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Recognition of prior learning features at the top of the policy agenda in many countries because recognition of prior learning (RPL) has proven effective in some parts of the world; and there is much policy learning taking place. Therefore, many countries want to gain the advantages associated with RPL. It brings benefits to individual end-users and countries as a whole. Whether RPL should be identically implemented everywhere is more questionable. This paper proposes a reflexion based on experience: It looks at what RPL is about, at what it took to implement the validation des acquis de l'expérience (VAE) system in France and its potential transferability. While it is important to learn from one another, transporting a system from one national context to another is unlikely to work because the necessary social and cultural context is never transferred along with the technical apparatus. This is not new, but this paper emphasises the need for appropriate adaption whenever systems are borrowed.

This paper reflects on the problems faced by refugee students during the COVID-19 pandemic (summer semester 2020) as "calouros," i.e. freshmen during their first year, in a public university in Brazil. Through a content analysis of their personal accounts, collected electronically by their teacher of Portuguese for academic purposes (the first author), we describe how five students (a Syrian, two Haitians, a Venezuelan and a Togolese refugees) (re)visit their experiences, in which several dynamics intersect: being 'calouro', being refugee students, learning the shelter language "in loco," and experiencing social distancing due to the closing of universities. Because learning the language of the host country is not the only factor affected by the pandemic, we also observe how language learning (settings) intersect with other aspects characterising the refugee status: housing conditions, availability of learning materials, and the uncertainty attached to the present and future of their own lives and of other family members.

In this paper, we attend to increasing calls to analyse how difference on the basis of race is fabricated in mathematics education within the context of transnational mobility. Racialisation is a ubiquitous phenomenon closely related to globalisation which contributes to how the ideal global citizen is being viewed. It occurrs via a wide range of mechanisms, practices, and artefacts. Assuming these elements, we examine the process of racialisation in a Chilean school for adults attended by Black Haitian immigrants. Our analysis reveals the existence of a differential system of school mathematics implemented for Black students that functions as a racialising assemblage which dehumanises this student population. Rather than an empowering tool to access the labour market and secure economic stability, mathematics education may contribute to relegate immigrants to second class citizenship in their host countries.

With the goal of raising awareness of child slavery and devastation of the natural environment in Haiti, while simultaneously supporting active teaching strategies, a team of educators collaborated to develop The Respecting Haiti curriculum. Following development of the curriculum, representatives from the team facilitated curriculum training with teachers in Haiti. The process continues to evolve as participants work to build on strengths and use individual expertise to enhance our collective knowledge and develop an effective and authentic curriculum. This paper provides a brief overview of the development of a "draft" curriculum, and the experiences and lessons learned by the team of faculty conducting training on the curriculum. Using an analysis of journals, curriculum materials, and notes, the authors identified four key themes necessary to avoid barriers to full successful curriculum implementation: negotiation, confrontation, preparation and connection. The process and experiences presented may serve as a model to inform curriculum development and training in developing countries.

Purpose: The purpose of this paper is twofold: to discuss methodological challenges facing US scholars when conducting international research; and to present personal reflections as educational leadership faculty in the USA conducting and publishing on research undertaken in Haiti and Thailand. Design/Methodology/Approach: This study drew from educational leadership literature and personal experiences to identify methodological challenges to conducting and publishing international research in the field of educational leadership. Findings: The methodological challenges facing international research--language, data, publication, and career incentives--should not be reasons to hinder scholars from conducting research in international contexts. Allowing methodological deterrents to impede international research limits US scholar engagement in global conversations and places the field of educational leadership in the USA at risk of a parochial and myopic future. Originality/Value: This paper explores the methodological reasons as to why US scholars are not engaging in international research and provides two vignettes of faculty research in international contexts. This discussion is valuable for faculty interested in or presently conducting research beyond US borders.

