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The purpose of this study is to investigate challenges and tensions encountered by university supervisors working with student teachers in dual language immersion (DLI) settings. Despite the growth of Utah's statewide DLI program, Utah university teacher programs have few faculty members familiar with the partner cultures and languages of Utah's DLI model. Drawing from a larger multiple case study, this study examines three non-Chinese university supervisors' written reflections and focus group transcripts during supervision in Chinese DLI classrooms. Findings suggest the challenges and tensions encountered by these supervisors were not just cultural in nature; at times, university supervisors were unfamiliar with the DLI model and/or unsure of whether challenges were products of cultural differences, the DLI program, or other influences.

The COVID-19 pandemic challenged education systems as a whole, which had to act on emergency and without previous experience. The aim of this study is to examine the Spanish Government's response to the lockdown scenario through social media and the current (post-pandemic) activity. We collected the Twitter output of the 11 accounts linked to educational and cultural bodies and institutions of the Spanish Government and the interaction of citizens with them. We undertook analyses of social media output in pandemic and post-pandemic times. At the same time, we conducted a content analysis of the 126 tweets posted during the pandemic that had the greatest impact. The results point to increased production during the pandemic and a peak in interactions during the period of strict lockdown. The qualitative analysis reveals that Twitter is mainly used as an information and unidirectional communication board, where the Spanish Government's commitment to resources and tools based on open licences stands out, offering alternatives for Education in times of COVID-19, mainly to teachers. Finally, the analysis has allowed us to identify elements of success in social media communication.

The current study examined Thai EFL Mattayom learners' pragmatic discourse of givenness via A-movement constructions. While previous studies focused on Thai undergraduate students and their error production in passive voice, this study innovatively contributes to the field by selecting a different group of participants. The participants in this study were 67 Mattayom students in Thailand, of which 45 were from public schools and 22 were from private schools. The participants were asked to write an academic essay on the topic of Thai Soft Power, which is the Thai government's campaign for tourism and culture from 2023 to 2024. The data analysis follows the principle of pragmatic discourse of givenness. The SPSS version 29 was used for the data analysis to seek a correlation between the production of passive voice by EFL learners and pragmatic discourse of givenness via A-movement constructions. The study showed that there is no statistically significant relationship between the production of passive voice by EFL Mattayom learners and pragmatic discourse of givenness where the p-value is reported at 0.79. It seems that Thai EFL Mattayom learners have not yet acquired the pragmatic discourse of given and new information in producing A-movement constructions in English. The discussion is given in the scope of a lack of experience of writing passive voice with other discourses. In addition, the traditional styles of teaching active and passive voice as interchangeable structures in Thai schools do not support the actual use of A-movement constructions in practicality. It is recommended that pragmatic discourse of givenness via A-movement constructions should be built into the curriculum for Thai EFL learners to develop cohesion in writing academic texts.

This large-scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self-reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken in teacher preparation programs. Taking general children's and young adult literature courses, and specific courses on diverse literature and global literature was found to be related to teachers' responses to questions centered on selecting, evaluating, and integrating global and culturally diverse literature. These courses may be pivotal to increase the needed integration of global and culturally diverse children's and young adult literature into secondary and elementary classroom instruction.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy--skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research.

Across courses in the social sciences, instructors confront the challenge of how to teach (theories of) culture, yet no consensus exists as to what helps students best comprehend and digest its full complexity. This article offers a metaphorical and heuristic approach to culture that is accessible, multifaceted, and reflective of a wide range of important sociological theories and concepts. Five metaphors are introduced: culture as a training ground, battleground, playground, campground, and fairgrounds. Practical applications and suggestions for organizing a course around these five metaphorical grounds are discussed and outlined.

Contribution: Longitudinal video reflections are a unique approach to assessing student learning in study abroad. This study utilizes this method to understand the experiences of ten engineering students. The results show how their learning experiences changed over time and how the students connected these experiences to culture and engineering. Background: Study abroad research has demonstrated that students learn through a variety of experiences while abroad, but this research has been limited by narrow assessments, limited longitudinal data, and a lack of connection to engineering. This study uses longitudinal video reflections to explore student experiences in study abroad programs in a holistic way, capturing a wide range of learning outcomes over time. Research Questions: What types of significant experiences do engineering students abroad discuss in weekly reflection videos? How do engineering students abroad connect their significant experiences to engineering? Methodology: The critical incident technique (CIT) was used to collect video reflections from ten students for 14 weeks during a semester abroad. Their experiences were characterized using CIT methods and tracked shifts in incident types over time. The results show which types of experiences resulted in students reflecting deeply about cultural learning and engineering learning. Findings: The experiences students described in their videos shifted from a focus on communication and environmental factors early on to more cross-cultural comparison later in the program. Certain types of incidents resulted in cultural reflection, while others led to engineering learning. Communication incidents often served as a connecting point between engineering and cultural learning.

