scholarly journals Turning outwards or inwards? The experience of a Mexican indigenous model of community-driven and intercultural education in a globalized world - La Universidad de los Pueblos del Sur

2021 ◽  
Vol 5 (1) ◽  
pp. 107
Author(s):  
Alfredo Méndez-Bahena ◽  
Anna Rosa Domínguez-Corona ◽  
Norma Elena Méndez-Bahena ◽  
Marlene Brito-Millán
Keyword(s):  
Teaching And Learning ◽  
Indigenous Education ◽  
Intercultural Education ◽  
Southern Mexico ◽  
Creative Commons ◽  
Local Problems ◽  
Global North ◽  
The Right ◽  
Globalized World ◽  
Decolonial Feminism

The neocolonial undercurrent of internationalization that drives educational policies and standards, imposes a EEUUrocentric worldview and perspective of human development upon the global South. Beyond the discourse of international cooperation, this vision sustains what Quijano describes as the ‘coloniality of power’ that deepens inequalities between universities of the global North and South. In Latin America, there are various alternative educational projects, including indigenous universities that turn inwards toward rich pluriversal contexts, histories of resistance, and diverse tapestries of knowledge to address local problems and train youth to  generate new horizons for ongoing indigenous and afro-mestizo social movements. This article is a reflective analytical account of our seven-year experience as volunteer educators at the Universidad Intercultural de los Pueblos del Sur (UNISUR) from an intercultural and decolonial feminist perspective. Founded in 2007 in southern Mexico, UNISUR was formed as a grassroots indigenous university of and for the original peoples of Guerrero state. Our account disrupts the hegemonic vision of an internationalized education that sustains racialized ‘colonialities of power’ and instead proclaims the right to self-determination, to the empowerment of women, and to an education based on principles of decolonial epistemic equity. Key words: Pedagogy, Indigenous Education, Epistemology, Decolonial feminism, History How to cite this article: Méndez-Bahena, A., Domínguez-Corona, A.R., Méndez-Bahena, N.E. & Brito-Millán, M. 2021. Turning outwards or inwards? The experience of a Mexican Indigenous model of community-driven and intercultural education in a globalized world - La Universidad de los Pueblos del Sur. Scholarship of Teaching and Learning in the South. 5(1): 107-128. DOI: 10.36615/sotls.v5i1.163. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Finding the Right Article Type for Your Scholarly Work in Pharmacy Education

2018 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Kristin Janke
Keyword(s):  
Teaching And Learning ◽  
Associate Editor ◽  
Pharmacy Education ◽  
Scholarly Work ◽  
Creative Commons ◽  
Article Type ◽  
Publishing Education ◽  
The Right ◽  
Best Fit ◽  
Educational Scholarship

Abstract Over the last eight years, a number of new article types have been made available to support scholarship in pharmacy education.  This commentary aims to describe the evolution of the article types and a process for matching the phase of educational scholarship with available types.  Success in publishing requires knowledge of the journals publishing education-related manuscripts, as well as the article types and their specifications.  In order to determine the best fit for your manuscript, authors are encouraged to review each journal’s guidelines for the various article types. Creative Commons License: CC BY-NC Disclosures: The author is Executive Associate Editor for Currents in Pharmacy Teaching and Learning and Editor for Innovations in Pharmacy with responsibility for the Education Section. Acknowledgements: The author thanks the Education Team of Innovations in Pharmacy including, Andrea Franks, Pharm.D., Katherine Kelley, Ph.D., Lara Kerwin, Pharm.D. , Claire Kolar, Pharm.D., Ph.D., and Michael Nelson, Ph.D., for their comments on an earlier version of this manuscript. Type: Commentary  

scholarly journals Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches

2018 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Maite Ines Jiménez ◽  
Gladys Antonia Jiménez ◽  
Carmen Márquez ◽  
Carolina Astudillo ◽  
Loreto Morales ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Socially Responsible ◽  
Public And Private ◽  
Creative Commons ◽  
Educational Challenge ◽  
Systemic Impact ◽  
Local Problems

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students’ narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.   How to cite this article: JIMÉNEZ, Maite; JIMÉNEZ, Gladys; MÁRQUEZ, Carmen; ASTUDILLO, Carolina; MORALES, Loreto; GONZÁLEZ, Lorena; HERMOSILLA, Jonathan. Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 71-89, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=37&path%5B%5D=26   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Reimagining higher education in the wake of COVID-19

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Journal Editor ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The World ◽  
Global North ◽  
North And South

In this editorial, journal editor-in-chief, Zach Simpson, introduces the peer-reviewed articles and reflections in Volume 4, Issue 2 of the SOTL in the South journal. These papers, Zach argues, each reimagine aspects of higher education: the classroom, the curriculum, the role of SOTL and so on. In addition, the editorial addresses the current (at the time of publication) coronavirus pandemic afflicting the world, arguing that COVID-19 is not only deepening inequalities between the global North and South, but also rendering SOTL ever more important.Keywords: SOTL in the South, teaching and learning, higher educaiton, special issueHow to cite this article: Simpson, S. 2020. Reimagining higher education in the wake of COVID-19. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 1-3. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=145This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Part III Rights to Culture, Ch.13 Indigenous Education and the UNDRIP: Article 14

2018 ◽  
Author(s):  
Graham Lorie M ◽  
Van Zyl-Chavarro Amy B
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Educational Systems ◽  
Right To Education ◽  
Cultural Methods ◽  
The Right ◽  
And Control ◽  
Special Meaning

