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O artigo resulta de um estudo, cujo o objetivo foi analisar a repercussão da Lei n° 12.305/2010, que instituiu a Política Nacional de Resíduos Sólidos, em relação a problemática dos resíduos sólidos no Município de Cruz Alta/RS. Considerando que é no município que se verifica a maior responsabilidade frente a gestão dos resíduos sólidos, tratando-se a implementação da Lei um processo longo e controverso, indagou-se: Como a Lei n° 12.305/2010 está contribuindo para amenizar a problemática dos resíduos sólidos no Município de Cruz Alta? Para tanto, o método utilizado na pesquisa foi o dedutivo, caracterizando-se, ainda, como qualitativa do tipo descritiva e bibliográfica, complementada pela análise documental. Os resultados mostram que, embora a coleta seletiva tenha sido a principal medida adotada pelo município para cumprir a Política Nacional de Resíduos Sólidos (PNRS) e ajudar a mitigar os problemas dos resíduos sólidos, o município enfrenta dificuldades para atender plenamente às diretrizes e objetivos da lei. Além disso, foi constatado que a formulação da PNRS falhou ao não envolver adequadamente a participação cidadã dos municípios no seu desenvolvimento.

ObjectivesWe investigated the impact of culturally relevant social, educational, and language factors on cognitive test performance among Spanish speakers living near the US-Mexico border.MethodsParticipants included 254 healthy native Spanish speakers from the Neuropsychological Norms for the US-Mexico Border Region in Spanish (NP-NUMBRS) project (Age: M = 37.3, SD = 10.4; Education: M = 10.7, SD = 4.3; 59% Female). A comprehensive neuropsychological battery was administered in Spanish. Individual test scaled scores and T-scores (based on region-specific norms adjusted for age, education, and sex) were averaged to create Global Mean Scaled and T-scores. Measures of culturally relevant factors included a self-reported indicator of educational quality/access (proportion of education in Spanish-speaking country, quality of school/classroom setting, stopped attending school to work), childhood socioeconomic environment (parental education, proportion of time living in Spanish-speaking country, childhood socioeconomic and health status, access to basic resources, work as a child), and Spanish/English language use and fluency.ResultsSeveral culturally relevant variables were significantly associated with unadjusted Global Scaled Scores in univariable analyses. When using demographically adjusted T-scores, fewer culturally relevant characteristics were significant. In multivariable analyses, being bilingual (p = .04) and working as a child for one's own benefit compared to not working as a child (p = .006) were significantly associated with higher Global Mean T-score, accounting for 9% of variance.ConclusionsDemographically adjusted normative data provide a useful tool for the identification of brain dysfunction, as these account for much of the variance of sociocultural factors on cognitive test performance. Yet, certain culturally relevant variables still contributed to cognitive test performance above and beyond basic demographics, warranting further investigation.

Abstract This paper looks at the role of English in Brunei and the sociocultural structure of Bahasa/language in Brunei Darussalam. The aim of this research is to critically analyse sociocultural theory from Vygotsky’s “peak psychology” approach and understand depth-knowledge of sociocultural theory from other scholars’ perspectives. The scholars’ views on education, language and sociocultural importance-related topics have been analysed by Barry, Goode, Jones, Haji-Othman, Sharbawi and Gardiner. These scholars’ ideas give a better understanding of the sociocultural importance of Bruneian’s individual development. For this research, a qualitative method applies and collected data is critically analysed in detail. This research has the potential to discuss the link between language evolution and Bruneian sociocultural development. The “Citizenship Acts 1961” is relevant to discuss the theoretical concepts like, ‘nationality’ and ‘ethnic identification’ from the Bruneian context. To put it in a nutshell, the ratification of “Melayu Islam Beraja” or “Malay Islamic Monarchy” and the impact of linguistic diversity in Brunei consist of a Bruneian identity. In bilingual education policy, Bahasa Melayu and English have a major role in the child development. Although a balance of regional languages and English is essential to maintain the “Bruneian” identity. Brunei is a small country but it is diverse, multilingual and multicultural.

