Identities and beliefs across time and space

2020 ◽  
pp. 1-24
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Hong Kong ◽  
Narrative Inquiry ◽  
Learning Trajectories ◽  
Time And Space ◽  
Inquiry Approach ◽  
English Speaking ◽  
Native English Speaking ◽  
The U.S ◽  
Over Time

Abstract This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories.

Mobilizing a fast policy fix: Exploring the translation of 10-year plans to end homelessness in Alberta, Canada

2019 ◽  
Vol 38 (3) ◽  
pp. 503-521
Author(s):  
Joshua Evans ◽  
Jeffrey R Masuda
Keyword(s):  
Federal Government ◽  
Network Theory ◽  
Actor Network Theory ◽  
Housing First ◽  
Adaptive Governance ◽  
Technical Expertise ◽  
Dense Network ◽  
The U.S ◽  
Over Time

The management of homelessness has taken various forms over time. In 2003, the U.S. federal government significantly shifted its approach, ambitiously committing to end homelessness within 10 years by targeting the chronically homeless using the Housing First model. This approach to homelessness has rapidly spread across North America and beyond. This article is concerned with how the mobility of these 10-year plans has been realized. Drawing on Peck and Theodore’s concept of “fast policy,” and borrowing perspectives developed in actor-network theory, the article develops a case study of Alberta, Canada, to chronicle how 10-year plans were translated through a dense network of political alignments, socio-technical expertise, and statistical inscriptions. A close examination of these translations invites us to problematize this socio-technical infrastructure as a powerful mode of adaptive governance closely associated with the dynamism of neoliberalism itself.

Imagining Zimbabwe as home: ethnicity, violence and migration

2020 ◽  
Vol 63 (3) ◽  
pp. 616-639
Author(s):  
Duduzile S. Ndlovu
Keyword(s):  
South Africa ◽  
National Identity ◽  
Asylum Seekers ◽  
Time And Space ◽  
One Dimensional ◽  
Political Events ◽  
Migration Narratives ◽  
And Migration ◽  
Over Time

Abstract:Migration debates tend to focus on the numbers of people moving, whether they are economic migrants or asylum seekers, deserving or not of protection. This categorization usually rests on national identity, necessitating simplified one-dimensional representations. Ndlovu uses a case study of Zimbabwean migrants memorializing Gukurahundi in Johannesburg to highlight the ways in which migration narratives can be more complex and how they may shift over time. She presents Gukurahundi and the formation of the MDC in Zimbabwe, along with xenophobic violence in South Africa, as examples of the ways that the meanings of national and ethnic identities are contested by the migrants and influenced by political events across time and space.

scholarly journals Changes in Parasitoid Communities Over Time and Space: A Historical Case Study of the Maize Pest Ostrinia nubilalis

PLoS ONE ◽  
2011 ◽  
Vol 6 (9) ◽  
pp. e25374 ◽  
Author(s):  
Laurent Folcher ◽  
Denis Bourguet ◽  
Denis Thiéry ◽  
Laurent Pélozuelo ◽  
Michel Phalip ◽  
...  
Keyword(s):  
Ostrinia Nubilalis ◽  
Historical Case Study ◽  
Time And Space ◽  
Historical Case ◽  
Over Time

Training top civil servants in turbulent environments: An ongoing struggle for curriculum

2015 ◽  
Vol 18 (1) ◽  
pp. 47-74 ◽  
Author(s):  
Alexis A. Halley
Keyword(s):  
Leadership Development ◽  
Literature Review ◽  
21St Century ◽  
Interdisciplinary Research ◽  
Civil Servants ◽  
Descriptive Case Study ◽  
Turbulent Environments ◽  
The U.S ◽  
Over Time

This article provides a historical literature review and exploratory descriptive case study of one U.S. Federal agencyʼs efforts to design an appropriate government-wide leadership development curriculum for incumbent top or senior civil servants. The U.S. Federal Executive Institute was founded in 1968, it spans the 20th and 21st centuries, it illustrates changes in the compact that exists between government and its top civil servants over time, and it illustrates challenges this agency confronts addressing the task of interagency leadership development. The main findings are three continuities and three discontinuities between curriculum development then and now. Conclusions outline issues for future interdisciplinary research to inform the intellectual roots for 21st century curricula aligned to emerging roles and the challenges top career executives actually confront.

Transnational habitus: Educational, bilingual and biliteracy practices of Chinese sojourner families in the U.S.

2017 ◽  
Vol 19 (3) ◽  
pp. 399-423 ◽  
Author(s):  
Xia Chao ◽  
Xiufang Ma
Keyword(s):  
Middle Childhood ◽  
Educational Practice ◽  
Transnational Migration ◽  
Ethnographic Case Study ◽  
English Only ◽  
English Speaking ◽  
One Year ◽  
Globalized World ◽  
The U.S

Grounded in the perspectives of language socialization and transnational habitus, this one-year ethnographic case study explores two middle-class Chinese sojourner families’ educational, bilingual and biliterate practices after their arrival in the U.S. It addresses the process that their middle childhood children experienced, from the excitement of the new English-speaking environment to linguistic and social isolation, to their adaptation to the environment and, finally, to transnational uplift. The families’ transnational practices throughout the four phases are shaped by their economic, educational and sociocultural dispositions that link together their country of origin and the U.S. They tend to cross national borders in language, literacy and education as well as to circulate glocalized English–Chinese biliteracy. This study reveals the disjunction between the families’ “imagined world” of the U.S. and the reality of a language barrier and ideological conflicts underpinned in an English-only society. The families’ transnational migration is an educational practice with access to their children’s “imagined world”. This study suggests that ESL learning should be considered as a socialization practice, which is tied to and structured by transnational fields in today’s globalized world.

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