This article offers some reflections on education in the Portuguese state system, based on family experience. It contextualises the recent emergence of that system and describes characteristic elements of its organisation, culture, curriculum and practices.

The advance in employing digital technology in education is often accompanied by a dominance of Anglophone digital corporations and tools, and a dominance of Western models of education, resources, practices, and concepts. This influences many aspects of teaching and learning and causes ongoing threat to societies, cultures and communities outside the global and national mainstream, especially those that are small, marginal or fragile in terms of the preservation and enhancement of their own culture and institutions. This paper addresses these threats within the Palestinian context by reporting on a study that explored educators' perceptions of the influence of culture on social media use in education. The conceptual framework that guided this study includes theories of Connectivism such as Siemens' and theories of cultural dimensions such as Hofstede's'. The study used semi-structured interviews with 18 educators at three Palestinian educational institutions who apply different teaching modes. The findings reveal nine cultural aspects that influence educators' perceptions of social media and its use for educational purposes. They also demonstrate the influence of culture on some Connectivist practices in the Palestinian context. Other factors, such as the Israeli occupation were found to affect educators' practices and perceptions. The study reveals cultural aspects that are not included in Hofstede's Cultural Dimensions theory, and this serves to underline that Hofstede's cultural dimensions only provides a partial or incomplete understanding of how culture influences educational technology use in the Palestinian context. The study provides a foundation for future thinking about decolonizing research methods, developing modern pedagogies and appropriating some global concepts within the Arab context.

The main purpose of this research is to reveal the identity to be constructed with the illustrations in the life science textbooks in terms of identity types. Case study, one of the qualitative research designs, was used in the research. The data sources of the research consist of the 1st, 2nd and 3rd grade life science textbooks taught in Turkey in 2021-2022. The research used 'content analysis' to provide a detailed description based on the purpose of the study. The illustrations in the life science textbook of the 1st, 2nd and 3rd grade are coded separately with regard to the types of identity in the literature. Categories and themes were the result of the combination of the codes. In life science textbooks, only illustrations that could have a connection with identity construction have been analysed. As a result of the research, it has been determined that the illustrations for the collective identity are prominently included in the life science textbooks. In the theme of collective identity, there are illustrations emphasizing national, social and religious identity. For digital identity and universal identity topics, there are a limited number of illustrations.

Combining images, comparing and linking them in chains, clusters and texts is a cultural practice that was not invented with digitisation. It dates back to the nineteenth century, when the invention of photography facilitated the task of copying artworks and other cultural material, and putting them in different contexts. Later, with the invention of the moving image, the gesture of montage was developed as an entirely new device of narration and thinking. Alain Bergala refers to this cultural practice when he proposes, in "The Cinema Hypothesis," the combination of film clips as a film-pedagogical praxis as well as a research method. This article investigates the theoretical, cultural and practical aspects of this method, in revisiting a wide range of writings by Jacques Rancière, Roland Barthes, André Malraux and Wsewolod Pudowkin, as well as materials from Aby Warburg's "Bilderatlas" and the found footage film "Why Don't You Love Me?" by Christoph Girardet and Matthias Müller (1999). Furthermore, by comparing an extract from "Grigris" by Mahamat-Saleh Haroun (2013) to Sandro Botticelli's "The Birth of Venus" (1485/6), the didactic potential of this method is explored. The article thus considers the pedagogical, aesthetic, cultural and filmic aspects of the practice of 'montage' in its most basic sense: the combination of (audio)visual material. [Translated into English by Michael Wood.]

The internationalization of higher education has changed over time due to government programs and incentives. In response to these demands, universities have sought to develop internationalization actions that encompass the entire university community. This article aims to analyze the internationalization strategies contained in the plans and policies of Brazilian higher education institutions (HEIs) that participate in the Institutional Internationalization Program -- CAPES PrInt Program. It is a qualitative study, conducted from documentary research, and data processing was carried out based on content analysis. Data analysis showed five priority areas: Teaching; Language Policies; Research; Outreach, Culture and Art and Management. Among internationalization strategies developed by HEIs in Brazil, no predominant internationalization model exists, but the coexistence between the different forms of internationalization characterizes the search for an identity that reflects the features of Brazilian higher education. The results reveal the direction that Brazilian HEIs are taking toward the institutionalization of internationalization and its contribution to the consolidation of the field of internationalization of higher education.

