Pub Date : 2021-12-17DOI: 10.37119/ojs2021.v27i1.497
Maya Borhani
Amongst a group of poet-scholar friends, all of us students of the American poet Robert Bly, often speak of our “gratitude to old teachers,” the title from one of Bly’s (1999) poems. We cherish a meditative awareness of deeply rooted presences holding us up, buoying us as we stride across “Water that once could take no human weight” that now “holds up our feet / And goes on ahead of us ….” What is this mystery? Through the love and support of “old teachers,” we are held, led, and supported, into an unknown future that, without their guidance, we might never have reached. Many of Bly’s students (myself included) refer to how meeting him “changed” or even “saved” their lives. Similarly, I could say this of meeting and studying with Canadian curriculum scholar and poet Carl Leggo. Practicing gratitude to old teachers fosters vital pedagogic engagement and personal connection in a world often fraught with isolation and despair. Reflecting on how these poetic influences have inspired and guided my own personal and professional life, this essay ruminates on grateful legacies within literary and curriculum studies, and beyond. Keywords: gratitude, curriculum studies, mentorship, poetry, poetic inquiry
{"title":"“Gratitude to Old Teachers”: Leaning into Learning Legacies","authors":"Maya Borhani","doi":"10.37119/ojs2021.v27i1.497","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.497","url":null,"abstract":"Amongst a group of poet-scholar friends, all of us students of the American poet Robert Bly, often speak of our “gratitude to old teachers,” the title from one of Bly’s (1999) poems. We cherish a meditative awareness of deeply rooted presences holding us up, buoying us as we stride across “Water that once could take no human weight” that now “holds up our feet / And goes on ahead of us ….” What is this mystery? Through the love and support of “old teachers,” we are held, led, and supported, into an unknown future that, without their guidance, we might never have reached. Many of Bly’s students (myself included) refer to how meeting him “changed” or even “saved” their lives. Similarly, I could say this of meeting and studying with Canadian curriculum scholar and poet Carl Leggo. Practicing gratitude to old teachers fosters vital pedagogic engagement and personal connection in a world often fraught with isolation and despair. Reflecting on how these poetic influences have inspired and guided my own personal and professional life, this essay ruminates on grateful legacies within literary and curriculum studies, and beyond. \u0000Keywords: gratitude, curriculum studies, mentorship, poetry, poetic inquiry","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"38 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72891151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.37119/ojs2021.v27i1.507
Cristyne Hébert
As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces andterritories, resulting in the shuttering of physical post-secondary campuses. Universities quicklypivoted to remote learning, and faculty members adjusted their instructional and assessmentapproaches to align with virtual environments. Presumably to aid with this process, a number ofinstitutions acquired licenses to remote online proctoring services. This paper examines theresearch around online remote proctoring, examining the justification offered for the adoption ofonline remote proctoring, and contemporary research on assessment practices in higher education.Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode ofassessment while also acknowledging shifts in the testing environment, and an increase in studentanxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion ofassessment culture, offering some alternative assessment approaches that might disrupt the veryneed for online remote proctoring. Keywords: Online remote proctoring, assessment, testing
{"title":"Online Remote Proctoring Software in the Neoliberal Institution: Measurement, Accountability, and Testing Culture","authors":"Cristyne Hébert","doi":"10.37119/ojs2021.v27i1.507","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.507","url":null,"abstract":"As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces andterritories, resulting in the shuttering of physical post-secondary campuses. Universities quicklypivoted to remote learning, and faculty members adjusted their instructional and assessmentapproaches to align with virtual environments. Presumably to aid with this process, a number ofinstitutions acquired licenses to remote online proctoring services. This paper examines theresearch around online remote proctoring, examining the justification offered for the adoption ofonline remote proctoring, and contemporary research on assessment practices in higher education.Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode ofassessment while also acknowledging shifts in the testing environment, and an increase in studentanxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion ofassessment culture, offering some alternative assessment approaches that might disrupt the veryneed for online remote proctoring. \u0000Keywords: Online remote proctoring, assessment, testing","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"36 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78415503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.37119/ojs2021.v27i1.563
