Search

Arising from increasing globalization, growing numbers of families may find themselves relocating internationally because of work, while children in these families, often referred to as Third Culture Kids, may find themselves grieving for family, friends or possessions left behind. Research suggests that what Doka (2002) describes as disenfranchised grief may influence how such students perceive their experience with school transition programs. This article is part of a larger, ongoing study on Third Culture Kids and their experience with transition programs. Schools are increasingly recognising that supporting Third Culture Kids is essential to ensuring student transitions are successful, while continuing to develop strategies to guarantee the positivity of the student transition experience. International schools also need to consider and include strategies for specifically addressing disenfranchised grief in the Third Culture Kid transition programs. Academic research, as opposed to anecdotal evidence, is needed to better understand how Third Culture Kids experience grief during their transition and how they can best be supported by the school. This article examines the current research around several existing grief models, and how they potentially relate to Third Culture Kids and transition programs. The article is a position paper that presents a call for further research relating to Third Culture Kids through the theoretical lens of grief and loss, in order to provide education professionals with resources that can best support Third Culture Kids on their educational journey.

Although the Paralympic Games have been around for over 60 years, women remain underrepresented in almost all aspects of the Paralympic Movement. It has been suggested that a way to increase women's involvement is through the implementation of mixed-gender events. On paper, this approach makes sense. However, when it comes to the implementation of mixed-gender opportunities for women, it is less clear how effective these events are in increasing participation by women in Para sport. Through document analysis and interviews with athletes and organizers of mixed-gender Paralympic sport, we explore the various strategies that four mixed-gender sports have used to address the issue of gender parity. Using critical feminist theories, we illustrate how larger social, political, and cultural ideas about gender influence women's experiences within these events and discuss the potential of using mixed-gender initiatives to address gender parity within the Paralympic Movement. [ABSTRACT FROM AUTHOR]

This paper adds to the growing literature that critically examines the cultural politics of the OECD's framework of global competence by turning our attention to the 'affective ideology' underlying this framework, namely, how affect is used ideologically to produce specific subjectivities and moralities in students. Building upon the work of affect theories in education policy, this paper explores how the concept of global and intercultural competences, as it is manifested in the OECD global competence framework, constitutes a site of affective sense-making and affective governance. In particular, the analysis reveals two ways in which this happens: first, by capitalising on global and intercultural competencies as self-centred, emotional skills to sell policy and pedagogical ideas and tools; second, by using certain affects as moral imperatives to shape global competence in intercultural communication education. The paper concludes with a discussion of the research, policy, and pedagogy implications for intercultural communication education.

The aim of this discussion paper is to explore factors and contexts that influence how nurses might conceptualise and assign personhood for people with altered consciousness, cognition and behaviours. While a biomedical framing is founded upon a dichotomy between the body and self, such that the body can be subjected to a medical and objectifying gaze, relational theories of self, multiculturalism and technological advances for life‐sustaining interventions present new dilemmas which necessitate discussion about what constitutes personhood. The concept of personhood is dynamic and evolving: where historical constructs of rationality, agency, autonomy and a conscious mind once formed the basis for personhood, these ideas have been challenged to encompass embodied, relational, social and cultural paradigms of selfhood. Themes in this discussion include: the right to personhood, mind–body dualism versus the embodied self; personhood as consciousness, rationality and narratives of self; social relational contexts of personhood and cultural contexts of personhood. Patricia Benner's and Christine Tanner's clinical judgement model is then applied to consider the implications for nursing care that seeks to reflexively incorporate personhood. Nurse clinicians are able to move between conceptions of personhood and act to support the body, as well as presumed autonomy and relational, social and cultural personhood. In doing so, they use analytical, intuitive and narrative reasoning which prioritises autonomous constructions of self. They also incorporate relational and social contexts of the person receiving care within the possibilities of technological advances and constraints of contextual resources. [ABSTRACT FROM AUTHOR]

