Search

This study investigates language attitudes expressed by public university students in India at various layers of agentive "positionality" as an integral part of their dynamic language ecologies. This is achieved through the qualitative analysis of three focus group interviews conducted at three public universities in India with the object of eliciting the students' language attitudes towards English and its use in India. This research perceives students as agents and explores their attitudes in the context of a language ecology Such an enquiry into language attitudes forms a part of a broader exploration into the nature of agency, agentive responses and their situatedness in an LPP context. It adds to existing scholarship on LPP by reinterpreting the meaning(s) of agency with a critical focus on 'ground-up' descriptions of language experiences. In this study, the researchers argue that "invisible language planners'" as Pakir describes, and interested stakeholders such as university students, provide a critical basis for the study of LPP in context. The authors argue that agency is multi-layered, and that agentive positionality is relative to agentive "foci." Such reconfigurations of agency mark a shift from the view that language policies are the starting point for understanding an LPP ecology.

Purpose: Academic scholarship on the White Australia Policy (WAP) has highlighted the history of Asian migration, early perceptions and policy-making initiatives. Prominent scholars have also pointed out the impact of the British Empire and WAP on Australia-India relations and early Indian migrants in Australia. Drawing on the debate concerning international students in Australia, our purpose in this article is to recover the role of Indian students in the story of Australian-Indian connections. Design/methodology/approach: The article aims to highlight the reasons behind the involvement of the Australian government in the provision of scholarships and fellowships to Indian students and researchers at Australian universities during the period of WAP. To achieve this, it uses contemporary Australian newspaper reports to explore the popular representations of sponsored Indian students and researchers in Australia from 1901 to 1950. Findings: The article concludes that the prevalence of this racially discriminatory immigration policy created a dissatisfaction among Indians, and some Australian sources of agitation, that helped chip away at the Australian government's admission policies and the gradual demise of WAP. Originality/value: This article contributes to the historiography and the effects of colonialism on Australian-Indian relations and debates on policy formation based on ideas of whiteness.

Studies have highlighted the growing phenomenon of 'concerted cultivation' wherein middle-class parents are enrolling their children into multiple paid-for organised leisure activities as a way of cultivating their skills and reproducing class advantage. In unpacking the class disparities in children's organised leisure participation, researchers have largely overlooked the way race and ethnicity inflect middle-class parents' concerted cultivation strategies. Drawing upon a qualitative study with Greater London-based professional middle-class British Indian parents, this article argues that the time-spaces of concerted cultivation also serve as sites for British Indian children's ethnic and racial socialisation (ERS). Two axes are identified along which racial parenting strategies intersect with concerted cultivation practices in these families: 'cultural (re)production through organised leisure' and '(anti)racism and leisure'. By analysing these processes, we draw out the implications of this interplay between class and race for understanding middle-class parenting and educational strategies in minority ethnic contexts.

This paper uses data from research projects that deliberately set out to tell positive stories about educators who were working with the children and families of migratory agricultural workers in the US. The aim underpinning these projects was to move beyond the deficit discourses and stories of blame that so often circulate, particularly in relation to social groups that are marginalised, and to present stories that embody positive and productive ways of thinking and working. Using Maxwell's (2012) process of connecting, the authors used the transcripts of semistructured interviews to construct narratives about three of the educators who were interviewed. These examples from rural education research highlighted the actions of educators to build and promote children's and families' relationships with the place where they were residing temporarily. The notion of querencia provided a helpful way of conceptualising the relationship between place and belonging, to assist the development of insider understandings. The narrative approach offers a way of opening such discussions in education more broadly and to consider the role of teachers in ensuring that negatively framed stories, such as deficit discourses, are not in play.

Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians. Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding grounds of racial polarisation. In Malaysian context, there is a gap in research that focuses on the design of a proper intercultural reading framework for national integration and such initiatives are viable through schools. The main objective of this conceptual paper is to introduce the English Language Intercultural Reading Programme (ELIRP) in secondary schools to promote intercultural understanding among secondary school students. The proposed framework will facilitate the acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands. This article will focus on elucidating how ELIRP could affect cognitive (knowledge) and behavioural transformations to intercultural perceptions harboured by selected Form 4 students of 20 national schools in Malaysia.