Organizations must dramatically pivot in a post COVID environment. Social pressures and changing work habits will shift corporate directives and strategies. The demands and challenges of this increasingly important corporate initiative (Diversity, Equity, Inclusivity) has been elevated and accelerated post COVID. Organizations and subsequently, leaders are in search of strategies and tactics to instill DEI as a core value in their enterprises. This is deemed critical for internal operations but also for external relationships. Increasingly, the best and the brightest will align with organizations that value the virtues of Diversity, Equity, and Inclusion. This research interviewed key executives to discuss their strategies for the future. Relevant research on the topic has been presented to provide a comprehensive view on DEI imperatives for organizations with employees. The findings of this research indicate it is a priority and there are core elements to be considered by every leader. The research specifically explores three core concepts: Culture, Communication, and Courage.

In the study, the Principal-Teacher Relationship Scale, created originally by Zee, Roorda, and Hanna (2023), was subjected to an adaptation study for Turkish culture. In line with this aim, data for the study were gathered from 389 teachers working in primary and secondary schools located in the districts of Konya, Turkey. The Principal-Teacher Relationship Scale (PTRS) was used as the data collection tool in the study. The PTRS is a two-dimensional scale consisting of a total of 10 items. As part of the adaptation of the PTRS into Turkish, permission for scale usage was obtained initially. Subsequently, the process of establishing the Turkish language equivalence of the PTRS was initiated. After completing this process, data for the study were collected and analyses were conducted. Within the framework of data analysis, the validity and reliability of the PTRS were tested. Confirmatory factor analysis was used to evaluate the validity of the PTRS's two-dimensional structure. The reliability of the PTRS was evaluated using Cronbach's alpha coefficient. Based on the validity and reliability analyses, it was concluded that PTRS is suitable for use in Turkish culture and is a valid and reliable data collection tool.

This research aims to reveal the metaphors used by 6th grade secondary school students regarding the concept of culture in social studies. In this qualitative research study, the researchers interviewed 80 students -- 40 girls and 40 boys -- regarding their metaphors concerning the concept of culture. We conducted content analysis to analyze the data collected. We categorized the metaphors under five titles. These categories are cultural element, heritage, leader, continuity, and unifying. The study observed that the students mostly associated the concept of culture with the concept of history and tradition and defined the concept of culture mostly through cultural elements. In addition, in the study, the researchers observed that the participants did not develop a negative metaphor about the culture and perceived the beneficial aspects of the culture. We can say that the social studies course and the curriculum successfully foster a favorable perception of culture.

The relevance of our study is related to the need to help adolescents effectively cope with the challenges of modern society, which is characterised by increased tension, aggressiveness and conflict. The lack of social skills and demonstration of violent ways of overcoming contradictions by adults leads to an increase in conflicts among adolescents. The purpose of our study is the development of conflictological culture in older adolescents. We adhere to Shcherbakova's definition (2010), according to which conflictological culture is an integrative quality of personality, which is based on humanistic values. Its structure is represented by the culture of feelings and thinking as well as behavioural and communicative culture. The sample consisted of 307 adolescents, 16-18 years old, living in Chisinau. To identify the level of development of conflict culture, we used the method developed by Shcherbakova (2011). Based on the obtained data, we developed the program of conflictological culture development. The cognitive-behavioural approach of A. Beck (2017) acts as a methodological basis of the psychological training program. Twelve adolescents, with a low level of conflictological culture development, participated in the training. The following changes were obtained in the study sample: adolescents demonstrate a greater ability to prevent and manage conflicts at all stages; they show a greater readiness for dialogue, the ability to adequately verbalize their own and other people's experiences; and to a greater extent they possess the techniques of assertive communication compared to adolescents from the control group. The obtained results confirm the effectiveness of the program developed by us and the validity of the hypothesis of the study. The novelty and practical significance of our study is determined by the fact that conflictological culture is studied for the first time in our country. Our proposed program for the development of conflictological culture can serve as a basis for educational programs that develop skills to prevent and overcome conflict situations among adolescents.

This study aimed at identifying learning cultures in various workplaces thorough an emergent grounded theory study. To gather data, in-depth interviews were conducted on 127 employees of small to large companies to reach a vast breadth and depth of data. For the purpose of inclusiveness, a maximum variation strategy was adopted for sampling to select participants purposively from manufacturing, knowledge-based, business and service companies. The data were thematically analyzed at two levels, namely initial and secondary coding. To establish credibility, three dominant strategies were continuously used as member check, peer debriefing and external auditing. Consequently, a tripartite typology emerged to represent learning cultures in various enterprises based on three criteria: management approach, peers' reaction, promotion expectancy. To sum up, in the malicious learning culture, bad working habits are learnt and shared by staff and commitment to work is gradually minimized to the lowest possible. In the deterministic learning culture, a neutral learning climate dominates the workplace as staff perceive no link between self-development and job promotion. Finally, in the demanding learning culture people may clearly view sensible links between competency development and job promotion, so they try their utmost to keep up with the latest developments in their field to avert the risk of demotion or job loss. The study suggests that if enterprises plan to achieve and keep a competitive edge, they should focus firmly on creating a demanding workplace learning culture.