The academic programs at the graduate level are increasingly interested about the enrollment management challenges in terms of international student mobility. Understanding fundamental enrollment concepts to attract international students provides the essential key to consider the competitive environment concerning university resources, academic program potential, complex cultural dynamics, and workplaces among others. Based on a six-year quantitative and descriptive statistical study, this paper addresses the trends of first-time graduate enrollment and patterns of international student mobility by faculty at the University of Puerto Rico at Mayaguez. Results revealed the sustained trend of graduate enrollment of international students mainly from South America, Central America, and the Caribbean among others. Moreover, the presence of international graduate students adds a dimension of diversity to UPRM between teaching and research undertakings that enhance the Colleges of Engineering, Arts and Sciences, Agricultural Sciences, and Business Administration. The international student mobility has a consistent tendency mainly in the Colleges of Engineering, Arts and Sciences, and Agricultural Sciences. This consistency resembles the quality and reputation recognized by educational institutions and organizational world rankings. In-depth, understanding the trends related to international graduate enrollment and mobility should be considered by institutional leaders and administrators at UPRM to make knowledgeable decisions and to effectively set priorities to recruit highly qualified international students.

This paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.

Objectives: The paper reviews the experiences of conducting child protection assessments across four humanitarian emergencies where violence and insecurity, directly or indirectly, posed a major threat to children. We seek to identify common themes emerging from these experiences and propose ways to guide the planning and implementation of assessments that effectively identify, and suggest means of response to, threats to children's rights and well-being in emergency settings. Methods: In the context of a field evaluation of an inter-agency resource kit, crisis settings where an inter-agency assessment of child protection had been considered in the period August 2008 to July 2010 were identified. Email correspondence, telephone-based structured interviews and documentary review collated information from child protection coordinating agencies from a total of twenty sites, the minority of which had proceeded to complete an assessment. This paper presents case studies of the experience in Georgia (following the conflict between Russian and Georgian forces in August 2008), Gaza (following the Israeli military incursion beginning in December 2008), Haiti (following the earthquake of January 2010), and Yemen (following the ceasefire agreement between the government and rebel forces in early 2010). Case study findings: In each setting the context of the humanitarian emergency is outlined. The processes of the planning (and, where appropriate, implementation) of the child protection assessment is described. Where available, the findings of the child protection assessment and their use in shaping interventions are summarized. Practice implications: Case studies document experience across humanitarian settings widely divergent in terms of the nature of the emergency, social-political context, and institutional capacity. Despite such differences, analysis suggests securing inter-agency coordination, preparation and capacity building, and means of ensuring timeliness of findings to be recurrent themes in the effective mobilization of an effective assessment able to inform programming.

Normative thinking around democracy often emphasizes the supremacy of electoral politics, underplaying the salience of education as a defining feature to produce a more meaningful, engaged, inclusive form of democracy. Critical pedagogy can be an extremely useful, illuminating and transformative means and process of deconstructing how democracy is conceptualized, understood and developed. Critiquing the epistemological, experiential and hegemonic predispositions, manifestations, and intricate thinking that underpin inequitable power relations is fundamental to achieving a more politically literate and liberated populace. Being humble enough to acknowledge that one's epistemological framework may limit his/her understanding of democracy--along with a diagnosis of mainstream and normative assessments that are constrained by a tepid educational experienced dominated by a neo-liberal political economy--is fundamental to re-formulating how democracy is understood, and, more important, how it may become more empowering for marginalized groups and all peoples. This paper explores a re-conceptualization of democracy, premised on a more critical and engaged education, questioning and problematizing how power works. In outlining "econ-ocracy" and various conditions, issues and determinants related to democracy, the author provides some examples (American Idol, Haiti, categorization of democracies, development assistance to the South, and support for unsavory regimes) of how facile interpretations of democracy have had a nefarious effect on more structurally relevant concerns related to power. (Contains 7 figures and 24 notes.)

In this study, we consider three school leaders in Haiti who provide examples of innovative and exemplary leadership practices in the midst of challenging circumstances. Using a framework of innovative (Moolenaar, Daly, & Sleeger, 2010; Rogers, 2003) and exemplary leadership practices (Kouzes & Posner, 2006), we examine three themes that emerged from interviews with the three participants, observations of their work in the field, and interviews with other educational stakeholders in their communities. We raise considerations for leadership practices that include: The importance of social and professional networks, barriers and opportunities to innovative practice, and collaborations involving community, regional, national, and international partners. The paper provides suggestions for further exploration in examining educational leadership in fragile states such as Haiti.