Douglas Brown, Lin Ge
A Review of the book Social Theory for Teacher Education Research: Beyond the Technical-Rational by Kathleen Nolan & Jennifer Tupper, J. (Eds.) Bloomsbury (2019) ISBN 9781350086395
{"title":"A Review of Social Theory for Teacher Education Research: Beyond the Technical- Rational by Kathleen Nolan & Jennifer Tupper, J. (Eds.)","authors":"Douglas Brown, Lin Ge","doi":"10.37119/ojs2021.v27i1.563","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.563","url":null,"abstract":"A Review of the book Social Theory for Teacher Education Research: Beyond the Technical-Rational by Kathleen Nolan & Jennifer Tupper, J. (Eds.) \u0000Bloomsbury (2019) \u0000ISBN 9781350086395 \u0000 ","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81039689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.37119/ojs2021.v27i1.498
W. Mackey
Culturally relevant pedagogy (CRP) has been implemented in classrooms and schools across Canada and the United States to address the inequity that has caused an academic achievement gap between Black and Indigenous students and those students who self-identify as White. The purpose of this paper, which draws upon a larger instrumental case study that investigated CRP as a district-wide change, is to demonstrate an effective model for sustainable, deep-level educational change to address systemic racism through CRP. The primary research question from the larger study was: How do people with different roles throughout the hierarchy of the school district make sense of CRP? In this paper, I highlight two of the key findings from the larger study. First, in order for CRP as a district-wide reform mandate to be implemented effectively, the steps of the reform must be diffused throughout the district rather than decreed from the top of the hierarchal chain of a typical public school system. Second, in order for change that impacts an entire school system to occur, there must be a mechanism for deep learning prior to and during the implementation stage for members of the district. Keywords: culturally relevant pedagogy, second-order change, decolonizing, sensemaking, university-school partnerships
{"title":"Culturally Relevant Pedagogy – A Diffusion Model for District-Wide Change to Address Systemic Racism","authors":"W. Mackey","doi":"10.37119/ojs2021.v27i1.498","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.498","url":null,"abstract":"Culturally relevant pedagogy (CRP) has been implemented in classrooms and schools across Canada and the United States to address the inequity that has caused an academic achievement gap between Black and Indigenous students and those students who self-identify as White. The purpose of this paper, which draws upon a larger instrumental case study that investigated CRP as a district-wide change, is to demonstrate an effective model for sustainable, deep-level educational change to address systemic racism through CRP. The primary research question from the larger study was: How do people with different roles throughout the hierarchy of the school district make sense of CRP? In this paper, I highlight two of the key findings from the larger study. First, in order for CRP as a district-wide reform mandate to be implemented effectively, the steps of the reform must be diffused throughout the district rather than decreed from the top of the hierarchal chain of a typical public school system. Second, in order for change that impacts an entire school system to occur, there must be a mechanism for deep learning prior to and during the implementation stage for members of the district. \u0000Keywords: culturally relevant pedagogy, second-order change, decolonizing, sensemaking, university-school partnerships \u0000 ","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.37119/ojs2021.v27i1.494
G. Aikenhead
This paper proposes a rationale that supports a renewal of our predominantly 19th century curriculum for Grades 7–12, identified as Mathematics 1.0. It was originally established in the mid 1800s to prepare learners mostly from upper-class families to succeed in a post-industrial society. Today’s digital revolution has changed society remarkably, and the variety of learners has certainly broadened, but Mathematics 1.0 fundamentally remains the same Plato-based (Platonist) curriculum due to its social-political power, which is documented in the article. The major changes to society’s culture and the composition of learners have caused faults in Mathematics 1.0 (e.g., a relevance deficit). For the majority of learners, school mathematics has mostly become an obsolete, inequitable, and harmful rite-of-passage into adulthood, to varying degrees. A renewed curriculum, Mathematics 2.0, is rationalized and specific suggestions are offered. The minority of learners who successfully pursue mathematics to varying degrees would experience small changes in their new Mathematics 1.2. Keywords: school mathematics, humanistic, curriculum differentiation, relevance
