Knowledge, Justice, and Equity

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

Innovation and Entrepreneurship for the Self-Reliant and Localized Economy

Innovation and entrepreneurship (I&E) are two closely related words that go hand in hand in this era. Innovation is about applying creativity for different engineering/technology/service problems and producing unique solutions, while entrepreneurship is about applying the same to bring ideas to life by making them feasible to work. It is also about doing the business work. In this chapter, the authors review how innovation and entrepreneurship help create a self-reliant and localized economy. The chapter also looks at the importance of introducing entrepreneurship and innovation to an academic curriculum. By this approach, universities can reduce the gap of introducing the I&E concepts and use their synergies with the engineering technology course contents to create an innovative mindset, thereby creating a self-reliant and localized economy.

Supporting Content and Disciplinary Literacy Success for Adolescents With LLD: A Blended and Contextualized Morphological Awareness Strategy Approach

Purpose: As adolescents progress through the upper grades, reading and writing demands become increasingly challenging for students with and without a language and literacy deficit (LLD). The literacy education community recommends that reading and writing instruction be infused in the academic curriculum and emphasizes disciplinary literacy practices. Disciplinary literacy may be too advanced for adolescents with LLD who have not yet mastered foundational written language skills. Method: A discussion is provided for how general strategy instruction, also referred to as a content area or a content literacy approach, might be integrated with disciplinary literacy practices for adolescents with and without LLD. We specifically present how morphological awareness intervention, with an explicit focus on meaning structure and related language analysis of words, can be linked to learning academic vocabulary. Our blended approach includes both content and disciplinary literacy strategies in the context of the academic science curriculum. Conclusions: Adolescents with and without LLD require ongoing support of their literacy development well beyond the elementary school years. It is important that this support include not only mastery of foundational general strategies to access complex text content in a proficient manner but also active and explicit reflection on the social complexities of text as it relates to specific disciplines. Together, such instruction and intervention, when directly applied to the academic curriculum, can help older students of all abilities achieve the optimal comprehension and learning required for academic success.

A Survey of Weeding Practices in New Zealand Academic Libraries

<p>Weeding is the removal and disposal of materials from a library’s collection that meet criteria set out in the collection development policy. Weeding the print collection of an academic library should be viewed as a means of continuously improving the quality of the collection, reflecting changes in the university’s academic curriculum and meeting patrons’ research needs (Dubicki, 2008). Weeding is often neglected however because of time constraints, a desire to maintain the size of a collection, and the belief that a book may be needed some time in the future ...</p>

A Survey of Weeding Practices in New Zealand Academic Libraries

<p>Weeding is the removal and disposal of materials from a library’s collection that meet criteria set out in the collection development policy. Weeding the print collection of an academic library should be viewed as a means of continuously improving the quality of the collection, reflecting changes in the university’s academic curriculum and meeting patrons’ research needs (Dubicki, 2008). Weeding is often neglected however because of time constraints, a desire to maintain the size of a collection, and the belief that a book may be needed some time in the future ...</p>

Shalom Educational Model and the Paradigm Shift in the Social Work Training in the Democratic Republic of Congo (DRC)

Social work is a discipline that was introduced into an academic curriculum in the DRC not long ago. It is with the repetition of the phenomena of urban banditry and that of street children that the various stakeholders have thought of training professionals in this field. But is said training effective and appropriate? In this article, I examine through a sample the academic curriculum in the DRC and propose avenues’ starting from the biblical model of shalom, which is a four-dimensional model, responding to contextual and spiritual needs. The article contains seven parts: the first point will be the introduction, in the second point there will be a brief contextual presentation of DR Congo, the third point is about the method used in this article, the fourth point will be the sample of social work curricula, the fifth point will be analysis and assessment of this curricula, in the sixth point I will show the implications of shalom model in the social work training and the last point will be the conclusion.