This paper provides evidence gathered from two suites of non-formal science activities that were intended to increase engagement in science by culturally diverse groups. Both studies involved the delivery of science activities that were designed, implemented and evaluated to show culturally contextualised science. The activities were run in two very different contexts (urban and very rural areas) and were designed to be of relevance to two distinctive cultural groups (those with links to South Asia, and those being educated through the medium of Gaelic, an indigenous minority language in Scotland), while also actively engaging with those beyond the target group. The link between language identity and culture was incorporated into the design of both sets of activities as well as the qualitative evaluation. The latter considers how the participants' assessment of the interventions, implemented by writing or drawing on a blank postcard, was designed to provide unstructured responses and explores what the resulting data revealed about the impact of the interventions. The findings suggest that the set of activities that most strongly engaged participants on the value of diversity in the creation of scientific knowledge, as well as increasing their focus on the consequences of scientific activity, were those that facilitated a more exploratory approach to the subject matter. By contrast, activities that had to be done according to a standard scientific protocol produced growth in subject-specific knowledge. The present paper explores the principles of the inclusive pedagogies that informed the design of the activities and discusses how these were operationalised in two very contrasting cultural contexts. The key finding was that presenting science as social practice, rather than as being socially neutral, is key to promoting engagement, along with the benefits of explicitly demonstrating the relevance of science to participants' daily lives.

A standalone literature review was conducted to ascertain the extent and status of research on the practical inclusion of Chinese music in Western educational contexts. The study identified a body of journal articles and postgraduate theses on the topic. The papers were analysed to discern what might constitute best practice classroom approaches to teaching and learning Chinese music. Based on the review's criteria for inclusion -- papers were in English, praxis-oriented, peer-reviewed and published over the past three decades -- the study found that the number of publications was limited (19) and that in terms of established pedagogical approaches they engaged, some gaps existed, certain pedagogies were minimally represented and some were perhaps too recent to have been trialled. Even so, the study concluded that while best practice is an elusive notion, Chinese music forms and styles appear to be compatible with a range of educational settings and Western-oriented music teaching and learning approaches.

Increasing research focus is placed on how to embed social justice within Education degrees. This paper reports findings from the first two phases of a cohort study completed just before and at the start of the pandemic, which track Scottish Education students' reflections on social justice at one university. We used three focus groups (n = 14) and surveys to analyse students' (n = 45) definitions of social justice. Using Bronfenbrenner's Ecological System's Theory and Saldana's Analytical Coding framework we found that themes around prejudice, culture, policy and emerging professional identity captured participants' reflections as both beginning teachers and students of educational studies. Key to our findings was that fewer reflections of social justice were cited to global than to local contexts. This paper highlights ways in which university educators may conceive of social justice such that it is considered by students in both their immediate and in global contexts.

This paper challenges conventional narratives about the future of digital journalism. It argues that digital journalism is not a globally uniform practice with a predictable universal future. Instead, it has many possibility-futures owing to the cultural diversity of the news outlets that engage it and the contexts in which it is engaged. To develop that argument, the paper locates digital journalism as the latest waypoint in humankind's long quest to send messages ever farther and ever faster. Next, digital journalism is decentered through interdisciplinary theory into a novel framework for forecasting the futures of digital journalism as a diverse global phenomenon. [ABSTRACT FROM AUTHOR]

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.

This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices -- our philosophies, contexts, professional orientations, and empirical puzzles -- into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.

This paper investigates the core moment of cosmopolitan education by considering trust in education. Critical and postcolonial approaches recognize that dialogue plays a crucial role in cosmopolitan education. However, dialogue is not possible without sharing a fundamental platform. Trust could encourage us to construct this platform, and should thus be examined in an educational context. Previous studies on trust in education have mainly focused on the asymmetric relationship between educators and children, offering the impression that trust strengthens authoritarian order. However, in this paper I propose that trust in education needs to be recognized for containing a spatial and contextual nature, that is, a vertical trust between educators and children, and a horizontal trust especially between friends. Such spatial trust is based on trust in matters and therefore an open trust that embraces all matters in the world. This spatial trust could contribute to reinforcing cosmopolitan education, and furthermore, to formulating a post-anthropocentric cosmopolitan education.

This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.