This paper looks at the role of English in Brunei and the sociocultural structure of Bahasa/language in Brunei Darussalam. The aim of this research is to critically analyse sociocultural theory from Vygotsky's "peak psychology" approach and understand depth-knowledge of sociocultural theory from other scholars' perspectives. The scholars' views on education, language and sociocultural importance-related topics have been analysed by Barry, Goode, Jones, Haji-Othman, Sharbawi and Gardiner. These scholars' ideas give a better understanding of the sociocultural importance of Bruneian's individual development. For this research, a qualitative method applies and collected data is critically analysed in detail. This research has the potential to discuss the link between language evolution and Bruneian sociocultural development. The "Citizenship Acts 1961" is relevant to discuss the theoretical concepts like, 'nationality' and 'ethnic identification' from the Bruneian context. To put it in a nutshell, the ratification of "Melayu Islam Beraja" or "Malay Islamic Monarchy" and the impact of linguistic diversity in Brunei consist of a Bruneian identity. In bilingual education policy, Bahasa Melayu and English have a major role in the child development. Although a balance of regional languages and English is essential to maintain the "Bruneian" identity. Brunei is a small country but it is diverse, multilingual and multicultural. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Globally, digital skills are a crucial aspect of education that schools should develop systematically. Research on digital skills tends to be measured using self‐reports, performance tests or interventions. There is less knowledge about student and teacher uptake of technology in school, making it important to investigate the actual use of technology and digital skills in authentic classroom settings. Objectives: This study contributes unique baseline data concerning students' use of technology and digital skills across mandatory English courses in real classroom settings in secondary schools in Norway over time. Methods: The study adapted a national framework for digital skills into an observation protocol. With it, this study analysed videos from 60 naturally occurring English lessons in 13 English classes at seven lower secondary schools over two school years (grades 9 and 10), following 186 students (aged 13–15) and 10 teachers. Results and Conclusions: Students used digital skills critical for education in half of the video‐recorded English lessons, with more digital skill use at some schools over time. The main finding across classrooms and school years regards students' use of basic, not advanced, digital skills. Takeaways: Although teachers provide opportunities for students to use digital skills in school, more advanced skills are needed. This work calls for continued use of video recordings to provide systematic comparisons of potential shifts in students' digital skills in real English secondary classroom settings over time. Lay Description: What is currently known: Digital skills is a crucial aspect of education globallyStudent and teacher uptake of technology varies extensivelyMost studies on the use of digital technology concern self‐reports and interventionsFew studies exist concerning the actual use of digital skills in the classroom What this paper adds: Video recordings from seven English classrooms across two school years are analysed.A framework for digital skills is adopted and used as observation protocolAttention is given to the difference between basic and advanced digital skillsHow technology is actually used matters more than how much technology is available Implications of study findings for practitioners: Teachers should offer opportunities for students' use of digital skills in the classroomSubject‐specific use of digital skills should be prioritizedThere is a need for more emphasis on reflection and digital judgementWe need to encourage the use of advanced digital skills and not only basic skills [ABSTRACT FROM AUTHOR]

The Guest Editors introduce the Special Issue: 'Exploring Audio and Music Technology in Education: Pedagogical, Research and Sociocultural Perspectives'. As the body of research on audio and music technology continually expands, the guest editors provide a brief overview of emerging scholarship on music technology education (MTE) from various disciplines and theoretical perspectives and their implications for teaching and learning. After a summary of the articles in the issue, the Guest Editors conclude with implications for future music and audio technology research in educational settings. [ABSTRACT FROM AUTHOR]

This study aimed to investigate English as a second language (ESL) undergraduates’ sociocultural perspective of willingness to communicate (WTC) in English inside the classroom in relation to language use outside the classroom. The participants were 440 ESL undergraduates selected through the cluster sampling method from eight universities in Khyber Pakhtunkhwa Province in Pakistan. The data were collected through questionnaires on WTC in English inside the classroom and language use outside the classroom. The findings revealed that the participants’ level of WTC in English was high for most social interactions within the classroom, such as in groups, during activities, with the same gender, and when given preparation time in groups. The findings for language use showed that a mixture of languages, such as Pashto and Urdu, was predominantly used in the family, neighbourhood and friendship, religion, education, and transaction domains. In contrast, English was primarily used in the mass media and social media domains. Moreover, the findings revealed that WTC in English inside the classroom was positively correlated with social media, mass media, transaction and education domains but negatively correlated with the family domain.