In "Mansfield Park," Jane Austen has exhibited the English identity lies on property earned by the slave trade in Caribbean Islands. If we go deep inside of the history of Britain we could able to see their awareness and concern over a national identity, and consider American colonies a poor reflection on Britain. The traits of British colonization always stretched their dominating wings soar above in the sky of ruling. The tyrannical rule on the Caribbean Islands and other places, where they have set the subjugation upon the destitute subjects. Such as West Indies, Jamaica, Haiti, Indian subcontinent and many more countries which they consider inferior in front of them. This was the ideology of English people and their smug of English identity. In the first part of my research paper, I am suppose to depict that, how the English superiority discern its voice through the narrative of the 19th century English novels. The great example of English superiority proved by the reading of "Mansfield Park," and this novel will also explore the deepest meaning of coveted Englishness. Jane Austen's "Mansfield Park," which has written based on English identity earned by slave trade and also the English people who are very much obsessed with property, money, status, elite class attitudes and heedless towards their subordinate people. On the other hands, Kazi Nazrul Islam upholds the position of anti colonial writer. He was very much against the British rule and their despotic rulers. Therefore, Kazi Nazrul Islam has established the notion of anti British ideology and activities through his writings and showed the world about his rebellious nature.

The paper brings into focus how Syed Manzoorul Islam, in his three-decade-long literary career, has mastered a narrative style that sets him apart from many of his Bengali contemporaries. It demonstrates all the traits unique to his storytelling: blurring of boundaries between dream and reality, self-reflexivity, irony, and humor. The research also encapsulates how Syed Islam is different from his contemporary short story writers in terms of constructing plot and character. It foregrounds the author's capability of developing a diction which is completely his own. The paper discusses the postmodern features prevailing in his stories. It shows us how the author invites the readers to be a part of his discourses. It summarizes the author's surrealist imagination which creates a world that is strangely familiar and unfamiliar at the same time. Overall, the research analyzes how the postmodern elements relate to the major themes of Syed Manzoorul Islam's short stories.

This paper delves into Jhumpa Lahiri's 2013 novel, "The Lowland", to analyze the diasporic experience of the Indianborn characters. Homi Bhabha's postcolonial approach is utilized to demonstrate the ways in which the characters perceive the immigration experience, and to unravel the causes of their despair, the disintegration of their family, and the underlying reasons behind the decisions that they make to compensate for their marginal status in the adopted land. It is attempted to shed light on the characters' insecurities and mental challenges brought forth by their "liminal" condition, in which they find themselves caught in a dilemma between the Indian lifestyle on the one hand, and the American dominant culture, on the other. Furthermore, "hybridity" is discussed, which entails the characters' partial adoption of the foreign culture that gives birth to mixed identities in the "third space." This research concludes that in spite of the disturbing aspects of diasporic life including uncertainty, marginality, and unbelonging over which the characters possess no control, they are capable of surviving and even flourishing in the foreign social milieu.

The focus of the present study is to demonstrate traces of Homi k. Bhabha's notion of identity in V. S. Naipaul's "A House for Mr. Biswas" (1961). As a prominent postcolonial figure, Bhabha has contemplated over the formation of identity in the colonizing circumstances. He discusses on what happens to the colonizer and the colonized while interacting each other, arguing that both the colonizer and the colonized influence one another during which their identity is formed, fragmented and alienated. In considering Naipaul's "A House for Mr. Biswas" as postcolonial text, by the help of postcolonial theories of Homi Bhabha, it is argued that, mentioned novel sums up Naipaul's approach to how individuals relate to places. This novel shows that individuals' quest for home and a place of belonging is complicated first, by the reality of homelessness, and second, by the socio-cultural complexities peculiar to every place. In other words, the reality of homelessness makes the desire for home, elusive. "A House for Mr. Biswas" describes the story of homeless and rootless immigrants who lack identity and security in the colonial world. In this novel Naipaul deals with shifting identities, roots, homes and changing realities of migrants.

It is a norm for people from a multilingual and multicultural country such as Malaysia to speak at least two or more languages. Thus, the Malaysian multilingual situation resulted in speakers having to make decisions about which languages are to be used for different purposes in different domains. In order to explain the phenomenon of language choice, Fishman domain analysis (1964) was adapted into this research. According to Fishman's domain analysis, language choice and use may depend on the speaker's experiences situated in different settings, different language repertoires that are available to the speaker, different interlocutors and different topics. Such situations inevitably cause barriers and difficulties to those professionals who work in the education domain. Therefore, the purpose of this research is to explore the language choice and use of Malaysian public university lecturers in the education domain and to investigate whether any significant differences exist between ethnicity and field of study with the English language choice and use of the lecturers. 200 survey questionnaires were distributed to examine the details of the lecturers' language choice and use. The findings of this research reveal that all of the respondents generally preferred to choose and use English language in both formal and informal education domain. Besides, all of the respondents claimed that they chose and used more than one language. It is also found that ethnicity and field of study of the respondents influence the language choice and use in the education domain. In addition, this research suggested that the language and educational policy makers have been largely successful in raising the role and status of the English language as the medium of instruction in tertiary education while maintaining the Malay language as having an important role in the communicative acts, thus characterizing the lecturers' language choice and use.