This article discusses and elaborates on the insights gained from the teaching of a course in "Environment, Literature and Culture" at a university in the north of Thailand. The course was designed as an invitation to English major students to develop sustain-abilities (vulner-abilities, attend-abilities, and response-abilities). In an effort to overcome the anthropocentrism of traditional humanistic ecocritical pedagogies, both the course and this case study have been framed by posthumanist ontology and educational theory. From this standpoint, curriculum and pedagogy constitute a relational, open-ended, more-than-human entanglement of agencies, practices, discourses, matters, and encounters assembled in the process of teaching and learning. The dialogical and situated invitations of this course contributed to assemble a literacy situation that seemed to foster in students an embodied, affective, experienced, relational sense of becoming-together with nonhuman others. While it is unclear whether the participation in the course will continue to motivate their collective and individual actions beyond this literacy situation, the encounters and relations between these students and the many nonhumans assembled in the ecocritical classroom constitute by themselves bewildering learning experiences.

Despite growing Indigenous Latine/x immigrant populations, Indigenous Latine/x parents' and families' diverse forms of involvement across schools and communities continue to be absent from greater discourses in education. This article explores an Indigenous Quechua and Mexican family's perspectives on multilingualism, culture, learning, and community engagement through danza azteca, a traditional Mesoamerican dance practice. This study asks, according to the focal family, what are some of the motivations for and lessons learned through their participation in danza azteca? Drawing on ethnographic research in California, the findings highlight how danza azteca was a way for the family to participate spiritually and civically in their communities across modes and languages, teach and learn about racial in/justice, and foster greater spaces for humanity. The article ends with a discussion and implications for research.

Integrating scientific disciplines through a transdisciplinary approach is a pivotal component of contemporary learning paradigms, fostering educational experiences that transcend monodisciplinary boundaries and embrace the integration of diverse fields. Addressing this imperative, we collaborated with educators in Indonesia to devise a learning framework that interweaves mathematics, biology, and cultural dimensions by utilizing the context of Tempeh production--a traditional fermented food in Indonesia. This article delineates the intricacies of our pedagogical design, encompassing eight key stages: briefing, contextualization, exploration, action 1 to action 4, and reflection. Furthermore, we present a comprehensive analysis of students' reflective writing, employing thematic analysis across six stages, namely description, feelings, evaluation, analysis, conclusion, and action plan. This initiative seeks to forge connections between scientific disciplines and to furnish students with theoretical knowledge and tangible and pragmatic experiences.

Background: Service culture refers to the practices, views and values within service organisations. Developing positive cultures has been thought imperative to improving social care, though day services and their cultures remain an under-researched area. For many autistic people with profound learning disabilities, day services are the sites at which they orientate their Monday-Friday adult lives and so service cultures are fundamental to the way they experience adulthood. It was thus the purpose of this study to explore day service culture through the perspectives and experiences of this group. Methods: This study took a phenomenological approach involving extended participatory observations with an autistic person with profound learning disabilities at their day service, as well as broader ethnographic work within this context. Data was analysed through theory-led thematic analysis. Findings: The study found that autistic people with profound learning disabilities contribute their customs and values to service culture in everyday life and that space, time and place were important in this endeavour. It highlighted how these customs and values could be adopted or challenged by the service, its staff and their established culture. Conclusion: It is argued that positive service cultures are ones in which day services acknowledge and respond to the views and values of autistic people with profound learning disabilities. A potential framework is discussed to support services with this aim.

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. "The Educational Forum," 2021; 85, pp. 364-376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.

We offer a Cultural Studies approach--a transdisciplinary field of study critically examining contemporary culture--to illuminate the roles of cultural producers and consumers in mediating the meaning of university rankings amidst a global media landscape. Using the case study of Quacquarelli Symonds (QS) and drawing on the concepts of: (1) meaning-making; (2) cultural texts; and (3) audiencing, we illuminate how QS, as a commercial ranker, aims to 'fix' meanings about quality and excellence in global higher education (HE) through its various outreach efforts. Based on a multi-method analysis of QS' digital texts, specifically a YouTube video and a press release, we demonstrate how interactions between cultural producers and consumers complicate a ranker's efforts to fix and diffuse meanings about HE. We argue that a Cultural Studies approach helps us probe the "meaning-making" process underlying university rankings amid a digital media culture.

