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As práticas pedagógicas centradas em videojogos têm vindo a tornar-se cada vez mais populares, dado oferecerem vantagens empiricamente validadas no que diz respeito ao envolvimento dos alunos, à sua motivação e sentido de agência. Estes construtos afetivos são agora reconhecidos como componentes-chave de uma aprendizagem eficaz e significativa, favorecendo o desenvolvimento de competências cognitivas de nível superior. Contudo, enquanto se atesta um número elevado de estudos sobre o uso de videojogos educativos nas áreas das Ciências, Tecnologia, Engenharia e Matemática (STEM), é necessário ainda explorar as potencialidades desses recursos nas disciplinas de Humanidades. Analogamente, devem ser empreendidos mais esforços no sentido da investigação e implementação de atividades que atribuam aos alunos, especialmente àqueles de níveis inferiores ao do Ensino Superior, o papel de designers de videojogos, aliado ao de jogadores. Desta feita, criam-se as condições para que os alunos construam material didático autêntico, sob a forma de experiências digitais imersivas, que apresentam tanto um valor educacional como de entretenimento. Assim, este artigo funciona como um Position Paper sobre a Aprendizagem Baseada em Jogos Digitais ou Digital Game-based learning (DGBL), descrevendo as vantagens afetivas de se jogar e criar videojogos educativos na sala de aula de Humanidades, enquanto reflete criticamente sobre possíveis obstáculos ao sucesso desta prática. O nosso objetivo é estudar como a tecnologia educativa e imersiva pode satisfazer as necessidades de aprendizagem da Geração Z, tendo em consideração os diferentes fatores contextuais que definem o seu perfil.

Género, Literatura Infantil y Juvenil y Formación de Identidades. Consol Aguilar Ródenas (2023). Colección Sendes Universitat Jaume I. 306 páginas. Identificadores: ISBN 978-84-19647-51-1 (paper)| ISBN 978-84-19647-52-8 (pdf) | ISBN 978-84-19647-53-5 (ePub).

Background: Basic palliative care teaching should be included in training curricula for health care providers (HCPs) at all levels of the health service to ensure that the goal set by the South African (SA) National Policy Framework and Strategy for Palliative Care, to have an adequate number of appropriately trained HCPs in South Africa, is achieved. Furthermore, palliative learning objectives for nurses and doctors should be standardised. Many SA medical schools have integrated elements of Palliative Medicine (PM) teaching into undergraduate medical training programmes for doctors; however, the degree of integration varies widely, and consensus and standardisation of the content, structure and delivery of such PM training programmes are not yet a reality. Aim: This joint position paper aims to describe the current state of undergraduate medical PM teaching in South Africa and define the PM competencies required for an SA generalist doctor. Setting: Palliative Medicine programme leads and teachers from eight medical schools in South Africa. Methods: A survey exploring the structure, organisation and content of the respective medical undergraduate PM programmes was distributed to PM programme leads and teachers. Results: Responses were received from seven medical schools. Through a process of iterative review, competencies were defined and further grouped according to suitability for the pre-clinical and clinical components of the curriculum. Conclusion: Through mapping out these competencies in a spiralled medical curriculum, the authors hope to provide guidance to medical curriculum designers to effectively integrate PM teaching and learning into current curricula in line with the goals of the SA National Policy Framework and Strategy on Palliative Care (NPFSPC).

Abstract: The focal point of school leadership and administration has been largely on the singular person – the school principal. This discussion paper reconsiders and troubles the gatekeeping role of the school principal in the context of popular media representations of school administration, and it presents alternative leadership structures found in local and global sources. It intends to encourage conversation about the role of democratic leadership in public schooling. The question, “What if we considered school leadership as a representative of democratic function rather than a person?” is the foundation for discussion in this paper. While this paper suggests alternative leadership paradigms exist, it concludes that the first step to democratizing the principal role is to develop the enlightened gatekeeper within current systems.