The rise of English as a global lingua franca and the increasing use of it into the multilingual and multicultural contexts appear to be further indexing a number of new issues. These issues include from the discussion of its ownership -- that it is no longer only the language of native speakers of it, as statistically non-native speakers make up 75 per cent of all English users (Crystal,2003) -- to establishing Englishes in different outer and expanding circles as distinct varieties rather than erroneous forms. Some forms that Indian speakers of English use are considered erroneous forms according to the inner circle variety, albeit they do not break down the communication. Therefore, this article examines the present role of English as an international language that incorporates consideration to legitimate non-native varieties rather than erroneous forms. It also introduces historical background of Indian English and supports Indian English as a distinct variety as evidenced by localization and indigenization. Finally, the article reviews the resulting pedagogical implications, i.e. the issues that English language teachers in India need to take into consideration while designing and delivering ESL lessons.

Schools accessibility has been areas of concern for the development and proliferation of the education system in any developing nation. India is no exception to the same. Since the time India gained independence efforts have been made to provide inclusiveness in the dissemination of educational facilities across the nation. However, geographical characteristics of the place and the lack of development of basic infrastructural facilities have often hindered the learner from coming to the learning centre (school). This case study is one such review of the role played by accessibility in increase of school attendance at two blocks of Betul district of Madhya Pradesh in central India. Similar topography and other factors are prominent in other parts of India so, the suggestions in the case study can be replicated in other areas as well.

Women education and empowerment are the indicators of development. Women education ensures the holistic and long development. It includes equitable and increased access to technical and vocational education and training, higher education and research with due attention to quality assurance. This communication has taken a look on women participation through women higher education institutes, women enrolment as compared with population. The participation in terms of distribution of institutes and enrolment has been studied for the years 2011-2016. The trend has been found as increasing but slow. Correlations have also been studied.

Aim: The foremost aim of the study was to investigate and analyze the relationship of General Mental Ability, Interest and home environment with Academic Achievement. Methods: The participants were 110 students drawn from three Kendrya Vidyalayas of Delhi. Their ages ranged between 13 and 14 with a mean age of 13.6 years. Two validated instruments were used to elicit responses from the participants-General mental ability test prepared by R. K. Tandon (1972), Multiphasic Interest Inventory of S. K. Bawa (1998) and Home Environment Inventory of K. S. Mishra (1989) were administered on the selected sample. Whereas their annual examination grades of class VII were considered as academic achievement. Findings: Four major hypotheses were formulated and tested at 0.01 level of significance. Pearson-Moment Correlation Co-efficient and t-test were used to analyze the data. The study reveals that General Mental Ability, home environment interest and academic achievement are significantly and positively correlated. Whereas the high score of girls indicates that they are superior to boys.

The 12th Plan highlighted Equity, Access & Excellence as the tripod of India's education policy. The RTE Act 2009 has ensured a high level of Gross Enrolment Ratio (GER). However, the Annual Status of Education Report (ASER) present a dismal picture of the outcome dimensions of our schooling system. The Sustainable Development Goal (SDG) therefore, highlights the importance of quality as an important conjoint of universal access, as skill based education will ensure proper employment opportunity. Education is a major enabler for empowerment for all; and in particular for extremely vulnerable sections of the society like STs. The tribal students are handicapped multi-dimensionally, with education as a critical fault line. This paper analyses the policy initiatives to educate and empower them and brings out the bleak picture that bedevil this neglected segment. It contrasts the experience of Kalinga Institute of Social Sciences (KISS) in terms of promoting gender parity, vocational training, health alleviation, dignity of the girl child and educational outcomes as compared to their counterparts in government and SC/ST schools. The paper also highlights the unique funding model of KISS and its potential for replication. Inclusive growth and quality can work how in hand. The paper strongly argues for government's handholding through "Skill India" initiative and funding unique initiatives as KISS.

Objective: To understand tobacco use patterns and the context, implementation and reception of a 2-year school-based behavioural intervention to promote awareness and support for tobacco control policies. Design: Qualitative exploration of participating students', parents' and teachers' perspectives, experiences and observations related to tobacco use and the school-based intervention, as well as suggestions for the more effective prevention of tobacco use. Setting: 1,440 schools (720 intervention, 720 control) in two districts of Andhra Pradesh and five districts of Gujarat, India, participated in the study. Method: Forty-six focus group discussions were conducted with 94 teachers, 105 parents and 138 students in the intervention schools. Results: Evaluation findings signal the influence of the social, economic and cultural context on the initiation and perpetuation of tobacco use. Positive health beliefs, the economic importance of tobacco and cultural practices related to tobacco use were at variance with mounting evidence on the adverse outcomes of tobacco use. Health behaviour change related to tobacco use was observed in participating students, teachers and their families. However, the wider community was not as much influenced. Analysis of the intervention revealed various inputs and gaps in the implementation of the intervention associated with low impact on tobacco use in the community. Conclusion: School-based interventions can effect significant perceived health behaviour change among students and families. Health promotion interventions need to acknowledge, harness and address cultural norms, economic pressures and policy implementation with respect to the initiation and perpetuation of tobacco use health behaviours.