The article synthesizes ideas from the capability approach, the embeddedness approach, and Nancy Fraser's three-dimensional scale of justice and develops a theoretical framework for understanding subjective well-being (SWB) as a positive functioning. It also proposes an instrument for measuring SWB and its relationship with participation in non-formal adult education. Using data from the European Social Survey, carried out in 2012, for 24 European countries and applying multilevel linear models for the analysis, the study finds evidence for a positive association between participation in non-formal adult education and SWB. The results show that differences in the SWB among people who have participated in non-formal adult education and those who have not are higher for those who have no higher education and are unemployed than for those who have higher education and paid work. This study also reveals that when people live in countries with better economic and democratic development and a more individualistic culture, the differences in their SWB by participating in non-formal adult education are smaller than when they live in countries with worse economic and democratic development and a more collectivistic culture.

In the late 1990s, linguist Deborah Tannen argued that America had become an "argument culture" characterized by an adversarial frame of mind when approaching the world and the people in it. Recent events appear to have added apocalyptic fears (not entirely unfounded) to our adversarial approach. How can we talk to each other in such a communication climate? The Winsome Conviction Project was launched in early 2020 at Biola University to help improve our conversations both internally and in our community at large. The Winsome Conviction Project encourages civility, but is even more concerned about the effective communication of deeply held convictions. Particularly important is helping people articulate their convictions, including their backstory, reasons, and doubts. We have hosted large public conversations, small group discussions between people with conflicting convictions, and discussion groups that probe contested issues and help people develop well-formed convictions. This paper will: (1) give a short overview of key challenges we faced (both institutionally and culturally), (2) describe how the Winsome Conviction Project engaged and responded to these challenges, and (3) summarize some provisional lessons to be drawn from our experience.

Nowadays, email communication is considered the most common and widespread computer-based tool that students use to communicate with their professors. This paper provides a framework for evaluating email communication between students and professors and examines the factors that may influence students' email style and professionalism. The research was conducted among Serbian and Slovenian students who contacted their professors by email. In order to evaluate the style of student email communication, the degree of formality, and the layout, we developed an evaluation form. Students were asked to complete an online questionnaire that assessed their attitudes toward culture, attitudes toward their professor and studies, digital literacy, use of social media, and self-perceptions of their communication skills. Responses were analysed and structural equation modeling was used to test seven hypotheses predicting the effects of factors that influence writing style in emails. As expected, the results show several differences in these factors in the two countries. First, in both countries, students' perceptions of their own communication skills influence their email communication style. Second, grade point average has a significant effect on email communication in Serbia but not in Slovenia, while attitude toward the professor is a significant predictor of email communication in Slovenia but not in Serbia. Moreover, in both countries, attitude toward professor is influenced by attitude toward study. Third, digital literacy has a significant effect on students' perceived communication skills in both countries, while culture affects communication skills only in Slovenia and social media use only in Serbia.

Bilingual teachers of Color navigate many in-between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of "nepantla." In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English-medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of "testimonio" and "nepantla" into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient "identidades nepantleras;" and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.

This paper is located within a larger study of children's voice and storytelling. The focus is on how children use artifacts, such as special objects and photographs, to tell stories about their lives. We studied the collaborative learning of educators, in two schools in Eastern Canada, as they used sharing circles and multimodal pedagogies, and worked to elevate and listen to children's voices during a period of pandemic teaching. This study examines children's things/artifacts as material culture and relates things/artifacts to artifactual literacies. The action research design included a consideration of children's voice in early years research alongside the collaborative professional development inquiry undertaken by educators in the study. An analysis of key findings as they relate to evolving pedagogies, including how artifacts were used to tell stories, and how voice can be viewed through this artifact sharing is presented. We argue that building voice and collaboration can result from pedagogies of classroom sharing and listening. Educators' challenges in this research and their classroom teaching during a constantly shifting set of teaching conditions are fore fronted. Insights from children's particular artifacts and their stories enhanced educator and peer awareness of difference, and of cultural practices in families. Finally, implications for practice, and future research possibilities are presented, along with an argument for viewing children's voice as emergent alongside classroom multimodal pedagogical practices that augment children's voices.

Common sense in practice was a significant finding of a qualitative narrative research project investigating the professional practice and learning of police in an Australian police jurisdiction. Police officers in this research emphasised common sense as an intrinsic attribute of policing. Conceptions of policing as a craft or trade, learned on-the-job, and police officers as artisans, have dominated police training. In recent years, in response to global trends to professionalise policing, organisations in most Western nations have established partnerships with tertiary and higher education institutions to provide integrated programs of professional learning and practice for police. This paper draws on Bourdieu's practice theory to examine the narratives of traditionally trained police officers' perceptions of common sense. Police officers' narratives revealed three distinct perspectives that supported the unquestioning acceptance and application of common sense to their everyday practice.