In this article, the author describes her preparations for the Teaching English to Speakers of Other Languages (TESOL) professional presentations in Haiti. As a cultural worker, (after Paulo Freire), she was very conscious of the need for care in working with "the Other" especially when the Other is known only from second hand experiences and mainly through superficial lens. How presumptuous it would be on their first visit to assume the needs of the people they had never met. It would be better to become familiar with the needs and then decide upon the best course of action later. Similar to what she does in her TESOL practicum in working in the homes of unknown refugee families, she knows that it is important for an ethnographer to clarify his or her own thinking and purpose before venturing into unfamiliar territory. She wanted to be sure that she was not operating under a false assumption or deficit perspective. How was she to be in Haiti? What lens would dominate seeing, hearing, tasting, smelling, and feeling? What does poverty really look like? From her readings she learned about the evils and corruptions of life in an impoverished state. Described herein are her preparations and her work during her time in Haiti. (Contains 1 table.)

This paper recounts the author's story as she returned to Haiti in February to join a building project near Port-Au-Prince and to document efforts by U.S. higher education institutions to help the country rebound from the devastating 2010 earthquake. The author describes how consortiums have been formed in order to support the development of the island's public university network in the region. Yet, the 5-month-old Haitian government led by President Michel Martelly still struggles to make good on its promises of moving people out of camps by supplying loans to rebuild homes. Free education for 900,000 children is expected to come from taxing money transfers and international calls from cell phone providers such as Digicel. Other pipeline schools such as the Village of Hope are run by nonprofits.

This paper is a theoretical effort to support but complicate critiques of disaster capitalism and neoliberal strategies to profit from public education. We put into conversation a discursive analysis following Michel Foucault and a spatial analysis following Henri Lefebvre that focus on monumentalized disasters. We argue that neoliberalism carries out its agenda of privatization through public spaces that are never fully dismantled. We draw on empirical research into spaces that exemplify the usefulness of our reading of neoliberal privatization, including aspects of post-Katrina New Orleans and a more thorough case study of a pre- and post-earthquake Haiti and its highly privatized education system. (Contains 2 figures and 18 notes.)

The slogans, the effigy, and the disruption of public space reflect tactics for which AIDS Coalition to Unleash Power (ACT UP) is commonly remembered, but the occasion is somewhat unique. These protests and actions challenged the Bush and Clinton administrations' policy on HIV-positive Haitian migrants fleeing political repression in Haiti after the ousting of democratically elected President Jean-Bertrand Aristide in September 1991. First Bush and then Clinton detained nearly 300 political refugees at "Camp Bulkely" on Guantanamo Bay, Cuba, some for nearly two years, simply because the US government said they tested positive for HIV and the government had issued a ban on HIV-positive migration to the United States in 1987. The sheer existence of this modern-day concentration camp has received very little scholarly attention, and the activism that took place in US cities, including ACT UP New York's role in denouncing the ongoing detention, has been essentially forgotten. Considering the common memory of ACT UP as a group comprised of and concerned with white gay men, and interested only in reforming medical and health policy, and further considering the ways in which poor people of color's struggles with HIV/AIDS in the United States are often recalled secondarily to those who are white and more affluent, remembering ACT UP's work on Haiti has profound implications for the memory of past AIDS and queer activism and the possibilities for AIDS and queer coalition building in the present and future. In this article, the author talks about ACT UP, Haitian migrants, and alternative memories of HIV/AIDS. (Contains 25 notes.)

