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This article discusses radical democratic citizenship in the context of the ‘Rojava Revolution’, an ongoing society-building effort that emerged in majority Kurdish regions in the context of the Sy...

Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This ...

Jane Arden’s debut feature film The Other Side of the Underneath (1973) is an adaptation of the radical feminist play A New Communion for Freaks, Prophets and Witches (1971). In both the play and the later film, the all-female cast re-enact personal and archetypal situations using autobiographical material, which was collectively gathered from group therapy sessions led by the director. Psychedelic drugs were also consumed during the group therapy sessions. In this article, I will situate Arden’s distinct approach to performance in the film within the framework of psychodrama, focusing specifically on the role that psychedelic drugs play in unleashing performers’ repressed feelings of trauma, rage, and desire; these emotions are harnessed into a dynamic mode of performance that amplifies the cathartic possibilities of women’s speech. The film’s heady brew of radical feminist politics, group therapy, and countercultural self-actualisation is both challenging and contentious. I argue that Arden’s pursuit of consciousness liberation through psychodrama and psychedelics—in other words, through ‘raising’ and ‘expanding’ consciousness—is best understood as a concerted attempt to align countercultural and radical feminist tactics for unravelling repressive forms of social conditioning.

Purpose This paper aims to explore systematic strategies implemented at the School of Design, X University, to use materials more sustainably and responsibly in the design studios. Design/methodology/approach Printing and prototype fabrication are a vital facet of design education. These physical products which consume vast quantities of materials are key to evaluating ideas, and for training students to effectively communicate design intent to their professors and future clients. Despite the University’s initiatives for campus-wide sustainability efforts, waste generated from repeated design iteration is still a big problem in studio culture. Findings This effort between faculty, staff and students has initiated a sustained conversation about the excessive landfill waste generated by projects undertaken. Together, this paper aims to find ways in which the outcomes could be self-sustaining. Originality/value This research would be beneficial to anyone who plans to raise awareness and understanding of institutional waste management strategies at the university level.

In several shows prepared for children and adults in the media, the representation of “individuals with special needs” can ensure that other members of the society empathize with disability and the characteristics of disabled people, and make it easier that prejudices are replaced by social acceptance through gaining information. Finding a place frequently used in children’s literature, children’s reality satisfies the curiosity and experience-gaining demands of children about the cases they encounter for the first time using various examples, and helps them internalize the information and experience they gain. Children’s shows and cartoons have an effective power in influencing the viewpoint of children as target group for disabled people within the framework of “children’s reality” by means of the representation of children with special needs who are socially disadvantaged. In this context, the purpose of this study is to evaluate and examine in terms of various factors the social representation style of main characters with Down Syndrome represented in “My Brother Ozi” and “Punky” cartoons broadcasted on local children television channels and internet sites where cartoons for children can be found. 51 episodes of both cartoons (26 and 25) were viewed in the framework of the study and findings were analyzed using “document analysis” method which is a qualitative research method.

Exploring diversity instills in children an awareness and respect for themselves and others. Research projects that address stereotyping, race relations, and prejudice within ourselves can be developed through collaboration between the librarian and classroom teacher (who may themselves be of different cultures). These research projects help children to understand that the world is made up of interrelated people; that people must not be judged on appearance or background alone; and that individuals and their contributions to society are of primary importance. These projects encourage children to be more tolerant of others and to savour the rich diversity of the changing world culture.

This study examines whether an ethics intervention curriculum (EIC) influences the ethical awareness of undergraduate accounting students. The ethics intervention curriculum is designed to teach students about ethical behaviour in the workplace. An experiment using final year students at five faith-based private universities in Nigeria was conducted to identify changes in ethical awareness. A pre-test and post-test quasi-experimental design was conducted using ethical vignettes which were administered to both the treatment group and control group to observe for differences in their awareness. This study observed a significant difference in the ethical awareness of the students in the treatment group compared to those in the control group. The study concludes that the ethics intervention curriculum has a positive impact on the ethical awareness of the students. This study exemplifies how an ethics intervention can enhance undergraduate students’ awareness of ethical issues that may arise in the workplace.

