Book Review: Critical Reflection, Spirituality and Professional Practice, by Cheryl Hunt

2022 ◽  
Vol 19 (1) ◽  
pp. 93-96
Author(s):  
Laszlo Zsolnai
Keyword(s):  
Professional Practice ◽  
Critical Reflection

Ideologies of English in Asia: an editorial

2021 ◽  
Vol 2021 (271) ◽  
pp. 1-16
Author(s):  
Alexandra Grey ◽  
Loy Lising ◽  
Jinhyun Cho
Keyword(s):  
Critical Reflection ◽  
Language Ideologies ◽  
Chinese History ◽  
Special Issue ◽  
The West ◽  
Binary Structure ◽  
Socially Constructed ◽  
Local Perspectives ◽  
East West

Abstract That English has spread in Asia is well-known, but this critical reflection, and the five contributions and book review that we hereby introduce, contribute to rectifying the relative absence in the sociology of language literature of studies approaching language ideologies and practices in specific Asian contexts from local perspectives. We are not alone; our inspections of journal archives show that scholars are increasingly responding to this relative absence in recent years. What this special issue offers is further diversity of both authors and cases, and moreover this special issue draws attention to the immutable, binary structure underlying the various globally-circulating discourses of the East and the West as part of investigating how socially constructed East-West binaries interact with language ideologies about English and other languages. It shifts the attention from fixity – East versus West – to diversity, extending East to Easts and West to Wests as our contributors identify and examine multiple, endogenous “imaginative geograph[ies]” (from Arif Dirlik’s [1996] “Chinese history and the question of Orientalism”, History and Theory 35(4): 97) constructed through various Orientalist ideologies. It founds this approach on a combination of the theory of recursive language ideologies and critical Orientalism scholarship. This is generative of new and useful sociolinguistic analyses. Having laid out this theoretical extension, this editorial then provides an overview of the issue’s contributions, which examine how socially constructed East-West binaries are interacting with language ideologies about English and other languages on sub-national scales in various Asian contexts including in Korea, China, Japan, Tajikistan and Pakistan.

scholarly journals International Perspectives on Designing Professional Practice Doctorates Book Review

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Jacqueline Hawkins
Keyword(s):  
Professional Practice ◽  
Global Perspective ◽  
Design Work ◽  
Education Doctorate ◽  
Future Design ◽  
International Perspectives

This review demonstrates how Dr. Valerie Storey and her colleagues have helped to enlighten the activities of CPED member institutions by providing a global perspective on the EdD.  Discussion links the various facets of the book to historical, structural, operational, and evaluative aspects of our future design work.  Takeaways from the review are provided for those of us who are leading the reclamation and transformation of the education doctorate.

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

Instructional Conversations

2008 ◽  
pp. 144-160 ◽  
Author(s):  
Lorraine Sherry ◽  
Shelley H. Billig
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Learning Goals ◽  
Instructional Conversations ◽  
Reflective Conversations

Instructional conversations lie at the heart of teaching and learning. Well designed instructional conversations stimulate deep thinking, promote critical reflection and metacognition, and help participants create meaning and leverage ideas to generate something new. This chapter defines instructional conversations and presents a taxonomy of five types, ranging from dialectic conversations to reflective conversations. Illustrations of each type of conversation are provided, along with a discussion of their function and ways to increase their effectiveness. The chapter ends with a set of suggestions for improving professional practice, and particularly for instructors who wish to become more intentional about reaching learning goals.

A critical reflection on my learning and its integration into my professional practice

2015 ◽  
Vol 32 (1) ◽  
pp. 67-75
Author(s):  
Sally Cartwright
Keyword(s):  
Secondary School ◽  
Brain Tumour ◽  
Professional Practice ◽  
Critical Reflection ◽  
Educational Practice ◽  
Full Time ◽  
Professional Educators ◽  
Relevant Today ◽  
The University ◽  
The City

This paper, ‘A critical reflection on my learning and its integration into my professional practice’, was successfully submitted for a Master’s programme at the University of Bath (UK) in 2010, whilst Sally was working full-time as a teacher in a large secondary school in an English town 10 miles from the city of Bath. Sally died of a brain tumour in 2013. By making her writings public she offered the knowledge she created as a gift to the development of the educational knowledge-base of professional educators. While the detail of practice, procedures, policies and regulations change, the learning she offers is as relevant today as it was then. Teachers continue to experience tensions, as Sally did, in trying to be true to their values and improve the educational experience of their students in contexts dominated by economic rationalism. Sally’s account will particularly resonate with teachers who are committed as professional educators to struggling to develop their professional knowledge and contribute to evolving, rather than revolving, educational practice that contributes to the flourishing of their students.

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