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Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students with disabilities? Proceeding from the premise that students with disabilities do not currently define meaningful access and reasonable accommodations, this paper will argue that accommodations and access as defined within policy are not adequately serving the needs of post-secondary students with disabilities. This paper then highlights the definitions of meaningful access and reasonable accommodations provided by eight students who participated in a recent study. Finally, this paper will highlight the negative and positive encounters with accommodations experienced by many post-secondary students in the province of Ontario who follow the Policy on Accessible Education for Students with Disabilities (2018) as a policy that guides educational practices.

A rich literature has argued that so-called aspiration-raising policies tend to individualize structural conditions and thereby reproduce forms of inequality through young people's aspirations. This paper explores how aspiration-raising policy discourses are lived in ways that both accentuate but that might also contest their terms. Drawing on Lauren Berlant, we theorize aspiration as ongoing performances that can be altered and remade in affective scenes of interruption. We put our theorization to work in a longitudinal study that followed a young woman, Marie, throughout her upper secondary education. Whilst Marie's performances of aspiration predominantly chimed with such individualistic policy discourses, she would also describe moments where these performances were seemingly interrupted. These were moments where Marie vividly experienced concerns related to planetary crises. The analysis carefully unpacks these moments, and we argue that they bring Marie into contact with the political stakes in her life and lead her to search for alternative, more sustainable, and collective modalities of aspiration. Hence, supplementing previous studies that have shown how inequality is reproduced through aspirations, the paper contributes with new understandings of how alternative modalities of aspiration may emerge that potentially exceed structural limits.

Through the method of tracing-and-mapping, this paper traces the history of how menstruation has been conceptualized in English education policies since 1928, as well as how such conceptualizations have positioned young people. It explains how education policy in England has conceptualized menstruation as a (cis girls') biological process; a controllable problem; and a process that can be instructed on and learned. The paper unfolds how such conceptualizations positioned young people as passive non-agents. It also draws on feminist relational materialism, critical menstruation studies and childhood studies to experiment with different articulations of menstruation and agency. It concludes by reimagining menstruation education and young people's role in addressing menstrual stigma.

This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students' perceptions of the English language, their learning of it, and its use, detailing the impact the instructional unit had on these students. The data showed that the unit enabled the students to critically reflect on ideologies surrounding the English language, heightening their awareness of the multiplicity and complexity of its use and users. In addition, increased desire to learn about different Englishes and improved perceptions toward students' own English were observed. However, the data also revealed an unexpected effect on one student's perception toward English, implying that the instructional unit might have stressed the significance and power of English over other languages. Drawing from these findings, pedagogical implications as well as future directions for English language education are discussed.

This study investigates the influence of environmental attitudes of Chinese students in higher education institutions (HEIs). It included 988 students at ten higher education institutions and administered an "environmental attitudes inventory" questionnaire to investigate gender, grade level of study, institution level, parental educational background, scholarships, annual household income, students' leadership experience and the extent to which variables such as participation in environment-related courses affect students' attitudes towards the environment. Furthermore, the study relied on descriptive and analytical methods. The results show significant differences in grade, school level and parents' educational backgrounds on students' environmental attitudes. In contrast, gender, scholarship, annual family income and student leader experience related to the environment did not appear as significant factors. This paper suggests that education policymakers incorporate these influences into a vision of environmental educational reform to inform the remedial actions needed by higher education institutions.

The increasing use of English in higher education around the world has prompted a large amount of research into the causes, effects and perceptions of this phenomenon, particularly relating to the introduction of English-medium instruction. While most previous research has focussed on institutions that have effectively 'added' English to existing teaching programmes, this paper investigates attitudes towards and experience of the presence and use of English in a somewhat different context: the Free University of Bozen-Bolzano (unibz), which, since its creation in 1997, has offered teaching in English alongside the two local languages, German and Italian. This plurilingual approach, enshrined in the university statue, is explored through a thematic analysis of oral interviews with members of the unibz community (both staff and students). While some of the themes identified in the analysis mirror issues raised in studies of institutions elsewhere, a number of novel themes are also discussed and the overall picture to emerge is of a university whose language policy is relatively stable in terms of both acceptance and implementation, perhaps by virtue of the fact that a plurilingual approach has been adopted and supported since the university's creation and has always been a key part of its identity.

