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Due to the changing landscapes of higher education, a large body of research has studied how scholars make sense of academic identities and careers. Yet, little is known about how academics actually 'work' on their identities to navigate normative demands and complex career structures. This paper explores how scholars negotiate career scripts trough identity work. Drawing upon 35 interviews with early career academics in political science and history, the analysis discerns four patterns of identity talk through which academic identities are constructed: "achievement talk" (signalling achievement and competitiveness), "authenticity talk" (signalling genuineness and being true to self), "loyalty talk" (signalling loyalty and willingness of helping out), and "personation talk" (adjustment to privileged identities). Defining what to display and how to correctly embody its corresponding values, these patterns convey different ways in which scholars manage their identities according to the perceived rules of recognition. Identifying several contrasting understandings of what it means to act and to represent worth, the study shows that successful identity management requires a certain feel for the game of recognition. Involving the symbolic struggle of 'fitting in' and 'standing out,' strategies for identity work are shaped by scholars' social class background and gender. In demonstrating how the prevalence of project-based work accentuates the importance of identity performances on academic markets, the findings suggest that the concept of "identity labour" may open up new avenues of investigation.

Courses: Media Literacy, Collective Memory, Political History. Objectives: The aim of this unit is for students to understand the role of feature films in the construction of historical memory. The proposed teaching unit deals with the analysis of biases and the construction of narrative in war films. The class was divided into groups, and competition was declared; students were challenged to find as many mistakes as possible in three contemporary war films. Discussing flaws allowed the unveiling of narrative biases, myths, and the role of feature films in the construction of historical memory.

'Race applied to human beings is a "political" division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations' (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives "intersect" in a doctoral seminar in Thailand. Combining traditional academic structures and "collaborative autoethnography," we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often "proxies" for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand's racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized "selves" and let us "get" to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers' and students', their ethno-racial and socio-cultural identities, and as well, their socio-historic lives.

Few investigations of museums have examined the potential of varying displays as related to learning outcomes. This study focused on two museum spaces, presenting different historical events and featuring different objects' characteristics and arrangements, as related to seventh- and eighth-graders' learning and experiences during a self-guided visit. Students responses to pre- and post-visit questionnaires were analyzed qualitatively and via some statistical measures. Three major factors emerged related to students performance: (a) the relevancy of the represented topic to students' personal world, (b) the use of large and dominant objects as centerpieces that form a framework for processing the assembled information, and (c) the split-attention effect. Implications are discussed for objects' characteristics and arrangements in the museum space that promote learning.

The article describes the experience of Ukrainian teachers in organizing pedagogical work with preschool children by means of museum pedagogy. Museum pedagogy in Ukraine plays an important role in the process of socializing children by involving them in the historical and cultural heritage of society. It is an effective factor in the cognitive, aesthetic, mental, and creative development of preschoolers. The article reveals the role of museum pedagogy in the educational process of a preschool education establishment. The authors emphasize that in Ukraine today a significant role is given to the creation of appropriate development environments, and the search for new forms and methods of working with children. The article defines the basic principles and tasks of museum pedagogy as an innovative technology and describes the peculiarities of the work of museum staff and the criteria of their pedagogical skills.

In recent times, schools have begun to focus on issues of wellbeing, engaging with ideas from various fields such as positive psychology. It is in this context that there is a growing interest in humility, rather than this interest having emerged from debates in moral philosophy and moral education. However, to the extent that education for wellbeing initiatives might promote humility as a virtue, it is important to address the extent to which it can be considered as good. This paper critically explores the shift of humility from vice to virtue in the west with the advent of Christianity. Drawing on historical, religious, and philosophical sources, the status of humility as a moral good is brought into question. It is argued that humility can only be understood, like other virtues, within historical, political, and social context. Thus, it is in how humility is operationalised in contexts of social relations that we can evaluate its moral worth. As such, we suggest that educators and schools should take account of the contingent nature of humility, its paradoxes and politics, rather than promoting it as an unquestionable good.

The transition to a financialized economy has had a devastating impact on workers and consumers and exacerbated wealth and income inequality in the United States and around the world. In this article, the authors explain financialization, a two-fold economic strategy whereby individual corporations invest in the financial market- rather than make capital improvements- to earn a profit and global and domestic economies heavily invest in and depend upon financial, insurance, and real estate (FIRE) ventures. If the social work profession is to meet its obligation to promote social and economic justice, practitioners and students must understand this economic strategy and its consequences. The social work education, practice, and policy literature elaborates upon the role that practitioners can play in helping clients achieve financial literacy. This reflects a largely micro approach to the problems created and maintained by financialization. Macro interventions are required, however, since financialization is indicative of and exacerbates systemic economic inequality. Therefore, the authors identify suggested content for the generalist and foundation practice, policy, field, and continuing education curricula that identifies the knowledge and skills needed to help clients with their financial difficulties and challenges the underlying economic forces that contributed to them.