The book "Western Ceramic Traditions: Prehistoric and Historic Native American Ceramics of the Western U.S." edited by Suzanne Griset explores the diversity of ceramic traditions and social identities reflected in pottery production in the far southwestern desert and coastal region of the U.S. The book features 11 chapters that critically examine traditional typologies of plainware pottery and explore new datasets for dating and identifying the composition of pottery. The volume provides important discussions on the sociocultural aspects of pottery technology and challenges the limitations of typological classification. The book is recommended for researchers working with plainware or other ceramic wares, although the technical ceramic data presented may be daunting for readers without an archaeological or ceramic analyst background. [Extracted from the article]

Purpose: This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a "soft option", the study defines "restorative consequences" within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation. Design/methodology/approach: This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP's perceived lack of accountability. It defines "restorative consequences" within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values. Findings: In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the "with" approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations. Research limitations/implications: The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff "buy-in", requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values. Practical implications: While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP's reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP's clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences--RP relationship, enhancing the understanding of the SDW Social implications The research's social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences--RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings. Originality/value The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining "restorative consequences" within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.

This paper explores how the concept of plurilingualism is positioned to act as an impetus for linguistic and cultural inclusion in human-rights-based language education. Drawing on frameworks foregrounding descriptors for plurilingualism and democratic citizenship, the paper employs discourse analysis and sorting techniques to identify and align strategies of linguistic and cultural inclusion found in multimodal plurilingual task artefacts collected from a multi-year, multi-site research partnership between a Canadian university and the Italian Ministry of Education. The findings reveal that the implementation of plurilingual tasks aligns with key elements of democratic, rights-based language education, including critical understanding of communication, openness to cultural otherness, cooperation skills, and the valuing of cultural diversity. The findings of this paper contribute to further understanding of the concept of plurilingualism and to empirically informed perspectives on pedagogies that support language rights as human rights in education.

This paper argues that descriptions of Sri Lankan English (SLE) are influenced by ideologies of linguistic racism and coloniality through an examination of the possible reasons for their neglect of Burgher English -- an underprivileged variety of SLE spoken by a minority community. Although descriptions of SLE identify different categories of the variety, they neglect the language use of the Burghers, despite the fact that they are the only ethnic community for a large majority of whom English serves as a first language. The paper claims that descriptions of SLE are interested in elevating the language use of the elite and anglicized sections of the racially dominant Sinhalese instead of focusing on understanding and depicting how diverse people of the multiethnic and multicultural Sri Lankan speech community such as the Burghers of Sri Lanka adapt it to suit their needs and contexts. Demonstrating the possible influence of linguistic racism and colonial ideologies on descriptions of SLE, the paper posits that the unique structural features rendering Burgher English to be perceived as sub-standard could be understood through the theoretical lens of postcolonial performativity which would help appreciate the creativity and diversity of the variety instead of devaluing it as sub-standard.

This paper delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change. The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems from the subject's mandate to promote certain aims and values over others. The task of handling such tensions can be daunting, and teachers need resources that enable them to do so. The main aim of this paper is thus to provide a critical examination of the metaphor of bricolage, as it was conceptualised by Joe L. Kincheloe, in search of such resources. The examination points to the following chain of argument: (1) Kincheloe's bricolage contains its own tensions between inclusion and change, due to its application of multiple methods, methodologies, and perspectives, combined with a desire to promote social change. (2) There is a strong overlap between the two sets of tensions. (3) Teachers should be aware of the distinct political and philosophical underpinnings of Kincheloe's bricolage, and how these can create new tensions, possibly productive ones, if teaching and learning in Worldview Education is framed as bricolage work.

This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools -- using England as a representative example -- in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO's potential role in resistance to the dominant neoliberal imaginary and cultural securitisation. However, in order to be a force for democratisation, the IBO must itself democratise through a reconceptualisation of the school spaces it operates in/produces. It will also involve a process of reassessing its notion/positioning of what constitutes symbolic (and therefore valuable) cultural capital. This will mean untethering global education from the International Baccalaureate Diploma Programme. This paper highlights the possibility of a new space for global education, operationalised by moving beyond the 'IB school' to the potential of the more informal IB supported school. It is argued here that the IBO has the potential to galvanise a new wave of inclusive global education.