Call for Papers: Special Issue on Research Methods on Virtual Exchange: Frameworks and Challenges

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Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There was in Spain an inicial «army of teachers» freinetians, a group of snipers commited to the renovation of the system of education which was born and grew in the shade of the Republic. To this army belonged the teachers’ small squad of Extremadura, which took two schools of Las Hurdes as a surprising origin. From there it extended to Montijo -principal center of diffusion for the rest of the educational experiences in the region: Calamonte, Valencia de Alcantara, La Puebla del Maestre and, probably also, Arroyo del Puerco. Surprising is not only that the origin of such an educational innovation took place in a region like Las Hurdes, but also that it was proceeding almost at the same time as the huge movement in Catalonia and Aragon, and that it, most likely, was not affected by Almendros ́s influences. There are reasons to believe that the teacher Jose Vargas Gómez, the origin of everything, had early news from Freinet through the teachers from Torrijos and Camarena before arriving to Las Hurdes.

In this paper the author presents and describes the characteristics of the technique One Minute Paper and defines its advantages and disadvantages in language teaching. The present study confirms the effectiveness of the technique in science teaching and highlights its significant impact on improving the quality not only of teaching but also of knowledge of students in physics, mathematics, biology and medicine. The author has applied the technique in English language teaching and proves that it has a positive effect. The study included two groups of students, the experimental and the control group. The paper presents and explains the way in which the survey was conducted. The author also presents the results and confirms that the technique One Minute Paper has a positive impact and great importance in foreign language teaching.

On April 1 2009, Nunavut celebrated its tenth anniversary as Canada’s newest territory. Now halfway through the timeline set to fulfill its original goals, Nunavut is beginning to implement its new Education Act. This paper analyses education policy in the territory by specifically examining Berger’s (2006) influential report, The Nunavut Project, which forms a basis for the new Education Act. Berger promoted the idea that achieving bilingual education in the K-12 system is required in order to improve graduation rates and increase Inuit participation in the wage economy. The paper provides both critical insights into Nunavut’s struggles for self-determination, and a case study for other regions currently engaged in the arduous path towards decolonisation.

Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio. Résumé : Les portfolios électroniques offrent de nombreux avantages comparativement à leurs homologues de papier, entre autres la possibilité de perfectionner les compétences liées aux TIC, d’ajouter des éléments multimédias et de partager plus facilement le portfolio. Des études précédentes ont montré que la qualité d’un portfolio ne dépend pas du support utilisé. Dans le présent article, nous comparons l’aide à l’autoréflexion perçue pour un portfolio électronique et un portfolio sur support papier dans le même environnement. Dans le cadre de cette étude, nous avons profité du fait qu’environ la moitié des étudiants de première année en médecine utilisait un portfolio électronique (n = 157) et l’autre moitié, un portfolio sur support papier (n = 190). Neuf questions ont été ajoutées à l’évaluation normale remise à 25 pour cent des groupes de première année à la fin du bloc de formation. Les résultats suggèrent que les perceptions des étudiants à l’égard de l’aide à l’autoréflexion et de l’utilité de compiler un portfolio ne diffèrent pas entre les utilisateurs de portfolios électroniques et les utilisateurs de portfolios sur support papier.

Two studies were conducted to assess meta-cognitive and individual difference influences on students’ choice of writing tests in paper-and-pencil or computer-administered format. In Study 1, university students chose the test format for an accounting exam (paper-and-pencil or computer). In Study 2, students disclosed their reasons for their choice of test format, predicted their scores on the first test and provided confidence ratings for their predictions. The results of both studies show that the reasons for choosing a computer vs. a paper-and-pencil test format differ, and that both choice and performance can be explained to some extent by individual difference and meta-cognitive factors.

Contemporary school systems are in the process of reform the aim of which is, among other things, the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation, the conception and realisation of teaching and school activities, as well as changes in teachers’ work. The changes in the way teachers work refer, among other things, to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers’ activities and assignments that are stated in expert sources as particularly important in working with students with disabilities, students of typical development, fellow teachers, other experts in the school system, and parents of students with disabilities. Based on the overview, the authors point out that the development of the practice of education of students with disabilities in regular schools, as an important component of inclusive education, implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers’ professional attitudes and beliefs.

Controversial personality of the Native American history of the second half of the 19th century, Sarah Winnemucca can be construed as the archetype of the committed Native American intellectual. In a short life etched by tensions between ideals and disappointments, indigenous traditions and compliance to Euro-American knowledge, she used all possible means of expression to denounce colonial violence and promote education (a core value in Native American societies) as a way of peaceful coexistence.