Purpose: This paper aims to confront some of the many facets of academic freedom as a whole, including the shared concerns with Western academia, its relationship to the politics of Arab society and the relevance of these issues within local political domains. It attempts to profile the problems hindering societal progress beyond the seemingly defined truth. While this subject has many facets, this article only examines academic freedom within the scope of knowledge and inquiry derived from the revered text of the Qur'an, including its relation to democracy and radicalism. It is an effort to refocus Arab intellectual dialogue on its ailing academia. It also argues for Arab society to reclaim its core culture of Islam as an enabler of learning aside from the Eurocentric perspective of academic freedom. Design/methodology/approach: This paper uses an expository and persuasive format in its novel perspective. This expository form sets out the argument of academic freedom as being indigenous to Arab-Islamic heritage and pursues a persuasive statement for its resolution. This format outlines the main familiar aspects of academic freedom and lays out its components within Arab-Islamic history. Findings: This paper provides insights and arguments supporting its main theory. It suggests that Arabs must judiciously consider what their education will look like and accomplish in the next 100 years, considering the sociopolitical status quo and the chances of changing it. It argues that academic freedom is indigenous to Arab-Islamic early history, academia and knowledge governance. Therefore, Arab academia must not ignore its heritage to examine what hinders education and intellectualism. It concludes with the point that reinstalling a culture of knowledge will create a relevant democracy. Research limitations/implications: The implications for research, practice and society are vast. Further academic freedom research would redefine terms of processes, change the role of academic leadership, debunk locally dominated politics, introduce learning-first policies, balance inequalities in gender, abolish academic tribalism and move past colonialist ideas and predominance. For researchers, this point of view would open doors for new scholastic approaches. Practical implications: This paper includes practical implications that stem from an approach that would provoke practical possibilities and call for more academic conversations. Further conversations should explore and debate the gaps in Arab-Islamic knowledge history. The Global South of the Arab World or the Middle East and Northern Africa/Southwest Asia North Africa region could consider drafting a contemporary MENA account of a Magna Charta Libertatis Academicae or a Magna Charta Universitatum that is galvanized by Arab revivable heritage. Moreover, It would be productive if Western universities that operate in the Arab World would also take an active role in denouncing undemocratic practices and not merely operate as commercial enterprises. Social implications: Realizing academic freedom in Arab institutions will have a positive spillover effect on Arab society, including thriving and free media, freedom of speech and gender issues. Academic freedom is one of the main elements in structuring free political culture that adhere to the principles of tolerance. Academic freedom is necessary for showing all contesting ideas in a better light and, ultimately, achieving a form of intellectual equipoise. Originality/value: This paper concerns academic freedom in the Arab-Islamic World. The majority of academic freedom scholarship today assumes a Western democratic context in discussing or even arguing against it. The paper's focus is a novel expansion of that literature.

The authors describe an undergraduate economics elective focused on the Great Recession and the recession resulting from the COVID-19 pandemic. They have taught the course with great success at both liberal arts colleges and research universities and at all levels of the curriculum ranging from a first-year seminar to an upper-level elective. They present a roadmap for instructors interested in offering the class. Although intermediate macroeconomics is assumed as a prerequisite, the authors discuss how they have adapted the class for students with different backgrounds. The course is divided into seven units: the housing bubble and asset pricing, housing policy and history, propagation and panic, monetary policy, fiscal policy, aftermath and international perspectives, and the macroeconomics of COVID-19. Sample assignments and readings are both provided.

An undergraduate course in development economics presents an ideal opportunity to introduce students to the importance of gender differences in economic outcomes. The authors of this article argue that a systematic integration of gender into development economics courses based on standard textbooks is feasible and desirable. They provide a gendered narrative of how to engender a development economics course in the Global North using as examples topics that are commonly taught and show how gender-aware scholarly articles, classroom activities, and assignments can complement a course based on a standard textbook or set of articles. They engender three main sections of a prototype development economics course: meanings and measures of economic development; strategies for economic development; and salient issues in development; and they add a forward-looking section on creating equitable development.

Chinatowns, as neighborhoods for overseas ethnic Chinese, have garnered considerable scholarly attention from linguistic landscape (LL) researchers in recent years. These investigations tend to treat old immigrants who have been tied to the neighborhoods for generations as the key text producers of LL, with far too little attention paid to the LL practices of new Chinese immigrants in Chinatowns, who are often associated with transnationalism and the rise of China. Focusing on Singapore's Chinatown, the present study attempts to explore Chinese Singaporean and new Chinese immigrants' linguistic choices concerning the Chinese-language signs displayed in the LL. Drawing on 326 instances of signs collected during site visits, the study found that Chinese Singaporeans and new Chinese immigrants make different linguistic choices when projecting their respective authenticities and identities. These findings suggest that there is indeed a linguistic basis for previously expressed arguments that Chinese Singaporean authenticity is threatened by new Chinese immigrants, shedding light on the need to examine the heterogeneity of Chinatown from the perspective of LL. This study enriches the scholarly understanding of LL practices within Chinese diasporic settlements in the East.