This study explores the possibility of adapting specific progress-monitoring tools developed in the US for use in English-medium private schools in Bangalore. In the US, many teachers adopt progress-monitoring tools like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum Based Measurement (easyCBM) to keep track of their students' reading abilities. We report on Phase 1 of a longitudinal study that included three phases of data collection. Participants included 1003 students in Grades 1, 3 and 5, and 50 teachers. Both quantitative and qualitative data were collected. Results indicated that students in low-cost schools struggled on all reading measures throughout elementary school; students in middle-cost schools had below average to average scores on reading measures; and students from high-cost schools had average to above average scores on all measures. Moreover, factors like oral language proficiency in English, socio-economic status, school and curriculum increased in their significance in predicting reading as students progressed through elementary grades. Teacher data suggested that the reading goals and instructional strategies varied considerably across schools. Implications for reading instruction and practice within the Indian context will be discussed.

In this article, I draw attention to the early 1850s in the Bombay Presidency when the colonial government first assumed responsibility for mass education. I show that in the subsequent decades, publicly funded schooling was narrow and extremely exclusive as a result of the strong opposition of dominant castes to the education of the Dalits ('Untouchable' castes) as well as ambivalences and compromises of the colonial state to equality in education. I argue that in the efforts towards shaping of a more inclusive and 'equitable' public education, the struggles of the most excluded and stigmatised castes, the Untouchables, were crucial and have hitherto received little attention. Initiatives from within the community as well as the role of radical social reformers (I refer to Phule), Dalit activists and leaders such as Ambedkar in political and social spaces in relation to education also deserve far more serious study and acknowledgement. The neglect of the Untouchable castes in histories of education has resulted in failure to recognise their extraordinary efforts to spread education within their communities and significant contestations from below as well as in shaping discourses and practices around the 'public' in schooling. It also reminds us that as we defend the public in education today, we must understand the politics around it.

Hem Borker performed field-based research in madrasa "Jamiatul Mominat," a residential girls' madrasa in Delhi, exploring the everyday lives of young girls studying in the madrasa. She interacted with a number of students and teachers in this madrasa. But there were few with whom she developed a bond during her journey from being a stranger and unknown researcher to becoming a friend. Rukaiya was among these few. This article is based on Rukaiya's ethnographic portrait, a combination of Borker's interaction with one of the teachers, a self-portrait written by Rukaiya as a part of the English-speaking classes Borker conducted in the madrasa, and participant observation in the madrasa. By focusing on the immediacy of lived experience and situating it within broader temporal, spatial and scholarly frames, the portrait offers a unique form of ethnographic writing to communicate social change (Mills & Borker, n.d.). The insights embedded in this portrait not only offer a means to reflect, analyse and tell lives as they unfold, but also serve as a reflexive illustration of the Borker's research (Borker, 2018). The second part of the article argues that an attention to the educational journeys of girls from home to madrasa and beyond problematises the ways in which girls' lives in madrasas are bracketed into binaries such as women's empowerment and domestic femininity.

In the multilingual, multicultural emerging economy of India, the language debate may seem to have settled with the adoption of the Three-Language Formula in the first National Policy of Education 1968. However, 50 years later, does this policy still hold? Has research on language acquisition informed our education policy and classroom practices, at the school level and the system level? This research attempts to understand how language practices manifest themselves in an urban middle-class English-medium school with multilingual and non-English-speaking students. We examine the students' communicative practices to uncover some of the patterns in language acquisition across three primary grades and two income levels, using empirical data from survey questionnaires, classroom observations, videography and closed- and open-ended interviews. We present some hypotheses and analyse these against the organisational structure and culture of the school and the larger socio-economic and political context of the education system. The findings suggest that strict compartmentalising of languages for learning, at the cost of isolating social and linguistic identities, is likely to be counterproductive and unsustainable. The sooner we adapt our education policies and practices to support the multilingual practices of students and by association, their diverse identities, greater the possibility of building a strong and confident citizenry. The findings, interpretations and conclusions expressed in this article are entirely those of the authors. They do not necessarily represent the views of the International Bank of Reconstruction and Development/World Bank and its affiliated organisations, or those of the Executive Directors of the World Bank or the governments they represent.