In this study, it is aimed to form methods of creating scientific creativity of students through speech culture. The study was carried out in the spring term of 2021-2022, with the participation of 354 university students, and was carried out in the quantitative research model. In the study, university students were given training for the formation of scientific creativity with a 2-week distance education model. In order to collect data in the study, the 'Speaking Culture and Scientific Research' data collection tool developed by the researchers was used. The data collection tool used in the research was delivered and collected by the university students' Google drive form method. The analysis of the data was made by using the SPSS programme, frequency analysis and t-test; the results were added to the research in the presence of tables. As a result of the research, it was concluded that the speech culture of the university students improved and the level of scientific creativity increased.

Sport is an important tool in terms of the health, social, and well-being of the person. Especially the types of sports that are increasing in popularity, such as yoga and fitness, are considered important. This study aims to examine the health culture and social desirability levels of university students who do yoga and fitness. The quantitative method was used in the study. In the first part, as demographic information; There are questions about gender, age, the type of sport he does, and how many days a week he is involved in sports. In the second part, the culture of being healthy scale developed by Alfrey et al. (2019) and adapted into Turkish by Ugras et al. (2021) was used. In the third part, the social desirability scale developed by Erzen et al. (2021) was used. After the data were collected in the study, first of all, the skewness-kurtosis homogeneity test and the Cronbach alpha reliability test were performed. In the homogeneous data, an independent t-test for paired groups and anova test for groups of three or more were performed with the SPSS program. According to the results of the study; in the subdimension of criticism of individual actions; It is seen that being male, being between the ages of 18-23, and doing yoga have a significantly higher mean value than the others.

This study aimed to examine the inclination state among selected Filipinos using the Appraisal Theory in evaluating the appreciation level as an advocacy perspective towards the Philippine culture and arts. This study employed a transformative mixed method research design, both quantitative and qualitative views were considered through a survey questionnaire, an interview, and an assessment process conducted at Espiritu Santo Parochial School of Manila, Inc. and the National Commission for Culture and the Arts, Philippines. They were selected through convenience-quota and purposive sampling based on the subjects' basic knowledge and appreciation of Philippine culture and heritage. The data were analyzed using frequency distribution and content analysis. Hake factor analysis was also used to measure the appraisal level in terms of art awareness and appreciation. The results revealed that the respondents grasped a high appraisal of the Philippine culture and arts. This implied progress factors in terms of art as a form of communication, museums as the priority tool for preservation and promotion, and the country's identity and cultural history as to reframe art appreciation. On the contrary, they adapted more to the culture and arts of other countries than to cultural roots due to factors that cause it to deteriorate such as foreign cultures and modern technologies adaptation, lack of knowledge and participation, and the primordialism of ethnocentrism. The researchers assessed that the theory exposed understanding emotions as it is evident that the respondents can reframe others with their beliefs and values towards Philippine culture and arts.

Social media is one of the most influential media in all sectors and structures of socio-cultural life, government law politics, science and technology, and especially education. One of the direct impacts on education is strengthening vs. reducing student character education. The purpose of this research is to (a) explore forms of directive speech acts, (b) identify politeness strategies for directive speech acts; and (c) formulate the implications of the politeness strategies directive speech acts of the #sahkanRUUPKS comments on social media towards student' character building in the era of global computing-communication. This research is qualitative using hermeneutical psychopragmatic techniques. The object of this research was directive speech acts uttered in the #sahkanRUUPKS comments on social media 2019-2020. Data were conducted through documentation technique, notetaking technique, observation technique, and theoretical triangulation technique. Data were analyzed using politeness model of Brown-Levinson and Leech supported by analysis of politeness model of Indonesian socio-cultural harmony. The results of this research indicated that the form of public's directive speech acts in supervising government policy plan through social media appeared to be actualized into suggesting, criticizing, reminding, appealing, calling, and reminding. The realization of the category of directive speech acts of politeness indicated that the Indonesian people are participatory and accommodative towards a new plan of policy that brings benefits and good for all. The category of the politeness strategies of directive speech acts are begging and asking had a small frequency because to control the government policy plan which is essential to the value order of people's lives requires strict harmonious control. The Indonesian people had a trend to use positive politeness methods in providing input to the government. The public at the general level still showed social awareness and sensitivity towards government policy plans that are circulated through social media coverage. The forms and intentions developing on social media can be wrapped into teaching materials to strengthen character education and the values of politeness for children in the learning process at school. This can be carried out by criticizing the news circulating on social media through positive politeness strategies and wisdom maxim. The wisdom maxim instilled in children is a vital pillar in strengthening children's character education in the era of global communication.

