scholarly journals Socio-historical transformation and classroom discourse in Malaysia

2018 ◽  
Vol 5 (2) ◽  
pp. 123
Author(s):  
Meng Yew Tee ◽  
Shin Yen Tan ◽  
Lorraine Pe Symaco
Keyword(s):  
Classroom Discourse ◽  
Classroom Practice ◽  
Formal Education ◽  
Classroom Practices ◽  
Building Blocks ◽  
Colonial Rule ◽  
Government Structure ◽  
Cultural Character ◽  
British Colonial ◽  
Over Time

The objective of this paper is to discuss Malaysian classroom practices, as seen through historical and socio-cultural lenses, and the classroom as a space where socio-historical transformation plays out. Malaysia’s formal education system was largely based on a British colonial structure, and still today continues to maintain much of the system established during British colonial rule. Key socio-cultural building blocks also came into being during colonial times, but these have given way to decidedly more locally driven social-historical ideas since Malaysia’s independence in 1957. We explore whether some of these social-historical changes could have contributed to the shaping of contemporary Malaysian classroom discourse. A previous study found that such discourse was almost entirely and persistently monologic, but why was monologic discourse so dominant and so homogenously employed throughout the country? What goes into the shaping of such narrow displays of classroom discourse? This paper examines the socio-historical roots that may have shaped the monologic patterns of contemporary Malaysian classroom discourse. We argue that two far-reaching forces within the macrosystem contributed to shaping classroom practice over time: the first related to the underlying colonial and post-independence rule/government structure, and the second to Malaysia’s particular socio-cultural character.

scholarly journals Caste and dynamics of Iyothee Thass

2021 ◽  
Vol 3 (S-1) ◽  
pp. 290-295
Author(s):  
Angayarkanni C ◽  
Kiruthiga K
Keyword(s):  
Racial Discrimination ◽  
Developing World ◽  
Colonial Rule ◽  
Change Over Time ◽  
Second Stage ◽  
Caste Discrimination ◽  
Long Time ◽  
British Colonial ◽  
Over Time

The message of history is that society and its dynamics have been subject to change over time. One of them is caste-based activities. The word "Satyam" is indelible all over India. There has been no change in the view of “caste discrimination” in civilization, education, and even in the developing world. In the early days, people were segregated on the basis of land and occupation. Then they became racist due to the arrival of Vanderis (disguised Brahmins). Racial discrimination sought to keep a large number of people in a state of disgrace. This situation continued for a long time. However, with the advent of British colonial rule in India, "caste discrimination" may have taken a turn for the worse. The missionaries' aim was to seize wealth and spread their religion. Only when we are all united can we restore our self. They said they could be released. Who pioneered the second stage. C. Iyothee Thass Pandit. He has publicly recorded the progress of his people based on Buddhism. This can be seen in the dominance of his views on literature.

Organization and Administration of Law Libraries in Nigerian Universities

2004 ◽  
Vol 32 (2) ◽  
pp. 362-374
Author(s):  
Emily I. Alemika
Keyword(s):  
Federal State ◽  
Organization And Administration ◽  
Colonial Rule ◽  
Colonial State ◽  
Southern Nigeria ◽  
British Colonial ◽  
Populous Country ◽  
Over Time

Nigeria is a federal state with an estimated population of 120 million, making it the most populous country in Africa. For one hundred years, from 1861 when Lagos was colonized to 1960 when it gained its independence, Nigeria was under British colonial rule. There are about 400 nationalities in the country. In 1914, the Colony of Lagos and the Protectorates of Northern and Southern Nigeria that had been constituted over time during the colonial enterprise were amalgamated into one single colonial state.

scholarly journals Non-governmental organizations and the LGBTI community struggle for rights in Uganda

2020 ◽  
Vol 115 ◽  
pp. 645-658
Author(s):  
Henrique da Silveira Zanin
Keyword(s):  
Cultural Change ◽  
Economic Empowerment ◽  
Colonial Rule ◽  
African Continent ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Care And Support ◽  
British Colonial ◽  
Over Time ◽  
Do So