In the Winter of 2020, my introductory Canadian politics class started to develop its own online, collaboratively-built, open-access, introductory "textbook" on Canadian politics. Drawing on the principles of critical pedagogy, the assignment engages students in group work to generate plain-language primers that can connect with an audience beyond our classroom while contributing to knowledge-building in the field. Once submitted, students' work is compiled, edited and uploaded to the project website. Students have multiple opportunities to provide feedback about their experience and the project as a whole. Since the project was piloted in 2020, it has been used twice more in two Canadian politics classrooms, with plans for further expansion. This article chronicles the process of developing, revising, and expanding the project. It identifies the principles behind the assignment, and the challenges the project has faced so far. Further, drawing on scholarship demonstrating that colonialism, racism, and marginality remain peripheral to the study of Canadian politics, it imagines how a student-led, collaboratively-built online "textbook" might also work to contest the historic boundaries of the discipline.

Conviviality has travelled and been taken up in various national socio-political and historical narratives. We aim to add to this by examining conviviality in Finland where discourses of 'Nordic innocence' regarding colonial histories and racism has created an illusion of 'Nordic exceptionalism' regarding race and racism. Here we position media as a form of societal curriculum and a site of learning that reinforce innocence and exceptionalism. We build on their work by using comfort to attend to the affective underpinnings through which these national discourses are maintained. Finally, we use a media example to show how Finnish media use a comfortable conviviality to create and ideal of unthreatening difference.

In what ways can a community music education project based on historical re-enactment be a vehicle for transformational learning, empowerment and reconnection with community? In 2018, Serenading Adela was performed to celebrate and remember the 100th anniversary of a moment in history when women sang under the prison cell window of Adela Pankhurst, an anti-conscriptionist. The operatic work, which recruited 100 adult participants, was conceived and developed over almost 2 years and rehearsed for 5 months. The researchers were interested in participants' motivations and their experiences of engagement with a story of historical injustice. Data were collected by holding interviews and focus groups and analysed using thematic analysis informed by Freirean concepts. Five themes emerged, indicating that the pedagogical approach and ideologies of the directors enabled and nurtured collaborative connections, personal growth, new perspectives, meaning-making and empowerment for a diverse group of adults.

This paper employs Michel Foucault's "History of Sexuaity: Confessions of the Flesh" to shed light on the perplexing phenomenon of vaccine (mandate) resistance. It argues that vaccine (mandate) resistance, while seemingly irresponsible and selfish, is entangled with the same modes of 'truth-telling' that have been part of the basic structure of modern Western governance for centuries. The paper begins by introducing the problem of vaccinate (mandate) resistance as a pedagogical problem for educators who want to teach social responsibility as informed by sound scientific knowledge and research. It then outlines the triad of knowledge/science, power/governance, and subjectivity/being at the heart of Foucault's research as a necessary frame for understanding the sociopolitical and historical entanglements of science in modern Western governance. Lastly, the paper traces Foucault's study of early Christian writers such as St. Augustine in terms of how they help establish basic practices of truth-telling that still impact how subjects relate to power today. The ultimate goal of the paper is to show how exploration of the social, historical, and political realities of science related issues are vital for understanding issues of collective existence today.

This article recounts the lived experience of a Rwandan English teacher's journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country's changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider's perspective on Rwanda's switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent's story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism.

This article examines the current narrative of Chineseness in the context of higher education in Southeast Asia. We hypothesise that the concept of Chineseness at the macro-level has shifted beyond historical, ethnic, and cultural to include geopolitical, socio-political and economic considerations. At the meso level, we focus on unpacking Chineseness through the development of higher education institutions studying the case of Chinese established educational institutions in Malaysia, particularly in how these institutions articulate and portray their Chineseness in a multi-cultural higher education context. Having examined both macro and meso levels, the article discusses the importance and complexity of exploring Chineseness at the micro-level while also highlighting areas and gaps that have not allowed a more thorough understanding of Chineseness in the given context. Understanding this phenomenon allows us to explore the hypothesis of a shifting conceptualisation of Chineseness and thereby contribute to a more nuanced understanding of internationalisation and international students in higher education.