English for elementary education policy in Indonesia states that English is categorized as a local content curriculum area. The local content curriculum is an educational program whose content and media (such as visuals) and delivery strategies are linked to the physical environment, social environment, and cultural environment and regional needs. Based on this government policy, some problems are raised. The objective of this research was to investigate the local content represented visually in the textbook (for example illustrations of cultural local contents that are represented in clothing, physical settings, and so on) that are stated and written in the fourth grade English textbook in Surakarta, Indonesia. This research is qualitative research using directed visual content analysis approach. The subject of focus in this research is the fourth grade English Textbook in the district of Surakarta Indonesia and the object is the visual local and cultural content illustrated in the textbook. The data analysis technique is based on Krippendorf analysis, to which the researchers unitized, sampled, recorded, reduced, inferred, and narrated the data from the analysis of the textbook. The validity of the data used in this study is the persistence of observation. The result of the study shows that local visual content found in the textbook which is tailored to the local and cultural characteristics of Surakarta is only found in Lesson 5 or only 10% from the overall content of the textbook. This means that 90% of the content of the textbook does not really cater visually to the local elements that are important for the identity and pride of Indonesian people in the city of Surakarta.

We function in an increasingly politicized environment, hostile to Socratic discourse and the pedagogies of education abroad. The classroom has become a battleground in which ideologies of right and left collide, making debate and dissent problematic. These pressures have distorted the ways in which we talk about our endeavors. We believe that international education is a social good with benefits that transcend individual interest and those of any single country. Yet, if we scratch beneath the surface of the rhetoric of education abroad, we unearth ideas that, inadvertently and unconsciously, mimic neo-conservative elitism and ultra-nationalism. The intent of this essay is to deconstruct those notions and to suggest that an urgent imperative is to revise our agenda, to use language that better reflects the principles that have motivated us to commit to education abroad. The issues analyzed here suggest that, in short, we do not believe what we say, nor do we say what we believe.

Universities are increasingly recognized for playing a proactive role in supporting culture and creativity-led regional development. Meanwhile, they are also expected to distinguish themselves in their core activities via mission differentiation. Often these two demands are pitched against each other while little attention has been paid to the way universities can manage them. Drawing on a case study involving 29 semi-structured interviews carried out with key actors, this article examines the way a public university located in a peripheral region in the Netherlands navigated such a complex institutional environment. The findings suggest that the university formulated a hybrid response strategy, engaging in both institutional demands simultaneously while prioritizing collaboration with cultural and creative industries and talent attraction over other sub-demands. More importantly, the authors demonstrate that organizational identity, which itself is influenced by peripheral characteristics as well as other institutional factors, plays a significant role in the formulation of a hybrid response strategy. They therefore argue that universities' contribution to culture and creativity-led regional development is not only dependent on their resource capacity -- as is often suggested in the literature -- but also on how they envision their organizational identity; that is, the type of institutional profiling they want to pursue.

This study examines secondary school teachers' perceptions towards the discussion of culturally sensitive topics in three private schools in the United Arab Emirates. In light of this, it probes into teachers' perceptions on the relationship between culture and language and whether English can be taught without covering its cultural aspects. It also investigates the implications of discussing such topics on the teachers' career paths. By the same token, it questions whether there are consequences on the students' cognitive skills when teachers cover taboo topics, such as sexuality, alcohol consumption, teen suicide, birth control, superstitions, pork, boyfriends or girlfriends, dating, drugs, gay rights, same sex marriages, and other related issues in classrooms. Data were gathered through questionnaires, semi-structured interviews, and careful examination of the English language teaching materials used in the respective schools. The results indicate general positive teacher attitudes towards the strong connection between language and culture. They also show that the majority of teachers avoid discussing "culturally sensitive" topics in order to avoid creating problems for themselves or the school or because they believe that they have no positive impacts on the students' cognitive skills. The research indicates that the country's overall cultural framework is the determinant behind what to cover in class and what not to cover. The study concludes with some pedagogical recommendations for foreign ELT teachers.

This study seeks to enable sophomore-level students in the Department of Art Teaching to make inquiries about their environment and to critically interpret some visuals through a/r/tographic practices. Therefore, it draws on a/r/tographic inquiry, which is one of the art-based research methods. The participants of the study are 13 sophomore-level students (6 female, 7 male students). The data were obtained from reflective diaries, semistructured interviews and document analysis, and analysed through content analysis. The researcher organized 5 different travel plans for the students in Erzincan, a city located in the Eastern Anatolia of Turkey. The focus trips were made to a shopping mall, a market, a local bazaar, a modern street and an old settlement. The students completed their trips within a period of 10 weeks. The findings of this study showed that the students were able to make critical inquiries about the environment they live in, gained awareness about social issues thanks to the auditory or visual experiences they had in daily life and reflected this awareness to their artistic works. [Note: The publication month (December) shown on the PDF is incorrect. The correct month of publication is March.]

