Pub Date : 2024-01-23DOI: 10.5296/gjes.v10i1.21658
Ruth Wills
Although the rhetoric of children’s spirituality is absent in Early Childhood educational policy in England and Wales, considering its relationship with the outdoor space, it might be deemed an implicit yet essential aspect of learning with and caring for young children. This article posits that the outdoor space provides a locus for the nurture of spirituality, including fostering a sense of self and well-being, encouraging existential questioning, and embracing responsibility. Exploring three meta-dimensions of spirituality – relation through inclusive play, creativity, and reflection - and considering the notion of transformation in learning, it is proposed that the outdoor space might provide opportunities for children in all global contexts to receive care and in turn become citizens who care for natural world and others.
{"title":"Exploring the Outdoor Space as a Vehicle for Children’s Spiritual Development and Transformation in Early Childhood Education","authors":"Ruth Wills","doi":"10.5296/gjes.v10i1.21658","DOIUrl":"https://doi.org/10.5296/gjes.v10i1.21658","url":null,"abstract":"Although the rhetoric of children’s spirituality is absent in Early Childhood educational policy in England and Wales, considering its relationship with the outdoor space, it might be deemed an implicit yet essential aspect of learning with and caring for young children. This article posits that the outdoor space provides a locus for the nurture of spirituality, including fostering a sense of self and well-being, encouraging existential questioning, and embracing responsibility. Exploring three meta-dimensions of spirituality – relation through inclusive play, creativity, and reflection - and considering the notion of transformation in learning, it is proposed that the outdoor space might provide opportunities for children in all global contexts to receive care and in turn become citizens who care for natural world and others.","PeriodicalId":487968,"journal":{"name":"Global journal of educational studies","volume":"45 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603362","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}
Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.
{"title":"Code-Switching in French and Francophone Studies Classrooms in a Ghanaian Public University: Exploring Perceptions and Motivations","authors":"Albert Abban, Dorah Mensah, Elvis ResCue","doi":"10.5296/gjes.v9i2.21549","DOIUrl":"https://doi.org/10.5296/gjes.v9i2.21549","url":null,"abstract":"Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.","PeriodicalId":487968,"journal":{"name":"Global journal of educational studies","volume":"125 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387741","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}
Educational reform on a national scale often presents complexities due to the myriad perspectives of the stakeholders involved. Particularly in multicultural and multilingual societies, the distinct frames of reference can significantly impede compromise. One challenge is the change agents’ occasional oversight of local nuances. In Cameroon, attempts at reform, especially at primary and secondary education levels, have been notably contentious since the country’s independence from France and Britain in 1960. The subsequent reunification of British Southern Cameroon and French Eastern Cameroon established an imperfect union, birthing two education and legal systems with distinct characteristics, difficult to harmonize. A comprehensive review of the literature indicates that resistance to educational reform is more deeply rooted in the dual colonial legacy than the vast diversity of ethnicities and languages. Notably, in 1960, Cameroon comprised over 279 ethnic groups and languages within a population of less than six million. In contemporary times, for a now-divided Cameroon, home to approximately twenty-four million residents, successful educational reform that addresses modern-day needs can only materialize if both decision-makers and citizens prioritize a Cameroonian identity over their Francophone or Anglophone affiliations. This shift is crucial given the prevailing sociopolitical challenges that not only complicate educational harmonization but also impede national integration and unity.
{"title":"The Dual Colonial Heritage of Cameroon: A Roadblock to Viable National Education Reform","authors":"Zachary Mngo","doi":"10.5296/gjes.v9i2.21581","DOIUrl":"https://doi.org/10.5296/gjes.v9i2.21581","url":null,"abstract":"Educational reform on a national scale often presents complexities due to the myriad perspectives of the stakeholders involved. Particularly in multicultural and multilingual societies, the distinct frames of reference can significantly impede compromise. One challenge is the change agents’ occasional oversight of local nuances. In Cameroon, attempts at reform, especially at primary and secondary education levels, have been notably contentious since the country’s independence from France and Britain in 1960. The subsequent reunification of British Southern Cameroon and French Eastern Cameroon established an imperfect union, birthing two education and legal systems with distinct characteristics, difficult to harmonize. A comprehensive review of the literature indicates that resistance to educational reform is more deeply rooted in the dual colonial legacy than the vast diversity of ethnicities and languages. Notably, in 1960, Cameroon comprised over 279 ethnic groups and languages within a population of less than six million. In contemporary times, for a now-divided Cameroon, home to approximately twenty-four million residents, successful educational reform that addresses modern-day needs can only materialize if both decision-makers and citizens prioritize a Cameroonian identity over their Francophone or Anglophone affiliations. This shift is crucial given the prevailing sociopolitical challenges that not only complicate educational harmonization but also impede national integration and unity.","PeriodicalId":487968,"journal":{"name":"Global journal of educational studies","volume":"36 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389102","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}
The purpose of this paper is to provide a scoping review situating the history of special education for students with extensive support needs (ESN) in the United States and Hawaii, as well as in Japan and other parts of East Asia. With the continued globalization of our interactive world, none of our educational systems exist in a vacuum; our systems have and will continue to influence one-another. This influence is evident throughout the literature, showing that though the timing of special education reform in each of these regions differ, many parts of our educational systems mirror one another. Despite our differences, what we all share is a common goal of reducing the stigmatization of students with disabilities in our schools and societies, and we will only achieve that through a global shift toward presumed competence.
{"title":"A Brief Historic Review of Special Education for Students with Extensive Support Needs in the US, Hawai’i, and Japan","authors":"Somer Matthews","doi":"10.5296/gjes.v9i2.21582","DOIUrl":"https://doi.org/10.5296/gjes.v9i2.21582","url":null,"abstract":"The purpose of this paper is to provide a scoping review situating the history of special education for students with extensive support needs (ESN) in the United States and Hawaii, as well as in Japan and other parts of East Asia. With the continued globalization of our interactive world, none of our educational systems exist in a vacuum; our systems have and will continue to influence one-another. This influence is evident throughout the literature, showing that though the timing of special education reform in each of these regions differ, many parts of our educational systems mirror one another. Despite our differences, what we all share is a common goal of reducing the stigmatization of students with disabilities in our schools and societies, and we will only achieve that through a global shift toward presumed competence.","PeriodicalId":487968,"journal":{"name":"Global journal of educational studies","volume":"29 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388769","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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