This article examines the role of code-switching in recreating the place, Palestine, that contemporary Palestinian memoirist Ghada Karmi was expelled from by providing a close analysis of the code-switched expressions and the plurality of voices and perspectives that this linguistic and cultural phenomenon imply in her work "Return: A Palestinian Memoir." While code-switching is a feature of diasporic writings, Karmi uses many code-switched expressions related to food, clothes, honorific titles and the historical event of Nakba so as to linguistically return to Palestine. However, Karmi's engagement with Palestine from past to present, her exploration of the political transformation of Palestine and her inability to feel connected to today's Palestine raises the spectre of co-existence between Palestinians and Israelis if Palestinian refugees return physically to Palestine. This possibility of co-existence between the two warring nations is further highlighted by Karmi's use of Hebrew code-switched words, which exist alongside code-switched words related to precolonial Palestine.

The study aims to investigate Okinawan identity development among individuals who grew up in Okinawa and came to Hawai'i to study at a university or community college. The grounded theory approach was used for the qualitative inquiry. Nineteen participants were interviewed about their self-descriptions, spaces where their Okinawan consciousness was provoked and influences of activities and learning regarding Okinawa and Hawai'i on their Okinawan identities. The results pointed to three dimensions of socio-psychological processes of Okinawan identity development in Hawai'i, namely: (1) self-identification as Okinawan in Hawai'i; (2) Okinawan consciousness and identity salience; and (3) a strengthened sense of Okinawan identity. The results were used to construct and discuss the core category of "being more Okinawan in Hawai'i", subsuming all the concepts regarding self-identification, consciousness and identity as Okinawan. The study demonstrated the probability that the more frequently Okinawan international university and college students self-identified as Okinawan and the more intense their Okinawan consciousness and identity salience became, the more likely it was that their Okinawan identities became stronger. The study elucidated the socio-psychological processes of Okinawan identity development in Hawai'i by examining the history and society in Hawai'i to contextualize the empirical results.

Worldwide initiatives have been promoting awareness on marine environmental issues. In Brazil Maritime Mentality Program arises from political disputes over the right to use maritime spaces, Coastal Marine Environmental Education shares the same theoretical basis as Environmental Education and Ocean Literacy appears in the USA and became globally widespread after its inclusion as one goal of Ocean Decade. Based on a literature review this article gives a panorama of the history, working groups, institutional links, theoretical framework and impact of the published material of these three working fields. The conclusion is that the conceptual framework of all three is limited and do not address the deep causes of environmental degradation which is the current social-political-economic system.

This paper describes a relatively new active learning approach--Design Thinking--and its adoption in two comparative politics courses. I draw on my experience using Design Thinking in political science courses to offer instructors another pedagogical tool in the active learning toolkit. I outline the rationale for adopting a Design Thinking approach and offer concrete examples of everyday design challenges and semester-long design projects for political science instructors interested in both low- and high-intensity options to replace or supplement sage-on-the-stage techniques and other active learning approaches. The article concludes with a discussion of potential benefits as well as barriers to implementation and what resources institutions of higher learning could provide to support Design Thinking courses.

This interview-based study with thirty doctoral supervisors in the UK focused on the diverse goals and intentions behind their supervisory activities, from which we derived a six-dimensional model of concepts of supervision. We explored how strongly each of these concepts featured in supervisors' intentions and whether this varied by discipline. Most of the intentions underlying the activities supervisors employed pertained to the concepts 'Enculturation' and 'Functional'; far fewer pertained to the concepts 'Emancipation', 'Critical Thinking', 'Care' and 'Preparation for Work and Life'. When supervisors were asked to identify the intentions behind their supervision practice more generally, not in direct reference to their activities, the functional perspective was less prominent. Some differences were observed between as well as within disciplines. The study confirms and extends previous research on concepts of graduate supervision and illustrates how supervisors' personal views, their 'conceptions', of supervision can be described in relation to the six concepts.

This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to "teach the people to know themselves." The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners.

For the sake of promoting peaceful and inclusive societies and building accountable and inclusive institutions, what can peace leadership educators do in the Here and Now to implement equitable quality education and promote lifelong learning opportunities? This question is raised within the context of the discovery of hundreds of unmarked graves of Indigenous children on the grounds of several former Indian Residential Schools across Canada. Emerging from the responses to the question raised, the authors offer a peace education model that includes four distinct yet interconnected aspects for college student leadership educators (i) be principle-centered; (ii) be courageous in challenging questions asked, (iii) be purposeful by enabling safe spaces where learners' stories can be told and heard, and (iv) be imaginative by choosing hope rather than despair.

This article begins with an overview of the literature on language commodification and the Marxist critiques of this concept. I argue that, while these critiques have raised pertinent issues surrounding the concept of language commodification, they are limited by their reliance on Karl Polanyi's notion of fictitious commodification, which suggests that entities like land, labor, money and, likewise, language cannot be commodities because they have not been produced to be sold in the market. Drawing on Nancy Fraser, who suggests that fictitious commodities are different from regular commodities not because of their ontological status but because of the role they play in maintaining the conditions of possibility for human life, I try to reorient the debate on language commodification by proposing a new theoretical understanding of this term, grounded in a Marxist approach to language as a social, historical and ideological practice.

