scholarly journals Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’

2020 ◽  
Vol 4 (1) ◽  
pp. 84-101
Author(s):  
Pär Poromaa Isling
Keyword(s):  
Teaching And Learning ◽  
Cultural Practices ◽  
Minority Language ◽  
School Staff ◽  
Classroom Context ◽  
School Practices ◽  
Individual Interviews ◽  
Upper Secondary ◽  
Challenges And Opportunities ◽  
Tural Identity

This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’ Tornedalian cultural background is either more or less prominent, depending on the occasion. Particularly in the classroom context, teachers are obliged to mute and put aside their minority language, Meänkieli. Thus, they transform their behaviour and adopt a Swedish manner of conduct in their contacts with pupils. Consequently, teachers’ Tornedalian cul-tural identity becomes less prominent. Simultaneously, Swedish school culture takes precedence, and its authority controls what can be seen as proper educational subjects as well as the classroom’s social interactions. The analysis, guided by decolonising perspectives, reveals that minority language and cultural practices are mainly alive and active in the unofficial settings of the schools. These manifestations of resistance against the Swedish language and Swedish culture’s dominance of school practices, which remain alive in these decolonial pockets, is not organised and not part of official school practice. However, the conversations with school staff and pupils revealed that the competence, desire and strategies exist to ignite a pedagogy more inclusive of minority perspectives that can facilitate the transfer of Tornedalian minority knowledge and perspectives to pupils. This could empower decolonial Meänkieli practices and revitalise Tornedalian culture among young Tornedalians.

scholarly journals Teaching and learning through scientific practices in the laboratory in biology education

2021 ◽  
Vol 17 (3) ◽  
pp. 340
Author(s):  
Mari Sjøberg
Keyword(s):  
Teaching And Learning ◽  
Scientific Practice ◽  
Biology Education ◽  
Scientific Practices ◽  
Biology Teachers ◽  
Biology Students ◽  
Upper Secondary ◽  
Challenges And Opportunities ◽  
Secondary Biology ◽  
Support Students

The overall aim of this thesis is to explore challenges and opportunities with teaching and learning through scientific practices in the laboratory in biology education. This thesis is based on three articles that are introduced and discussed in an extended abstract. My focus is on practice in the laboratory, and in the thesis, I have investigated practice in two different ways. First, I have investigated upper secondary biology teachers’ practices as reported in a survey and group interview (Article I). Secondly, I have analyzed undergraduate biology students’ practices through microscale analysis of their reasoning when constructing representations in the laboratory (Article II and III). The findings from Article I show that the biology teachers’ primarily report that they implement teacher-directed laboratory work with the aim of illustrating content knowledge. The findings from Article II and III shows how different representations, such as drawings and gestures, support students’ model-based reasoning. Based on these findings, I argue for the fruitfulness of a focus on modelling through representation construction as a scientific practice in the laboratory.  

scholarly journals Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

Multilingua ◽  
2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Attila Gyula Kiss
Keyword(s):  
Discourse Analysis ◽  
Summer School ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Education ◽  
Minority Language ◽  
Ethnographic Study ◽  
The One ◽  
Hungarian Language ◽  
Historical Discourses

AbstractThis article is a contribution to the hitherto scant literature on learning a historical minority language and on language ideologies in the context of a study abroad program in Hungary, Debrecen. I analyse the language ideologies of the decision makers in Hungary and in the Debrecen Summer School in relation to the teaching of Hungarian to the neighboring peoples. Drawing on interactional data of participants from Romania, the perspective of learning Hungarian as a historical minority language is examined. The present article combines a historical approach with language ideologies by focusing on an institution offering language education. Language ideologies are presented as they appear in the larger historical discourses, contemporary documents, and media interviews. I briefly outline the major turning points in the history of the institution which also reflects the changing language ideologies and cultural politics of Hungary. The qualitative discourse analysis of interviews and the conclusion of this ethnographic study demonstrate that language ideological positions in relation to the teaching and learning of Hungarian have been firmly located in historical and cultural contexts. Discourse analysis of various data demonstrates that, on the one hand, the course providers have espoused competing ideologies of who the learners should be as well as how to present the country and the culture, while, on the other hand, showing that the learners have had to negotiate prejudice and stereotype rooted in discourses about the often burdened history.

Research on mixed learning mode based on MOOCs and micro class in internet background

2021 ◽  
pp. 1-8
Author(s):  
Zhang Zhehua
Keyword(s):  
Learning Process ◽  
Mixed Mode ◽  
Teaching And Learning ◽  
The Internet ◽  
Teaching Mode ◽  
Quality Of Teaching ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
New Form

In the era of education information and globalization, a new mode of teaching and micro class has emerged in the background of the Internet, which brings new challenges and opportunities to the teaching of the classroom. MOOCs has been piloted and applied in many universities in the form of SPOC. As a new form of curriculum, micro course has been applied to the teaching and learning process. The integration of Moor and micro class resources helps to turn the classroom into a mixed mode. This article will focus on this hot topic to analyse the characteristics of the class, the characteristics of the micro class and the influence on the students and teachers, to improve the quality of teaching and to realize the individualized and active study of the students. The article summarizes the results of blended teaching mode at home and abroad, and explores the development and application of MOOC and micro class resources.