This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education.

Purpose: Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty. Design/methodology/approach: A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students' emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic. Findings: The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words "virtual", "virtual classroom", "virtual classes" and "professor". Two significant issues were identified: teachers' inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the "virtual classroom". Practical implications: Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks. Originality/value: The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.

This paper examined ESL classroom climate during the first year of senior high school implementation of the K to 12 education policy in the country. Participants in the study were composed of 331 Grade 11 learners from the three tracks namely: 89 STEM (College of Sciences), 128 STEM (College of Engineering, Architecture and Technology), and 114 ABM (College of Business and Accountancy) learners. A state university delivering the Senior High School Program in Region 4 was selected as the location of the study. Three open-ended questions sought to identify students' satisfactory and dissatisfactory experiences inside the classroom and possible effects on their self-esteem and motivation to study, drawn from Burden's (2018) Stop, Start, Continue Method in feedbacking and Fraser and Treagust' (1986) seven internally consistent dimensions of the higher education classroom climate. Data revealed that generally, most language teachers are evaluated positively by learners although some classrooms have proven very challenging for them. Several instances of teacher and peer bullying, teacher absenteeism, lack of transparency in the grading system, congested curricula and lack of classroom facility were identified among causes of students' frustrations. Unhappy experiences eventually resulted in students' loss of confidence in teacher's ability and commitment and reduced interest in classroom engagement. The paper suggests the need for a strong, honest and consistent culture of feedbacking among students and faculty members in academic institutions to encourage improvement in ESL classrooms.

In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.

The European Higher Education Area (EHEA) is an international initiative for the harmonisation of higher education (HE) systems in 49 countries. Literature about UK's participation in the EHEA is limited, and the role of EHEA's membership for the UK, particularly after the end of the Brexit transitional period, has not been researched. The originality of the study reported in this paper is in addressing this gap by exploring the perspectives of key UK HE actors on the strategic significance of UK's memberships in the EHEA post-2020 for the UK. The paper draws on the theoretical ideas of rational choice neo-institutionalism, differentiated Europeanisation and internationalisation, and a thematic analysis of 19 official communications of key stakeholders and six in-depth interviews with their representatives. The findings contribute to filling in a significant gap in the literature about Bologna in the UK in making a distinction between its two memberships in the EHEA and the differences and complexities of the roles they play in constructing UK's overarching agenda in HE particularly in the post-Brexit context. The article has also contributed to the literature about Bologna more widely, presenting an investigation into differentiated Europeanisation that has been taking place within one unique post-EU country.

The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.

This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe.

Any institutional policy will only be a paper tiger unless the intended recipients of the policy know and understand it. Student anti-bullying policies at universities in Australia have been researched to determine the quality and usability of the content, but research is lacking in how students understand and use these policies. Bullying amongst students has been identified globally as an issue at universities; however, little has been done to determine students' knowledge and experience of bullying and the related policies and services universities provide. The aim of this paper is to fill that gap in knowledge, with the hope that by understanding a student's perspective, identified blocks to reporting may be eliminated. This study surveyed 297 Australian university students about their knowledge of their university's anti-bullying policies existence and location, their personal and witnessed experienced of bullying, how they handled it, and their knowledge and thoughts on how bullying information is presented to students at their university. The results found students lacked knowledge about anti-bullying policies and practices in their university. The results also highlighted assumptions students make about what their university offers in regard to policies and services. This paper indicates that universities need to publicise their policies and better educate their students on bullying and their related anti-bullying policies.