The emergence and global spread of COVID-19 precipitated a massive public health crisis combined with multiple incidents of racial discrimination and violence toward Asian American and Pacific Islander (AAPI) communities. Although East Asian communities are more frequently targeted for instances of pandemic-related racial discrimination, multiple disparities converge upon Filipino communities that affect their access to mental health care in light of COVID-19. This article empowers professional counselors to support the Filipino community by addressing three main areas: (a) describing how COVID-19 contributes to racial microaggressions and institutional racism toward Filipino communities; (b) underscoring how COVID-19 exacerbates exposure to stressors and disparities that influence help-seeking behaviors and utilization of counseling among Filipinos; and (c) outlining how professional counselors can promote racial socialization, outreach, and mental health equity with Filipino communities to mitigate the effects of COVID-19.

Purpose Aiming to find out how to incorporate green building into the architectural curriculum, this study aims to explore the psychological path for cultivating architectural students’ awareness and motivation to learn the green design concepts and related technologies. Design/methodology/approach Based on a global review of relevant architectural courses in universities, a set of green building learning behaviors was proposed and a survey was conducted in architectural schools in South China to verify the “value-belief-norm” theory through the lens of green building learning behaviors. The psychological path that affects students’ green building learning behaviors was analyzed using structural equation modeling. Findings The results showed that biospheric and altruistic values could directly affect students’ motivation to learn green building, while personal norms served as the mediating condition for personal values and beliefs, and ultimately improved motivation. Practical implications The study suggests that the cultivation of environmental awareness and a sense of the ecological crisis should be developed through foundation courses, by establishing an ecological architecture curriculum, to more effectively guide students to learn and practice green building. Originality/value This study, for the first time, applied the “value-belief-norm” theory, which was developed to explain the psychological path for pro-environmental behaviors, to green building learning behaviors of architectural students.

Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners fro...

Based on practical reflections on the role of language educators and Portuguese language learners in diasporic communities in the state of California, this short-form article shares academic contributions from the Luso-Brazilian Studies Program at the University of California, Davis, to underrepresented groups in Lusophone communities amidst the pandemic, observing Dynamic usage-based theories, Differentiation, and Community-based teaching as pillars for social justice in language development. The discussion includes a brief history of the diversity of Lusophone immigrant communities in California, how government policies and the pandemic have affected undocumented immigrants, and analogous encounters that Black, Indigenous, and People of Color (BIPOC) face in the United States of America and Latin America. Lastly, classroom projects present how to promote awareness among students so that they can improve the quality of life in communities that face structural discrimination, find their voices, and advocate through transformative language learning.

States need education to raise not only citizens but also good citizens. Changes in the concept of citizenship from the past to the present have also been reflected in civic education. While in ancient Greece, the good citizen was identified with being virtuous in the Aristotelian sense, with the emergence of nation-states, the good citizen is now symbolized by a person who is aware of his/her rights and responsibilities, devoted to his/her homeland, and whose national feelings are developed. Textbooks, which are one of the most important carriers of this transformation, form the main axis of our research. Textbooks, which are the tools of educational programs that reflect the social, ideological, cultural, and mental character of countries, have a serious share in the mental development of students, the transformation of their self-existence, and the creation of their personalities. In this context, the role played by textbooks, especially civics textbooks, in raising moral generations can not be overlooked. The aim of this research is to evaluate the six citizenship-themed textbooks prepared between 1924 and 1945, based on the social, political, and cultural atmosphere of the period, and to examine the awareness and importance of citizenship through philosophical questioning. This research was conducted with a case study method from qualitative research designs. Since the time period of the research (1924-1945) was long, six of the civics textbooks obtained by the documentary screening model were selected by the purposive sampling method. Based on the content of these textbooks, categories were created. The examination of the categories shows that the meanings attributed to the concept of "good" of the era in which the Civics Textbooks were written differ. However, in the textbooks examined in the research, there are also points that remain unchanged. It is understood that the students are expected to keep the concepts of land, homeland, and state above all else, and even willingly sacrifice their lives for them if necessary.