This article examines instances of a U.S.–Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.–Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents’ literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.

This article examines instances of a U.S.–Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.–Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents’ literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.

In this study we explore the elements that integrate the profiles of university graduates in Peru of the audiovisual communication career and the implications of the sociocultural context in their graduate research. The objective is to identify the profiles of university graduates and the implications of the sociocultural context during the development of the process. With qualitative methodology, the interpretative paradigm model and using the semi-structured interview technique, we identify their perceptions. The conclusions remark that the elements that integrate these profiles have particularities that must be considered when entering the labor market. [ABSTRACT FROM AUTHOR]

This documentary review on language aims to explore literacy or literate practices in the Colombian and Latin American rural contexts. A documentary review of fifty articles published in English and Spanish in search engines such as Web of Science, Eric, and Redalyc, among others, is developed. The data was collected in a documentary matrix and textual hermeneutics was used as an interpretive method. It is structured in research at the international, Latin American, and Colombian levels, it also presents trends and horizons of literacy. It was concluded that language teaching in rural areas of the world is comprehensive and is better located in social practices, but economic, historical, and political factors do not allow it to cover the entire population. [ABSTRACT FROM AUTHOR]

El presente artículo tiene como objetivo mostrar la actitud sociocultural de los estudiantes universitarios sobre el confinamiento por el COVID-19 en la Universidad Nacional del Centro del Perú. Tiene un enfoque de investigación cuantitativa y la unidad de análisis son los estudiantes de pregrado de la UNCP, donde se aplicó 292 cuestionarios usando la escala de Likert. Concluyéndose que la actitud sociocultural de los estudiantes universitarios de la UNCP muestra una distribución equitativa entre actitud negativa e indiferente frente a los peligros de la pandemia y el confinamiento.

The importance of learners collaborating to construct deep mathematical understandings has been increasingly recognized in research and practice in recent times. In this paper we draw on a sociocultural perspective to show how a situative strength-based approach can be usefully applied to highlight the different ways in which learners from backgrounds within collectivist traditions participate constructively in mathematical interactions. As a key equity issue, learners from backgrounds in collectivist traditions should have the opportunity to expand their repertoires of practice so that they can flexibly adapt to any learning context. The two cases presented, from two geographic regions, both illustrate the central role the concept of family has for these learners -‘familia’ or ‘whānau’- as a collective concept of individuals working together not as individuals but rather as one unit.

Penelitian ini bertujuan untuk menghasilkan dan mengetahui keefektifan produk mutlimedia berbasis sosiokultural yang layak untuk meningkatkan motivasi dan prestasi belajar pada siswa. Penelitian dilaksanakan di SD Negeri Glagah Yogyakarta. Subjek dalam penelitian ini adalah siswa kelas IV. Penelitian menggunakan metode research and development (R & D) dengan langkah-langkah sebagai berikut: (1) studi literatur, survei lapangan awal, dan analisis kebutuhan; (2) perencanaan; (3) pengembangan draf produk; (4) uji coba terbatas; (5) merevisi hasil uji coba; (6) uji coba diperluas; (7) merevisi hasil uji coba; (8) uji operasional; (penyempurnaan produk akhir; dan (10) diseminasi. Perencanaan meliputi penyusunan materi, pembuatan flowchart, story board, serta evaluasi dan revisi rancangan. Pengembangan meliputi produk multimedia berbasis sosiokultural, validasi ahli materi, validasi ahli media, dan revisi produk awal. Instrumen pengumpulan data meliputi; pedoman wawancara, angket respon guru, angket respon siswa, skala motivasi, dan soal tes. Tekhnik analisis data menggunakan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa, produk multimedia berbasis sosiokultural yang dihasilkan memiliki kelayakan dan keefektifan yang sangat baik. Kata kunci: multimedia, sosiokultural, motivasi belajar, dan prestasi belajar MULTIMEDIA DEVELOPMENT BASED ON SOCIOCULTURAL TO IMPROVE MOTIVATION AND LEARNING ACHIEVEMENTS OF GRADE IV STUDENTS IN GLAGAH ELEMENTARY STATE YOGYAKARTA Abstract This study aims to appropriate and knowing the effectiveness of sociocultural based multimedia to improve motivation and learning achievement in the student. The study was conducted in Glagah State Elementary School, Yogyakarta. Subjects in this study were fourth-grade students. The study used to research and development (R & D) method with the following steps: (1) literature study, initial field survey, and needs analysis; (2) planning; (3) development of product draft; (4) limited trials; (5) revise the results of the trial; (6) expanded trials; (7) revise the results of the trial; (8) operational tests; (improvement of final products; and (10) dissemination. Planning includes the preparation of materials, preparation of flowcharts, storyboards, as well as evaluation and revision of the design. Development includes sociocultural-based multimedia products, expert material validation, media expert validation, and initial product revisions. The data included: interview guidelines, teacher response questionnaires, student response questionnaires, motivation scale, and test questions. The technique of data analysis used independent sample t-test with a significance level of 0.05. The results showed that the resulting sociocultural multimedia products had excellent feasibility and effectiveness. Keywords: multimedia, sociocultural, learning motivation, and learning achievement