Formative assessment in science has long been reported to support students' scientific understanding. It involves teachers gathering assessment evidence, interpreting it in the light of learning goals and providing feedback to bridge the gap between students' current state of understanding and the desired educational goals. This study examines how problems in planning and implementation of an assessment task, in the context of a unit on asexual reproduction in secondary school science, may result in loss of its learning potential. It is suggested that beneath incorrect responses lie distinct cognitive rules used by students. It is crucial to pay attention to these rules and use this information to develop corrective instruction. A repertoire of skills to support teachers' interpretation of assessment evidence is identified.

Factors that affect comprehension of accented English (e.g., Harding, 2011) have been well studied, but little research examines how listeners' proficiency affects their sensitivity to second language (L2) accent. The current study investigated the effect of test takers' English proficiency on their comprehension ratings and ability to correctly transcribe different World Englishes accents. Ten speakers from six countries with different L1 backgrounds (i.e., North American, British, Indian, South African, Chinese, and Spanish) with varying degrees of intelligibility provided speech samples. Ninety-two listeners from South Korea at three different proficiency levels listened to speech stimuli and determined their comprehension of the content as well as the intelligibility of the speech. The results showed that listeners were differentially affected by nonnative English accented varieties, based on both the intelligibility level of the speaker and the proficiency level of the listener. These findings have implications for the assessment and instruction of listening skills in global contexts.

This paper aims to demonstrate the implications of health mobility on language practices in the medical tourism industry in India and on the ways, language workers become entrepreneurs. Drawing from ethnographic fieldwork that traces the trajectories of three former students of Russian, we highlight their future aspirations as language learners and entrepreneurs and show, how they attempt to capitalize on language skills and respond to changing conditions and patient movements within the structures, constraints and uncertainties of the linguistic market. Here, it is our aim to illustrate what it takes to become an enterprising and successful language worker and at the same time highlight their current positioning as emblematic yet subordinate figures within a fast-growing service industry in an emerging economy. We further demonstrate, how language skills not only become commodities to serve existing or future markets, but instead are recast as tools that can be strategically employed to secure recognition and access to prestigious and lucrative professional networks. In doing so, this paper illustrates how linguistic value is produced in a service industry that to date only received little attention in sociolinguistic research.

This article shows, with Malaysia as a case study, that an ethnonationalist language policy need not have disempowering consequences for minorities. Malaysia politicizes ethnic difference between Malaysians of Malay, Chinese, and Indian descent. Ethnic Malays enjoy economic concessions unavailable to others, law defines Malaysia as Islamic and speaking Bahasa, and Malay ethnonationalism constructs Chinese--and Indian--Malaysians as perpetual visitors. Nonetheless, Bahasa has only added to the multilingual repertoires of non-Malays, rather than replaced it. This article analyses survey data about the multilingual practices of Malaysian youth and their folk linguistic talk about what guides their multilingualism. By drawing on critical language policy, it appears that policy may be so ethnonationalist that it has caused disassociation, especially amongst Indian-Malaysians, and sustained multilingualism. The Chinese-Malaysian experience, however, is better explained by a posthumanist perspective whereby language choices appear guided by material and immaterial resources within the Chinese-Malaysian community, rather than by matters of power or politics. In any case, the relative greater multilingualism of Chinese--and Indian--Malaysians was perceived as empowering non-Malay mobility despite ethnonationalist policy.

With digital literacies becoming an essential competency for teachers across the world, recent educational policies in India emphasize teachers' ability to use digital technologies for pedagogic purposes and the use of digital technologies by teachers as one of the evaluation criteria for ranking institutions. In the absence of any properly established policy on in-service training in digital technologies for teachers, such policies cannot be expected to promote effective learning. Moreover, little effort is being made to keep track of the impact of training in digital technologies on teachers' pedagogic practices. In light of the above background, the proposed multiple-case study aims to explore changes in the practices of three English for Science and Technology (EST) teachers in India. The main objective of the study is to compare the teachers' technology integration practices before and after they participated in a 12-hour need-based training programme in digital technologies. Data for the study were collected through questionnaires, interviews, classroom observations, field notes and e-portfolios. Results suggest that the programme had a positive impact on their practices and there was difference in the way the three teachers selected, used and thought about digital technologies. Factors such as motivation, administrative support, students' response to the use of technologies, and awareness about students' language needs shaped their practices.

Purpose: This paper aims to present the qualitative findings on students' and teachers' experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach: Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants' experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings: The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value: This study presents the informants' experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.

