Pub Date : 2022-11-01DOI: 10.1177/00345237221140141
Merli Tamtik, Cara Colorado
Education policies are increasingly characterized as complex and dynamic, involving a multitude of actors and policy networks. As a result, there is a growing demand in education for research approaches that can help make sense of this complexity. This paper examines the applicability of multi-level governance (MLG) framework as a tool of education research from Canada’s decentralized federalist perspective. By conducting a comprehensive literature review of 50 peer-reviewed journal articles, we determine the applicability of MLG framework, the conditions necessary for its use, and its overall relevance to education policy, which is increasingly characterized by the involvement of a variety of stakeholder groups across government levels and policy sectors. The key findings are presented following Bowe et al.’s (1992) policy cycle framework. We conclude that MLG approach is a strong tool for education research to analyze policy making in federal decentralized educational systems, as it allows a more nuanced perspective for understanding the multilayered policy dynamics often unfolding in the context of federalism.
{"title":"Multi-level governance framework and its applicability to education policy research - the Canadian perspective","authors":"Merli Tamtik, Cara Colorado","doi":"10.1177/00345237221140141","DOIUrl":"https://doi.org/10.1177/00345237221140141","url":null,"abstract":"Education policies are increasingly characterized as complex and dynamic, involving a multitude of actors and policy networks. As a result, there is a growing demand in education for research approaches that can help make sense of this complexity. This paper examines the applicability of multi-level governance (MLG) framework as a tool of education research from Canada’s decentralized federalist perspective. By conducting a comprehensive literature review of 50 peer-reviewed journal articles, we determine the applicability of MLG framework, the conditions necessary for its use, and its overall relevance to education policy, which is increasingly characterized by the involvement of a variety of stakeholder groups across government levels and policy sectors. The key findings are presented following Bowe et al.’s (1992) policy cycle framework. We conclude that MLG approach is a strong tool for education research to analyze policy making in federal decentralized educational systems, as it allows a more nuanced perspective for understanding the multilayered policy dynamics often unfolding in the context of federalism.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"80 1","pages":"20 - 44"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72982982","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 : 2022-11-01DOI: 10.1177/00345237221140146
Dinara Muratbekova, A. Galiyeva, N. Khanina, Zh. R. Zhexembayeva, Raushan Assylova
The relevance of the research is due to the fact that in modern education there is a growing need for training qualified teachers who are capable of organising dialogical training of younger schoolchildren. In this regard, this article is aimed at identifying and diagnosing aspects and features of the psychological and pedagogical training of future teachers who will teach children dialogic communication and develop in them the need for intercommunication. The leading methods of studying this problem are induction, deduction, comparison, and analysis, which will facilitate determining the features and traits of psychological and pedagogical preparation of future teachers for professional activity, presenting the results of their readiness to develop components of speech competence in younger schoolchildren. The article covers and substantiates the ways of development of communicative skills in younger schoolchildren during the learning process, which should be used by the teacher effectively. The materials of the article are of practical value for students, teachers who should be ready to teach dialogical speech to future generations, develop communication and conversational skills to meet the requirements of the education system and shape a personality that can freely fulfil its potential in all spheres of life.
