education and development
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2022 ◽  
Vol 9 (1) ◽  
pp. 299-317
Author(s):  
Ummi Zurrahmi ◽  
Anita Triastuti

Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.


2022 ◽  
pp. 136346152110673
Author(s):  
Heidi Mitton

This study sought to understand interpretations of interconnections between historical trauma, contemporary violence, and resilience in a Maya Achi community currently engaged in promoting peace and social change through popular education. In particular, the ways in which participants drew upon identity and memory in articulating characteristics of community distress and resilience are discussed. The research is informed by liberation psychology and critical perspectives of mental health, particularly considering the challenges inherent in the promotion of collective memory of trauma and resistance in contexts of violence and humanitarian settings. Participant reflections on historical and contemporary violence highlight elements of collective distress, connecting identity and memory with acts of both oppression and resistance. Education and development are signaled as possible sites of resilience but also experienced as sites of power upholding the status quo. Diverse experiences and applications of identity and memory provide insight into the ways in which community organizations working in contexts of political violence might navigate polarizing and paradoxical discourses in order to subvert, co-opt, or adapt to hegemonic cultural, political, and economic power relations in the process of transformation for collective resilience.


2022 ◽  
Author(s):  
GOVERNANCE: JURNAL POLITIK LOKAL DAN PEMBANGUNAN

The location of the research was carried out in the Class II B prison of Muara Bungo . This research took place for 1 month, from March 01 to March 30, 2021. The aim of the study was to determine the implementation of Government Regulation Number 32 of 1999 concerning the Terms and Procedures for the Implementation of the Rights of Correctional Inmates at the Class II B Correctional Institution Muara Bungo, to determine the factors obstacles in implementing Government Regulation Number 32 of 1999 concerning Terms and Procedures for the Implementation of the Rights of Correctional Inmates at the Class II B Correctional Institution Muara Bungo and To find out the efforts made in implementing Government Regulation Number 32 of 1999 concerning Terms and Procedures for the Implementation of Citizens' Rights Correctional Assistance at the Class II B Correctional Institution Muara Bungo. This study uses a qualitative method. The results showed that the implementation of Government Regulation Number 32 of 1999 concerning the Terms and Procedures for the Implementation of the Rights of Correctional Inmates, namely Education and coaching at the Class B Muara Bungo Prison includes: Religious Awareness Education, Physical and Spiritual Health Education, National Awareness Education, State and Awareness Law, Art Education. Educational and coaching activities carried out by the Class II B prison of Muara Bungo have been in accordance with Government regulation No. 32 of 1999 but in the implementation there are still some obstacles. Inhibiting factors in the implementation of Government Regulation No. 32 of 1999 Every form of education and development carried out almost certainly has obstacles, be it large or small scale. Obstacles that exist during the effort to fulfill the right to education and development of inmates in Lapas Class II B Muara Bungo are: The time and form of coaching for inmates is relatively short, Lack of Human Resources (HR), lack of facilities and infrastructure and lack of budget Education and coaching as well as the Fostered Citizens Factor itself. Efforts made in overcoming barriers to fostering inmates are using the Approach Method, the approach method used in overcoming the obstacles that exist in correctional institutions, increasing the interest of inmates, conducting training, expanding product marketing and tightening security surveillance.


2022 ◽  
Vol 34 (1) ◽  
pp. 255-273
Author(s):  
David Gabriel Naranjo

Field-based art programming proposes a different pedagogical model to respond to contemporary challenges that artists face, ranging from ecological crises to the education and development of artists. This article analyzed interviews with field-based art programming participants across two decades, focusing on artists’ experiences through their own voices. Out of the interviews with participants from Land Arts of the American West, in which participants travel, camp, and create at different sites throughout the Southwest, the participants narrate important elements of field-based art programming. Using Mezirow’s theory of Transformative Learning, this article uses participants’ descriptions to analyze the pedagogical aspects of field-based art learning that denotes a transformative experience, distinct from what is available to them in conventional tertiary art classes. Central reoccurring themes identified include immersive nature, art-making, community, and place. Participants’ responses reveal Disorienting Dilemmas and having transformative experiences.   


Family Forum ◽  
2022 ◽  
Vol 11 ◽  
pp. 193-210
Author(s):  
Monika Podkowińska ◽  
Rafał Boguszewski ◽  
Iwona Błaszczak

Background: The development of civil society is based on dialogue and participation. Young people are characterized by low interest in social activity and building a civil society, therefore it seems crucial to look at what education for participation looks like. Objectives: The authors considered the issue of dialogue and social participation in the context of education and development of young Poles. The authors drew attention to the forms and importance of civic dialogue, as well as diagnosed the goals, functions and deficits of civic education. Methodology: The topic was presented on the basis of the literature on the subject, the results of sociological research and hard data on the forms and scale of civic involvement in Poland, especially in Warsaw. Data analysis in the form of desk research was used. Results: Research by CBOS and KBPN shows that only 40% of young people who could take part in the 2018 elections for the first time in their lives intended to exercise their right. Also in the parliamentary elections in 2019, the youngest eligible respondents voted least frequently. Young Poles significantly less often than adults in general show involvement in the affairs of the local community, and are also characterized by an above-average lack of trust in others and increasing individualism. Conclusions: Civic involvement of young Poles and their participation in building a civic society are low and are accompanied by a high level of individualism combined with a lack of trust in others. Therefore, a more effective education for participation seems to be of key importance. Examples of good practice in this area, although still carried out on a small scale, are classes conducted for students in the field of public transport and tools for social participation developed and used by some local governments, such as the Civic Budget or Local Initiative.  


2022 ◽  
Vol 12 ◽  
Author(s):  
Weijia Yang ◽  
Citing Li ◽  
Xuesong Gao

Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language (CSL) enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic analysis was adopted for iterative coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs.


Author(s):  
Y.J. Dzinekou ◽  
G. Mureithi ◽  
P. Sergon

Teaching is not only a traditional role of universities, but it remains one of the most critical missions of them. The pedagogy used in teaching determines if learning will be transformational or just transactional. Transactional learning has continually increased university graduates who become a problem to the community instead of being a source of solutions to the community problems. This study introduces service-learning as a transformational learning pedagogy that empowers students to identify problems in their community and enables them to work with the community as co-creators to solve the myriad challenges that the communities battle with daily. The study provides empirical evidence of how the service-learning model is used as an education pedagogy in the informal settlements of Nairobi to train slum dwellers in civic education and development. The study adopted a qualitative approach. The study's findings demonstrate that service-learning enables students to acquire knowledge and skills to deploy in their communities. It provides evidence on how service-learning can be modelled for transformative education. The study results reveal how service-learning as a teaching pedagogy can contribute to students' personal transformation and the social transformation of the community.


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