This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

Access to tertiary education is a challenge for many people from refugee-backgrounds. In Aotearoa New Zealand (NZ), resettled refugees are entitled to access education alongside other New Zealanders, and NZ's resettlement policy material recognises education as a key pillar of resettlement. However, refugee-background students are not recognised as 'priority learners' in education policy, so educational institutions are not required to report on refugee-background students' educational access or outcomes. At all levels of the education system, teaching and support practices for refugee-background students vary widely. Many barriers hamper refugee-background students' access to and success in tertiary education. However, refugee-background students are also necessarily-skilful border navigators. In this paper, we share data from an in-progress participatory action research project based in southern NZ that involves collaborating with refugee-background students at the secondary-tertiary education border. After describing the project, its rationale, and our theoretical framework, we draw on insights from seven of the students to illustrate how students represented educational navigation in NZ: as a resistance project, a subterranean project, and a relational project. We conclude by suggesting some implications from our study for research, policy and practice in education.

In the market discourses of technological disruption, higher education institutions have routinely been positioned in deficit models and of anachronistic approaches to teaching at odds with the types of educational futures being presented by commercial organisations. Predominantly, automation technologies in the form of artificial intelligence are being promoted as the future of teaching. In this paper, on the other hand, we explore the prospects for using non-artificial intelligence automated agents in teaching and its impact on the teacher function at the University of Edinburgh. Through engagement with teachers, staff and students at the university, this research has identified use cases for bots, in what spaces they would be situated, and how they would supplement the teacher function. This paper argues that a community-driven approach combined with a sociomaterial conceptualisation can generate a shift from market discourses and to collaborative development of educational technologies.

In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. "ROAD-MAPPING English medium education in the internationalized university." Palgrave Macmillan; Macaro, E. 2018. "English medium instruction." Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. "TESOL Quarterly, 52"(3), 497-515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), "Beyond bilingualism: Multilingualism and multilingual education" (pp. 35-63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different "depths" of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice.

Since joining The Organization for Economic Co-operation and Development (OECD), Indonesia has been actively shaping its education policy following the recommendations derived from the results of the Program for International Student Assessment (PISA). In response to the consistently low PISA reading scores, in 2015 the Indonesian Ministry of Education and Culture launched a literacy program called the School Literacy Movement. However, PISA results in 2018 indicated that the literacy score of Indonesian students was lower than their score before the SLM program. This paper will analyze the conceptual problems behind the failure of the SLM. Using Paulo Freire's concept of critical literacy as an analytical framework, this paper will investigate the basic assumptions of the SLM concerning the concept of human and his/her relations to the world and its implications on the program's appreciation of students' agency as learners. This article explores how a literacy practice with problematic concepts of human fails to become a humanization movement, instead the literacy practice only becomes a tool for the state to pursue economic targets under the pressure of global neoliberalism. In doing so, this paper seeks to explore how the neoliberal framework inherent in PISA has shaped a literacy program in one of its participating countries.

This paper examines the experiences of a group of 16- to 18-year-old students in two publicly funded London schools who did not conform to expectations and rejected university as a post-school destination. The students' experiences offer insights into how current Higher Education (HE) policy in England combined with a competitive school market encouraged differentiated levels of support according to the 'status' of students' post-school aspirations. In both schools, progression to university was valorised with sixth-form (post-16) careers guidance focused on HE choosing. Students who did not conform to school expectations and sought alternatives to university were found to be most disadvantaged by a lack of independent and impartial careers guidance at sixth-form level. Characterised by creativity and resourcefulness, non-conforming students' dispositions influenced the ways they negotiated the HE discourses integral to the institutional habitus of their schools. Drawing on social and cultural capital beyond the school, they accessed advice and guidance for post-school destinations which had more meaning for them than university. The paper draws on student interviews which formed part of a larger ethnographic study of the influence of institutional habitus on students' HE and non-HE choosing. The discussion is informed by a Bourdieusian theoretical framework.