En este trabajo planteamos como problema principal el que muchos alumnos recién ingresados a la Facultad de Idiomas, Universidad Veracruzana, presentan niveles bajos en literacidad, en comparación con otros que son competentes en esta. No consideramos como respuesta a estas interrogantes que los alumnos sean incapaces intelectualmente, o sin interés. Nuestra hipótesis es distinta. Existen grandes diferencias en los niveles de lectura y escritura de los alumnos porque inciden en estos los aspectos socioculturales y lingüísticos, los cuales tienen mucha influencia para la formación competente o no de lectores y escritores. Hemos estructurado este trabajo de la siguiente manera: primero definimos y explicamos qué es la teoría sociocultural; continuamos con la conceptualización de literacidad; enseguida, analizamos las entrevistas que realizamos a siete alumnos de la Licenciatura en Lengua Inglesa. Finalmente, analizamos si existe una clara relación entre los aspectos socioculturales y el nivel de literacidad.

Globalization as a phenomenon of the modern world in recent years has spread to the educational system. Under these conditions, new values of the mechanism of education were formed and formed: the first is aimed at recognizing education as the most important principle of cultural genesis, and the second, on the contrary, suggests a decline in interest in education as a means of creative self-realization. These contradictory positions are global in nature, but do not depend on the national-state and cultural characteristics of educational systems. The trend towards globalization is manifested in the following areas: the development of the global economic environment, the emergence and mass distribution of PCs and the Internet, as well as the involvement of the educated population of non-European countries such as India, Japan, South Korea, China in the scientific and technological process. At the same time, the leading trend is the intensive growth of cultural diversity as independent entities. Since education is an integral part of any modern person, the educational sphere is influenced by those trends that characterize global dynamics, as well as determine general and individual worldview and moral dominants, affecting individuals in the design of world order. Globalization is a fairly new state of world organization and evidence of the formation of a new type of culture. However, its origins and trends have long been deeply embedded in the bowels of culture, it demonstrates the general nature of globalization, and manifests itself through cultural universals. Their most significant component is generally accepted sociocultural values, which can become the basis for the development of modern society. [ABSTRACT FROM AUTHOR]

The New Zealand Certificate in Early Childhood Education and Care (Level 4) programme was designed and developed when a Level 4 early childhood education qualification became mandatory for all educators working with children and families in the New Zealand early childhood education home-based sector. This occurred at a time when Open Polytechnic was undergoing a transformational change programme to ensure ongoing innovation in open distant flexible learning (ODFL). This paper provides insight into the design and development of a fully online, Level 4, early childhood education and care programme. Several "stories" focus on pedagogy that empowers learners in an online flexible distance learning environment, innovative teamwork, and initial feedback from stakeholders. The pedagogy underpinning the development of the programme is informed by the integration of sociocultural and constructivist theories with information communication technology (ICT), as specified by The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with Information Communication Technology, key educational design principles, and the assessment approach. In the first phase, work focused on designing at a programme level; work in the second phase developed the three courses that met qualification specifications set by the New Zealand Qualifications Framework (NZQF). The desired pedagogy and innovative teamwork resulted in very positive initial feedback from stakeholders. The paper recommends that feedback from stakeholders be formally collected in the new year. [ABSTRACT FROM AUTHOR]