Despite several studies supporting that some pre-colonial African groups had non-normative sex practices, the African continent still provides limited protection for LGBTI individuals. In Uganda, this protection is non-existent due to the British colonial rule, an anti-Western nationalism and strong religious beliefs. These facts brought widespread disgust for LGBTI people over time and today there is an active anti-LGBTI lawmaking in Uganda. Violence towards LGBTI individuals led to the death of several activists, despite the existence of more than 500,000 people who identify themselves as LGBTI living in the country. Therefore, this paper describes the diverse issues that concern the LGBTI people in Uganda and surveys Ugandan pro-LGBTI non-governmental organizations, describing the type of work they have been doing. It was possible to find four organizations, which have been working in areas such as healthcare, labor and economic empowerment, legal aid, care and support, advocacy and cultural change, visibility and awareness. The various strategies they have been developing are supported by the literature with regard to LGBTI protection in Uganda, except for the care and aid category, which still lacks studies to support the development of counselling, social support to address loneliness issues and safety precautions. This paper suggests studies to be developed in this theme. The work developed by these few NGOs in different areas may be capable of producing local change and political pressure throughout time, as studies such as this one may do so.

Emotional Variability Predicts Tiredness in Daily Life

2016 ◽  
Vol 37 (3) ◽  
pp. 181-193 ◽  
Author(s):  
Aire Mill ◽  
Anu Realo ◽  
Jüri Allik
Keyword(s):  
Sampling Method ◽  
Daily Life ◽  
Emotional Experience ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Building Blocks ◽  
Intraindividual Variability ◽  
Unique Role ◽  
Over Time

Abstract. Intraindividual variability, along with the more frequently studied between-person variability, has been argued to be one of the basic building blocks of emotional experience. The aim of the current study is to examine whether intraindividual variability in affect predicts tiredness in daily life. Intraindividual variability in affect was studied with the experience sampling method in a group of 110 participants (aged between 19 and 84 years) during 14 consecutive days on seven randomly determined occasions per day. The results suggest that affect variability is a stable construct over time and situations. Our findings also demonstrate that intraindividual variability in affect has a unique role in predicting increased levels of tiredness at the momentary level as well at the level of individuals.

CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views

2021 ◽  
pp. 136216882110324
Author(s):  
Xabier San Isidro
Keyword(s):  
Conceptual Framework ◽  
Quantitative Study ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Research Tool ◽  
Second Phase ◽  
Integrated Learning ◽  
Two Phase ◽  
Pilot Testing ◽  
Final Questionnaire

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland ( n = 127) and Spain ( n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.

scholarly journals “There'll Always Be an England”: Representations of Colonial Wars and Immigration, 1948–1968

2001 ◽  
Vol 40 (4) ◽  
pp. 557-584 ◽  
Author(s):  
Wendy Webster
Keyword(s):  
National Identity ◽  
Racial Difference ◽  
Media Representations ◽  
Colonial Rule ◽  
Common Theme ◽  
National Belonging ◽  
Daily Mail ◽  
National Community ◽  
British Colonial ◽  
The 1950S

“In Malaya,” theDaily Mailnoted in 1953, “three and a half years of danger have given the planters time to convert their previously pleasant homes into miniature fortresses, with sandbag parapets, wire entanglements, and searchlights.” The image of the home as fortress and a juxtaposition of the domestic with menace and terror were central to British media representations of colonial wars in Malaya and Kenya in the 1950s. The repertoire of imagery deployed in theDaily Mailfor the “miniature fortress” in Malaya was extended to Kenya, where the newspaper noted wire over domestic windows, guns beside wine glasses, the charming hostess in her black silk dress with “an automatic pistol hanging at her hip.” Such images of English domesticity threatened by an alien other were also central to immigration discourse in the 1950s and 1960s. In the context of the decline of British colonial rule after 1945, representations of the empire and its legacy—resistance to colonial rule in empire and “immigrants” in the metropolis—increasingly converged on a common theme: the violation of domestic sanctuaries.Colonial wars of the late 1940s and 1950s have received little attention in literatures on national identity in early postwar Britain, but the articulation of racial difference through immigration discourse, and its significance in redefining the postimperial British national community has been widely recognized. As Chris Waters has suggested in his work on discourses of race and nation between 1947 and 1963, these years saw questions of race become central to questions of national belonging.

