Effective Educational Practices for Beginning Students: An Analysis of Academic Discourses and Practical Necessities

2017 ◽  
pp. 533-543
Author(s):  
Susanne Günther
Keyword(s):  
Educational Practices ◽  
Academic Discourses ◽  
Beginning Students

Diverse Examples of Participatory Educational Practices

2003 ◽  
Vol 48 (4) ◽  
pp. 440-442
Author(s):  
Peter M. Jonas
Keyword(s):  
Educational Practices

Comparisons across World Regions

2018 ◽  
Author(s):  
Christian von Soest ◽  
Alexander Stroh
Keyword(s):  
Research Strategy ◽  
Systematic Research ◽  
Knowledge Communities ◽  
Specific Knowledge ◽  
World Regions ◽  
Research Designs ◽  
Context Knowledge ◽  
Globalized World ◽  
Academic Discourses ◽  
Practical Level

Scholars often pay insufficient attention to bridging the research divide between different world regions. The authors argue that structured qualitative comparisons across world regions offer a sound middle ground for the integration of universal approaches and context knowledge. The chapter puts forward suggestions about how to deal with challenges in cross-area comparisons at the conceptual, methodological, and practical level. First, scholars should integrate region-centered academic discourses to foster conceptual advancement and empirical research, thereby overcoming the restricted horizons of specific knowledge communities. Second, systematic research designs and case-selection criteria should be aligned with area awareness to reap the benefits of cross-regional CAS. Third, the authors’ notion of “applied CAS” implies that practical considerations for successful comparative research must be understood as an important constituent of any successful research strategy. Cross-area comparisons are indispensable if social science aims to provide truly universal explanations in touch with the diverse realities of a globalized world.

(Un)Settling Imagined Lands

2019 ◽  
pp. 174-208
Author(s):  
Kakali Bhattacharya
Keyword(s):  
South Asian ◽  
Empirical Work ◽  
Asian Women ◽  
South Asian Women ◽  
The South ◽  
Global North ◽  
Research Praxis ◽  
Global Agenda ◽  
Academic Discourses

De/colonial methodologies and ontoepistemologies have gained popularity in the academic discourses emerging from Global North perspectives over the last decade. However, such perspectives often erase the broader global agenda of de/colonizing research, praxis, and activism that could be initiated and engaged with beyond the issue of land repatriation, as that is not the only agenda in de/colonial initiatives. In this chapter, I coin a framework, Par/Des(i), with six tenets, and offer three actionable methodological turns grounded in transnational de/colonial ontoepistemologies. I locate, situate, and trace the Par/Des(i) framework within the South Asian diasporic discourses and lived realities as evidenced from my empirical work with transnational South Asian women, my community, and my colleagues. Therefore, I offer possibilities of being, knowing, and enacting de/colonizing methodologies in our work, when engaging with the Par/Des(i) framework, with an invitation for an expanded conversation.

Latino Continual Demographic Growth: Implications for Educational Practices and Policy

2020 ◽  
Vol 19 (2) ◽  
pp. 134-148
Author(s):  
Rogelio Sáenz
Keyword(s):  
Undocumented Students ◽  
Population Data ◽  
Community Survey ◽  
Ethnic Composition ◽  
Educational Practices ◽  
American Community Survey ◽  
Undergraduate Enrollment ◽  
Demographic Shifts ◽  
Demographic Growth ◽  
The U.S

Demographic shifts have transformed the racial and ethnic composition of the U.S. undergraduate population. Data from the American Community Survey are used to analyze Latino undergraduate enrollment as well as factors that contribute to the matriculation of undocumented Latino young adults. The article concludes with an overview of the implications of the growth of the Latino population and the experience of undocumented students on educational practices and policies.

scholarly journals Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

2021 ◽  
pp. 1-11
Author(s):  
Ana Ndumu ◽  
Shaundra Walker
Keyword(s):  
Student Success ◽  
Black Student ◽  
Educational Practices ◽  
Potential Tool ◽  
The U.S

This perspective essay explores Gasman & Arroyo’s (2014) HBCU-inspired framework for Black student success as a prism for re-envisioning LIS education. In response to calls for anti-hegemonic LIS education, the authors discuss a potential tool for Black student success and suggest its benefits to LIS education. The framework can introduce non-white, anti-racist educational practices to the work of educating the U.S. library workforce; it is relevant in light of ongoing racial and political strife in U.S. society.

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