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Les évaluations de l’enseignement par les étudiants et étudiantes sont utilisées à des fins académiques et formatives, mais sont également évoquées d’une manière sommative lors de décisions liées à la carrière professorale. Dans le cadre de la présente recherche, deux objectifs sont poursuivis. Le premier objectif est de déterminer les qualités psychométriques de l’instrument utilisé à l’Université du Québec à Rimouski. Avec l’avènement des technologies de l’information et de la communication, les conditions dans lesquelles se déroulent ces évaluations ont été modifiées. Le second objectif est de vérifier les impacts de la modalité de passation en ligne vs papier sur les qualités psychométriques de l’instrument. Le corpus de données est constitué des évaluations réalisées durant les années 2007- 2008 (20245 évaluations) et 2010-2011 (16432 évaluations). Les résultats attestent qu’un modèle hiérarchique décrit mieux la structuration du questionnaire que des modèles alternatifs, que la modalité de passation a une influence sur le taux de réponses et, dans certains cas, sur le taux de satisfaction des enseignements, mais qu’elle n’influence ni la fiabilité ni la dimensionnalité des évaluations. Les implications de ces résultats sont discutées.

Early childhood education corresponds to the first stage of the basic education system, whose purpose permeates the integral development of the child, which requires, among other things, the establishment of a broader and more effective academic debate about this stage. Thus, this study emerges with the objective of mapping the Course Completion Papers (TCCs) of the Federal University of Tocantins (UFT) that addressed this theme in the scope of their work. For this, a documentary research was carried out, analyzing the TCCs elaborated by the graduates of the courses offered by the campus of Tocantinópolis. The results indicate that in a universe of 159 papers available in the institution's Repository, only 12 addressed aspects related to Early Childhood Education, including from normative aspects to the pedagogical challenges of daily day care centers and preschools. It is concluded that the academic interest of these graduates is still configured from an incipient character, requiring a greater incentive on the part of the respective courses.

The author describes and examines the concept of learning in the classical writings of the Confucian school of thought, primarily in the so-called “Four Books” canon: Analects of Confucius, Mencius, Great Learning, and the Doctrine of the Mean. These compilations of sayings and teachings of Confucius and his successors contain the descriptions of learning as the best way toward personal and societal harmony, given that the learning process is identical to ethical development. Therefore, the author first reviews the most significant educational principles of Confucian classics, emphasizing the achievement of virtues as its goal. Another important aspect of the early Confucian classics is the claim that education should be available to all members of society, which led to the establishment of the so-called imperial examination system in the Han Dynasty. The second part of the paper contains a review of this practice and its reforms, especially during the Song Dynasty. Due to Zhu Xi’s efforts, Confucian learning became the process of self-cultivation, the entirety of education in China was based on the Four Books, and Confucian academies became the centers of the higher humanistic learning, emphasizing the development of critical mind. However, Confucianism and its system of education were harshly criticized and oppressed during most of the 20th century, which is the main topic of the third part of the paper. The author then examines the reasons for the Confucian revival in China, which was primarily influenced by the economic development of the countries such as Singapore, Japan, and South Korea – all of which kept the Confucian values and moral education. The implications of the Confucian revival and subsequent economic success of China have potential global significance, even in the Western societies, and the author points to the possibility of a similar combination of traditional moral learning and modern education in the Serbian context as a good way for overcoming what both Confucian and some Christian thinkers termed “the decadence” of materialism.

The paper examines the place of the Dictionary of the Serbian Language (Matica srpska, 2007/2011/2018) among the normative manuals that support Serbian literary and linguistic norm. In addition to orthography manuals (Pravopis srpskog jezika, Matica srpska, 2010) and grammar (Normativna gramatika, Piper et al.), it considers descriptive monolingual dictionaries of the literary/standard language, such as the six-volume dictionary MS/MH (1967–1976), and the one-volume Dictionary of the Serbian Language (MS, 2007/2011/2018). For the purposes of the paper, several dictionary determinants/lemmas were selected in the dictionary article which include grammemes and grammatical characteristics that are part of the literary-linguistic norm, namely gender, number, morphological and morphonological forms, etc. The aim of the research was to determine which grammatical features are highlighted in the Dictionary of the Serbian Language and whether they are aligned with the grammar and orthography norms, and how these features can be pointed out in the teaching of the Serbian language at the school and university level.

