The Black Studies Programme: Strategy and Structure
Authors: Hudson Herman
Published: September 2024

The author argues that Black Studies programs are necessary to correct the overwhelming lack of accurate information about the black man's role in the United States, from both an historical and a contemporary viewpoint. The central purpose of Black Studies must be to convert people to a psychological and political awareness of what constitutes the destiny of all Afro-Americans, and what the black man's commitment to the destiny of his race must be for his people to survive.
Canadian Education and the National Identity
Authors: Stamp R. M.
Published: September 2024

Recent discussions of nationalism and education in Canada have over-looked the fact that Canadian schools have never addressed themselves to the task of bolstering Canadian nationalism. The f ollowing factors have contributed to this situation : political aims of nineteenth century public school advocates; the British North America Act; continued dependence on British ideals; presence of the United States; and the French English division within the country. The future role of Canadian schools in the development of a national identity raises both practical and moral problems.
Proposal for a National Information System for Higher Education
Authors: Sheehan Bernard S.
Published: September 2024

Existing ways of gathering information required to manage Canadian postsecondary educational institutions and systems are not adequate. A carefully planned national information system for higher education is needed to provide decision-makers and policy formulators in institutions and in provincial authorities with management information. The proposed system will require up to five years to implement, but it will not be expensive in comparison to huge present and projected expenditures that it could make more effective. The proposed national system is described by the information it would provide, an illustration of the type of data collected, and the steps necessary for its design, development, implementation, and maintenance.