Digital competence is part of 21st Century skills that allow individual teaching professionals to engage in new and flexible ways of learning. Studies have shown that digital competence improves education and equips the teaching staff with expertise on how to use information, communication, and basic problem-solving. The need for digital competence is clearly evident in the current pandemic situation, where digital technologies have taken a more prominent role in communication and education processes. Beyond the digital competence of educators, proper school infrastructure and curricula are needed during pre-service training to help teachers achieve digital competence. To better understand this need, an online survey was developed to analyze digital education in Albania. The survey was designed to analyze the teaching competence of teachers in pre-service and in-service programs, as well as their schools' curricula and infrastructure. Results from the questionnaire highlighted a need for the acquisition of digital knowledge for teachers according to different age groups. The results of the study found that difficulties teachers encountered in the acquisition of digital knowledge were not only due to deficiencies in teacher training but also other issues such as lack of infrastructure. The study concludes by recommending that providing digital education should be in line with European and national policy and legislation, as well as with national and international organizations. The paper reports findings assessing the level of preparedness of Albanian educators in regard to digital education and explores opportunities and identifies challenges for coping with enhancing digital development.

This paper is aimed at exploring the contributing factors for the integration of Information and Communication Technology (ICT) into higher education teaching-learning practices. For the study, a qualitative case study was used and the stakeholders from higher learning institutions were selected via purposive sampling. The data collected through interview and focus group discussions were analyzed using the QDA Miner Lite software. Information system theories such as the Technology Acceptance Model (TAM) and Technology, Organisation, and Environment (TOE) framework guided the discussion of the results. The findings showed that there are limited ICT resources for education in Ethiopian higher learning institutions and the limited resources are not used effectively. The challenges like insufficient ICT infrastructure, lack of skill, resistance to change, wrongly perceiving ICT as an additional burden, lack of cooperative work, and lack of policy for ICT integration into teaching-learning practices are identified as the contributing factors. Based on the discussion using TAM and the TOE framework, the researchers developed a conceptual framework guiding the integration of ICT into the higher education system of Ethiopia. The research suggested that the stakeholders involved in the education sector specifically, higher learning institutions, should follow the framework developed for ICT integration into their education system.

Common European Framework of Reference (CEFR) is an international standard to measure learners' language abilities on a six-point scale, A1 for beginners up to C2 for those who have mastered a language. this study attempted to examine the implementation of the CEFR policy in learning Arabic in Indonesia at al levels, beginning form curriculum design to attainment of learnng objectives The research adopted a quantitative methodology, using a sample of 102 Arabic students at Bina Bangsa University, Serang Banten. PLS-SEM was used to analyze the data. This paper's findings reveal that CEFR directly affects Arabic language learning performance and language policy. Subsequently, language policy directly affects Arabic language learning performance while moderating and mediating the relationship between CEFR and Arabic language learning performance. The implication of this study implies that The CEFR is a set of guidelines for learning a foreign language that can be used in international languages other than English. Some things are the same, and some things are different about the idea of learning a foreign language.

This paper seeks to explore the aspects related to education and aspiration through the on-going experiences of Female Malay Muslim students in UK higher institutions. Building on an ethnographic approach, an in-depth interview with 30 female Malay students, I focus on the various aspects of the students' lives as scholarship holders, addressing in particular how they handle diplomatic practices in their everyday lives as Malaysian mini ambassadors overseas. The notions of aspiration, well-balanced citizenship and 'everyday diplomacy' are deployed in this research to understand the everyday experiences of these students. Hence, it is argued that the privileges in education policy for Bumiputera Malays have shaped the notion of achievement they hold and their attitude towards overseas education as well as their experiences abroad. My research suggests that being a mini diplomat means not only promoting the relationship between different cultures but also contributing to nations abroad through their volunteering work.