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject "still" influenced by what I have labeled as the neocoloniality of power. In some countries, attempts to decolonize RE through multi-faithism are being forsaken, reverting the subject to the Christonormativity of the colonial era. The paper contends that the process of reconceptualizing RE with an anti-colonial mindset should inspire innovative ideas for an anti-colonized RE aligned with the educational goals in an African postcolonial environment.

Isabella Ou, I University of Minnesota i , and Evan Roberts, I University of Minnesota i Origins of a Violent Land: The Role of Migration There is substantial variation in violent crime rates across the US - can cultural differences explain this? Explaining Gender Differences in the Selection and Sorting of Migrants: Evidence from Canada-... This paper uses newly digitized border crossing records from 1906 to 1954 and US census data to study the selection and sorting of migrants from Canada to the United States. David Escamilla-Guerrero, I University of St. Andrews i , Miko Lepistö, I University of Helsinki i , and Chris Minns, I London School of Economics i Return Innovation: Evidence from the English Migration to the United States, 1850-1940 What drives the direction of innovation? Andrea Bernini, I University of Oxford i , Giovanni Facchini, I University of Nottingham i , Marco Tabellini, I Harvard Business School i , and Cecilia Testa, I University of Nottingham i The Power of Narratives: Anti-Black Attitudes and Violence in the US South Systematic discrimination and violence against minorities are enduring phenomena. [Extracted from the article]

The discussion paper "Institutionalization of Teacher Education" was developed within the framework of the QLB-Camp and aims to establish institutional standards for teacher education in central scientific institutions. There are no institutional standards for teacher education in Germany, and the diversity of teacher education leads to problems and challenges. The Quality Initiative for Teacher Education has brought about positive changes, but there is uncertainty about how the created structures can be sustained and legally secured. The text describes various key points for the institutionalization of teacher education, including anchoring it in state higher education laws and promoting scholars in subject didactics and educational sciences. Teacher education institutions should regularly evaluate their measures and the development of teacher education students. [Extracted from the article]

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes (KSA) of global learning in higher education. Global learning is the higher education institutions' critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.

This article responds to a conference call for papers that makes universalist assumptions about clause structures, assuming all languages in the world basically follow the same organizing principles in terms of clause structure, argument structure, and alignment. The article presents data from Tagalog to show how different a language can be from the assumed universal organizing principles to make the point that by imposing an Indo-European framework on non-Indo-European languages, we are overlooking the true diversity of language forms found in the world's languages. [ABSTRACT FROM AUTHOR]

My PhD study explored the experiences of a cohort of Iranian doctoral candidates in New Zealand. This paper presents my response to the unexpected challenge I faced as I collected data and formed my theoretical framework. I found that Western interpretations of non-Western international students largely ignored social-cultural specificities. I navigated this challenge by drawing from the postcolonial concepts of ambivalence, uncertainty and cultural hybridity to make sense of the way Iranian doctoral candidates' experiences in a Western university were analysed and understood. First, I conceptualised the knowledge journey of the research participants as a Hijrat -- an Islamic and Persian cultural metaphor that refers to the experience of departure from one's homeland. Second, I drew from postcolonial theory to manage the West/non-West binary. This paper offers non-Western doctoral candidates and their Western supervisors an example of how cultural congruence can be understood when completing a PhD study in the West. In a general sense, it is important to acknowledge and critically explore the impacts of past socio-political experiences and practices (e.g., colonisation) and historical knowledge traditions (e.g., Islamic) on present thinking and practices.

This paper discusses implementing the Islamic learning approach model in Jembrana-Bali's case study in State High School (SMAN) 1 Jembrana. This paper explores the effectiveness of multicultural learning models used in Islamic religious education learning. Multicultural learning model creating harmonious interaction. Furthermore, the integration of diversity understanding between Hindu and Islamic students aims to peaceful practices in the educational environment. Data sources were obtained through unstructured observations and interviews from July to September 2019. The result showed that the learning process of Islamic religious education with a multicultural approach forms the character of students, both Hindu and Muslim, to be humanist, tolerant, and inclusive. In shaping character and fostering understanding diversity, the learning approach used is the contribution approach, additive approach, and the decision making and social action approach proposed by Allison Cumming-McCann. The interaction of students in SMAN 1 Jembrana, both Hindus and Muslims, aims to acculturation and enculturation of two different religions and traditions.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