The relevance of the problem presented in this study is conditioned by the fact that the multifactorial nature of qualities of technological culture of the individual requires a search for paradigms, an identification of the range of approaches aimed at developing not only technological, professional, but also cultural competences of students in multiparadigmatic viewpoint. The purpose of the article is to theoretically substantiate the polyparadigmatic approach to the formation of technological culture of students in the system of continuing education based on ethno-aesthetic values. The leading method for the research of this problem is the method of concretization, which allows us to consider the formation of motivational, cognitive, activity (practical) - technologically important personal qualities (Belentsov S. I., Fahrutdinova A. V., 2017). The structure of the polyparadigmatic approach to the formation of technological culture of students in the system of continuing education based on ethno-aesthetic values includes axiological, cultural, socio-cultural, activity-technological, ethnopedagogical, and ethno-aesthetic approaches. The polyparadigmatic approach has an integrative basis, it is based on scientific and ethnic knowledge expressed in the form of concepts, didactics of technological and higher education, ethno-aesthetic didactics, which ensure the continuity of the formation of the components of technological culture of students in the system 'school -- University -- additional education'.

Based on the theory of social change, cultural evolution, and human development, we propose a mechanism whereby increased danger in society causes predictable shifts in valued forms of intelligence: (1) Practical intelligence rises in value relative to abstract intelligence; and (2) social intelligence shifts from measuring how well individuals can negotiate the social world to achieve their personal aims to measuring how well they can do so to achieve group aims. We document these shifts during the COVID-19 pandemic and argue that they led to an increase in the size and strength of social movements.

Background: South Africa's long-standing reading crisis is well recognised. At various stages since 2000, national government has presented the inculcation of a culture of reading as a solution to this crisis. Objectives: This article critically interrogated the term 'culture of reading' as used in national government discourse with reference to basic education. By tracing the patterns of use of the term since 2000, it aimed to show the shifts and continuities in the government's understanding of the term 'culture of reading' and how this has shaped the reading landscape. Method: Drawn from a corpus of 331 texts, a sample of 58 texts produced by national government was analysed. Employing discourse and thematic analysis, key themes were extrapolated and their relation to reading within South Africa was explored. Results: The government's call for a culture of reading occurs predominantly in response to poor literacy results and at launches of campaigns and strategies focused on addressing these results. This occurs repeatedly without clear delineation of the term or justification for recycling failed initiatives. Instead, the term acts as a rhetorical tool to obfuscate the unsuccessful implementation of reading programmes. Conclusion: The government's failure to clarify what constitutes a culture of reading prohibits a clear picture of its understanding of the term. The frequency with which 'culture of reading' is promoted indicates a failure to consider alternative approaches to addressing the reading crisis. Contribution: This article highlights the need for government to re-evaluate its response to the reading crisis, taking cognisance of the South African context.

This research examines the difficulty pattern of assertive communication scale instrument items containing spiritual values. The research and development design applies ADDIE work procedures (Analysis, Design, Development or Production, Implementation or delivery and Evaluation). The participants of the item development and item difficulty test were 425 junior high school adolescents in Yogyakarta who were selected using stratified random sampling technique. The data analysis technique used the Rasch model. The findings show that the item difficulty pattern from the aspect of assertive communication contains cultural values which consists of 20 items indicating that item number 6, indicates that this item is the most difficult for respondents to agree on in the cultural value-based assertive communication scale instrument that has been answered by the respondent. Meanwhile, item number 19 is the item most respondents agree on.

Religious culture in the village of Temboro, which made it is known as "Kampung Madinah", certainly did not happen suddenly, but there was a process of formation and role of Kiai and Pesantren Al-Fatah. This study aims to analyze the Kiai's cultural strategy in developing a religious culture using a phenomenological approach and collects data through in-depth interviews, active participant observation, and documentation. The study results show that, firstly, ideological culture is the strategy of the Kiai in shaping the religious culture of the Temboro community. Secondly, the ideological culture of the Tablighi Jamaat has an impact on changing the five religious cultures of the Temboro community, namely: (1) ideological faith, (2) normative Islam, (3) Sufistic religious experience, (4) moderate-textual religious knowledge, (5) Maqami-intiqali practice.

Although honors populations occupy only a fraction of institutional enrollments, they have undeniably changed the nature of higher education. This essay considers the impact of honors on university culture, processes, and infrastructure. Touted as a "critical element" of the comprehensive college experience for both students and faculty, honors exceeds and outpaces other units within the academy in curricular innovation, cross-functional collaboration, and high-impact practice, and by its example, it continues to provoke others into action by its persistent variation and maturation.