{"title":"Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children","authors":"Dinara Muratbekova, A. Galiyeva, N. Khanina, Zh. R. Zhexembayeva, Raushan Assylova","doi":"10.1177/00345237221140146","DOIUrl":"https://doi.org/10.1177/00345237221140146","url":null,"abstract":"The relevance of the research is due to the fact that in modern education there is a growing need for training qualified teachers who are capable of organising dialogical training of younger schoolchildren. In this regard, this article is aimed at identifying and diagnosing aspects and features of the psychological and pedagogical training of future teachers who will teach children dialogic communication and develop in them the need for intercommunication. The leading methods of studying this problem are induction, deduction, comparison, and analysis, which will facilitate determining the features and traits of psychological and pedagogical preparation of future teachers for professional activity, presenting the results of their readiness to develop components of speech competence in younger schoolchildren. The article covers and substantiates the ways of development of communicative skills in younger schoolchildren during the learning process, which should be used by the teacher effectively. The materials of the article are of practical value for students, teachers who should be ready to teach dialogical speech to future generations, develop communication and conversational skills to meet the requirements of the education system and shape a personality that can freely fulfil its potential in all spheres of life.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"66 1","pages":"64 - 78"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79242606","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 : 2022-11-01DOI: 10.1177/00345237221140140
J. Arantes
In the last decade education has experienced a shift from privatization to commercialization. This paper argues that the commercialization of education has evolved more recently as a result of artificially intelligent corporate players, enabling forms of insights sales called ‘Dark Advertising’. It unpacks how Dark Advertising are profiting from data-driven predictions that reveal where demand is emerging, rather than responding to perceived problems by examining reports by the Australian Competition and Consumer Commission (ACCC). Able to produce techno-solutions ‘just in time’ through Dark Advertising, Dark Advertising are considered to be enabling new forms of governance and influencing educational policy. Findings of the examination reveal associations in terms of teachers’ privacy, ability to provide consent, and agency. Arguably, circumnavigating Codes of Conduct and Privacy legislation, the author calls for greater scrutiny into various information asymmetries associated with Insight Sales strategies that predict, nudge and experiment with teachers’ behavior for profit.
{"title":"New corporate players and educational policy: How might the Australian competition and consumer commission help us to understand AI’s associations with educational policy?","authors":"J. Arantes","doi":"10.1177/00345237221140140","DOIUrl":"https://doi.org/10.1177/00345237221140140","url":null,"abstract":"In the last decade education has experienced a shift from privatization to commercialization. This paper argues that the commercialization of education has evolved more recently as a result of artificially intelligent corporate players, enabling forms of insights sales called ‘Dark Advertising’. It unpacks how Dark Advertising are profiting from data-driven predictions that reveal where demand is emerging, rather than responding to perceived problems by examining reports by the Australian Competition and Consumer Commission (ACCC). Able to produce techno-solutions ‘just in time’ through Dark Advertising, Dark Advertising are considered to be enabling new forms of governance and influencing educational policy. Findings of the examination reveal associations in terms of teachers’ privacy, ability to provide consent, and agency. Arguably, circumnavigating Codes of Conduct and Privacy legislation, the author calls for greater scrutiny into various information asymmetries associated with Insight Sales strategies that predict, nudge and experiment with teachers’ behavior for profit.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":"45 - 63"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90064584","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 : 2022-11-01DOI: 10.1177/00345237221139886
G. Sherwood
Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; ‘contractual’, which explains how rules that reflect the values of the individual are shaped by society and culture; ‘performative’, that communicate emotions experienced during struggles and challenges; and ‘disjunctive’, that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students’ priorities and uprooting the writer’s hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy.
{"title":"A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales","authors":"G. Sherwood","doi":"10.1177/00345237221139886","DOIUrl":"https://doi.org/10.1177/00345237221139886","url":null,"abstract":"Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; ‘contractual’, which explains how rules that reflect the values of the individual are shaped by society and culture; ‘performative’, that communicate emotions experienced during struggles and challenges; and ‘disjunctive’, that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students’ priorities and uprooting the writer’s hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"7 1","pages":"3 - 19"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73284369","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 : 2022-10-11DOI: 10.1177/00345237221131107
Amanda Heffernan, P. Thomson
The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school leaders. In this paper, we draw on thinking about punk subcultures to recognise the ways in which leaders hold self-expression and identity as important, while also thinking about how leaders as a collective might push back against some of the narrow ideas of who or what a school leader can be and do. We present findings from a mixed-methods study of women school leaders from around the world. Drawing on an anonymous survey and interviews, and literatures from sociology, fashion studies, and cultural studies, we explore women’s experiences and identities as school leaders. The paper contributes to our understanding of professionalism and identity and also how we can better attract, support, and retain school leaders.