The Mauritanian written press has gone through several stages during its historical journey and has not been isolated from the political situation of the country, but has been subject to its perception of what His Majesty should be, since its appearance during the French colonization of the country, and after the creation of the national state in the sixties of the last century, passing through the period of the military regime before the declaration of political and media pluralism in the country in 1991 and the consequent dilution of the journalistic field, where the door was opened wide to excessive leniency in obtaining a press license, as well as some major obstacles, such as lack of funding, training and harassment of journalists. However, this did not prevent this press from playing at that time the role of watchdog over the executive power by awakening public opinion on the conduct of public affairs and by revealing many hidden social and political problems that the public opinion would not have been aware without the pioneering role of this written press. [ABSTRACT FROM AUTHOR]

The predicted growth of the aged care sector in Australia, driven by the ageing population, is expected to create an increasing need for workplaces to support the development for all kinds and classifications of workers to undertake their work within multicultural settings. This paper describes and elaborates the necessary and increasing requirement for workplaces to support adult learning in multicultural circumstances. A mixed methods approach was used to collect data from workers undertaking the role of carer in residential aged care facilities across the east coast of Australia. Arising from the collection and analysis of these data are contributions to knowledge including a conceptual model for understanding learning in multicultural settings. This research emphasizes a notion that cultural diversity has a fundamental influence on workplace learning in aged care and identifies practices to support cross-cultural communication, coworking and learning. Further, inter-worker learning is reinforced as a key enabler of performance in aged care work. Such contributions help to understand what influences workplace learning in multicultural settings and how it may be better supported.

A growing number of studies on students' intercultural interactions and learning in higher education contexts have placed cosmopolitanism and agency at the centre of conceptual and empirical inquiry. The concept of 'cosmopolitan agency' has been proposed as a hallmark of intercultural relationships, such as friendships, between international and domestic university students, which are found difficult to develop in many countries. However, the literature has not established the conditions necessary for the (non-)emergence of this student agency. This paper fills this knowledge gap by presenting an ecological and person-in-context conceptual framework of cosmopolitan agency in intercultural student interactions on campus and beyond. Drawing on multidisciplinary literature (e.g. higher education, psychology, sociology, cosmopolitanism, urban and disability studies), the paper submits a theoretical proposal that cosmopolitan agency (as present practice) emerges at the dynamic experiential interface between cosmopolitan capital (as an individual resource built on past experience) and affordances in convivial proximity (as the environment triggering future projection). This proposal is elaborated through the empirical illustration of four (i.e. amicable, critical, latent and inactive) states of cosmopolitan agency that manifest different forms of intercultural interactions. The paper is expected to advance theoretical inquiry into the issues of power, privilege, morality and reflexivity in students' engagement in intercultural interactions, and to support a third option for interactions between passive presence and fully-fledged relationships. The directions for future conceptual and empirical research that are ultimately expected to serve for the improvement of student experience are also provided.

Purpose: Considering the role that students' diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs). Design/methodology/approach: This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis. Findings: Findings show that three continuous patterns are repeated throughout the documents: (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited; (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern; and (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence. Practical implications: This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran. Originality/value: To the best of the authors' knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

This paper discusses the utilization of a cultural humility model to educate social work students in understanding the importance of diversity, power, privilege, oppression, marginalization and social and economic justice in an increasingly diverse society. Social work programs are required to teach students to effectively engage a diversity of clients in practice as well as to take action to resolve issues of oppression and discrimination. While the cultural humility model is gaining acceptance in social work and in social work education, there are few models of how to effectively teach it within the social work curriculum. One model that includes a two-course sequence is presented. The paper discusses components in creating a culturally humble classroom environment as well as specific materials and classroom assignments aimed at providing students with the knowledge, tools and skills essential to practicing with cultural humility. The power of utilizing materials that are representative of a diversity of voices is emphasized with appendices providing written and audio resources.