China released two new policies in 2021, the 'double reduction' and a Gaokao (National College Entrance Examination) regulation, which have significantly impacted English learning and Languages other than English (LOTEs) learning respectively. This has intensified the existing dispute over 'English fever' and made people question whether the 'winter' of English education in China has come. In this article, findings from a multiple-case study exploring teachers' and students' opinions on the value of English learning in Chinese higher education are discussed under the circumstances of such new policies. This study employs the Bourdieusian approach and involves English major, non-English major learners as well as their teachers in Yunnan and Shanghai, two socio-economically different areas, to see diversity. The participants reported a cooling down of the 'English fever' in the universities and the wider society, yet an increasing demand for a higher level of English proficiency in particular industries or disciplines. The findings also demonstrate the tension between the standardised national curriculum and regionally different language needs along with the influence of an incoherent national curricula for different educational stages regarding foreign language education. This paper concludes with suggestions to modify the curriculum and teaching practices for multilingual and English for Specific Purposes (ESP) education in China as well as other English as a Foreign Language contexts.

Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

This paper assesses the explanatory power of a perspective arguing that school social segregation enhances social inequalities in political engagement because of the distinct effects that concentrations of adolescents of disadvantaged backgrounds in educational settings generate. It tests this argument with data of the 2000 Civic Education Study among Upper Secondary students and uses intentions to participate and political competences as outcomes to represent political engagement. Social inequalities in political competences turn out to be greater in states with the most segregated systems, but social disparities in intentions to participate are unrelated to the level of segregation. The paper argues that policy makers should consider creating a more integrated school system if they seek to reduce social inequalities in "informed" political participation.

This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to "pupil and participant voice and involvement," "location" as a sub-theme of "diversity and inclusion," "collaboration" and "transition points." The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.

Through interpreting the status of Hoche language and cultural practices from community voices, this ethnographic case study conducted in a minority language school centers on five Han and Hoche ethnic minority children's positions toward multi-language learning. My research explores how these children negotiate the policies and multilingual curriculum that illuminates the multilayered tensions between local issues and global transformation. Findings indicate that policies situate Hoche as a romantic representation of the past, whereas the narratives I gathered from Hoche and Han children's attitudes and ideologies about language show that younger generations are oriented toward future opportunities and influenced by globalization. This work contributes to scholarship on the education of minority children during a period of rapid industrialization by extending our understanding of ethnicity, diversity, and inclusivity issues via children's perspectives. Shedding light onto the lives of Hoche and other ethnic minority children's language practices, this paper is a call to urgently address power inequities in the ideologies and pedagogies enacted in service of Indigenous reclamation.

The education pathways and opportunities of schoolgirls in Asia are facing different challenges. The empirical studies have implemented Information and Communication Technology-enabled learning to expand such pathways and opportunities and promote education inclusiveness and equity. Through the Gender Analysis Framework, this review paper focuses on exploring and discussing how ICT-enabled learning may expand schoolgirls' education pathways and opportunities in Asia for inclusive and equitable education. This review covers 30 studies that adopted ICT-enabled learning, synthesizes, and presents four key ICT-enabled learning approaches: Emerging technologies-enabled learning, Digital game-based learning, Mobile-enabled learning, and Computer-assisted learning. Our result discusses about how different approaches in this review (in)directly impact on schoolgirls' access to assets, their practice and participation in learning activities, belief and perception of their own and other stakeholders', and how policies accommodate these approaches. The review further suggests several guidelines to develop an inclusive learning environment enabled by ICT to education pathways and opportunities of schoolgirls, thereby enhancing education inclusiveness and equity.