{"title":"Punk ideals, school leaders and fashioning an “authentic” self","authors":"Amanda Heffernan, P. Thomson","doi":"10.1177/00345237221131107","DOIUrl":"https://doi.org/10.1177/00345237221131107","url":null,"abstract":"The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school leaders. In this paper, we draw on thinking about punk subcultures to recognise the ways in which leaders hold self-expression and identity as important, while also thinking about how leaders as a collective might push back against some of the narrow ideas of who or what a school leader can be and do. We present findings from a mixed-methods study of women school leaders from around the world. Drawing on an anonymous survey and interviews, and literatures from sociology, fashion studies, and cultural studies, we explore women’s experiences and identities as school leaders. The paper contributes to our understanding of professionalism and identity and also how we can better attract, support, and retain school leaders.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"60 1","pages":"80 - 99"},"PeriodicalIF":1.3,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85873885","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 : 2022-09-25DOI: 10.1177/00345237221123982
G. Smith, Bryan Powell, David H. Knapp
The pervasive Eurocentric model of music education in the United States is hegemonic, pursuing a model of performance excellence in large ensembles that, by the time young people reach high school, excludes most from music making opportunities in school. Despite numerous efforts to challenge the dominant paradigm since the 1960s, little change has happened from within the music education profession. Since 2002, nonprofit organization Little Kids Rock (Music Will) has leveraged outsider perspectives and philanthropic resources to galvanize momentum nationally towards adoption of curricula and musicking practices that focus more on popular musics and lifelong learning. Through a programme of professional development, curriculum provision and instrument donations, Little Kids Rock has both engaged in active resistance against, and established strategic partnerships with, state governments, university departments, school districts, major industry players including the National Association of Music Merchants, and education brands such as Berklee College of Music. Little Kids Rock promotes a new stream of music making called “modern band” as a disruptive phenomenon that emphasizes creativity, cultural relevance and student-centred learning while reinforcing entrenched hegemonic structures. Drawing on the history of Little Kids Rock and the modern band movement, the authors use Kahn-Egan’s (1998) five tenets of punk to frame a critical examination of the modern band phenomenon and the ways which Little Kids Rock operates at various points along punk’s ideological spectrum in attempting to “transform lives through restoring, expanding and innovating music education” in US schools.
{"title":"Little Kids Rock and modern band in US schools: A punk problematic","authors":"G. Smith, Bryan Powell, David H. Knapp","doi":"10.1177/00345237221123982","DOIUrl":"https://doi.org/10.1177/00345237221123982","url":null,"abstract":"The pervasive Eurocentric model of music education in the United States is hegemonic, pursuing a model of performance excellence in large ensembles that, by the time young people reach high school, excludes most from music making opportunities in school. Despite numerous efforts to challenge the dominant paradigm since the 1960s, little change has happened from within the music education profession. Since 2002, nonprofit organization Little Kids Rock (Music Will) has leveraged outsider perspectives and philanthropic resources to galvanize momentum nationally towards adoption of curricula and musicking practices that focus more on popular musics and lifelong learning. Through a programme of professional development, curriculum provision and instrument donations, Little Kids Rock has both engaged in active resistance against, and established strategic partnerships with, state governments, university departments, school districts, major industry players including the National Association of Music Merchants, and education brands such as Berklee College of Music. Little Kids Rock promotes a new stream of music making called “modern band” as a disruptive phenomenon that emphasizes creativity, cultural relevance and student-centred learning while reinforcing entrenched hegemonic structures. Drawing on the history of Little Kids Rock and the modern band movement, the authors use Kahn-Egan’s (1998) five tenets of punk to frame a critical examination of the modern band phenomenon and the ways which Little Kids Rock operates at various points along punk’s ideological spectrum in attempting to “transform lives through restoring, expanding and innovating music education” in US schools.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"95 1","pages":"64 - 79"},"PeriodicalIF":1.3,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89980559","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 : 2022-08-03DOI: 10.1177/00345237221110917
N. Romero, M. Estellés, Wairehu Grant
This article utilizes looks to punk rock pedagogy or the ways in which countercultural and decolonial ontologies are developed in punk subculture, to theorize Māori-Philippine relations in Aotearoa New Zealand. It uses an agential realist methodology to engage with the creative works of TOOMS, James Roque, and Marianne Infante (three New Zealand performing artists of Philippine ancestry). These works read through historiographic accounts of the Philippine diaspora to theorize how contemporary independent artists are reviving the ancestral bonds that once linked the Philippines and the Pacific. Theorizing Māori-Philippine relations through punk rock shows what Indigenous and immigrant peoples stand to gain when they decenter the colonizer and prioritize communing with one another.