Purpose: The prioritization of multilingual and multicultural education (MME) must spread beyond educators and researchers, who have long known the benefits, to the politicians and policymakers and to the general public. This paper aims to propose that the MME field needs a good economist who can explain MME benefits in terms of the language of economy, clarifying that economic advantages extend beyond diverse individuals, including those who may be ideologically opposed, via increased economic output to potentially benefit all. Design/methodology/approach: Using a conceptual framework, connections are demonstrated between MME and increased cultural and linguistic sensitivity as well as between the effects of increased sensitivity on the potential for economic benefits. These connections can be logically extended to consider the effects of MME on economic output. Findings: Research indicates that MME can increase cultural and linguistic sensitivity and that increased sensitivity to cultural and linguistic diversity can affect economic output. A logical bridge between the two fields of research is illustrated. Originality/value: This paper uses a practical approach to support the flourishing of MME. If MME is, ultimately, to result in benefits that all can appreciate, it is imperative to get groups with various purposes on board. Then, maybe we can look forward to the effective and pervasive implementation of MME. The challenge remains that this message has not been reaching the general public, and a good economist's communication could be the key.

Education, under the neoliberal doctrine, has undoubtedly undergone multiple reforms that have led to its economisation. They have also turned education into a mechanism that intensifies the reproduction of inequalities and suppresses diversity, which only helps to perpetuate social exclusion. Despite radical criticism of neoliberalism's effect on education, neoliberal educational strategies have emerged stronger in the aftermath of the 2008 financial crisis. The goal of this paper is to review the effect of the neoliberal paradox on diversity and equity in education and to consider a new socio-economic paradigm that would foster more progressive educational practices. Such practices are advocated by Kalantzis and Cope's New Learning model, which points to the relationship between senses of belonging and academic achievement in education. To achieve this, this paper adopts a polemical, critical approach to analysing the selected literature. It highlights the paradoxes and contradictions of neoliberalism on diversity and equity and analyses how inequity is perpetuated through neoliberal education. Then, it discusses neoliberal education and considers the reasons criticism of neoliberalism has been rather ineffective. The paper concludes by exploring alternative pedagogical models and contemplating whether education can be recalibrated in the interest of an inclusive and just society.

The authors of this paper share a common background from the Northern Norway region, a rural county and the largest and least populated county of Norway. The region is characterised by high out-migration, lower educational levels, and higher drop-out rates from secondary education than in other regions of Norway. Limited educational provision makes it necessary for many young people in rural areas to leave home to take a secondary education. Large geographical distances make it difficult to commute on a daily basis. Historically, this area has been the most culturally diverse in Norway, as the domicile of the Sámi Indigenous people and the national minority, the Kven, and the Norwegian ethnic group. This Arctic region is characterised by the encounter with three ethnicities, and traditional industries such as fishing, farming and herding, combined with modern industry and knowledge-intensive enterprises. Despite this multi-ethnic and geographically diverse society, the schools are still struggling with the unit-oriented curriculum, ignoring the diversity among the pupils. When the multi-ethnic society is not embedded in the education system, nor given in the adolescents' hometown, the education system will be exogenous and will appear foreign. In this paper, we use available public statistics and a literature review, inspired by autoethnographic methodology--whereby authors use their experiences as a person and a long-time researcher in a field to describe, analyse and understand the phenomenon--to argue for a local- and contextual oriented schools to make meaningful and practical improvements to rural education.

Purpose: Conferences, while central to academic endeavors, are an understudied research site. This purpose of this study is to describe the experience of an Arab Israeli teachers' college in hosting a large international academic conference on multiculturalism, conducted entirely in English. Most of the academic staff and all of the students are Arabic speakers. This added a layer of challenge for all our faculty and students. Design/methodology/approach: This reflective, retroactive and descriptive case study builds on the above points. It is a reflective "case story" told by the college head. Findings: This paper describes the benefits and growth experienced by each of the involved parties, which resulted in a changing academic culture and new academic self-confidence and vision for all concerned. This paper also details weaknesses and opportunities missed. Envisioning, planning and bringing to fruition this conference was a crucible experience for the college, enhancing our multicultural understanding, learning and commitment. Originality/value: This reflective description offers an original perspective on multiculturalism through the lens of an international conference hosted by an academic institution where the native language is not English.