The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor's programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master's programme. We compare students in Norway and Denmark who have entered a master's programme in educational studies. In both countries, students mention multiple reasons for choosing to enter the master's level, and reasons related to career and access to interesting jobs were most frequently mentioned. Additionally, academic motives and identity motives were mentioned. There are also differences between Norwegian and Danish students, but these differences are mainly linked to aspects of the transition. In Denmark, students who change institution when entering the master's level state different reasons, while in Norway, differences are related to whether students enter a master's programme directly or delayed. Further, differences in labour market structure also affects these transitions. These differences point to historical understandings of national status differences between degrees and institutions still being important, even if the implementation of the Bologna structure in the educational system should have led to a harmonisation.

Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the "ideal student" at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as "Diligence & Engagement," "Organisation & Discipline," "Reflection & Innovation," "Positive & Confident Outlook," "Supportive of Others," "Academic Skills," "Employability Skills" and "Intelligence & Strategic Approach." Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.

Modern Foreign Language (MFL) education has long been described as being 'in crisis' by virtue of a long decline in the numbers of students being entered for exams at age 16 and 18. Whilst this decline is generally attributed to policy, harsh grading and the rise of global English, this paper challenges this view by positioning the decline at the intersection of the feminising of the subject and an othering of the speakers of the languages taught. Using a loosely Foucauldian form of discourse analysis, academic literature, published reports on language needs and language teaching, and original qualitative data from two studies are drawn together. A feminising discourse around the subject of MFL is identified, juxtaposed with a masculinising discourse around education more generally, leading to the devaluing of the subject. Edward Said's orientalism is explored as a framework for the discussion of the media and public 'othering' of the speakers of the languages commonly taught and the 'fetishisation' of less commonly taught languages. It is argued that overcoming the decline in uptake of modern foreign languages will require reconceptualising of the problem at policy level and a change in the media and public discourses surrounding the subject.

The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since "part of the research and practice on learner autonomy is situated in self-access language learning settings" (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.

Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when translanguaging is welcomed into the classroom, the conflicting attitudes of teachers, students and families pose ideological constraints on translanguaging which restrict learners from selecting and utilising features from their whole translanguaging repertoire. Guided by translanguaging and sociocultural theory, this study examines the tension between the affordances of student-led translanguaging in a Grade 5 Malaysian classroom with an English-only policy, and the constraints to learners' use of translanguaging. This paper reports on the results of a sociocultural critical discourse analysis of learners' peer interactions while engaged in collaborative learning, and interviews with 31 learners. The findings indicate that learners used translanguaging agentively to support one another's language learning, build rapport, resolve conflict, assert their cultural identity, and draw on knowledge across languages. However, learners' use of translanguaging was constrained to an extent by their teacher's and peers' language policies and practices, parental discourses about linguistic capital, and societal discourses on ethnicity, nationality, and marginalisation.

This paper draws on critical race theory to analyse testimonies from students that help explain why minoritised ethnic communities studying geography, planning, geology and environmental sciences in the UK, have a lesser chance of being awarded a 'good' degree (i.e. an upper second- or first-class), in comparison to White British people. There are very low levels of ethnic diversity across these subject areas. We conducted peer research, including student-led semi-structured interviews at one British university over a five-month period (involving 38 participants in total). Our analysis explores the processes of minoritisation owing to cultures of Whiteness. These relate to teaching and learning spaces, off-campus encounters, university societies, student representation/committees, social interactions, part-time employment and caring responsibilities. We conclude with a call for action to reframe and disassemble the 'degree awarding gap' through student and staff co-design of policies and actions that will not only confront, but also subvert exclusionary cultures of Whiteness in its various manifestations across university life.

Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers' ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples' among non-Indigenous students to prevent discrimination. These tensions can undermine schools' capacities to advance reconciliation.