Oversupply of higher education services in emerging countries, like India, implies an ever-increasing cost of student acquisition despite large student populations. Hence, creating trust through effective service delivery supported with full institutional commitment remains the only way to create student loyalty and bring the subsequent acquisition costs down. This study investigates the impact of four dimensions of brand trust, namely reliability, credibility, benevolence and integrity, on students' loyalty, and the mediating role played by institutional commitment for this relationship. Results show that reliability is the strongest direct determinant of loyalty followed by integrity, while benevolence can lead to loyalty only if the commitment is evident. These, as well as other interesting findings, have direct implications for top management/administrator of a higher education institute (HEI) in the form of specific emphasis to elements of trust for creating higher student loyalty.

Purpose: The benefits of teacher leadership have attracted the attention of policymakers, practitioners and researchers. It is increasingly advocated as one of the most crucial and indispensable components of the school, college and university administration. The present study tends to investigate the role of gratitude in developing teacher leadership through examining sufficiency and necessity of thankfulness for educational leadership. Design/methodology/approach: The study explores sufficiency and necessity of gratitude for seven dimensions of educational leadership with the help of correlation, regression and necessary condition analysis. Findings: The paper concludes that gratitude is both sufficient and necessary condition for overall teacher leadership and its seven dimensions. Originality/value: The paper is based on original data.

This paper seeks to explore the complexities of being Indo-Caribbean American to provide educators a better understanding of how to help their students navigate racial-ethnic identity spaces that are not clearly defined and negotiate when others seek to define, or mis-define, them. It explores the idea of diaspora, culture and third space. It then offers a framework and series of questions for practitioners to use if they choose to support the unpacking of culture and identity amongst their students. Finally, the paper returns to reflections on the hybrid nature of being Indo-Caribbean American.

Residential schools for indigenous students are rarely conceptualised as "castles of hope," but because of the difficulty of providing quality education in rural areas, they remain an option, or a necessity, for many indigenous students. Although most contemporary residential schools differ from those that purposefully sought to annihilate indigenous cultures and languages, their existence remains problematic because students grow up in institutional environments that typically favour integration into mainstream culture over maintenance of indigenous cultures. This article is based on ethnographic research conducted in 2014-15 in a large residential school for indigenous students in Odisha, India. Erving Goffman's (1961) "total institution," provides a useful frame to examine data collected on students' experience because it focuses on institutions that separate groups of people from their communities for an expressed purpose. This case illustrates how a total institution (1) shapes students' identities and aspirations toward institutional goals, (2) separates them from the wider world, (3) encourages sacrifice and loyalty by promising hope for a better future, and (4) establishes institutional systems that maintain order through shared responsibility and commitment to the institution. Although students at this school are separated from their families and communities and learn a set of behaviours critical to the smooth functioning of the institution, the data indicate that they and their families accept the sacrifices associated with institutional schooling because of the promise of becoming societal change agents, comfortable in both indigenous and mainstream India.

This study presents an investigation into the multiple and often marginalised ways of being, knowing, educating, and performing the complex identity of migrant musicianship. It examines the lived experiences of migrant musicians in South East Queensland and is based on the premise that cultural diversity as experienced through music creates value in ways that are complex, particularly in the context of displaced lives. The article is built on the conceptual framework wherein 'capacitating' the self and other is an enacted aggregate of the following multidimensional affordances: emotional expression, social interaction, self-identity, and agency. It argues that the wide range of activities that migrant musicians undertake in their new homes not only builds capacity in them but also adds culturally-derived value to their lives and the lives of those that they encounter. By employing the methodology of Interpretative Phenomenological Analysis, the migrant female participant-researcher unpacks the motivations, rewards, and challenges that a purposive selection of Brisbane-based migrant musicians articulate. The emergent themes reveal three key features as central to the lives and livelihoods of migrant musicians: connectedness, self-identity, and wellbeing. The findings of this study hold implications for future research in cultural value, music education, and migrant studies.

This paper explores the life experiences, identities and trajectories of young Dubai-born Indians living in the Arab Gulf. It seeks to contribute to an emergent body of research on the formation of diasporic identities and forms of belonging among South Asians in the Gulf, which underscores the ways in which migrants articulate forms of cultural belonging in a context where they are denied the right to citizenship. Building on the notion of the 'educated person', the paper argues that education constitutes an important, yet overlooked, basis for forms of cultural belonging in Dubai.