The dynamic nature of depression: a new micro-level perspective of mental disorder that meets current challenges

2013 ◽  
Vol 44 (7) ◽  
pp. 1349-1360 ◽  
Author(s):  
M. Wichers
Keyword(s):  
Dynamic Network ◽  
Building Blocks ◽  
Major Depressive ◽  
Dynamic Network Model ◽  
Healthy State ◽  
Behavioural Patterns ◽  
Micro Level ◽  
Continuous Dynamic ◽  
Dynamic Interplay ◽  
Over Time

The examination of moment-to-moment, ‘micro-level’ patterns of experience and behaviour using experience sampling methodology has contributed to our understanding of the ‘macro-level’ development of full-blown symptoms and disorders. This paper argues that the micro-level perspective can be used to identify the smallest building blocks underlying the onset and course of mental ill-health. Psychopathology may be the result of the continuous dynamic interplay between micro-level moment-to-moment experiences and behavioural patterns over time. Reinforcing loops between momentary states may alter the course of mental health towards either a more or less healthy state. An example with observed data, from a population of individuals with depressive symptoms, supports the validity of a dynamic network model of psychopathology and shows that together and over time, this continuous interplay between momentary states may result in the cluster of symptoms we call major depressive disorder. This approach may help conceptualize the nature of mental disorders, and generate individualized insights useful for diagnosis and treatment in psychiatry.

British Raj to China's Hong Kong: The rise of madrasas for ethnic Muslim youth

2014 ◽  
Vol 48 (2) ◽  
pp. 399-432 ◽  
Author(s):  
WAI-YIP HO
Keyword(s):  
Hong Kong ◽  
South Asian ◽  
Religious Tradition ◽  
Day School ◽  
Colonial Rule ◽  
Muslim Community ◽  
Religious Knowledge ◽  
British Raj ◽  
Muslim Youth ◽  
British Colonial

AbstractThe madrasa, the Islamic institution of learning, has for centuries occupied a central role in the transmission of religious knowledge and the shaping of the identity of the global Muslim community (umma). This paper explores the sharp rise in the number of madrasas in contemporary Hong Kong. It examines, in particular, how South Asian Muslim youth, after receiving a modern education in a conventional day school, remain faithful to their religious tradition by spending their evenings at a madrasa studying and memorizing the Qur'an. Engaging with the stereotypical bias of Islamophobia and national security concerns regarding the ties of madrasas to Islamic terrorist movements over the last decade, this paper argues that the burgeoning South Asian madrasa networks have to be understood in the context of Hong Kong's tripartite Islamic traditions—South Asian Muslim, Chinese Hui Muslims, and Indonesian Muslims—and within each Muslim community's unique expression of Islamic piety. Furthermore, the paper also identifies factors contributing to the increase in madrasas in Hong Kong after the transition from British colonial rule to China's resumption of sovereign power in 1997.

Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships

2020 ◽  
Vol 122 (11) ◽  
pp. 1-42
Author(s):  
Daniella Molle
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Classroom Practice ◽  
Data Use ◽  
Well Being ◽  
Multilingual Students ◽  
Study Approach ◽  
Mediational Role ◽  
Teacher Data ◽  
Over Time

Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classroom evidence of student learning, to student-focused discourses about multilingual youth. The research questions the study addresses are: As they make sense of data together, (a) how do teachers discursively position multilingual youth? and (b) what factors reinforce and undermine assets-based discourses about multilingual youth? Research Design Leveraging a case study approach, I explore how a team of three middle-school teachers positions students while analyzing classroom evidence during a one-year professional development designed for educators of multilingual youth. I rely primarily on transcripts of professional development sessions to trace student positioning by the team over time as teachers analyze dissimilar types of classroom evidence. Findings The findings reveal complex mediational relationships among teachers’ data use, student positioning, and shared theories of student engagement. These co-constructed theories reinforce deficit views of students when student reasoning and participation in learning are obscured by the data teachers are exploring. When the data make the process of student engagement available for reflection, however, teachers shift toward assets-based discourses. In addition, the findings shed light on relationships between type of evidence and implications for classroom practice. The teachers in the study shift their focus from teacher-centered instruction to the scaffolding of student interaction when the data make visible student participation in learning. Conclusions The study contributes to a nascent knowledge base about the complex relationships between teacher analysis of classroom evidence and assets-based discourses about all students and multilingual students in particular. The findings expand current conceptualizations of teacher data use by foregrounding student positioning over time as a key element of teacher sensemaking, and revealing the significant mediational role that shared theories of student engagement play in teachers’ data use. In terms of practical implications, the study offers insights into the mechanisms through which assets-based discourses about multilingual youth can be fostered across learning contexts.

Sign in / Sign up

Export Citation Format

Share Document