Davis and Sumara (2003) argue that differences between commonsense assumptions about learning and those upon which constructivism rests present a significant challenge for the fostering of constructivist approaches to teaching in schools. Indeed, as Rink (2001) suggests, initiating any change process for teaching method needs to involve some understanding of the theories supporting it. Although there has been considerable discussion about constructivism in the physical education literature over the past decade, there has been less attention paid to the assumptions about learning and knowledge that underpin it. This article makes a contribution toward redressing this oversight in the literature by examining the epistemology and assumptions about learning that constructivist theories of learning rest upon. Drawing on the work of Davis and Sumara (2003), I suggest that the term "complex" learning theories may offer a more useful description of the sometimes confusing range of constructivist approaches. I provide examples of, and suggestions for, the application of constructivism in practice and within which the body forms a prominent theme. [ABSTRACT FROM AUTHOR]

Abstract This article examined how first year undergraduate nursing students experienced the use of wikis as pedagogical learning resources in a social science module. The purpose of the study was to investigate how wikis contributed to collaboration and academic interests, using following question: How do students evaluate the use of wiki-based learning in a social science learning module? Are there possible patterns in the covariance between the questions that concern the evaluation of wiki-based learning? Are there any differences in respondents’ ages related to the evaluation of wiki-based learning? The method used was a cross-sectional study. The sample consisted of all students attending classes in spring 2013.

Objective: This review article delineates some important theoretical concepts that inform sport expertise acquisition studies. In particular, the principles of ecological psychology and dynamical systems theory have united together to form the ecological dynamics, a framework that provides the perfect platform through which to study the role of socio-cultural constraints upon sport expertise. Methodology: The body of information collected for this article was primarily extracted from peer- reviewed articles and academic books. This review article used Brazilian soccer as the case study. Results and discussion: Whilst the sports expertise literature has been guilty of somewhat polarising the influence of either practice or inherited attributes upon motor learning there are nonetheless many useful lessons to be learnt from this review article. For example, sport expertise development takes place over many years and includes numerous formal and informal pathways that athletes can take to excel. Conclusion: The constraints-led approach has been promoted as a framework for understanding how people acquire perceptual-motor skills for sport and physical activities. On a practical level, this approach suggests that the major role of the coach or teacher is to manipulate key constraints in order to facilitate discovery of functional movement behavior.

Inclusion of additional dimensions to population projections can lead to an improvement in the overall quality of the projections and to an enhanced analytical potential of derived projections such as literacy skills and labor force participation. This paper describes the modeling of educational attainment of a microsimulation projection model of the European Union countries. Using ordered logistic regressions on five waves of the European Social Survey, we estimate the impact of mother's education and other sociocultural characteristics on educational attainment and implement them into the microsimulation model. Results of the different projection scenarios are contrasted to understand how the education of the mother and sociocultural variables may affect projection outcomes. We show that a change in the impact of mother's education on children's educational attainment may have a big effect on future trends. Moreover, the proposed approach yields more consistent population projection outputs for specific subpopulations. [ABSTRACT FROM AUTHOR]

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Marginalisation of the visual arts resulting from the marketisation of education impacts young people's access to and interaction with culture on a global stage. In England this educational disruption is characterised by inconsistent access to arts‐based curricula and democratic pedagogies, where those from lower socio‐economic backgrounds are at risk of neglect. Influenced by this political malaise, I conducted microethnographic research examining how artist workshops shape the cultural interactions of children aged 11 and 12. The research aimed to provide new opportunities for participants living and studying in an area of deprivation in a South of England city with uneven access to broad cultural experiences. Situated in a contemporary art gallery over a two‐week period, the study interrogates how environmental factors affect children's development from a sociocultural perspective. By analysing conversations and art production, children's meaning‐making formations are revealed. Findings indicate that values underpinning the research partnership and performed by the artist are paramount in shaping development. In turn participants perceive themselves as becoming artists where the reproduction of social practices generates new knowledge and identities. Environmental factors disrupt participants' experiences of pedagogy exposing power and control at the heart of the English education system. However, with new‐found agency emerges a redistribution of power performed through dialogue between participants and the cultural environment, findings which indicate values and practices salient beyond Britain. [ABSTRACT FROM AUTHOR]

This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).