The United States Army Research Institute of Environmental Medicine (USARIEM) celebrated its 50th anniversary on July 1, 2011. This article reviews its history, evolution, and transition of its research programs as well as its scientific and military accomplishments, emphasizing the past 25 yr. During the 1990s, USARIEM published a series of pocket guides providing guidance for sustaining Warfighter health and performance in Southwest Asia, Somalia, the former Republic of Yugoslavia, Rwanda, and Haiti. Issues identified during Operation Desert Storm elicited research that improved nutritional guidelines for protracted desert operations; safer use of nuclear, chemical, and biological protective clothing; equipment, development, and fielding of efficient microclimate cooling systems; and effective evaluation of pharmaceuticals to protect soldiers from chemical and biological threats. During the first decade of the 21st century, USARIEM and the Department of the Army published official medical/performance doctrines for operations in the heat and cold and at high altitude. The current Global War on Terrorism focused research to improve doctrines for hot, cold, and high-altitude operations, reduce musculoskeletal training injuries, provide improved field nutrition, more efficient planning for operational water requirements, and improve both military clothing and materiel. This article also describes the critically important interactions and communications between USARIEM and deployed units and the benefits to Warfighters from this association. This report presents USARIEM's unique and world-class facilities, organizational changes, scientific and support personnel, and major research accomplishments, including the publication of 2,200 scientific papers over the past 25 yr. (Contains 1 figure.)

This paper empirically investigates how migration and the receipt of remittances affect educational outcomes in Haiti. Based on a theoretical approach it tries to disentangle the effects of both phenomena that have mostly been jointly modeled in previous literature. The results suggest that remittances play an important role for poor households in alleviating budget constraints. Household wealth, captured via an asset index, is found to have a significant impact on education as well, supporting the idea that budget constraints play a crucial role in schooling decisions in Haiti. (Contains 5 tables.)

A year after the earthquake that devastated Haiti in January 2010, Lehman and Logan have a virtual conversation with Jocelyne Trouillot, author and publisher of Haitian Creole children's books, founder of the Haiti section of the International Board on Books for Young People, and head of the Universite Caraibe in Port-au-Prince. They discuss the effects of the widespread destruction and Trouillot's involvement in rebuilding her university and the Haitian education system, her work with traumatized children and colleagues, the workshops she developed for promoting new writers of children's books, and her own writing. Anne Pellowski and Gail Bush, who have helped to lead these workshops in Haiti, also describe their experiences. Trouillot provides background for the status of language and literacy in the Haitian context. ["Life and Literacy in Haiti: A Conversation with Jocelyne Trouillot" was written with Anne Pellowski & Gail Bush.]

In this interview conducted by "Harvard Educational Review" editor Raygine DiAquoi, Fabienne Doucet of New York University and Louis Herns Marcelin of the University of Miami discuss their roles as Haitian American scholars who are participating in Haiti's reconstruction process after the earthquake of January 2010. Each professor focuses on different sectors of the educational system: Doucet on the importance of investing in early childhood education and Marcelin on the significance of higher education in rebuilding Haitian society. From these scholars we learn about the importance of including local actors in the efforts to rebuild in the aftermath of a natural disaster. Through the Interuniversity Institute for Research and Development (INURED), they work with scholars around the world to facilitate participatory research that seeks to democratize the production of knowledge while simultaneously building the capacity of Haitian students and educators to use research to effect change in their own communities. (Contains 2 notes.)

In October 2010, Harvard Educational Review editor Raygine DiAquoi interviewed Maryse Desgrottes, the mother of a close friend and a visible presence in the relief efforts in Petit Goave, Haiti. Desgrottes, a former physician's assistant turned educator and school superintendent, shares the story of her involvement in Haiti's relief efforts since the January 12, 2010, earthquake. Her story takes us from the initial terror and trauma of the first tremors to the present condition of the Haitian people. In her role as founder of the Henri Gerard Desgranges Foundation, which provides education and medical care to the town's people, Desgrottes reflects on the importance of education in the midst of disaster and the role that her school has played in the lives of Petit Goave's children and families. She also discusses the importance of partnerships with foreign organizations and the delicate balance between helping and hurting after a disaster. Desgrottes travels to Haiti every few months to monitor the rebuilding of the Ecole Village Lucina. Currently, this school serves two hundred children, including a number of students who were orphaned by the earthquake. As the final touches are added to the new school building, Desgrottes looks ahead to the future of the students. Her story reveals themes of the importance of culture, sovereignty, and strength in the face of disaster.