This study investigates different methods for improving speaking skill and compares using traditional methods with using consciousness-raising (CR) tasks. The aim of this study was three fold: (i) to explore whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of self-efficacy, (ii) to examine whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of autonomy, and (iii) to explore Iranian EFL learner’ attitudes towards the effects of using CR tasks on their speaking skill in terms of self-efficacy and autonomy. To achieve these aims, 30 L2 learners studying English at Payam Persa language institute in Zarinshahr were selected, after taking part in an Oxford Quick Placement Test (OQPT), as the participants of the study. They were subsequently divided into two groups of equal size in order to obtain the required data. The study was a quasi-experimental one, which employed a pretest-treatment-posttest design. The experimental group (EG) was exposed to the treatment (i.e., Consciousness-Raising), while the control group (CG) was taught based on the pattern drill practice and traditional methods. The required data were obtained from a Face to Face Oral Placement Test (FFOPT), speaking pretest/posttest, speaking self-efficacy questionnaire, and speaking autonomy questionnaire. The findings showed that using CR tasks had significant effects on the learners’ self-efficacy. Furthermore, using CR tasks had a significant effect on the autonomy of the learners. In addition, the participants had significantly positive attitudes towards using CR tasks for the purpose of speaking self-efficacy and speaking autonomy in language class. The use of CR tasks has many pedagogical benefits for the teachers and they are enjoyable among the EFL learners.

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

The terms “mindfulness” and “meditation” often are used synonymously. In Western cultures, mindfulness and meditation practices are primarily utilized for the purpose of stress reduction. Through t...

In this reflective article, I explore a feminist dialogic pedagogy of inclusive education (IE) in the sociocultural context of my and my students’ lived experience. I ask what a feminist dialogic pedagogy means to my students. The purpose of this article therefore is to advance knowledge about a feminist dialogic pedagogy in teacher education with a focus on the formation of students’ critical consciousness of IE philosophy that is currently mandated by all Canadian provinces. My intention is to contribute to an evolving scholarship of feminist pedagogy in teacher education programmes with a grounded and creative understanding of teacher candidates’ lived experience. The article argues that feminist dialogic pedagogy creates a space of inclusion for all students. Despite and across social differences, this pedagogy leads a conscious change among students, impacting their daily lives. Consequently, students successfully achieve their academic goals because they feel critically attentive to and conscious of their situated knowledge ( Haraway, 1988 , Feminist Studies, vol. 14, pp. 575–599) in educational institutions.

We are arguing that interreligious dialogue, learning and literacy involve more than enabling the communication of information about diverse religious groups. Effective pedagogies in interreligious contexts equip learners with awareness of and potentially the capacity to engage with the spiritual realities to which the traditions adhere. Approaches that incorporate rich stories are essential for genuine interreligious learning.

In 1974, women at the New York Times made national headlines when they filed a class-action sex discrimination lawsuit. The drama of the court case, however, has overshadowed the formation of the Times Women's Caucus two years prior, in 1972. A focus on the Caucus, the daily labor its members undertook in the years before and after filing suit, and the behind-the-scenes negotiation of internal office politics reveals the years-long process of consciousness raising and workplace organizing required to undertake a lawsuit in this novel legal area. Activist newswomen operated with unique restrictions and necessarily distanced themselves from the feminist movement, while quietly advocating for feminist goals. Caucus members drew from the feminist, labor, and union movements strategically rather than ideologically, and laid the foundation for substantial shifts in women's participation and representation in the mainstream media.

Initially conceived as problem-focused programming events, hackathons have expanded to encompass a range of issue areas, stakeholders and activities. There have been important critiques of hackathons in relation to their format and structure, their epistemological assumptions, and their outputs and impacts. Scholars working in Feminist HCI have proposed design considerations for more inclusive hackathons that focus on social justice outcomes for marginalized groups. Evaluative work on hackathons has assessed entrepreneurial contributions, skill development, and affective impacts, but largely absent from the analysis is a view of long-term personal impacts on participants. What kinds of lasting impacts (if any) do issue-focused hackathons have on participants themselves? In this paper, we describe a post-hoc qualitative study with participants and organizers of a postpartum health hackathon in the U.S., one year after the event took place. Our goals were to understand people's motivations for participating, what impact (if any) their participation had on their lives, and how (if at all) their participation shaped how they now understand postpartum health. Our findings indicate that the hackathon functioned as a space of "feminist consciousness raising" in that it provided space for navigating and sharing personal experiences, contextualizing and connecting those experiences to structural oppression, and developing participants' self- and collective-efficacy to create design interventions and enact social change. Feminist consciousness raising is not just "awareness-raising", but rather a specific historic and contemporary practice which we describe and situate in relation to personal experiences of oppression around stigmatized topics. With these findings, we situate feminist consciousness raising in relation to the literature on hackathons and feminist HCI, speculate which aspects of the design of the event led to it fostering feminist consciousness raising, and generate recommendations for how to intentionally bring feminist consciousness raising to the design of hackathons and innovation events.