Programming is a digital competence necessary for life in the 21st century. In recent decades, education systems around the world have redefined curricula to include programming as a standalone subject or integrated into other subjects, from an early age. In addition to formal education, programming is also taught in non-formal educational contexts (NEC) and the use of educational robots is becoming more common. The aim of this paper is to familiarize with the advantages and challenges of using Sphero robots (BB-8 and SPRK+) in teaching visual programming in the NEC and to formulate practical implications. The research was conducted as a part of the Learning for the 21st Century project in 17 cities in Serbia. The quantitative research included 677 students (Mage = 12.16; SD = 1.10), and the qualitative 42 students and 5 workshop leaders. Descriptive quantitative and qualitative, thematic analysis was applied. The results show that using robots has additional educational and motivational value in the process of teaching visual programming and algorithmic thinking. From the point of view of the students and workshop leaders, the NEC has a number of advantages compared to traditional teaching of programming: learning through play, experiential learning, creativity and initiative of participants, insight that programming can be interesting, even though it is “hard”. Challenges are formulated in the paper, as well as practical recommendations for teaching practice.

Collaboration between technical and professional (TP) writers in English as a second language is important for successful communication. This is evident in legal documents in both English and Spanish, where accuracy and clarity are paramount. However, achieving this is challenging because law students often lack effective writing tools, and translation students may lack the required encyclopedic knowledge. The present paper describes a co-designed exchange project between U.S. students in business and law and students of legal translation at a university in Spain. This paper aims to determine potential improvements in students’ encyclopedic and conceptual knowledge of this specialized language and their translation performance after the collaboration intervention. To evaluate these aspects, three textual items were targeted: terminological, nominal and, what we call, substitutional density. Our results indicate that peer collaboration helped Spanish students acquire encyclopedic knowledge in the field and avoid repetitive terms in their translations, leading to greater textual cohesion through the use of general language, synonyms and hypernyms. Other aspects of this peer collaboration as well as follow-up approaches to consolidate the observed effects are needed.

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of language is consistently ignored within teacher training across Africa, with training designed based on the assumption that learners are fully competent in the medium of instruction (MOI). This causes widespread challenges and often means that children cannot access education in a familiar language. This is particularly true at the primary level, where the familiar languages of the children may not be the same as the specified medium of instruction. Focusing on Tanzania, this paper discusses the need to embed language supportive pedagogies into teacher training at all levels, but particularly at the primary level. The paper discusses interviews with key stakeholders in education which illustrate language attitudes and language use within the classroom. Data from these interviews also highlights the challenges which teachers face relating to language, and the creative methods they use to resolve these challenges. We argue that monolingual approaches to language-in-education are not effective, and that formal training in multilingual, language supportive pedagogies is required to provide teachers with the skills they need to effectively engage with multilingual classrooms. Based on multilingual realities, we make practical suggestions for language supportive pedagogies. We view these pedagogies as an essential factor in teacher training which is linked to wider notions of access and equality, but which is currently being overlooked. Umuhimu wa lugha katika mafunzo ya walimu ni suala linaloendelea kupuuzwa barani Afrika. Mara nyingi mafunzo ya ualimu yanapoandaliwa inachukuliwa kuwa wanafunzi wote wanaifahamu vizuri lugha ya kujifunzia na kufundishia (LKK). Suala hili linasababisha changamoto kubwa, na mara nyingi hudhaniwa kwamba watoto hawawezi kupata elimu zao za asili wanazozimudu vizuri. Hali hii hujitokeza zaidi katika ngazi ya elimu ya msingi, ambapo lugha ambayo watoto wanaifahamu mara nyingi inatofautiana na lugha rasmi ya kujifunzia na kufundishia. Kwa kutumia Tanzania kama kifani cha uchunguzi, makala hii inajadili umuhimu wa kuwa na mtaala unaozingatia lugha katika mafunzo ya ualimu katika ngazi zote hususani katika ngazi ya elimu ya msingi. Makala inatumia data za usaili kutoka kwa wadau muhimu wa elimu kuhusu mitazamo ya matumizi ya lugha darasani. Data zinazotokana na usaili zinahusu changamoto za lugha ambazo walimu hukabiliana nazo, na mbinu bunifu wanazozitumia kuzikabili. Hoja yetu ni kwamba mbinu za utumizi wa lugha moja katika elimu si faafu katika mazingira ya wingilugha, na mafunzo rasmi yahusuyo ufundishaji unaozingatia lugha katika mazingira ya wingilugha yanahitajika ili kuwapa walimu maarifa wanayohitaji ili kufundisha vyema madarasa yenye wingilugha. Kulingana na uhalisia wa wingilugha, tunatoa mapendekezo ya mtazamo huu wa mafunzo ya ualimu kuwa kigezo muhimu katika mafunzo ya ualimu ambacho kinahusishwa moja kwa moja na mawazo mapana ya upatikanaji na usawa, masuala ambayo kwa sasa hayazingatiwi.