Both institutions opened in 2001, although the JMB's building had been attracting international interest since 1989 when the Jewish American architect Daniel Libeskind's dramatic extension to the eighteenth-century baroque palace, the Collegienhaus, earned him the museum design commission. Gorbey is not the first person to draw on the JMB to make sense of colonial histories in the southern hemisphere; several times he refers to a controversial connection between the JMB and the National Museum of Australia (NMA), another exemplar of the new museology built in the late 1990s. Here Gorbey explores how museums, traditionally associated with the display of objects, can successfully exhibit the story of peoples and communities whose material traces have been subject to deliberate, systematic eradication. [Extracted from the article]

The purpose of this paper was to explore bilingual educators' perceptions of their strategies to maintain their cultural and religious identities within a multicultural society. This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education? The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education -- respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts. Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.

This conceptual paper explored the fundamental barriers to successful equity training and professional development for teachers. This was done to show the need for a professional development series, based on Ting-Toomey and Chung's (2012) cultural value pattern analysis. Using the theoretical lens of post-colonial theory, the authors posit the need for professional development that begins with teacher positioning (Davies & Harré, 1990) for purpose of disrupting deficit-oriented epistemes of sociocultural differences. The conceptual framework contains activities for participants, as well as future recommendations for further training.

The DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic Values Education (ALIVE) Program. However, since its inception, there is a dearth of professional literature on a coherent sociological understanding of Muslim education in the Philippines. This paper aims to provide an understanding of the implementation challenges of the ALIVE program employing sociological perspectives. The study utilized a qualitative research method anchored on Case Study Research Model. Five ALIVE implementers in Metro Manila were part of the research participants. A thematic analysis was initiated and triangulation of data was employed from relevant data sources. The analysis results showed several challenges faced by the select ALIVE schools: The intended curriculum lacks appreciation of the approaches and evaluation of student learning. The scarcity of learning spaces was evident. In teaching, most of the "Asatidz" or Madrasah teachers require enhancement of their pedagogical competence. The cultural variance among Muslims is still evident, especially in non-Muslim communities. The findings indicate that there is a need to create deliberate plans to achieve the intended learning outcomes of the ALIVE Program. Given the various gaps and challenges identified in this study, there is a necessity to evaluate the program at the grassroots. In conclusion, maximizing and strengthening the participation of the various stakeholders and different sectors in society is imperative in the development and sustainability of Muslim education programs in the Philippines.

Internationalised higher education literature draws attention to the tension between the economic returns of recruiting overseas students and the personal, social and cultural possibilities offered. This paper advances the idea that fostering cosmopolitan values might be an educational focus for internationalisation. However, it appears that the creation of higher education learning environments which promote such values, offering opportunities for students to become more interculturally aware is yet to be achieved. Drawing on the 'capability approach' of Amartya Sen and Martha Nussbaum, an 'intercultural capability set' was constructed as a means of operationalising cosmopolitan values within higher education. Analysis of data from 44 interviews with undergraduate home and international pharmacy students through the lens of capability enabled the identification of factors within the academic environment which act to promote or inhibit the development of intercultural relationships, learning and more cosmopolitan selves. Curriculum, pedagogy and assessment should be therefore examined for their potential to enhance opportunities for intercultural engagement and capability expansion, with participatory dialogue, including staff, students, university departments and stakeholders, about valued outcomes for a university education. It is argued that the capability approach provides a sound basis for operationalising and evaluating efforts to develop students with cosmopolitan values for the present and contributing as future members of society.

Self-regulated learning (SRL) and culturally responsive teaching (CRT) research, although from different viewpoints, both show instructional practices that enhance student engagement. This study examined the integration of self-regulated learning promoting practices (SRLPPs) and culturally responsive pedagogical practices (CRPPs) in the classroom context especially during a complex task. Using mixed-methods case study design, it explored how an elementary classroom teacher at a multicultural public school in the West Coast of Canada combined SRLPPs and CRPPs to support culturally diverse students' engagement. Data were collected through: (a) classroom observations, (b) practice records and documents, (c) students' work samples, (d) teacher interview, (e) student interviews, and (f) student surveys. Findings indicated that the teacher enacted integrated practices categorized as: (a) "classroom foundational practices"; (b) "designed instructional practices"; and (c) "dynamic support practices." Also, students' engagements related to their perceptions of teacher practices. Culturally diverse students were highly engaged in contexts with rich combinations of SRLPPs and CRPPs. Finally, this paper discussed the implications for theory (e.g., CRT, SRL), practice (e.g., an integrated pedagogy), and research (e.g., how to support culturally diverse learners' engagement in contexts).