Although many efforts have been made in time past in demonstrating that women are similar to men, there still appear to be a widespread persistent belief that women are indeed inferior to men even until today. What is even worrying is the theological backing that this sociocultural belief of society enjoys. One notices in the literature that God ordains, sanctions, and upholds the spiritual authority of women today as he did in time past as his official spokespersons and leaders of his people. However, the evidence and discussion presented in this paper demonstrate that problems with women being accepted as leaders by congregations, gender differences in pay and promotions, and the experiences and dissatisfaction of women clergy who feel constrained by these gender discrimination is widespread. The paper discusses this phenomenon and presents an often neglected perspective in the discourse – the sociocultural perspective. It interrogates the various stands on women and leadership in congregations. In doing this, the paper explores the position of women in the Old Testament through to the New Testament and the centuries following.

Sammendrag «Digital literacy» er i stadig større grad uttrykt som et utdanningspolitisk mål. Populære definisjoner varierer i innhold, men målsettingen for begrepet er sjelden problematisert. Denne artikkelen diskuterer «digital literacy» ut fra en forståelse om at begrepet ikke er lukket, entydig og selvforklarende. Snarere enn å forstå «digital literacy» som et enhetlig fenomen, er det bedre å tenke seg et spekter av «digital literacies». Artikkelen konkluderer med å synliggjøre dette argumentets mulige implikasjoner for utdanningspolitikk, pedagogikk og forskning.

Abstract New practices in technology-rich schools call for teachers who can be responsive to change. This article explores a group of Norwegian upper-secondary school teachers’ approach to students’ digital stories – a multimodal genre recently introduced to many classrooms. The concept of inscription (Latour, 1992) is used in an abductive analysis to show teachers’ struggle with identifying the premises of digital stories and, consequently, how to assess such texts. The analysis demonstrates that established assessment conventions tend to guide teachers’ assessment of digital stories, thereby resulting in tensions between traditional and emerging practices.

Este estudio constituye una reflexión crítica con enfoque sociocultural sobre la necesidad de repensar el bilingüismo en la educación superior. Su propósito principal se orienta hacia la comprensión de la educación actual como una práctica multilingüe o plurilingüe, en el marco de la sociedad del conocimiento. Se estructuró desde la Universidad Popular del Cesar como caso para el análisis y se desarrolló desde la metodología cualitativa de la investigación social para comprender la forma en que los actores interpretan y construyen sus propios significados y situaciones dentro y fuera del aula. Se abordan aspectos claves del bilingüismo y multilingüismo, tales como la acción sociopolítica y socioeconómica y las relaciones laborales y formativas de las diferentes profesiones. Como resultado se concluye que el uso funcional de las lenguas extranjeras implica negociación de sentidos desde la relación lengua, cultura y pensamiento.

El fenómeno de la integración sociocultural no es un asunto nuevo, pero se ha puesto de relieve en la actualidad, sobre todo en nuestro país a partir de los últimos años, con la llegada masiva de inmigrantes venidos de diversas partes del mundo, sobre todo de África y Latinoamérica. En este artículo se plantea el concepto de la integración sociocultural no como un problema, sino como una situación compleja que hay que abordar de forma positiva, puesto que consideramos que el mestizaje cultural ha enriquecido la sociedad insular canaria. Para ejemplificarlo, la literatura se convierte en un eficaz medio educativo.