Teachers’ worldviews may impact their practice in terms of pedagogy, curriculum choices, and the value they assign to, or enthusiasm for, a curriculum subject. In England, Religious Education (RE) ...

Study objective: This research attempts to reveal the education faculty instructors’ views on the concept of global citizenship. Method: The research utilized a phenomenological design, one of the qualitative research designs. The participants of the research consisted of seven education faculty instructors who work at a higher institution in Turkey during the 2019-2020 academic year and who were selected by the convenience sampling method. This research employed a semi-structured interview method. Thus, a semi-structured individual interview form was prepared by the researchers as a data collection tool. The first part of the form includes questions related to the participants’ demographic information and the second part holds five questions regarding their views on global citizenship. The open-ended questions were prepared in line with the research questions by taking into consideration the relevant literature and two experts’ opinions to ensure scope validity. Content analysis was used during data analysis. Result: Research findings revealed that the instructors mostly focus on “values and attitudes” dimension of the global citizenship including respect for differences and values, sense of belonging, tolerance, concern for global issues, dedication to equal rights and sensitivity to global issues. Besides, all instructors were found to express that global citizenship is a must for pre-service teachers for both themselves and their professional life. All participants were identified to do practices in different ways by intermingling the issue of global citizenship with their course during the educational process to raise their students’ awareness towards global citizenship, and they mostly faced student-based challenges during the practices. The instructors mostly recommended that seminars should be organized in advance to raise both students’ and instructors’ awareness.

Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.

Research on educational travel has shown significant student outcomes for personal, academic, and professional growth. However, there are financial and cultural barriers that make it harder for some groups of students to participate in programs such as study abroad and shorter-term educational travel. This article examines the unique challenges and opportunities for first-generation and low-income students in these programs. It analyzes a short-term (10-day) educational travel group of exclusively first-generation participants, including three students, a faculty member, and an administrator, studying social mobility in Denmark. Coauthored by a faculty member and student from the trip, the article qualitatively reflects on student gains in personal growth, social connectedness, professional skills, and sociological knowledge. The article concludes by advocating for more targeted programming in recruiting and supporting first-generation students in educational travel.

Background: Educational Entertainment (EE) is a promising delivery method for Social and Emotional Learning interventions focused on mental illness stigma reduction. Purpose: The purpose of this st...

This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sw...

In this piece, the author reflects on his Trans Chicanx identity and how his embodiment shapes his teaching and pedagogy. The author begins with a spoken word piece that captures his journey to his own trans-conocimiento. Then the author looks to the foundational work of Chicana/Latina Feminist pedagogies and transpedagogies to envision a trans jotería pedagogy that centers trans migrants—and trans women and people of color—that is grounded in disruption and vulnerability through the unsettling of borders and binaries tied to systems of power. In doing so, the author reflects on his trans jotería praxis in the classroom and through his podcast Anzaldúing It. The author concludes with looking to the tensions that arise when disruptions of systems of power are central to teaching and pedagogy and highlights the vulnerability necessary of both teacher and student to embark on consciousness raising and healing exchange.

Black people all over the world have historically endured slavery, colonialism, racism, prejudice, and discriminatory actions; and they continue to be disenfranchised, disadvantaged, disillusioned, and demeaned by institutions and systems. Of late, Black people in the United States, especially Black males have been encountering blatant police harassments, brutalities, shootings, and killings. These actions have led to the question, “Do Black lives matter?” Of course, they do! It is no surprise that an organization, “Black Lives Matter” was formed to protest the incessant shootings and killings of Blacks in the United States. Then, if “Black Lives Matter” as I know they do, they must matter in education and society. This is the focus of the article.