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Copyright of Archives de Sciences Sociales des Religions is the property of Editions EHESS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main goal of this paper is to contribute to an overall understanding of the phenomenon of globalisation of higher education. Given that in our country the globalisation of higher education has been approached without attempting to provide a more comprehensive definition of the phenomenon, in the first part of the paper, the basic elements and domains that provide the basis for a more complete definition of the globalisation of higher education will be listed and a difference will be made in relation to similar phenomena, such as internationalisation and Europeanisation. Apart from a more comprehensive understanding of globalisation by pointing out its epistemological foundations in the papers from the end of the 20th century, which the domestic scientific public did not pay enough attention to, the paper also provides an overview of approaches to the study of the impact of globalisation on higher education, both the initial ones, which were developed by international organisations, and the academic ones, which enabled a deeper and more comprehensive understanding of the phenomenon of globalisation of higher education. By contributing to a more comprehensive definition of the observed phenomenon, in this paper we intend to contribute to a broader understanding of the phenomenon of globalisation relative to the current view in which globalisation is understood as a modern phenomenon and its impact on higher education is observed after a certain period in which it supposedly arises. The paper affirms the claim that globalisation is just a new name for a phenomenon that has existed in modern civilisation for much longer than the end of the 20th century, and the expansion of higher education contributed to its genesis.

The aim of this paper is to analyze the concept and model of parental involvement in the research on students’ educational achievement. The concept of parental involvement arose in the field of educational policies of the English-speaking countries and market-oriented education systems. Research has shown that different forms of parental involvement have significant effects on school learning outcomes. The Coleman Report in the US and the policy of “educational parentocracy” in the UK significantly stimulated research in this area. The review of the relevant literature confirms the multidimensionalityof the concept of parental involvement which includes parental support for school learning at home and at school, as well as structural and relational aspects. The paper presents two most prominent models of parental involvement in children’s education – the model of overlapping spheres of influence and the so-called DNA or dual navigation model. In the concluding section of the paper, the authors state that the existing conceptualizations and models of parental involvement include different types of parental activities, which is important for the creation and evaluation of school programs of parental involvement. As a consequence of the dominance of the Anglo-American conceptual and research framework, on the one hand, an interdisciplinary approach in the field of research on parental involvement in children’s education is highlighted. On the other hand, an authentic pedagogical view of the goals and effects of parental involvement in education as a subject of study of autonomous science in the tradition of continental Europe has been neglected. It is expected that future research will reaffirm those aspects of education that make it precisely “educational”. Relying on pedagogical principles and goals of education in building family-school relationships is a missing link in the existing agenda of global education policy.

The goal of this paper is to determine the degree and direction of the correlation between the self-evaluation of the fifth-grade elementary school students and their success in the classroom. The paper presents the results of the research on students’ self-evaluation and their success in the classroom obtained on a sample of 208 fifth-grade elementary school students from the territory of the city of Banja Luka. An assessment scale was used for the purposes of the research and knowledge tests for the school subjects Serbian Language and Science and Social Studies were prepared. In line with the character of the research, the method of theoretical analysis and synthesis, the survey research method, and the analytical-descriptive method were applied. The results obtained using the Pearson Correlation Coefficient confirmed that students’ self-evaluation is significantly related to their general success at the end of the first term of the fifth grade of elementary school, their success at the end of the first semester in the subjects Serbian Language and Science and Social Studies, and achievements on the knowledge tests for the same school subjects. The obtained results indicate the importance of introducing student self-evaluation in the educational process in the field of achieving better results at school. However, the fact that self-evaluation is not sufficiently represented in our schools is a downside of this research, indicating a need for additional study and research of student self-evaluation, followed by its systematic introduction into educational practice.