{"title":"A Rationale for the Junior-Senior Secondary Mathematics Curriculum 2.0","authors":"G. Aikenhead","doi":"10.37119/ojs2021.v27i1.494","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.494","url":null,"abstract":"This paper proposes a rationale that supports a renewal of our predominantly 19th century curriculum for Grades 7–12, identified as Mathematics 1.0. It was originally established in the mid 1800s to prepare learners mostly from upper-class families to succeed in a post-industrial society. Today’s digital revolution has changed society remarkably, and the variety of learners has certainly broadened, but Mathematics 1.0 fundamentally remains the same Plato-based (Platonist) curriculum due to its social-political power, which is documented in the article. The major changes to society’s culture and the composition of learners have caused faults in Mathematics 1.0 (e.g., a relevance deficit). For the majority of learners, school mathematics has mostly become an obsolete, inequitable, and harmful rite-of-passage into adulthood, to varying degrees. A renewed curriculum, Mathematics 2.0, is rationalized and specific suggestions are offered. The minority of learners who successfully pursue mathematics to varying degrees would experience small changes in their new Mathematics 1.2. \u0000Keywords: school mathematics, humanistic, curriculum differentiation, relevance \u0000 ","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75074733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.37119/ojs2021.v27i1.510
Kathryn Isenor, Erin L. Mazerolle, Conor Barker
The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity
{"title":"Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers","authors":"Kathryn Isenor, Erin L. Mazerolle, Conor Barker","doi":"10.37119/ojs2021.v27i1.510","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.510","url":null,"abstract":"The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. \u0000Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"12 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89671120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.37119/ojs2021.v27i1.503
Joël Thibeault, Ian A. Matheson
Abstract As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies. Keywords: dual-language children’s books, reading strategies, French immersion Résumé Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies. Mots-clés : livres bilingues, stratégies de lecture, immersion française
随着双语儿童读物在语言教育和读写教育中越来越受欢迎，学者们开始关注学生在阅读这些书籍时如何构建意义。在本文中，根据前面提到的文献，我们提出了一项定性研究，重点关注萨斯喀彻温省三年级法语浸入式学生在阅读两种类型的双语书籍时采用的阅读策略:翻译的，全文同时出现在英语和法语中;整合的，法语段落有机地完成了英语段落，但没有提供完全相同的信息。这个多案例研究突出了三种不同的阅读概况，并展示了同一个学生在阅读双语书籍时如何使用单语和跨语言阅读策略。研究还表明，一些学生在阅读不同类型的双语书籍时能够调整他们的阅读策略，而另一些学生则更频繁地使用相同的策略。关键词:双语儿童读物，阅读策略，沉浸式法语教学;双语儿童读物的学习习惯;双语儿童读物的学习习惯;双语儿童读物的学习习惯;双语儿童读物的学习习惯;在这篇文章中，交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器、交换交换器。这个练习曲de cas多个新上的菜所以三资料不同de lecteur等儿子entremise,常识montrons评论des策略de讲座monolingues et translinguistiques peuvent可能利用par un meme过他当有点燃联合国里弗她来说。在某些情况下，某些类型的转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器转换器。mots - class:生活中双语，战略的演讲，沉浸式法语
{"title":"Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study","authors":"Joël Thibeault, Ian A. Matheson","doi":"10.37119/ojs2021.v27i1.503","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.503","url":null,"abstract":"Abstract \u0000As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies. \u0000 Keywords: dual-language children’s books, reading strategies, French immersion \u0000Résumé \u0000Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies. \u0000Mots-clés : livres bilingues, stratégies de lecture, immersion française","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"43 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77342911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1177/00345237211034881
Adriano Larentes da Silva
This paper presents the results of a study that investigated technical and professional educational policies in both Brazil and Mexico, and the relations of these two countries with international networks of educational organizations. The focus is on the three international organizations that have had the most influence on public education policies in both Brazil and Mexico: UNEVOC, CINTERFOR/ILO, and REDUCA. Official documents, academic articles, and information available at the websites of the organizations were analyzed. The results indicate that the main objective of these networks has been the search for consensus around educational perspectives aimed at implementing models of technical and vocational professional education that meet the interests of entrepreneurs and the labor market. The results also indicate that the network activity of international organizations has contributed to consolidate educational standards, experiences and very pragmatic and restrictive instruments that directly impact the school realities of countries such as Mexico and Brazil.