Disrupting the canon of Eurocentric literature often used as a whole-class novel study in the secondary English Language Arts (ELA) curriculum is needed in order to push back against white hegemony in and out of ELA spaces. This disruption needs to occur at the teacher preparation level through discussion, examination, and curriculum development, including contested and nostalgia-laden texts such as Harper Lee's (1960) "To Kill a Mockingbird" (TKAM). In this paper, we draw on Sealey-Ruiz's (2019) concept of the archaeology of the self, Vygotskian perspectives on literacy instruction (Lee & Smagorinsky, 2000), and the gradual release of responsibility in teaching and learning to interrogate the metaphor of the "grasp" that the canon has on the ELA community. We examine the epistemological shifts and evolutions between a preservice ELA teacher and an ELA teacher educator in a two-year study that focused on developing Culturally Sustaining Literacy Pedagogy (Paris, 2012; Paris & Alim, 2017) aiming to disrupt the teaching of TKAM. We found that releasing ourselves from the canonical grasp of TKAM, placing it not as a centered novel, but as a literary artifact, was imperative in disrupting our own whiteness and developing culturally relevant, responsive, and sustaining critical literacy instruction surrounding themes of present-day racism and (in)justice.

Educational researchers are increasingly striving on the edge of possibility to re-imagine and realise the future. Activist scholarship requires appropriate philosophical and theoretical bases, what Stetsenko refers to as 'dangerous' -- useful in the struggle for a better world. How might praxis, agency and learning be charged with transgressive spirit? This paper considers the Theory of Practice Architectures and Transformative Activist Stance, established frameworks that dangerously address praxis, agency and learning. Adopting a postabyssal approach, contributions from the Global South and East are drawn on to develop an epistemologically plural basis for thinking differently about praxis, agency and learning. Recent Latin American scholarship reinvigorates Freirean ideas through connections with Fals Borda and contemporary feminist pedagogues, centred on a notion of feeling-thinking. Luitel's interpretations of Vedic philosophy provide radically different ideas of negative dialectics, chaos, responsibility and liberation. An open-minded, open-hearted, open-ended approach is crucial to making these ideas more useful in the struggle over alternative, more equitable and just futures.

Equity, diversity, and inclusion (EDI)--or sometimes styled EDID by including decolonization--is an institutionalized response to demands for access, inclusion, recognition, and redistribution by communities of people excluded from traditional centres of power. Under the banner of EDI(D), educational institutions have launched an extensive program of adult education, seeking to "train" institutional actors to adhere to policies and root out bias in practice. In this paper, Bannerji situates the relations of EDI work within the broader framing of multiculturalism, racism, and ideologies of education in Canada. Drawing from Dorothy Smith's unique articulations of ontology and ideology, Bannerji confronts the ideological praxis of EDI work and asks us to consider the politics of identity and pedagogy that constitute this particular conjuncture.

This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir "Still Alive." Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.

Given that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students' development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as "tolerance for ambiguity" (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL-based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced-level classes in two distinctly different German programs. The different approaches encourage students to combine LL-based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms.

In this paper, we critically discuss the impact of policy documents on the construction of national narratives on the provision of support for cultural-linguistic diversity in education systems in two European countries. The analysis focuses upon a selection of national policy documents that deal with the planning and provision of HLE since the 1990s. We take critical pedagogy and sociomateriality as theoretical lenses to investigate educational policies on HLE. Thus, this study critically traces the ways in which language ideologies are enmeshed with legislative, political and educational discourses by following an inductive and retroductive process, wherein key-concepts, themes and critical configurations of HLE are mapped, compared, re-assembled and discussed in terms of a complex system. The analysis shows that the (non-)provision of HLE shapes the educational space and the value references and world views that prevail and are (re)produced in it. Emerging deficit perspectives, linguistic assimilation and marginalisation processes limit the path towards more inclusive and equitable educational institutions and practices.