Abstract Introduction Medical education addressing people with sexual and gender minority (SGM) identities often focuses on sexual risk, is delivered in silos, and overlooks intersecting identities. SGM individuals—particularly those with coexisting stigmatized identities—experience a disproportionate burden of discrimination, which increases vulnerability to adverse health outcomes, especially when maladaptive coping behaviors are used to manage stress. Adaptive coping and resilience can develop in the context of identity affirmation and social support, for which sensitive clinician-patient interactions provide a crucial foundation. Guided by the AAMC publication Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born With DSD: A Resource for Medical Educators, this session introduced first-year medical and dental students to the concepts of identity and intersectionality, providing an opportunity to practice apropos interviewing techniques. Methods This 2-hour session includes prework, a didactic presentation, role-play scenarios, and a small-group session. Prior to the session, faculty facilitators had small-group leadership experience, and students had already mastered social history taking. Electronic student and faculty surveys provided qualitative assessment. Results Faculty and students reported that the session increased awareness of the health impact of identity and intersectionality and the clinician's role in establishing rapport. Suggestions included adding a prework video defining diversity terminology and a patient panel describing diverse identities and experiences. Discussion Addressing health issues related to SGM and other sociocultural identities is challenging yet crucial. This innovative session gave students an opportunity to explore their unconscious biases and practice novel interviewing techniques in a supportive environment.

El practicum es un espacio de formación de suma importancia para la formación de un estudiante al finalizar sus estudios superiores. En el nuevo marco del Espacio Europeo de Educación Superior (EEES), las prácticas presenciales han adquirido todavía más importancia para el desarrollo de las competencias de un determinado perfil profesional. En este trabajo se presenta la organización y seguimiento del practicum en el marco de una universidad virtual. Desde una visión constructivista y sociocultural de la enseñanza, del aprendizaje y de la evaluación, la propuesta plantea un modelo de practicum de la licenciatura de 2º ciclo de Psicopedagogía, que conjuga la tutorización y el seguimiento del trabajo de los estudiantes en el centro de prácticas simultáneamente con un trabajo de reflexión sobre la práctica que se lleva a cabo en el aula del campus virtual. Los resultados son analizados a partir del cuestionario de satisfacción que se administra a los estudiantes al final de cada semestre y que evalúa cuatro aspectos: nivel de satisfacción general, acción docente, recursos y evaluación del aprendizaje. La aplicación de esta metodología aporta muchos beneficios formativos para los estudiantes puesto que garantiza la adquisición de destrezas propias de la intervención psicopedagógica en un contexto determinado conjuntamente con la reflexión sobre los contextos, finalidades y objetivos de la intervención psicopedagógica. Las repercusiones, ventajas e inconvenientes de éste modelo de practicum se analizan teniendo en cuenta también las directrices del Espacio Europeo de Educación Superior.

La concepción constructivista sociocultural del aprendizaje no ha dejado de lado el papel que dentro del proceso de enseñanza y aprendizaje pueden aportar las tecnologías de la información y la comunicación (TIC), ya que desde este enfoque no son vistas como algo aislado al proceso de aprendizaje ni como medios que transmiten información y propician la sustitución del educador. Todo lo contrario, se promueven como herramientas semióticas o instrumentos psicológicos que pueden influir en los procesos de construcción de significados y de atribución de sentido que llevan a cabo las personas durante la enseñanza y el aprendizaje. A partir de la perspectiva constructivista de orientación sociocultural se pretende describir la contribución que el software CmapTools puede brindar al proceso de enseñanza y aprendizaje, concretamente al ajuste de la ayuda del docente, así como su participación en el proceso de autorregulación individual y grupal en situaciones de aprendizaje colaborativo

In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics as a human activity. This philosophy humanizes mathematics and implies that math education should be active, cultural, historical, social, and critical—helping students learn formal mathematics, while also learning that mathematics shapes their lives, that this shaping is a result of human work and choices, and that students are empowered to shape those choices.

This paper seeks answers to the question “what engages young children in science, engineering and technology (SET)?”. A review of the SET literature is undertaken to find out what are the dominant themes noted in the research literature for engaging young children in SET. Two kinds of analyses are presented in this paper. The first analysis draws upon developmental theory because it is still the dominant worldview within early childhood education, and is closely aligned with constructivism, the major theory within SET education research. This analysis gives some insights into the concept of engagement from a developmental perspective. However, many of the findings identified in the studies reviewed could not easily fit within a traditional developmental framework. A second analysis was undertaken, using cultural-historical theory. It was found that engagement could be explained more fully when it was theorised in relation to Vygotsky’s (1987) and Leont’ev’s (1978) concept of “motives” in the context of Kravtsova’s (2008) concept of the “zone of potential development”. This latter theorisation allowed for a richer discussion of SET engagement for early childhood education. The paper concludes with a model of SET engagement for early childhood education.