scholarly journals TRANSNATIONAL DIALOGUE ON LANGUAGE EDUCATION IN CANADA AND BRAZIL: HOW DO WE MOVE FORWARD IN THE FACE OF NEOCONSERVATIVE/NEOLIBERAL TIMES?

2019 ◽  
Vol 58 (1) ◽  
pp. 195-218
Author(s):  
Daniel de Mello Ferraz ◽  
Brian Morgan
Keyword(s):  
Teacher Education ◽  
Cultural Studies ◽  
Philosophy Of Language ◽  
Teaching Practices ◽  
Language Education ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Critical Spaces ◽  
The Face ◽  
The Relationship

ABSTRACT This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, philosophy of language (Derrida, Bakhtin, Foucault, Deleuze), cultural studies, teacher education, teaching practices. Brian Morgan invites us to go through a process of further thinking in terms of: 1. The Neoliberal agenda within educational policies and actions, 2. The relationship between theories (philosophies of language, cultural studies) and practices (how such theories impact - or not - public teachers' pedagogical practices), 3. The design of pedagogical projects (e.g., the Get Involved Project, MONTE MOR; MORGAN, 2014) that provide critical spaces for working within and against neoliberal agendas.

Foreign Language Education Through Online Communities of Practice

2021 ◽  
pp. 141-165
Author(s):  
İlknur Yüksel ◽  
Banu Cicek Basaran Uysal
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Pedagogical Practices ◽  
High School Level ◽  
Daily Lives ◽  
Teaching Context ◽  
English Classes

COVID-19 affected some facets of daily lives including politics, finances, and education. Increasingly, educational institutes turned to online education following the pandemic. Due to this sudden shift, the stakeholders were not ready to fulfill the outcomes and face the challenges that it brought. Foreign language teaching context poses separate challenges to the learners and the teachers due to limited language input and output. Considering the significance of teachers and the effect of teacher education on student achievement, this study focuses on the reflections of teacher candidates on online language teaching practices in an EFL context. The participants attended an online practicum course where they observed online English classes offered at the high school level for 14 weeks and designed tasks to improve pedagogical practices. By analyzing the reflections and the tasks designed for language teaching, the study offers the challenges of online EFL classes and presents practical tasks to address them. The study also offers implications for online language teacher education.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

scholarly journals POLÍTICAS EDUCACIONAIS SOB A PERSPECTIVA DA DIFERENÇA: A POTÊNCIA QUEER DAS ESCOLAS NO CONTEXTO DA PRÁTICA

2021 ◽  
Vol 17 (1) ◽  
pp. 346-358
Author(s):  
Jeinni Kelly Pereira Puziol ◽  
Ana Cristina Teodoro da Silva
Keyword(s):  
High School ◽  
Social Economic ◽  
Gender And Sexuality ◽  
Educational Policies ◽  
School Practice ◽  
The Face ◽  
Brazilian History ◽  
The Relationship ◽  
Diversity Discourse ◽  
Rethinking Education

The purpose of this theoretical essay is to discuss queer power in the context of school practice based on educational policies carried out from the perspective of difference and not diversity. Thinkingabout educational policies under the conception of difference enables transformations in the relationship with others and with oneself, in order to face social, economic, cultural and historical conflicts, based on the privileges of gender, color, ethnicity, sexual orientation and class. The perspective of diversity is based on the idea of tolerance and the contour of historical conflicts, coloring reality without questioning the cause of inequalities. In the context of school practice, even in the face of hegemonic diversity discourse, it is possible to carry out educational policies from the perspective of difference, such as, for example, the obligation to teach Afro-Brazilian History and Culture (2003) in elementary and high school and the Brasil Sem Homofobia Program (2004), because even though it is a fundamental place in the standardization of life, the school is also a powerful space, it is part of the margins that lead to rethinking education, incorporating historically subordinated groups and experiences, thereby breaking down borders. The article dialogues Deleuze's (1996) philosophy of difference with the queer perspective of the discussions on gender and sexuality by Butler (2015), Scott (2005) and Miskolci (2012), seeking to constitute subversive theoretical territories.

scholarly journals University of Toronto instructors’ experiences with developing MOOCs

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Hedieh Najafi ◽  
Carol Rolheiser ◽  
Laurie Harrison ◽  
Stian Håklev
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Public Access ◽  
Pedagogical Practices ◽  
Learning Resources ◽  
High Quality ◽  
University Of Toronto ◽  
The Face ◽  
Technical Issues ◽  
Quality Learning