The present study examined the effectiveness of a novel 6-session, prejudice-reduction group for Greek preadolescents. The sample consisted of 106 elementary school students aged 10–12 years, alloc...

The purpose of this study is to examine the current educational practices from multicultural perspective in secondary schools of Eastern Wollega Zone, Oromia, Ethiopia. To realize this, survey method was adopted to collect data from 5 experts, 10 principals, 51 teachers, and 102 students. The students were select randomly by using simple random sampling techniques while experts, principals, and teachers were selected by the availability sampling method. Questionnaires and interviews were used for data collections. The collected data were analyzed by frequencies, percentages, and narration of words. The findings revealed that respondents were highly aware of multicultural education. However, it was not implemented into educational practices. Furthermore, lack of skills, knowledge, negative attitude, and discrimination based on prejudices, ethnocentrism, politics, and religion were the main challenges. The study confirmed that establishing clubs could boost multicultural education awareness and positive attitude. It could also raise the students, teachers, and the society’s awareness about multicultural education. Teachers should encourage students in practicing tolerance and respecting differences. Furthermore, school principals and Oromia Education Bureau should create different mechanisms for nurturing multicultural education and creating a means to minimize discrimination. Finally, the study indicates the need for preparing teachers, students, and the school community to build unity within diversity and tolerance in the schools.

Women have been the “Second Sex” for far too long and there are parts of the world where the patriarchy still has the noose of suppression hanging around women’s necks. In India, women are treated like goddesses as long as they don’t turn their backs on the ideals of Sita and Savitri; the epitome of self-sacrifice, tolerance, endurance, and blind loyalty towards the men in their life. The New Woman in Shobhaa De’s novels is conscious and well aware of what’s been done to her and is concerned with her personal growth. The research further forays into the comprehension of the insights the New Woman has and how she turns her life around for her betterment through the power of ‘Consciousness Raising’. Catherine McKinnon’s piece on ‘Consciousness Raising’ talks about the radicalization, internalization, and oppression of the women. In the paper, De’s novels Starry Nights and Socialite Evenings would be analyzed through the lens of McKinnon’s views.

Developing critical consciousness is key to social workers becoming competent practitioners, but due to its multifaceted nature, finding a single classroom strategy to effectively engage all studen...

Despite the importance of chemistry in addressing many of society’s most significant challenges, there is a growing stigma associated with chemicals in our nation, often termed “chemophobia”. We so...

In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how—despite stated intentions to advance educational justice—teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations.

With the lack of ethnolinguistic-specific resources for U.S. teachers, this essay is written for teachers working with ethnolinguistic students at schools and in the communities. In what follows, I...

In this article, we share findings from three qualitative studies, illustrating how children of color and their families make meaning of the racial, linguistic, cultural, and gendered worlds in which they develop. The first study examines how White adoptive Lesbian, Gay, Bisexual, Trans, Queer (LGBTQ) parents engage in race conscious child-rearing of their young African American son and the dialogism of racial identity formation and racial literacies; the second study examines the family literacy learning and teaching practices of one adult English to Speakers of Other Languages student; the third study examines how Latinx parents engage intergenerational sharing of stories as tools of resistance. Utilizing critical race theory, LatCrit theory, and sociocultural perspectives on literacy and intergenerational learning as analytical lenses, this article illuminates the consequential nature of intergenerational learning that occurs through the lived and embodied literacy practices of children and families of color and the implications for literacy researchers and practitioners.

Microaggressions have a pervasive presence in everyday interactions in the United States (Sue et al. 2007a, 2007b). Our human exchanges are steeped in racism with phrases such as, “When I see you, ...

This article argues for the thesis that epiphanies are a central means for transformative moral and intellectual growth. Drawing on recent work on this concept in moral education, the article develops a conception of epiphany as a genre of transformative experience with three distinct phenomenological dimensions: a disruption of our everyday activity, a realization of an ethical good or value, and an aspiration to integrate this value more fully into our lives. After presenting this conception of epiphany, the article turns to some of its educational implications. We argue that transformative educational aims are best advanced when an ethos of epiphany is created in the classroom.