Language proficiency is highlighted in the literature on the adjustment and security of international students. India is the second top source country for mobile students globally, but few studies have focused explicitly on students from India. The purpose of this study was to examine the English language experiences of Indian students at New Zealand universities. This mixed-method study utilised a questionnaire (n = 109) and interviews (n = 15). Collectively the participants had high levels of confidence and proficiency in English language and adjusted more rapidly than many international students to the new academic environment. Major differences experienced by the participants between India and New Zealand related to unfamiliar forms of academic writing and tasks, and on the role of learning support services. Formal high value assessment was for some the first indication of a problem with writing. While most students adjusted through error-based learning others struggled with argumentation and avoiding plagiarism. These findings have relevance for local and international students. We recommend the use of, and research on, early low-stakes assessment of writing and on effective support services for students transitioning into new academic contexts.

In this paper we frame children as geological agents, very much part of epoch and biospherical processes, enfolded in Earth system changes. We draw on the experiences of Indian childhoods in a context where the land, water, animals, children's bodies and forests are being shaped by a politics of corporate city building. We analyse how children and young people contribute to Earth system changes and consider the everyday, multispecies consequences of living with anthropogenic urbanism. The paper shows how children's bodies are entangled with human and non-human forces; they are geological agents which challenge, negotiate and have cyclical and rhythmic relationships with land and resources. We argue that time, scale and multispecies vulnerabilities are important reference points in our thinking through anthropogenic processes and thus contribute to a more nuanced understanding of the place of children and young people in the new epoch.

Purpose: The purpose of this study is to understand the association between health behaviours of diet, physical activity, smoking cigarettes, alcohol consumption, safe sex and sleep quality with demographic (e.g. age, gender) and psychological (i.e. stress, self-esteem and sense of coherence) factors in Indian residential college students. Design/methodology/approach: Students studying for Bachelor of Technology at residential colleges in India were invited to complete an online questionnaire regarding their health behaviours, demographics and psychological variables. Each health behaviour was regressed onto demographic and psychological factors to determine which of them were associated with performing each behaviour. Findings: There was no clear pattern of predictors for the health behaviours overall. Self-esteem was related to healthy diet, being single was related to adequate sleep, higher parental income was related to safer sex and being older was related to more alcohol use and safer sex. Research limitations/implications: This study revealed that health education efforts may need to be designed for specific behaviours and correlates among Indian college students. Interventions regarding (1) healthy eating should target students with lower self-esteem, (2) sleep should target students in a relationship and (3) safer sex should target younger students and those from less affluent backgrounds. Originality/value: This research is one of the first attempts to study the predictors of health behaviours among Indian college students. The study highlighted that psychological factors (e.g. self-esteem) and demographic factors (e.g. relationship status, parental income, age) affect different health behaviours. These findings can help health educators to design tailored interventions and aid in health education and promotion among Indian college students.

The initiatives of the Indian government towards encouraging integration of Information and Communication Technology (ICT) in classroom teaching has made its way to the school system to a great extent. But, has the initiative added value to the teaching learning process in the true sense and are teacher education programmes responsive to these requirements is a question that draws attention to the issues of integrating ICT in classroom teaching. The present paper seeks to study the teachers' and teacher educators' ICT competencies and ICT integrated teaching practices prior to enrolling in the course 'ICT and Education', the experiences they encounter during the course of training, their reflections through their training sessions and their overall perceptions about ICT in the course of training and in general. The key findings demonstrate the opportunities and challenges faced by teachers and teacher educators in using ICT for teaching in classrooms. This paper concludes with suggestions to policy makers and institution heads to include effective practices as a result of the meaningful integration of ICT in the classrooms.

Purpose: Earlier studies of social capital have focused on its influence on various aspects of business. There is substantial void in the literature on how social capital enables learning culture in organizations. The purpose of this paper is to explore direct and indirect relations between dimensions of social capital and learning culture in the organizational context. Design/methodology/approach: A survey-based research was conducted in which the questionnaire based on the Dimensions of Learning Organization Questionnaire (DLOQ) and social capital was used. Participants in this study were employees from an IT organization based in India. Data was subjected to structural equation modeling to understand causal relations between social capital and learning culture. Findings: This empirical study emphatically shows that parameters of social capital positively influence individual learning. Results show that shared vision, shared narratives in the cognitive dimension; trust and identification in the relational dimension; and mutual confiding in the structural dimension have a positive influence on individual learning. Originality/value: Findings in this paper indicate that a culture of learning in organizations starts with individuals and it can be fueled and sustained by social capital embedded within the organization if managers focus on enabling the factors identified in this study through policies and practices.