本文利用朋克摇滚教育学或在朋克亚文化中发展的反文化和非殖民化本体论的方式，理论化新西兰奥特罗阿的Māori-Philippine关系。它使用代理现实主义方法来参与TOOMS, James Roque和Marianne Infante(三位菲律宾血统的新西兰表演艺术家)的创造性作品。这些作品通过对菲律宾侨民的历史记录进行解读，以理论化当代独立艺术家如何恢复曾经将菲律宾和太平洋联系在一起的祖先纽带。通过朋克摇滚将Māori-Philippine关系理论化，可以看出当原住民和移民去中心化殖民者并优先考虑彼此交流时，他们将获得什么。
{"title":"Theorizing Māori-Philippine solidarities through agential realism and punk rock pedagogy","authors":"N. Romero, M. Estellés, Wairehu Grant","doi":"10.1177/00345237221110917","DOIUrl":"https://doi.org/10.1177/00345237221110917","url":null,"abstract":"This article utilizes looks to punk rock pedagogy or the ways in which countercultural and decolonial ontologies are developed in punk subculture, to theorize Māori-Philippine relations in Aotearoa New Zealand. It uses an agential realist methodology to engage with the creative works of TOOMS, James Roque, and Marianne Infante (three New Zealand performing artists of Philippine ancestry). These works read through historiographic accounts of the Philippine diaspora to theorize how contemporary independent artists are reviving the ancestral bonds that once linked the Philippines and the Pacific. Theorizing Māori-Philippine relations through punk rock shows what Indigenous and immigrant peoples stand to gain when they decenter the colonizer and prioritize communing with one another.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"87 1","pages":"47 - 63"},"PeriodicalIF":1.3,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80997107","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 : 2022-06-21DOI: 10.37119/ojs2022.v27i2b.617
Erin Laliberte
This paper will discuss ways of uplifting the Michif language and Indigenous ways of life in Île à la Crosse. Language and culture in Indigenous ways of life are extremely important and if we do not have language, then we most often lose our culture as well. The Michif language has been on a continuous decline in our community because our youth are not being taught the language at home. Culture is not as prevalent as it once as well. I discuss my upbringing and various cultural activities that are being taught in our schools to bring our language and culture to life again. Keywords: Michif, language, Métis culture, land-based learning, decolonization, relationships
本文将讨论提升Île la Crosse的Michif语言和土著生活方式的方法。语言和文化在土著生活方式中非常重要，如果我们没有语言，那么我们通常也会失去我们的文化。米奇夫语在我们的社区中一直在下降，因为我们的年轻人没有在家里学习这种语言。文化也不像以前那么流行了。我讨论了我的成长经历和各种各样的文化活动，这些活动在我们的学校里教授，使我们的语言和文化重新焕发生机。关键词:Michif，语言，msamims文化，陆上学习，非殖民化，人际关系
{"title":"Ta-ohpinamahk ôma Michif opîkiskwîwin êķwa nehiyâw pimâtisiwin ôta Sâķitawak","authors":"Erin Laliberte","doi":"10.37119/ojs2022.v27i2b.617","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.617","url":null,"abstract":"This paper will discuss ways of uplifting the Michif language and Indigenous ways of life in Île à la Crosse. Language and culture in Indigenous ways of life are extremely important and if we do not have language, then we most often lose our culture as well. The Michif language has been on a continuous decline in our community because our youth are not being taught the language at home. Culture is not as prevalent as it once as well. I discuss my upbringing and various cultural activities that are being taught in our schools to bring our language and culture to life again.\u0000Keywords: Michif, language, Métis culture, land-based learning, decolonization, relationships","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"37 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75927284","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 : 2022-06-21DOI: 10.37119/ojs2022.v27i2b.638
Melanie Griffith Brice
Editorial: Special Issue “Language and Landscape” Guest Editors: Melanie Griffith Brice, Anna-Leah King, Andrea Sterzuk, and Angelina Weenie
社论:特刊“语言与景观”客座编辑:Melanie Griffith Brice, Anna-Leah King, Andrea Sterzuk和Angelina Weenie
