ethanporcaro/eric-fulltext-meta huggingface dataset:
30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning
Author: Koseoglu, Suzan
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Bias,Sex Fairness,Curriculum Design,Open Education,Distance Education,Postsecondary Education,Social Justice,Empowerment,Equal Education,Feminism,Cultural Relevance,Access to Education

Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn's social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as &quot;a life and death issue,&quot; approaching &quot;empowerment&quot; as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and ­androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women's access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) &quot;ODL and equal opportunity;&quot; (2) &quot;Feminism and gender-sensitive curriculum design;&quot; and (3) &quot;Culturally relevant curriculum design.&quot; We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
Between Social Justice and Decolonisation: Exploring South African MOOC Designers&apos; Conceptualisations and Approaches to Addressing Injustices
Author: Adam, Taskeen
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Justice,Large Group Instruction,Online Courses,Design,Racial Bias,Social Bias,Equal Education,Economic Factors,Access to Computers,Cultural Awareness,Political Issues,Power Structure,Higher Education,Minority Groups,Blacks

As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee's comment that 'you could decolonise and still have an enormous amount of injustice', this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as 'social justice' and 'decolonisation' have multiple meanings and connotations, a framework was created to unpack the 'Dimensions of Human Injustice' namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
No Fees to Enroll Them All? The State of College Access in Mexico
Author: Castiello-Gutiérrez, Santiago
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Higher Education,Educational Quality,Educational Change,Educational Development,College Attendance,Compulsory Education,Outcomes of Education,Costs,Federal Legislation,Educational Policy,Policy Analysis,Equal Education

Mexico is often portrayed as a colorful country through its art, clothing, architecture and landscapes; but all that color carries in itself contrast. Education, as well as other aspects of public life in Mexico, has been a matter of contrasts since the settlement of the first civilizations. At the beginning of the modern era, as a result of the reform laws and with the promulgation of the 1917 Constitution, education began to grow exponentially as a public good that has remained compulsory (only from K-12), secular, and free for all (MX. Const. 2019). But this exponential growth, 1) has not been enough to guarantee high levels of education for most of the population, 2) has resulted in a highly stratified system, and 3) has brought along some serious issues regarding the quality of education. Specifically in the tertiary level, and to address the issue of access, the federal government proposed and, their majority in Congress recently passed, a new constitutional reform to also include higher education among the compulsory levels of education (MX. Const. 2019). By making higher education a right for every Mexican citizen, the government will be forced to guarantee access regardless of a student's financial means or academic standing. This article represents a policy analysis of this new legislation and a reflection on whether or not making higher education compulsory is the best route to increase enrollment and coverage. The article is organized as a holistic analysis of higher education in Mexico and it challenges with a focus on access and coverage. The manifold issues of the current status and policies are described first. The article then moves to a discussion about how, by merely changing the legislation, the country might not see the expected outcomes. It also discusses how, considering the high cost associated with implementing such policy, there might be other priorities to attend to. It ends with research and policy recommendations focused on increasing access and coverage without neglecting issues of equity and quality.
&quot;Black Female Teachers Are Our School Parents!!&quot;: Academic Othermothering Depicted in Multicultural Young Adult Texts
Author: Greene, Delicia Tiera
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Teachers,Females,Teacher Role,Adolescents,African American Students,Student Needs,Urban Schools,Secondary School Students,Secondary School Teachers,Literacy Education,Fiction,Adolescent Literature,Identification (Psychology),Caring,Social Bias,Teacher Student Relationship,Feminism

This study examines the ways in which fictional Black female teachers enact their academic othermother identity in support of Black adolescent female students' academic, socioemotional, and cultural needs in urban secondary literacy contexts. Sharon Flake's &quot;The Skin I'm In&quot; and Sapphire's &quot;PUSH&quot; were the multicultural young adult texts used in this study. Black Feminist Thought (Academic Othermothering) was the theoretical perspective that drove this study. Critical Content Analysis was the analytical tool employed to interpret data. This study found that fictional Black female literacy teachers depicted in multicultural young adult literature texts enact their academic othermother identity by: (1) disrupting the dominance of formal literacy assessments and curricula, (2) incorporating dialogic journal writing in literacy instruction, (3) creating spaces for Black girls to author their lives and re-imagine self, and (4) negotiating multiple identities and external influences. This study provides pedagogical strategies designed to support teachers working with Black girls to infuse an ethic of care in the urban secondary literacy classroom.
&quot;We Been Knowin&quot;: Toward an Antiracist Language &amp; Literacy Education
Author: Baker-Bell, April
Date: 2020-00-00
Type: Journal Articles
Subjects: English Teachers,Black Dialects,Language Patterns,Grammar,Communication Skills,Racial Discrimination,Racial Attitudes,Social Change,Critical Theory,Media Literacy,African Americans,African American Culture,African American Attitudes,Social Media,English Instruction,Multicultural Education