This paper examines the changes in infant homes for children under the age of three in West Germany after the Second World War by combining two research perspectives. First, it will show that the increase in institutional care in the decade after 1945 was not simply dictated by a growing number of orphans. Instead, it primarily resulted from the way how authorities dealt with single mothers and their children. In a second step, the adverse influence of "Maternal Care and Mental Health," the WHO report by British psychiatrist and psychoanalyst John Bowlby, will be analysed. It will become clear that this monograph from 1951 was enormously influential within West German infant home education, such that institutional care for children under the age of three was almost completely abolished only a few years later. Thus, the paper contributes to the historization of residential childcare and of attachment theory.

The Immigration Restriction League (IRL) made literacy, and by extension education, a major aspect of immigration reform in United States in the early twentieth century. Appealing to an educated, conservative constituency, it promoted a literacy test aimed at systematically excluding "undesirable" immigrants. Literacy was initially treated as a learned skill, but eventually became linked to fixed, presumably heritable traits. The justification for requiring these tests was directly influenced by the growing Eugenics Movement. Literacy thus became intricately tied to an expanded conception of race and, consequently, the imagined worthiness of different ethnic and nationality groups. The 1917 Literacy Test Act, also referred to as the Immigration Act of 1917, limited migration to the United States and marked the IRL's eventual success. By that time, however, such tests had become seen as a proxy for presumably rigid, racialised, national characteristics, and the IRL pushed for even more restrictive measures. IRL members remained active beyond the First World War and contributed to the extension of immigration restriction policies in 1921 and 1924.

Scout Rally at Birmingham and Imperial Scout Exhibition organised in July of 1913 by the Boy Scouts Association constituted educational propaganda of the British Empire. The term "imperial", which was used in the British press, reflects the ideological meaning of this outsized event which gathered scouts from the United Kingdom and its dominions, and much smaller groups of scouts from Europe, including quite numerous groups from Poland. In the eyes of Poles, British "imperialism" or "patriotism" confronted as an ideal compared to Russian and German rule, and their attitudes were enthusiastically Anglomaniacal. This is the psychological key to understand the attractiveness of performing on the British arena for the representation of the young generation of Poles who were invited. For Polish scouts, the Scout Rally in Birmingham was an opportunity to demonstrate not only their skills but also patriotism as a function of political presence. This is how the Polish press understood these things, and which after the British -- what needs to be emphasised -- paid the most attention to the events in Birmingham. The most important Polish dailies publishing in Cracow, Warsaw, Poznan, and Lvov (now Lviv) closely followed the course of the rally, which was given the rank of success by a two-sentence "depeche" from London and a lengthy letter published in the "Czas" daily paper. The object of interest for the author of the article is the book written by the founder of Polish scouting, Andrzej Malkowski, which constitutes a noteworthy record of observations made by him during the Scout Rally as well as those made by other organisers of the Polish delegation's trip and of letters from journalists who accompanied this delegation and sent their correspondence to the Polish press from Birmingham, London, and Paris. Only one journalist broke out from apologetic opinions about the excellent performance of Polish scouts, who noticed shortcomings in performance and wrote about them. The article introduces the content of these letters and interprets and compares them. The opinion about the triumphant rally in Birmingham rooted firmly in Polish public opinion, constituting an important element of the founding myth of Polish scouting, which in the history of this movement is worth noting.

Inspired by a desire to explore ways in which non-Indigenous Australians can meaningfully connect with Aboriginal and Torres Strait Islander peoples, this article reflects on my doctoral studies and the role educators can have in holding space for First Nations peoples to directly contribute toward the creation of mutually rewarding teaching and learning experiences. It specifically evaluates the processes involved in establishing and implementing a project centered on my senior secondary music class as the students engaged in the collaborative reworking of two songs shared by Ngiyampaa composer and dancer, Peter Williams. The article is intentionally reflexive as it interrogates the journey and motivations behind conducting the study. As a non-Indigenous teacher-researcher, I table three foundational pillars behind my personal growth in understanding Aboriginal and Torres Strait Islander histories and cultures: the music, the academic literature, and most importantly, the local community. The article then discusses the challenges and factors that lead to the success of the musical interactions in the doctoral study--a process understood as co-composition--and critically, the transformative learning experiences gained as reciprocal relationships were forged during various stages of the project. Rather than promoting co-composition as a pedagogical strategy, this article encourages a heuristic approach to increased and effective inclusion of Aboriginal and Torres Strait Islander music in secondary music classes. By setting out in autoethnographic form the experience of implementing a considered, decolonial, and ethical approach to learning from and through Aboriginal and Torres Strait Islander music, I hope to encourage educators to imagine themselves in a narrative of their own, one that includes their students and members of the local First Nations community, leading to rich and rewarding musical collaborations and ongoing fruitful relationships.