{"title":"Editorial: Special Issue “Language and Landscape”","authors":"Melanie Griffith Brice","doi":"10.37119/ojs2022.v27i2b.638","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.638","url":null,"abstract":"Editorial: Special Issue “Language and Landscape” \u0000Guest Editors: Melanie Griffith Brice, Anna-Leah King, Andrea Sterzuk, and Angelina Weenie","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"148 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76763015","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 : 2022-06-21DOI: 10.37119/ojs2022.v27i2b.619
Denise A. D. Kennedy
This research based on my master's thesis explores Nahkawēwin language revitalization. This study draws on the language nest model, which first originated with Maori grandmothers and their grandchildren in the 1970s. In this study, my mother and I created what I refer to as a "mini" language nest in both of our homes to teach my children Nahkawēwin in a holistic manner. I call this a "mini" language nest because our nest only involved myself, my mother, and my children, when other language nests around the world have had multiple grandmothers and children who are participants of the language nest. This article aims to show how this approach to language nests can be used to revitalize or revive a language using intergeneration learning and teaching. In this study, I reflect on the different challenges one may face while creating a mini language nest, and how one might overcome these challenges through different language strategies, frameworks, and teaching tools. I do not wish to present language nests as a foolproof solution; rather, I share the reality of how one thought or intention can change the outcome of language learning in a positive manner. The language nest did not only teach my children their language, it brought us together with compassion, enthusiasm, and hope. Keywords: Indigenous, language, revitalization, revival, language nest, linguistic landscape, intergenerational learning.
{"title":"Nahkawēwin Revitalization: A Mini Language Nest Created With Hope and Determination.","authors":"Denise A. D. Kennedy","doi":"10.37119/ojs2022.v27i2b.619","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.619","url":null,"abstract":"This research based on my master's thesis explores Nahkawēwin language revitalization. This study draws on the language nest model, which first originated with Maori grandmothers and their grandchildren in the 1970s. In this study, my mother and I created what I refer to as a \"mini\" language nest in both of our homes to teach my children Nahkawēwin in a holistic manner. I call this a \"mini\" language nest because our nest only involved myself, my mother, and my children, when other language nests around the world have had multiple grandmothers and children who are participants of the language nest. This article aims to show how this approach to language nests can be used to revitalize or revive a language using intergeneration learning and teaching. In this study, I reflect on the different challenges one may face while creating a mini language nest, and how one might overcome these challenges through different language strategies, frameworks, and teaching tools. I do not wish to present language nests as a foolproof solution; rather, I share the reality of how one thought or intention can change the outcome of language learning in a positive manner. The language nest did not only teach my children their language, it brought us together with compassion, enthusiasm, and hope.\u0000Keywords: Indigenous, language, revitalization, revival, language nest, linguistic landscape, intergenerational learning.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82124759","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}
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