This essay asserts the importance for English/Language Arts educators to become conversant with the features of Black Language and the cultural and historical foundations of this speech genre as a rule-bound, grammatically consistent pattern of speech. These features go beyond grammar to include such conventions as a reliance on storytelling as a means of communicating ideas. The author proposes a set of issues for educators to consider so that they may produce antiracist scholarship, praxis, and knowledge that work toward transformation and social change in service of addressing racial, cultural, and linguistic inequities in language and literacy education. The essay concludes with ten framing ideas for generating an antiracist Black Language Pedagogy in order to produce a society founded on respect and appreciation for the historical, cultural, political, and racial underpinnings of Black Language.
&quot;How Do I Teach with Hope?&quot;: Enacting Poetry Reading and Writing as a Form of Critical Hope in Classroom Spaces
Author: Beymer, Alecia
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Secondary Education,English Teachers,Poetry,Reading Instruction,Writing Instruction,Teacher Educators,Teaching Methods,Expectation,High School Teachers,Language Arts

In this article, we explore how the reading and writing of poetry can be a form of critical hope within secondary English teacher education courses, and across our experiences as English teachers. We begin by discussing a particular moment from our secondary English teacher education course, where one of our teacher interns prompted us to respond thoughtfully about the ways we have enacted critical hope by asking, &quot;How do I teach with hope?&quot; From this moment, we share five vignettes of how as former teachers and current teacher educators, we each read and taught with poetry and the ways these moments evoked possibilities for how we might trace the contours of critical hope through a deeper engagement of the relational and poetic within teaching.
Thriving in the Face of Adversity: Mapping Experiences of International Students in a South African Higher Education Institution
Author: Nwokedi, Peace Ginika
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Students,Educational Experience,Educational Environment,Change Agents,Student Adjustment,Universities,Undergraduate Students,Graduate Students,Photography,Student Attitudes,Barriers,Sociocultural Patterns,Cultural Differences,School Policy,Peer Relationship,Teacher Student Relationship,Emotional Adjustment,Foreign Countries

This study uses the agentic capability theory of Albert Bandura (Bandura 2009; 2012) as its lens to explore international students' experiences in a South African higher educational institution. The agentic capability theory &quot;adopts an agentic perspective toward human development, adaptation, and change&quot; (Bandura 2006:164). This implies that international students as assets and human agency developed physically, emotionally, and holistically when they leave their home environment to study in their host environment which, in this case, is South African and their development is also based on the different enabling factors within their learning environment that assist them to adapt to their new environment and become change agents. This study was conducted at one of the campuses of a selected university in the Kwa Zulu-Natal province of South Africa. The sample was international students in their undergraduate and postgraduate level of study who were between the ages of 19-45 years old. The method employed in this study was a photovoice method, and a focus group discussion (FGDs). The participants were able to identify several barriers or challenges they were currently experiencing in their learning environment which need to be addressed within their learning context. The various challenges that are needed to be addressed were derived from the macro environment, which is the broader community (for example socio-economic and socio-cultural barrier); the microenvironment i.e. university (local students, administrative staff and university policies) and mesoenvironment (psychological challenges).
Placemaking and the Child Reader: Toward a Place-Conscious Framework for Reader Response Research and Pedagogy
Author: Fischer, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Place Based Education,Reading Instruction,Reader Response,Literature Reviews,Children,Learner Engagement,Child Development,Childrens Literature

All children are placemakers (Chawla, 1992). While we know that a child's sense of place is linked to a sense of belonging (Brillante &amp; Mankiw, 2015), the implications of placemaking in the lived experiences of child readers, specifically, has not been widely explored. The primary purpose of this literature review is to aid reader response researchers and educators in developing a conceptual and methodological framework that prioritizes the fundamentality of placemaking in the lives of child readers. Torraco's (2005) framework for an integrative literature review and conventional content analysis (Hsieh &amp; Shannon, 2005) were used to select and analyze seventy-eight sources for this review. The findings suggest that within a place-conscious framework for reader response, researchers can explore (1) how child readers engage in placemaking as reader response at various developmental stages, (2) the ways texts function as both artifacts of place(s) and as vehicles for developing readers' place-consciousness, and (3) how the sociocultural contexts of reading experiences can be situated within broader place experiences. To operationalize a place-conscious framework for future reader response work that builds upon the scholarship presented in this review, the author recommends that traditional schematic representations of reader response theory be expanded or modified.
Identifying Promising Literacy Practices for Black Males in P-12 Classrooms: An Integrative Review
Author: Husband, Terry
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Males,African American Students,Preschool Education,Elementary Secondary Education,Reading Instruction,Culturally Relevant Education,Critical Literacy,Student Motivation,Reading Material Selection,Cooperation,Schemata (Cognition),Identification (Psychology),Extracurricular Activities,Phonemic Awareness,Holistic Approach,Skill Development,Writing Instruction,Middle School Students,High School Students,African American History,Student Empowerment,Discipline