The centralized compilation and use of educational materials for the three subjects of language arts, ethics and the rule of law (ideology and politics), and history are important moves in the fundamental task of creating educational materials to build up the state's authority and instill virtue and nurturing the young. Here, centrally compiled educational materials for language arts have unique advantages with respect to strengthening education in the standard spoken and written Chinese language, enhancing the cohesion of the Chinese nation, and so on, and they play an irreplaceable role in forging a sense of community for the Chinese nation. Centered on the "Five Identifications," this study sets out from the three-dimensional perspective of cognitive factors, affective factors and behavioral factors, to build a framework for analysis of educational materials based on the connotations of the sense of community for the Chinese nation. The characteristics of the representation of the connotative factors of the sense of community for the Chinese nation in centrally compiled educational materials for language arts are: The educational materials comprehensively and emphatically embody the educational content of the "Five Identifications"; the educational content for the different types of identification comprehensively addresses educational objectives in the three areas of cognition, affection and behavior; and educational content on cultural identification is the most enriched. Among the inherent mechanisms for forging a sense of community for the Chinese nation through the centralized compilation of educational materials for language arts, the first is organically integrating the connotative factors of the sense of community for the Chinese nation on the basis of the patterns of the subject of language arts as well as curriculum standards; the second is to use cultural identification as a focal point in promoting education for the "Five Identifications," while highlighting the unique value of the subject of language arts; and the third is to comprehensively strengthen education for identification with the community of the Chinese nation centered on the text selection system, in combination with the design of form factors and educational activities. The main pathways for forging a sense of community for the Chinese nation through the centralized compilation of educational materials for language arts are: (1) Synchronously strengthening identification with the community of the Chinese nation in the process of improving students' language arts skills and accomplishments, based on the learning situation; (2) Creating three-dimensional educational objectives for education in the community of the Chinese nation on the basis of cognitive patterns, to build firm ideological foundations; (3) Applying diverse teaching methods and educational techniques to promote consolidation of the sense of community for the Chinese nation in language arts studies and in life. [Translation by Carissa Fletcher.]

In today's globally interconnected society, the scope of musics from diverse cultural traditions has grown to embrace many different styles of music, including original/traditional versions and transformed versions (e.g., Western arrangements for ensemble versions of culturally diverse musics and contemporary folk music). To properly educate students about different styles of culturally diverse musics, it is important for teachers to understand each style and gain specific instructional strategies before being able to teach them in a respectful way. In this article, I provide teachers with several steps to prepare to teach culturally diverse musics (i.e., research, resources, evaluation, and partners). Furthermore, I suggest essential considerations for teaching transformed versions with integrity.

This article examines a concept called 'curriculum violence' that offers a contribution to the field of curriculum studies, in deepening both teachers' and scholars' awareness of the ways in which our best intentions in the drama classroom may lead to potential harm for our students. We present two drama structures, both Canadian; the first by Carole Miller and Juliana Saxton and the second by Larry Swartz and Debbie Nyman. We then discuss what we view as a High risk issue; a new provincial curriculum to be implemented in Alberta, that we view as causing potential curriculum violence to students.

This article explores the use of an interactive mnemonic device called a "Map of Memories" to navigate the museum theater production "Our Footprints," staged in 2017 in the Bergtheil Museum in Durban, South Africa. The Map is an interactive tool used by audience members to explore the exhibits and the performance through connecting their own memories and understandings to what is seen and experienced. The Map, along with the performance, encourages emotional and personal connections to the factual content of the museum exhibitions, with the aim of promoting stronger opportunities for remembering, learning, and new insight.

Research on beginning student teachers' motivations for becoming teachers has shown that they want to contribute to the lives of their students and to society; however, few of these studies have addressed beginning student teachers' views on what education is for in relation to the development of both their future students and society. To examine their motivations and ideals, we conducted a survey among 498 secondary student teachers of history and English language at three Dutch teacher education institutes. The student teachers entered a four-year bachelor programme. The results of the factors influencing teaching (FIT)-choice scale show that motivations representing social utility value were rated the highest. Regarding social development, the highest-rated ideals were autonomy and social commitment, and of the ideals focussed on qualification, subject matter knowledge was rated the highest. We found some differences in motivation between student teachers of history and those of the English language; for example, the former's subject matter motivation was higher than that of the latter. A correlational analysis revealed significant moderate correlations between motivations and educational ideals. In the discussion, we address the implications of our findings for teacher education.

Although memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliación (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students' understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective memories of violence.

