International Journal of Progressive Education (IJPE)
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Narratives on Longing, Being, and Knowing%253A Envisioning a Writing Epistemology
No full textAbstract%253A In this paper, I problematize the inextricable relationship between how I constitute knowledge and how I articulate knowledge. Through various narrative reflections I explore my own reckoning with dominant ways of articulating knowledge that reinforce ways of constituting knowledge that are inherently strange to me. I also outline my sojourns and departures into and from emergent modes of articulating knowledge such as personal narrative and autoethnography. Even though I acknowledge the emancipator nature of these modes, I show myself in tension with them in terms of their fit with my own geographies and topographies. I conclude with a discussion of a larger project I envision which implicates new modes of articulating knowledge that assume a much larger notion of self and personhood. I argue that a larger notion of self is vital to the making of a more expansive and inclusive definition of knowledg
The Information Inquisition%253A High Priests of Knowledge
No full textIn this paper the author examines the relationships between the educational technology movement, the computer industry, the Bush administrations education policies, and the Inquisition. Examples of ways in which information is manipulated, distorted, and denied public scrutiny are discussed
Developing Prosocial Behaviors in Early Adolescence with Reactive Aggression
No full textDespite the alarming rise of early adolescence aggression in Hong Kong, it is the pioneer evidence-based outcome study on Anger Coping Training (ACT) program for early adolescence with reactive aggression to develop their prosocial behaviors. This research program involved experimental and control groups with pre- and post- comparison using a mixed model research method. Quantitative data collection consisted of the Peer Observation Checklist (POC), while qualitative data collections of the early adolescents behaviors were assessed through structured interviews (early adolescents, parents and teachers). In post-intervention and follow-up studies the treated early adolescents showed a consistent increase in their physical and verbal prosocial behaviors
Political, Economic, Socio-Cultural, and Educational Challenges of Administering a Sino-US Joint Venture Campus in China
No full textThis qualitative study explored the political, economic, socio-cultural, and educational challenges of administering a Sino-U.S. joint-venture campus in the Peoples Republic of China. China American University (CAU) is an educational joint venture between China Investment Company (CIC) and American University (AU) in the U.S. that resulted in naming CAU a branch campus of AU. Data were acquired through semi-structured interviews, surveys, and participant observations. The researcher interviewed, surveyed and observed U.S. administrators and executives, American teachers, Chinese students, and Chinese staff. This study concluded that there are many challenges of administering such a Sino-U.S. joint venture campus in China. Administering a Sino-U.S. joint venture campus in China requires a broad understanding of the host country and a significant amount of flexibility. More research is needed to understand how American the so-called American education is in China, including what the standards are and who is, as Knight (2004) says, monitoring and assuring the relevance and quality of such programs (p. 84)
Coffee Cups, Frogs, and Lived Experience
No full textStories are how we make sense of experiences, thus providing the historical sense of life. To paraphrase Dewey, extracting at each present time the full meaning of each present experience enables us to do the same for our pasts. The continual reconstruction of the past in the light of the present is integral to full engagement with the present time. When we tell stories over a cup of coffee, we participate in the wholeness of language, which is itself a means of enacting the wholeness of life
A plea for a mentoring framework that promotes dialogic professional learning in the ELT teacher education context
No full textThe paper emerged out of my own and my colleagues growing discontent with the traditional, ill-organized and unproductive way of evaluating the one-month-teaching practice of student teachers of English Language Teaching (ELT) at Haramaya University. It advances the argument that student teacher evaluation systems should be restructured to represent the voices and experiences of the student teachers. Towards this end, I proposed a mentoring framework that potentially encourages student teachers to become critical practitioners. The model I propose emphasizes the professional agency of the student teacher. The paper holds the position that to transform their views of teaching and learning, student teachers as well as their trainers should be empowered to seek justice and emancipation from the traditional model of evaluation. Finally, it attempts to leave readers with the impression that if we prefer our zone of comfort at the expense of our student teachers growth, we must know that we are jeopardizing the fate of teacher education
Clinging to the managerial approach in implementing teacher education lsquo%253Breform tasks in ethiopia
No full textIn this paper, the author argues that the pre-service secondary teacher education lsquo%253Bparadigm shift or lsquo%253Bsystem overhaul that has been implemented during the 2003- 2005 time period in Ethiopia reflects the pursuit of pathways which the author refers to as a managerial approach. Grounded mainly on personal narratives of a key self- narrator and views of other faculty reform performers, the author brings to surface the ideology upheld by central reform planners and administrators. The author identifies four reform tasks to demonstrate the consistency in the paths pursued to effect policies of central priorities. These reform tasks which mainly concern changes in curriculum and instruction were planned and have been effected in managerial spaces and tools. The author further argues that, in effect, if not in intent, the managerial approach has had a sidelining effect because the larger practitioners, professional associations, communities, student teachers, and private popular media have been given little or no opportunities for participation. According to the author, the approach has also reduced pedagogical concerns and values to an adjunct or secondary position
Looking Back to Look Forward%253A Understanding the Present By Revisiting The Past%253A An Australian Perspective
No full textCambourne and Turbill trace the growth, change and finally marginalisation of progressive approaches to literacy education by examining whole language philosophy in Australia from the 1960s to the present. Using a critical lens, Cambourne and Turbill describe how whole language has been positioned throughout the last nearly 50 years in terms of curriculum, pedagogy, and assessment. Cambourne and Turbill offer a personal history of whole language in Australia and draw connections of the educational changes occurring in their country to other western democracies. Their insights are valuable in order to examine other grass roots programs and to better understand how politics impact educational movements
Whole language and moral panic in Australia
Get PDFThis paper examines the media and political landscapes within which whole language is currently constituted in Australia. Through surveying the themes and rhetoric deployed in media texts over recent years, we consider how whole language has been taken up as part of a wider media campaign around education generally. We consider how this campaign has been instrumental in constructing a moral panic around literacy education in particular. We begin with an overview of how the literacy standards of Australia%252339%253Bs young people compare on international measures with young people elsewhere. We consider how the media has bundled these with populist concerns about literacy pedagogy and other educational issues to create a sense of national crisis about education. We argue that the sociological concept of quot%253Bmoral panicquot%253B provides a useful and systematic theoretical framework for reading these discursive tactics of the media. Finally, we examine how a National Inquiry into literacy responded to this panic by reinscribing a familiar ndash%253B and unhelpful- binary between whole language and phonics-based instruction. In the title and in the body of the paper we keep whole language in quotation marks to remind the readers that use of the term in the media texts that are analysed differs widely from its usage by literacy specialists