<p>We interviewed eight University of Toronto (U of T) instructors who have offered MOOCs on Coursera or EdX between 2012 and 2014 to understand their motivation for MOOC instruction, their experience developing and teaching MOOCs, and their perceptions of the implications of MOOC instruction on their teaching and research practices. Through inductive analysis, we gleaned common motivations for MOOC development, including expanding public access to high quality learning resources, showcasing U of T teaching practices, and attempting to engage MOOC learners in application of concepts learned, even in the face of constraints that may inhibit active learning in MOOC contexts. MOOC design and delivery was a team effort with ample emphasis on planning and clarity. Instructors valued U of T instructional support in promoting systematic MOOC design and facilitating technical issues related to MOOC platforms. The evolution of MOOC support at U of T grew from a focus on addressing technical issues, to instructional design of MOOCs driven, first, by desired learning outcomes. Findings include changes in teaching practices of the MOOC instructors as they revised pedagogical practices in their credit courses by increasing opportunities for active learning and using MOOC resources to subsequently flip their classrooms. This study addresses the paucity of research on faculty experiences with developing MOOCs, which can subsequently inform the design of new forms of MOOC-like initiatives to increase public access to high quality learning resources, including those available through U of T.</p>

scholarly journals On the Relationship Between Teacher Autonomy and Learner Autonomy

2020 ◽  
Vol 13 (6) ◽  
pp. 153
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Focal Point ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Teacher Autonomy ◽  
Theoretical Research ◽  
The Relationship

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

The Relationship between Seeker and Spiritual Guide as portrayed in contemporary Western Sufi Autobiographies

2011 ◽  
Vol 5 (2) ◽  
pp. 297-332
Author(s):  
Kate Zebiri
Keyword(s):  
Life Writing ◽  
New Age ◽  
The Self ◽  
Individual Autonomy ◽  
Religious Authority ◽  
The Face ◽  
The Relationship ◽  
Insight Into ◽  
Continuity And Discontinuity

This article aims to explore the Shaykh-mur?d (disciple) or teacher-pupil relationship as portrayed in Western Sufi life writing in recent decades, observing elements of continuity and discontinuity with classical Sufism. Additionally, it traces the influence on the texts of certain developments in religiosity in contemporary Western societies, especially New Age understandings of religious authority. Studying these works will provide an insight into the diversity of expressions of contemporary Sufism, while shedding light on a phenomenon which seems to fly in the face of contemporary social and religious trends which deemphasize external authority and promote the authority of the self or individual autonomy.

Mimetic Monsters

2010 ◽  
Vol 4 (1) ◽  
pp. 85-93
Author(s):  
Timothy Beal
Keyword(s):  
The Other ◽  
Jewish Tradition ◽  
Book Of Job ◽  
Edge Of Chaos ◽  
The Face ◽  
The Relationship

This article reads between two recent explorations of the relationship between religion, chaos, and the monstrous: Catherine Keller’s Face of the Deep and Author's Religion and Its Monsters. Both are oriented toward the edge of chaos and order; both see the primordial and chaotic as generative; both pursue monstrous mythological figures as divine personifications of primordial chaos; both find a deep theological ambivalences in Christian and Jewish tradition with regard to the monstrous, chaotic divine; both are critical of theological and cultural tendencies to demonize chaos and the monstrous; and finally, both read the divine speech from the whirlwind in the book of Job as a revelation of divine chaos. But whereas one sees it as a call for laughter, a chaotic life-affirming laughter with Leviathan in the face of the deep, the other sees it as an incarnation of theological horror, leaving Job and the reader overwhelmed and out-monstered by God. Must it be one way or the other? Can laughter and horror coincide in the face of the deep?

INTERCONNECTION OF SUSTAINABLE DEVELOPMENT COMPONENTS FOR THE INDIGENOUS PEOPLES OF THE NORTH

2020 ◽  
Vol 2 (8) ◽  
pp. 101-110
Author(s):  
N. N. ILYSHEVA ◽  
◽  
E. V. KARANINA ◽  
G. P. LEDKOV ◽  
E. V. BALDESKU ◽  
...  
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Economic Development ◽  
Indigenous Peoples ◽  
Ecological Footprint ◽  
Positive Relationship ◽  
The North ◽  
Strong Positive Relationship ◽  
The Face ◽  
The Relationship

The article deals with the problem of achieving sustainable development. The purpose of this study is to reveal the relationship between the components of sustainable development, taking into account the involvement of indigenous peoples in nature conservation. Climate change makes achieving sustainable development more difficult. Indigenous peoples are the first to feel the effects of climate change and play an important role in the environmental monitoring of their places of residence. The natural environment is the basis of life for indigenous peoples, and biological resources are the main source of food security. In the future, the importance of bioresources will increase, which is why economic development cannot be considered independently. It is assumed that the components of resilience are interrelated and influence each other. To identify this relationship, a model for the correlation of sustainable development components was developed. The model is based on the methods of correlation analysis and allows to determine the tightness of the relationship between economic development and its ecological footprint in the face of climate change. The correlation model was tested on the statistical materials of state reports on the environmental situation in the Khanty-Mansiysk Autonomous Okrug – Yugra. The approbation revealed a strong positive relationship between two components of sustainable development of the region: economy and ecology.

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