The widespread marginalisation of heritage languages in public and political discourse coupled with the association of proficiency in host languages with personal and professional gain have led many diasporic communities to shy away from transmitting their heritage languages at home (Curdt-Christiansen 2016): a context considered to be optimal for minority language maintenance (Vaccarino 2011). This does not imply however that attempts-on the part of migrants-to keep alive their heritage languages, are non-existent. Demonstrating a harmonious convergence between their everyday language practices and the above-mentioned assumption that the home is a 'stronghold' for heritage language use (Pauwels 2016 p.90) are a Malayali community based in Yorkshire, England. Making this a possibility was their commitment towards maintaining certain cultural practices and values associated with the first-generation migrants' country of origin, India. Drawing on semi-structured interview responses, observational field notes and audio-recorded family conversations obtained from this community, what I thus propose in this paper is that these cultural values and practices form the pillars that support the Malayalis' attempts to preserve their heritage language Malayalam. Furthermore, my findings suggest the agents behind these endeavours to pan across three generations, in two countries: the UK and India.

This paper reports on an international collaborative project working with deaf learners of English literacy (19-28 years old) in five locations in India: Indore; Vadadora; Comibatore; Pattambi; and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students' everyday lives. Tutors and students shared content via an online teaching resource. In the paper, the authors draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition and online materials.

The other-race effect (ORE) reflects poor recognition of faces of a different race to one's own. According to the expertise-individuation hypothesis, this phenomenon is a consequence of limited experience with other-race faces. Thus, similar experience with own and other-race faces should abolish the ORE. This study explores the ORE in a multi-racial country (i.e., Malaysia) by comparing Malaysian observers' face recognition for faces of a predominant racial group in Malaysia (i.e., Chinese) with faces from an uncommon group (i.e., Caucasian). Malaysian Chinese, Malays, and Malaysian Indians completed the Cambridge Face Memory Test (CFMT) and the CFMT-Chinese. Compared with the normative scores, Malaysian observers showed poor performance in the CFMT-Caucasian. Interestingly, Malays and Malaysian Indians observers' performance was identical to that of Malaysian Chinese in the CFMT-Chinese and to the normative scores of the test. These results demonstrate the relevance of experience in shaping the ORE.

We investigated how prior bias about a face's racial characteristics can affect its encoding and resultant facial composite construction. In total, 61 participants (24 Europeans, 18 Indians living in India and 19 Indians living in Europe) saw a racially ambiguous unfamiliar face and were led to believe it was either European or Indian. They created a composite of this face, using EFIT6. Two groups of independent raters (one Indian, the other European) then assessed the apparent race of each composite. A different two groups (one Indian, one European) assessed each composite's degree of resemblance to the target face, to determine whether this was influenced by the constructors' initial categorisation of the target face as "own-race" or "other-race." Composites appeared significantly more "Asian" or "European" according to the bias induced in their creators, but there was no evidence of any own-race bias in the resemblance ratings for the composites.

When the traditional (dance) and the modern (university) intersect within the Liberal Arts, the pedagogical dynamics produced opens possible pathways to approach decolonization as an ongoing praxical pedagogical process. This un-archival unruly lived experience of decolonization proposes a possibility of evoking Indian pasts against the misuses of the present. Arguing for an un-archival response which mediates the insertion of traditional oral mnemocultres into academia, enables knowledge production through heterogeneous modes of practice sustained by an embodied relation with generativity. Examining the relationship between the curriculum, the teacher and the student created in this context, this paper theorizes decolonization as an epistemological move towards understanding, living and moving beyond the colonial translation.

In this paper, I, an Asian-Indian, transnational, woman faculty, working in a Hispanic serving institution (HSI), at the USA-Mexico border present my testimonio, and write to share how I found the troubled center of my privileged life and views and the subtle ways my students transformed me, as an educator and a parent.

Purpose: The purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students. This paper also examines the moderating role of entrepreneurship education and gender on the opportunity recognition-intention and self-efficacy--intention relationships. Design/methodology/approach: The data were collected through a comprehensive questionnaire from 334 students having business and management background. Confirmatory factor analysis was used to ensure the reliability and validity of all the constructs, and structural equation modeling was used to test the proposed hypotheses. Findings: This study unveils three important findings. First, opportunity recognition and self-efficacy both show a significant positive impact on the entrepreneurial intention of students. Second, education positively moderates "self-efficacy--intention relationship", and third, gender negatively moderates "opportunity recognition-intention" and "self-efficacy--intention" relationships. Research limitations/implications: This study has been carried out using a sample of students from only one university, and the study included only business and management background students. Similar studies can be conducted by adding more motivational and contextual factors with an increased sample size of students having different educational backgrounds. Practical implications: This study provides pragmatic support to formulate new educational initiatives that can support students in their present or future entrepreneurial projects. Originality/value: This study adds to the scarce literature on opportunity recognition and entrepreneurial intention and also highlights the moderating role of entrepreneurship education and gender on opportunity recognition-intention and entrepreneurial self-efficacy--intention relationships.