{"title":"International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico","authors":"Adriano Larentes da Silva","doi":"10.1177/00345237211034881","DOIUrl":"https://doi.org/10.1177/00345237211034881","url":null,"abstract":"This paper presents the results of a study that investigated technical and professional educational policies in both Brazil and Mexico, and the relations of these two countries with international networks of educational organizations. The focus is on the three international organizations that have had the most influence on public education policies in both Brazil and Mexico: UNEVOC, CINTERFOR/ILO, and REDUCA. Official documents, academic articles, and information available at the websites of the organizations were analyzed. The results indicate that the main objective of these networks has been the search for consensus around educational perspectives aimed at implementing models of technical and vocational professional education that meet the interests of entrepreneurs and the labor market. The results also indicate that the network activity of international organizations has contributed to consolidate educational standards, experiences and very pragmatic and restrictive instruments that directly impact the school realities of countries such as Mexico and Brazil.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"22 1","pages":"59 - 79"},"PeriodicalIF":1.3,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83331555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1177/00345237211031261
Hassan Syed, S. Memon, Z. Chachar, Sharique Zameer, Tanweer Shah
Willingness to communicate in a second language (L2 WTC) is a speaker’s voluntary engagement in communication using a target language. WTC has undergone several conceptualisations over the past twenty years or so. The aim of the current article is to present a narrative review of the major conceptual developments in research on L2 WTC. First, the article discusses the strengths and limitations of the major conceptualizations of L2 WTC, i.e. MacIntyre et al. pyramid model, Wen and Clement Chinese conceptualization, and Kang’s situational model of L2 WTC. Second, the article presents the basic features of the complex dynamic systems theory (CDST) and discusses how it serves as a meta-theory with immense explanatory power to encompass the complex, dynamic and non-linear behaviour of L2 WTC. Finally, corresponding to a CDST construal of L2 WTC, the paper discusses some of the methodological developments and possible directions for future research. The article aims to contribute to language teachers’ and teacher educators’ awareness of the complex and dynamic nature of L2 WTC and provide future researchers with an alternative theoretical framework and corresponding methods to study L2 WTC.
{"title":"Willingness to communicate in a second language and the promise of complex dynamic systems theory: A narrative review","authors":"Hassan Syed, S. Memon, Z. Chachar, Sharique Zameer, Tanweer Shah","doi":"10.1177/00345237211031261","DOIUrl":"https://doi.org/10.1177/00345237211031261","url":null,"abstract":"Willingness to communicate in a second language (L2 WTC) is a speaker’s voluntary engagement in communication using a target language. WTC has undergone several conceptualisations over the past twenty years or so. The aim of the current article is to present a narrative review of the major conceptual developments in research on L2 WTC. First, the article discusses the strengths and limitations of the major conceptualizations of L2 WTC, i.e. MacIntyre et al. pyramid model, Wen and Clement Chinese conceptualization, and Kang’s situational model of L2 WTC. Second, the article presents the basic features of the complex dynamic systems theory (CDST) and discusses how it serves as a meta-theory with immense explanatory power to encompass the complex, dynamic and non-linear behaviour of L2 WTC. Finally, corresponding to a CDST construal of L2 WTC, the paper discusses some of the methodological developments and possible directions for future research. The article aims to contribute to language teachers’ and teacher educators’ awareness of the complex and dynamic nature of L2 WTC and provide future researchers with an alternative theoretical framework and corresponding methods to study L2 WTC.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"22 1","pages":"41 - 58"},"PeriodicalIF":1.3,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74319671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：