Design Philanthropy: Challenges and Opportunities in the Evolution of Philanthropic Giving

2021 ◽  
pp. 089590482110494
Author(s):  
Melissa Arnold Lyon ◽  
Shani S. Bretas ◽  
Douglas D. Ready
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Venture Philanthropy ◽  
Policy Borrowing ◽  
The Past ◽  
Challenges And Opportunities ◽  
Instructional Core ◽  
Democratic Engagement

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking.

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

Smallholder large ruminant health and production in Lao PDR: challenges and opportunities for improving domestic and regional beef supply

2017 ◽  
Vol 57 (6) ◽  
pp. 1001 ◽  
Author(s):  
S. Nampanya ◽  
S. Khounsy ◽  
J. R. Young ◽  
V. Napasirth ◽  
R. D. Bush ◽  
...  
Keyword(s):  
Cultural Practices ◽  
Smallholder Farmers ◽  
Bos Indicus ◽  
Lao Pdr ◽  
Rural Poverty ◽  
Rural Livelihoods ◽  
Bubalus Bubalis ◽  
Large Ruminant ◽  
Challenges And Opportunities ◽  
Marketing Systems

Indigenous yellow cattle (Bos indicus) and Asiatic swamp buffalo (Bubalus bubalis) are important livestock species in the Lao People’s Democratic Republic (Laos). Data from 2011 estimated there was a national herd of 1 586 200 cattle and 774 200 buffalo, with average numbers of 5.3 cattle and 3.4 buffalo per farm household, indicating that the majority of farm households with large ruminants were smallholders, retaining large ruminants as a storage of wealth, for sale as meat, and as a source of manure fertiliser. Increasing demand for red meat in both domestic and neighbouring markets, driven by rapidly growing economies and urbanisation, offers opportunities for Lao smallholders to gain more income from their livestock. However, improving cattle and buffalo production and a more sustainable supply of safe beef and buffalo meat, requires that numerous production, health and welfare constraints be addressed, including: prevalence of important infectious and parasitic diseases, nutritional deficits particularly in the dry season, undeveloped trading, meat processing and marketing systems, limited veterinary and extension service capacity, adverse impacts from climate change and cultural practices specific to buffalo husbandry, plus policy developments that recognise and adapt to changes in land use. Improvements in large ruminant health, processing and marketing are of particular importance as these will enable poor smallholder farmers to participate in emerging beef markets and expand other agricultural enterprises, improving rural livelihoods, with potential reductions in rural poverty and increased food security. This paper identifies the strategic interventions that may increase the supply of cattle and buffalo and improve rural livelihoods in Laos and the Greater Mekong Subregion.

scholarly journals The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam

2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
System Quality ◽  
Institutional Conditions ◽  
Vietnamese Higher Education ◽  
Challenges And Opportunities

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

scholarly journals Education, Work, and Motherhood in Low and Middle Income Countries: A Review of Equality Challenges and Opportunities for Women with Disabilities

2018 ◽  
Vol 6 (1) ◽  
pp. 82-93 ◽  
Author(s):  
Belaynesh Tefera ◽  
Marloes L. Van Engen ◽  
Alice Schippers ◽  
Arne H. Eide ◽  
Amber Kersten ◽  
...  
Keyword(s):  
Cultural Practices ◽  
Women With Disabilities ◽  
Middle Income ◽  
Governmental Organization ◽  
Middle Income Countries ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Challenges And Opportunities ◽  
The Government ◽  
Low And Middle Income

This study looks at the equality challenges and opportunities for women with disabilities in low and middle income countries (LMICs) to participate and succeed in education, employment and motherhood. It is based on a systematic review of the literature from academic and non-governmental organization databases. The search of these databases yielded 24 articles, which were subsequently passed through open, axial, and selective coding. The resulting review found that women with disabilities in LMICs have severe difficulty participating and succeeding in education, employment and motherhood due to a number of interrelated factors: (i) hampered access to education, employment, intimacy and marriage, (ii) stigma and cultural practices resulting in discrimination and prejudice, and (iii) lack of support from family, teachers and institutions—all of which are exacerbated by poverty. Support from families, communities, the government, and non-governmental organizations improves women’s ability to fulfil their social roles (as students, employees and mothers), resulting in a better quality of life. Strategies that create awareness, minimize poverty and facilitate justice may improve the opportunities for women with disabilities in LMICs to participate in education, employment and motherhood, as well as their ability to succeed in these domains.

scholarly journals Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools

2010 ◽  
pp. 149 ◽  
Author(s):  
Marian Amengual Pizarro
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
High Stakes ◽  
Teachers Perceptions ◽  
High Stakes Tests ◽  
The Past ◽  
Language Tests ◽  
Upper Secondary ◽  
Teaching Curriculum ◽  
Upper Secondary Schools

In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

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