This chapter discusses the right to education in Article 14. Article 14 takes on a special meaning and purpose in terms of repairing, restoring, and strengthening indigenous communities and cultures through education. These aims are to be achieved through linkages with other basic rights, such as the rights of self-determination, non-discrimination, and cultural and linguistic integrity. For instance, Article 14 provides for the right of indigenous peoples to develop and control educational systems that are consistent with their linguistic and cultural methods of teaching and learning. It also articulates a more general right of non-discriminatory access to all levels and forms of education within the State, thereby ensuring that indigenous pupils are placed on an equal footing with non-indigenous pupils. Moreover, it ensures that any action that a State takes with respect to the education of indigenous individuals is done in partnership with indigenous communities.

scholarly journals Discourse Of Indigenous Education Policy: The Malaysian Case

2015 ◽  
Vol 3 (10) ◽  
pp. 126-140
Author(s):  
Mohd Roslan Rosnon ◽  
Sara Chinnasamy
Keyword(s):  
Education Policy ◽  
Inclusive Education ◽  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Educational Systems ◽  
Education Development ◽  
Orang Asli ◽  
The Right ◽  
Analytical Approaches

United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) was created to give Indigenous peoples the right to determine their own educational system. In article 14 it is stated that, Indigenous peoples have the right to establish and control their educational systems and institutions, providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. Since the 56 years of independence, Orang Asli has never been neglected or excluded from the governments planning in ensuring their education development. Following Foucault analytical model, this paper discusses how knowledge that constitutes power highlights the way the governing systems work in Indigenous education policy. Furthermore, this paper also deliberates on participation by the Orang Asli and the power held by them to influence the creation of education policy through three main ideas; governmentality, power/knowledge and discourses which are analytical approaches by Foucault. Based on this discussion, we can get a clear picture and better understanding the possibility of improvements in Indigenous people educational opportunities and the possibility of a more all-inclusive education development policy.

scholarly journals Internationalisation and the global South

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sergio Celis ◽  
Carolina Guzmán-Valenzuela
Keyword(s):  
Key Words ◽  
Teaching And Learning ◽  
Global South ◽  
Intercultural Education ◽  
Special Issue ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Political Dimensions

This special issue of SOTL in the South tackles the internationalisation of the scholarship of teaching and learning in the global South. In examining internationalisation as a means of driving globalisation, there is a group of forces that work together in a complex intersection that involve financial, military, environmental, migratory, technological, cultural, and political dimensions (Giddens, 1990). Many of these global forces are driven by commercial aims and flow from post-capitalism. In this context, this special issue portrays the struggles of conceiving and enacting internationalisation on campuses in the global South. These struggles are increasingly part of universities, yet this special issue also shows how Southern responses to internationalisation emerge from these struggles and project new practices inspired by the idea of intercultural education. Key words: Internationalisation, global South, Globalisation, Scholarship of teaching and learning, Special issue How to cite this article: Celis, S. & Guzmán-Valenzuela, C. 2021. Internationalisation and the Global South. Scholarship of Teaching and Learning in the South. 5(1): 1-5. DOI: 10.36615/sotls.v5i1.179. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Are We Living in a Globalized World?

2021 ◽  
pp. 1-27
Author(s):  
Ai-Ling Wang
Keyword(s):  
Developing Countries ◽  
Multicultural Education ◽  
Language Use ◽  
Developed Countries ◽  
Global South ◽  
Intercultural Education ◽  
Global North ◽  
Biased Language ◽  
Globalized World

The author first points to some prejudiced or inappropriate language use in an era of globalization, for example, distinctions between language and dialect, Global South and Global North, developed countries and developing countries, majority and minority, intercultural education, and multicultural education. Then the author extends the discussion to the inequality in different fields, such as the educational and economic fields. Finally, the author calls for elimination of the biased language use and unequal practice in an era of globalization. This chapter concludes that a real globalization will not be attained without an equal globe and suggests unbiased language use and equal practices in language use in various domains.

scholarly journals Coloniality prints in internationalization of higher education: The case of Brazilian and Chilean international scholarships

2021 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Roxana Chiappa ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Internationalization Of Higher Education ◽  
Industrialized Countries ◽  
Creative Commons ◽  
Colonial Legacy ◽  
Global North ◽  
Science Without Borders

In this article, we argue that efforts to internationalize higher education that do not make visible the colonial legacy in the higher education space become catalysts that intensify and reproduce the power asymmetries among countries, universities, and ways of knowing. To support and illustrate our argument, we carried out an analysis of two of the largest international scholarship programs implemented by Latin American countries, namely, the Brazilian ‘Science without Borders’ and the Chilean ‘Becas Chile’ programs. Our analysis shows that Brazil and Chile, aiming to enhance their position in the so-called ‘knowledge economy’, implemented strategies of internationalization that assumed, naturalized, and possibly biased the intrinsic benefits of internationalization at the expense of local needs and realities. We also found that Brazil and Chile embrace a concept of internationalization equated with academic mobility to (almost exclusively) Western/European industrialized countries of the global North. Key words: Internationalization of higher education, Coloniality, Brazil, Chile, International scholarships How to cite this article: Chiappa, R. & Finardi, K.R. 2021. Coloniality Prints in Internationalization of Higher Education: The Case of Brazilian and Chilean International Scholarships. Scholarship of Teaching and Learning in the South.  5(1): 25-45. DOI: 10.36615/sotls.v5i1.161. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

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