Copyright of Interstudia is the property of Alma Mater and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the analysis of teacher and student activity during the videoconference course which has grown considerably during the COVID-19 health crisis, by taking as object of study the interactions that take place between these two actors. The urgent transition to distance learning has forced teachers and students to adapt their activity to new training modalities. The classroom is transported to the private space or to another professional space such as the office and the teacher and students take part in the course in a virtual space through a screen. Our research aims to understand how teachers and students interact in this new environment. In this paper, we present the theoretical framework that guided our research, we outline our mixed research methodology based on qualitative and quantitative data and finally we share specific elements of our result by focusing on the degree of multimodality of interactions in videoconference course and the effects induced by physical and technical environment.

RESEARCH OBJECTIVE: The article discusses the interplay between language, cognition and culture from a cognitive diachronic perspective, focusing on the relation between religion and metaphorical thought. It investigates the role of the conceptual metaphor UNDERSTANDING IS LIGHT in religious discourse, using the example of The Revelations of Divine Love, written by Julian of Norwich, a late medieval anchoress. THE RESEARCH PROBLEM AND METODS: The paper draws on the Extended Conceptual Metaphor approach, Zoltán Kövecses’s elaboration of the Conceptual Metaphor Theory (CMT). The universalist bias of CMT means that the theory tends to ignore the sociocultural context of historical data, prioritising the influence of universal human embodiment on metaphorical thought. Using Kövecses’s approach, the paper shows how the gap in CMT methodology may be bridged to yield more reliable results. THE PROCESS OF ARGUMENTATION: The present study connects Kövecses’s approach to Cognitive Linguistic research into sociocultural situatedness. To exemplify the problem, the analysis examines the cognitive‑cultural underpinnings of Julian’s use of the metaphor UNDERSTAND‑ ING IS LIGHT. RESEARCH RESULTS: The analysis shows that the metaphorical conceptualisation pattern may well derive from Julian’s sociocultural situatedness. The paper indicates that the anchoress’s metaphorical thought should be seen as embedded in the late medieval sociocultural context, rather than being considered solely in terms of universal aspects of embodiment. CONCLUSIONS, RECOMMENDATIONS AND THE APPLICATIVE VALUE OF RESEARCH: The study concludes that the idea of sociocultural situatedness may be pivotal in the analyses of historical texts. It seems important to incorporate this idea into Kövecses’s approach, which may inform the methodology of cognitive diachronic research into metaphorical conceptualisations. Furthermore, the results may be applied to teaching students how to approach historical texts, helping them gain a better understanding of the relation between metaphorical thought and culture.

This theoretical paper presents existing research surrounding various aspects of relationships in schools, along with questions that have surfaced from the findings focusing on in-risk male teens. This paper intentionally utilizes the term in-risk to suggest students have lived experiences resulting in being in-risk of being pushed out of the school system and thus not graduating from high school. The reader will notice the term deviant is only used when speaking to behaviour and not used as a way to label a youth. Critical areas of collective teacher-efficacy, interpersonal and learning relationships, and the factors associated with in-risk male teens becoming incarcerated will be examined, as this paper addresses the need to foster positive relationships, across the educational system, as a way to keep in-risk male teens engaged in school. Finally, a theory will be presented addressing further research that the author will continue to discover and unravel.

In Ontario, citizenship education is an important facet of students' overall education. What it means to be a Canadian citizen and what should be taught in citizenship education is of increasing concern in Canada. This paper explores how citizenship education can be expanded into critical global citizenship education using treaty education. Treaty education supports possibilities for reconciliation with First Nations people, which is a concern of civic responsibility. The paper outlines potential learning activities teachers can use to teach Canadian-Indigenous knowledge, perspectives, and history and foster citizenship while adhering to the Ontario Social Studies, History, and Geography curriculum. The paper concludes with professional recommendations for teachers who wish to use the learning activities presented in the paper.