In light of current tendencies, where appreciating plurality and uphold everyone’s equal value is being questioned from different directions, there is arguably a need to revive the ethical dimensio...

Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and Facebook postings collected throughout a school year, this article shows the life experiences of one white dual language educator who developed sociopolitical consciousness and a commitment to social justice as a result of what I refer to as conscientization calls based on personal experiences and observed inequities affecting minoritized populations in U.S. and Latin American contexts. This article makes a call to promote educational equity by helping privileged pre-service and in-service teachers by using, as pedagogical tools, conscientization calls they might have received throughout their lives.

With thousands of students enrolled in bilingual schools in Latin America, there are long-standing concerns regarding students’ negotiation of their national identities. Arguments have been raised ...

This article reports on one undergraduate student’s journey toward critical literacy about rape culture as a result of reading and discussing a young adult novel in a book study with peers. Using ethnographic and case study methods, the author examines the personal and cultural resources the student brought to the experience, the critical stance she developed, the critical social practices in which she engaged, and the contextual resources that supported her critical literacy growth. The study described herein brought together research about critical literacy and young adult literature to better understand the nature of critical literacy in practice and its effects upon young adult students, with the goal of providing literacy educators with a rich description of what it looks like as a student develops critical literacy. This study also demonstrates the potential of young adult literature as a lens for contending with complex social issues in a college classroom.

Increasingly, teachers are using consciousness raising pedagogies such as culturally relevant, responsive, sustaining, and social justice pedagogies. However, little attention has been paid to teachers engaging in this work with students of privileged backgrounds (e.g., white, affluent students) and in mathematics. The present study addresses this gap by examining critical consciousness development with social justice pedagogy focusing on 10 students in one-sixth grade mathematics class in an independent social justice-oriented K-8 school in a large, urban city in the Bay Area, California. Analysis of student interviews, student work, and field note data indicate that eight of the 10 focus students gained critical mathematics consciousness, conceptualized as improving sociopolitical understanding, developing critical civic empathy, and taking action.

This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citize...

This report proposes a number of tasks which help learners become more aware of how their feelings are moulded in their L1 and notice crosslinguistic similarities and differences between their L1 and a target language. The proposed tasks are motivated by findings in the crosslinguistic influence literature and a study that investigated Japanese learners’ perception of crosslinguistic similarities and differences between English and Japanese passives. Japanese has two types of passives, while English has only one. Although the two types of Japanese passives share some properties, they have distinctive functions; one type is mainly used to express adversative feelings of the speaker towards the event a sentence describes, while the other is much the same as the English passive. The study results indicate that half of the subjects perceive crosslinguistic similarities yet avoid using the construction and the other half incorrectly assume similarities which do not exist in reality. The proposed tasks attempt to develop learners’ metalinguistic ability through analysing Japanese and English passives and to facilitate learners’ awareness of crosslinguistic similarities and differences in the passive constructions.

Feminism developed out of the discontents of women in the West. Although African women, over the ages, have always been sensitive to all forms of discrimination within the African society, the emergence of feminism and feminist consciousness-raising awakened in them a new awareness of their oppression through the inequalities in society, reinforced by patriarchal tradition and culture. Many African women have aligned themselves with feminism and the feminist cause and, despite all odds have made remarkable progress in their lives and society and gained respectable acceptance and recognition from even the most stubborn reluctance of male domination. This trend has been captured by African women writers in their literary works which reflect the progress African women have made in transitioning from the margin to the centre and their contributions to social change. Key Words: Feminism, Africa, patriarchy, African women, consciousness-raising, change

Postsecondary institutions do not typically recognize or utilize students’ cultural wealth, yet cultural practices can significantly affect college persistence. In this longitudinal study, seven Me...

This piece will be walking, writing, meditating in in-between spaces with me. I call this act queer walking meditation, which blended autohistoria, the Coatlicue State, and meditation to examine my...

The purpose of this article is to examine the pedagogy and practice of critical tourism in art education abroad. First, we unpack the neoliberal discourse underlying U.S. study abroad programs and ...