Much has been written about the ways in which Black boys are often underserved in literacy classroom in the United States. Relatively little has been documented about the literacy strategies that are yielding promising outcomes in this study group. The purpose of this integrated literature review is to identify what we call promising literacy instructional practices with Black boys across the P-12 educational spectrum. Through an analysis of 62 publications, we outline a host of different instructional practices that have yielded positive outcomes with Black boys. Recommendations for teachers and future research studies are provided.
Contribution of International Development Activities to Comprehensive Internationalization of U.S. Public Universities
Author: Shchepetylnykova, Ielyzaveta
Date: 2020-00-00
Type: Journal Articles
Subjects: State Universities,International Education,Educational History,Institutional Mission,Institutional Advancement,Educational Development,Global Approach,Administrator Attitudes,Grounded Theory,Developing Nations,International Cooperation,Educational Cooperation,Economic Development,Capacity Building

In the era of globalization, increasing interdependence between countries' economic, political, and social processes creates global challenges and opportunities. Extreme variations in the international distribution of wealth have elevated developed countries as important players in tackling the world's biggest issues, such as poverty, climate change, and conflicts. However, the magnitude of the global challenges facing the planet does not allow for just a single country or organization to address them. U.S. colleges and universities have a long history of working in developing countries to bring unparalleled resources and experiences in science, technology, and teaching, which contribute to tackling global challenges. The study draws on qualitative data to investigate the role of international development in comprehensive internationalization of U.S. public universities. Analysis of the study data reflects that U.S. public universities engage in international development activities to advance their teaching, research, and service missions.
A Qualitative Analysis: Mexican University Student Written Advice to Future Students at the Conclusion of a Semester Abroad Experience
Author: Drabier, Renee
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Study Abroad,Student Experience,College Students,Student Adjustment,Life Style,Coping,Study Habits,Interpersonal Relationship,Self Management,Language Skills,English (Second Language),Transportation,Money Management

This study is an analysis of student reflective advice written to future semester abroad students based upon their personal experience in a semester study abroad program. In December 2018, 36 Mexican students wrote individual letters during an end-of-term session in which they were asked to reflect upon their semester abroad experience in San Antonio, Texas. The students composed letters to provide advice for the next student cohort based on what they had learned and what they wished someone had told them to help make the most of their experience. The student advice letters were a follow-on to a beginning of the semester activity in which each student wrote a letter to themselves about their expectations of the semester abroad experience. The objective of the letter writing exercise was to encourage reflective thinking about what they had learned and for the students to evaluate how much they changed as a result of the semester abroad study. The December letters were analyzed for types of advice and categorized by topic area for this report using qualitative methodology. The aims of this analysis were to evaluate peer advice to future students in their semester abroad experience, to gain insight into the student's experience, and to evaluate how student advice can be used to improve future student experiences.
Making a Case for an Integrated Faculty-Designed and Faculty-Operated Study Abroad Center
Author: Rai, Sarita
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,College Faculty,Design,Integrated Services,Educational Objectives,Administrators,Governance,Participative Decision Making,Teacher Administrator Relationship,Crisis Management

Using the University of Hawai'i Manoa Study Abroad Center as a case study, this essay argues that in all areas of programming and functioning, a viable Study Abroad Center must involve faculty from all areas of the institution. The author argues that positive outcomes for students depend on shared governance, and the key to shared governance is participation by faculty.
A Pedagogy of Student Mobility: Facilitating Humanistic Outcomes in Internationalization and Student Mobility
Author: Geibel, William Robertson
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Mobility,Humanism,Educational Objectives,Global Approach,Higher Education,International Education,College Students,Foreign Students,Study Abroad,Motivation,International Relations,Self Concept

Over the last several decades, universities around the world have initiated processes of internationalization in an effort to respond to the growing influence of globalization and remain leaders in the vastly competitive space of higher education (Helms, Brajkovic, and Struthers 2017; Knight 2012). Universities have focused their internationalization efforts on student mobility (i.e. the sending and receiving of students to/from foreign destinations while enrolled in a degree program) with the belief that the act of mixing international and domestic students on campuses most effectively, or perhaps most easily, contributes to their missions of educating the next generation of global citizens who are aware and appreciative of the world and its many people, countries, and cultures (Burn 1990; Helms, Brajkovic, and Struthers 2017; Knight 2012). Accompanying the growth of international students has been a rising acknowledgement of the importance of student mobility on US higher education. As a result, there has been a wave of research looking at the impacts of internationalization on students and campuses over the past 15-20 years (Peterson, Briggs, Dreasher, Horner, and Nelson 1999; Ho, Bulman-Fleming, and Mitchell 2003; Urban and Palmer 2014). However, much of this scholarship has been focused on the &quot;outcomes&quot; of such programs, rather than the process of learning that takes place within them. The result has been a relative lack of exploration into international student programs through the lens of educational theory and the types of pedagogy that would best facilitate the objectives of internationalization. In response, this paper puts forth an initial articulation of a pedagogy of student mobility aimed at improving the effectiveness of such programs in fostering humanistic outcomes, such as global engagement, awareness, and understanding. To provide the necessary context for why a pedagogy of student mobility is needed, the author first lays out the benefits that motivate universities to invest in student mobility programs in order better understand the implicit learning outcomes that universities anticipate. Then, the author provides an overview of the areas in which student mobility falls short of these expectations to highlight the need for improvement. Finally, he concludes with an articulate of what a pedagogy of student mobility must look like if the shortcomings of student mobility are to be addressed.