Purpose: This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning. Design/methodology/approach: The article primarily makes a theoretical contribution. It does, however, draw on, and is informed by, the design of a large-scale study that sought to improve teaching and learning in mathematics with the particular aim of improving grades of post-16 learners in national examinations in England. Lesson Study was central to the designed intervention and such design is explored from the two theoretical perspectives. Findings: Theoretical analysis suggests how the careful design of Lesson Study can facilitate both individual and collective learning in terms of the theories networked here. In particular, it is suggested that supporting collective learning requires careful attention to how "disturbances" in activity systems need to be designed for rather than being left to chance and how architectures that can support individual learning in terms of identity development should pay attention to supporting emerging practices as well as defining what is non-negotiable. Originality/value: The article takes a novel approach by coordinating and combining two different, and well established, theoretical approaches, which, significantly, are used quite widely in social science research. Together they provide a rich view of learning at both individual and collective levels and suggest ways in which we might better support design for Lesson Study.

At the turn of the twentieth century, the Philippine archipelago transitioned from nearly 400 years of colonial occupation under the Spanish to imperial occupation under the Americans. This analysis interrogates the dynamics through which the heterogeneous languages of the Philippine archipelago were maintained alongside state-sanctioned languages that over time came to create and sustain various "forms of consciousness" potentiated around the nexus of language. Using a theoretical foundation that intertwines Gramsci and Bakhtin's understanding of the heteroglossic nature of language, the ways in which the interanimation of languages emerges as a potential site for the realization of certain forms of political consciousness is explored. This analysis interrogates the tensions emergent in forms of discourse linked to the question of language that gave rise to the contemporary linguistic situation in the Philippines today, both "from above" as well as "from below" at the "fin de siècle."

To date six states (Oregon, California, Colorado, Illinois, Nevada, and New Jersey) have adopted legislation that amends curricular standards to include affirming representations of LGBTQ+ people and identities in schools. Nonetheless, the legislation falls short of clarifying what constitutes an LGBTQ+ inclusive curriculum. Thus, the decision of what to teach is left up to individual districts, schools, and, in many cases, individual teachers who rely on their own interpretations of "positive representation" to adhere to new mandates. In recognizing the negative schooling experiences of Black LGBTQ+ youth, the fact that informal LGBTQ+ curriculum often centers whiteness, and the lack of clarity around what constitutes LGBTQ+ inclusive curricula, in this article I draw on Queer of Color Critique (QOCC) to analyze the practices of ballroom educators and present their approaches to curriculum as a guide to designing LGBTQ+ inclusive curriculum that responds to the realities of Black LGBTQ+ youth. As a framework, QOCC requires researchers to: (1) explore the resilience of queer people of color and their communities as they navigate oppression; (2) rely on the experiential knowledge of queer people of color as a primary source of knowledge production; and (3) examine how queer people of color use their agency to defy the constraints of queer of color marginalization.

Lev Vygotsky (1993) described deaf ontology as dynamic interactions that uniquely but inexorably synthesize biology and society. The "deaf biosocial condition" is a deceptively simple theory. Principally, it clarifies imbricated issues of axiology, power, and knowledge by centering positive adaptive compensations that sublate deafness. Using Vygotsky's theoretical proposals, I organized four distinct paradigms of deaf research and analyzed a historical case of sign language deprivation from Soviet Russia in the 1930s. On the basis of this critical literature review and case analysis, I posit that a paradox of inclusion comprises the heart of deaf education, which forces stakeholders to make choices about ethics and evaluate their consequences. Vygotsky urges practitioners to reject disablement and pathology and instead to uplift visuality and multimodality. These foundational values disrupt harmful conditions, improve teaching and learning, and encourage deaf people to transform the deaf body and mind through society.

This paper examines the contributions of mapping research to critical qualitative research methodology. Mapping research is introduced, along with its history, the prevalence of geo- and socio-spatial theoretical frameworks used with the methodology, and the predominant framing of mapping research in the field of education. The main goal of this paper is to share some of the wide variety of approaches to mapping research to help scholars understand where the methodology comes from, where it is going, as well as its scope, strengths, limitations, and possibilities for critical qualitative research. Three diverse examples of mapping research are analysed in detail with attention given to their theoretical and methodological contexts, prompts and generated artefacts, as well as strengths and limitations.

This paper conceptualises one possible antidote to the conditions that produce public mass gun violence (PMGV) in the United States. I begin by illuminating how PMGV is a backlash to the nation's 'founding' on the violent divisions of colonisation and coloniality. I then inquire: If PMGV is a reflection of a deep societal wound, what methodologies and educational considerations can we engage to prevent violence and promote healing? I explore an ecology of knowledges (EoK), cognitive justice, and transdisciplinarity to envisage how Other ways of knowing already figure into pedagogical practices that alleviate violence and create anti-oppressive societies. These theories unsettle Western and colonial logics that rely on contradictory thinking (e.g. good or evil). The theories also encourage us to get to know the 'other' in ourselves in order to get to know the 'other' in the disaffected, work with him, and soothe his desires for violence before they erupt.