Canada is among the top three receiving countries for international students globally, and the leading sources of international students consist of countries in the Global South. Despite the multilingual reality of universities in Canada, most institutional language policies require only English or French to be used in instruction and assessment. The consequences of these policies include challenges in ensuring inclusive and equitable education. A translanguaging pedagogy has the potential to affirm and leverage the diverse language practices of international students, but it needs to be centered in the lived experiences, language practices, knowledge systems, and goals of a multilingual student body. This paper reports on the experiences and recommendations of international graduate students from the Global South related to pedagogical translanguaging in higher education. Data sources included interviews with 15 graduate students enrolled in the education faculty of a Canadian university. A thematic analysis of the data suggested that students' translanguaging practices are restricted to informal spaces and 'secret talk,' and influenced by their instructors' varied attitudes and language policies. Students' recommendations include affirming translanguaging as a right and pedagogical resource for international students, incorporating translanguaging in academic writing, diversifying hiring practices, and providing training for instructors and prospective teachers.

This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Austria, Denmark, England, Portugal and Spain), the article highlights similarities as well as differences in the various contexts. Through the analysis of these texts, the paper concludes that diversity is conceptualised in five ways, although there is occasionally overlap of different conceptualisations in some of the countries. Meanwhile, the term 'student voice' is a term that is not used in some of the countries' policies. Instead, other terms that relate to student voice, such as 'participation', are used. The paper discusses the implications of these varied understandings for the promotion of the inclusion of all students in schools.

Amid internationalizing shifts in higher education, universities around the world are simultaneously becoming more integrated and more disparate. This paper examines the role of immigration policy in producing convergent and divergent educational attainment among international and domestic students at Indian and US universities and shows that student and work visas influence international students' decisions about where to study, what to study, and how much education to pursue. Using original data sources and a transnational data collection strategy, this study develops new approaches to measuring international student mobility and offers a window into transnational phenomena not easily observable in other datasets. An analysis of 7177 education histories and 105 in-depth interviews with international students, university administrators, and immigration lawyers shows that migration policy contributes to the growth of international student enrollment and multinational educations but also creates asymmetrical student flows and funnels international students into certain fields of study. The results of this study indicate that migration policies simultaneously contribute to integration and differentiation between the US and Indian university systems. The findings show that immigration policies play an important role in regulating the flow and nature of international student migration streams and lead to simultaneous convergence and divergence in the educational attainment and field of study between Indian international students enrolled in US universities and their domestically educated peers in India. Through an empirical case, this paper develops a conceptual bridge between two dominant frameworks on internationalization and theorizes the central role of migration policy in shaping processes of higher education internationalization.

School violence has been on the increase over the past few years, despite several interventions put in place by school management, the Department of Education and parents. Nonetheless, school violence remains a debilitating factor to safe and secure schools. It is within this context that this paper examines the participation of Representative Council of Learners (RCLs) in the management and reduction of school-based violence in high schools and their participation in school governance as stipulated in the South African Schools Act (SASA) Act. No 84 of 1996. Insights for this paper were drawn from twelve participants at two high schools; six participants were selected from each school. Semi-structured interviews were employed for data collection and content analysis employed to analyse collected data for the paper. A purposive case study approach was adopted in the study to achieve the objective of the paper. The core melodies that emerged from the outcomes include that Representative Council of Learners (RCLs) serve as a vital information gathering tool for school managers; Most times the Representative Council of Learners are the first school management arm to intervene in chaotic incidents before school managers arrive and some Representative Council of Learners serve as role models to other learners influencing them positively.

Early School Leaving (ESL) as an important societal issue has been a matter of debate in policy making for 30 years. But the differences in students' experiences have often been neglected, leading to a one-size fits all policy and pedagogical approach. This paper explores educational experiences of dropouts in England, Denmark and Hungary, and compares the measures related to ESL. Empirical data were collected from observations; a total of 28 interviews with students in three different country contexts. My original contribution to knowledge is that this study focused on students' experiences in education and career trajectories with a comparative lens and was able to give a more distinct image of dropouts. The paper recommends that rigid education systems need to adopt more flexible methods and adaptive learning pathways to work with challenging youth. Transitions to secondary education should be supported by career practitioners to help students find suitable pathways.