In this essay, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy--hegemonically and dysconsciously--for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans and the earthquake in Haiti. King uses examples of Black Studies scholarship within a critical studyin' framework to recover and re-member the historical roots of resistance and revolution and the African cultural heritage that New Orleans and Haiti have in common. Within this framework, teachers, students, and parents can combat ideologically biased knowledge, disparaging discourses of Blackness, and dehumanizing disaster narratives. (Contains 13 notes.)

In this essay, Charlene Desir reflects on her role as an academic from the Haitian diaspora and her journey to reconnect to her Haitian roots after the 2010 earthquake. Desir begins by exploring her family background and the centrality of "lakou"--a sacred family space in which to connect to her ancestors and cultural ways of knowing. By centering the conversation on community and reciprocity, she considers the roles and responsibilities of academics in the diaspora to give back to their communities. This essay tells the story of her experiences in Saint-Raphael, Haiti, developing the Lakou Soley Academic Enrichment and Cultural Arts Center. In examining her own role in her community--or "lakou"--Desir underscores the importance of using Haitian epistemology in the process of rebuilding Haiti. (Contains 4 notes.)

In this paper we identify four formats of classroom talk for integrating everyday and scientific discourse--replacement, interweaving, contextual privileging and pastiche. In the replacement format, progress in understanding is gauged by the extent to which scientific representations replace the more concrete and everyday representations in students' talking and thinking. Research by Ballenger (1997) on Haitian children's engagement in classroom science talks illustrates the interweaving format. The classroom science talks interweaved scientific perspectives and concepts with issues of morality and identity raised by students. Wistedt and Martinsson (1996) provide evidence for a contextual privileging format. They identified different voices in children's discussions on mathematics topics--the everyday voice of practical reasoning, the voice of conventional schooling and the mathematical voice per se--the specific context of talk determined which voice was given precedence. Through our research we have identified the pastiche format of classroom talk. Pastiche refers to the process of compiling multiple representations of a concept for consideration by others. Greater articulation of the ways that everyday and scientific talk can be integrated extends existing research on Vygotsky's theory of learning and identifies styles of classroom talk for enhancing student inquiry and knowledge co-construction.

In the midst of the violence of the 21st century, many children fear that they or someone they know will lose a relative or friend through terrorism. Professionals in dance movement therapy, dance education, and physical education can help children to overcome their fears in order to feel safe and to build self-esteem. This article examines how several nations use dance education and therapy to help children manage the trauma of violence and loss. Unfortunately, dance programs alone cannot guarantee the end of conflict, but they can act as a catalyst for better understanding for future generations. Much can be learned from dance educators and movement therapists who have, by their own sense of humanity and extensive training, bravely explored the concept of healing for children traumatized by war. Dance movement therapists must fulfill the requirements of higher educational institutions and the standards of the American Dance Therapy Association in order to handle challenges that lie ahead. Well-trained dance and physical educators will continue to play a major role in providing an outlet for expression.

In 2001, a 3-month course in human rights based on critical inquiry was offered to 8th graders in a slum area of Santo Domingo. The students' attitudes, behaviors and knowledge of human rights principles were measured before and after the course. The curriculum focused on international principles and entrenched local problems such as discrimination against Haitian migrants, police brutality, violence against women and exploitation of child labor in free trade zones. This paper will discuss the field of human rights education, the study's findings about the nature of student response to the course and its impact on student identity, solidarity with victims of human rights abuses and self-confidence as a result of human rights education. (Contains 1 figure, 1 table and 9 notes.)

Critiques exceptionalist trends in Creole studies, with frequent references to native Haitian Creole. (Author/VWL)

Discusses the events of the Haitian Revolution, including the slave rebellion which began on August 22, 1791. Focuses on the efforts of Napoleon to overtake Haiti and the effects of the the slave revolt on the Louisiana Purchase and the U.S. Civil War. Includes an annotated bibliography. (CMK)