For the past five years, the Alutiiq Museum and Archaeological Repository has been documenting intricacies of the Alutiiq language with the help of Elder speakers and a grant from the National Science Foundation (#1360839). The project's primary focus has been recording vocabulary, grammar, and ways of speaking for this threatened Native Alaskan language. However, historical texts also offer insight into Alutiiq speech. In the late 1700s, foreigners began writing words and phrases in Alutiiq, creating rare records of the language as spoken in the eighteenth, nineteenth, and early twentieth centuries. Staff members have been searching archival texts for archaic Alutiiq vocabulary to bring awareness of it to community members. Archives in Berkeley, California; Washington, DC; and St. Petersburg, Russia, have provided valuable linguistic information for addition to the corpus of Alutiiq language documentation. The project is breathing new life into ancestral vocabulary by sharing it with the last generation of first-language Alutiiq speakers for pronunciation and interpretation. It is also allowing students of Alutiiq to learn aspects of the language that have not been used in living memory.

The authors recount a collaborative art-making journey centered on self-reflexivity to sustain a partnership across racial, social, and cultural differences. The image of a chair, re-imagined as a Humble Chair, was a symbol to anchor critical inquiry. The authors' explorations provide a pragmatic and artful approach to fostering cultural humility.

The definition of what constitutes a conflict, in terms of both time and events, has been consistently debated in the historical study of social phenomena. What has become increasingly clear, however, is that the methods used to define it are generally biased as they are highly dependent on the perceptions of the researchers who establish them. Using Mexico as a case study, we tested a data-driven method for periodizing long-term homicide trends. We found structural break analysis and Markov-switching regression modelling to be useful methods for periodizing long-term time series data of homicide rates, without an "a priori" or skewed definition. We also found that the current trend of increasing homicidal violence may prove difficult to reverse given that historical structural shifts in Mexican homicidal violence are unlikely events in the long term.

This paper focuses on the linguistic evolution of the Tianjin speech community in Sabah, Malaysia. From the perspective of restructuring of speech community, the paper integrates both micro and macro levels of language change into the analysis. Several methods were adopted in this study. Interviews were conducted with community leaders and various families. Besides, an ethnographic approach is taken to observe language use in different activities within the community. In total, 17 Tianjiners were interviewed who were from four generations (G3, G4, G5, and G6) and several community activities were participated. Despite all the social changes within the community, the Tianjin people (also known as northern Chinese) still manifest a strong group identity which differentiate themselves from southern Chinese, such as Hakka in Sabah. The strong group identification goes well with its diversity, which is one of the characteristics of the Tianjin speech community.

This article analyses the youth social movements in Hong Kong employing 'conscientisation' popularized by Paulo Freire. It is argued that the youth, as historical beings, promote humanisation by seeking to effect structural changes with the help of the social media. However, the youth-led movements in Hong Kong differ from Freire's ideas in two significant ways. First, the increasingly violent nature of the protests departs from Freire's emphasis on peaceful resistance. Secondly, Freire's call for loving dialogue is not evident in Hong Kong despite meetings between the authorities and protesters. Hong Kong highlights the usefulness of the notion of conscientisation in shedding light on the youth social movement in an Asian context. At the same time, the developments in Hong Kong extend the existing literature on Freirean thought by situating it in a Confucian cultural setting.

The concept and connotation of critical thinking are formed based on human activities and social development in Europe and America, while relevant studies in East Asia are lacking. How to deconstruct the characteristics, formation and deep reasons of critical thinking in the East based on its continuous and dynamic human activities is still a challenge. Taking China as the research object, we reveal that the East also produces logic-based and intense critical thinking, and gradually integrates the characteristics of inclusiveness, euphemism, and result-oriented noun in the evolution, which can be attributed to the influence of war, religion, and nomadic and agricultural conflicts. This study is of great significance to the in-depth fundamental understanding of oriental critical thinking. It also holds promise to promote critical thinking education in East Asian countries and the cultural exchanges between the East and the West.

Purpose: This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970-1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia. Design/methodology/approach: We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children. Findings: We propose that these oral histories shed light on how the concept, early intervention--a child development principle that became axiomatic from about the 1960s--significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology. Originality/value: The paper contributes to a sociological/historical literature of "parenting for education" that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of "early intervention" as a historical phenomenon rather than a "common sense" truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers' choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students' lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as 'barriers', we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities.

Purpose: The purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). Design/methodology/approach: Using mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere. Findings: The paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the "club habit" for such women was a substantial historical phenomenon at this time. Originality/value: This is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.