University of Windsor, Ontario: Open Journal Systems
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Dialogues of Writing: Kinship Bonds in Racialized Graduate Student Writing Groups
No full textWriting practices in graduate programs prioritize writing as a colonial performance of excellence. Indeed, these expectations of literacy protect it as white property, thus upholding racial hierarchies (Inoue, 2019). Our paper examines how racialized graduate student writing groups (RGSWGs) seek to disrupt institutional racial hierarchies through peer feedback and group writing practices inspired by Inoue\u27s model of ungrading, which prioritizes the labour, acknowledgement, exchange, and reflexivity in writing. This paper will explore how ungrading can guide RGSWGs on how to practice an ethic of care that disrupts institutional hyper- individualism and white supremacy, foundational elements of neoliberal graduate programs and universities (Henry et al., 2017a; Henry et al., 2017b; Henry & Kobayashi, 2017). As such, RGSWGS can provide a setting that promotes reciprocal classroom ecologies that center what hooks (2003) terms as radical openness (p.114). We extend conceptualizations of allyship to kinship, which emphasizes RGSWGs as relationships based on reciprocal care and accountability. Justice (2018) explains that kinship is not a thing; it is an "active network of connections, a process of continual acknowledgement and enactment" (p. 42). Kinship is then a long-term commitment to community that incorporates lived experiences of a disrupted cycle of injustice and reflects Crenshaw\u27s (1991) work on racial identities as heterogeneous coalitions. Heterogeneous coalitions are composed of "complex unities constituted by their internal differences and dissonances" (Caratathis, 2016, p.7). We will explore kinship bonds in RGSWGs as a practice of allyship and heterogeneous coalition between racialized graduate students resisting white supremacy in university institutions
The Effect of Metacognitive Awareness and Critical Thinking on Academic Success: A Structural Equation Model
No full textThis study examined the effects of children\u27s metacognitive awareness, critical thinking tendencies, and demographic characteristics (gender, mother’s and father\u27s education level) on their academic achievement in the social studies course using a structural equation model. The study group comprises 854 secondary school students aged 10-13, attending three secondary schools in the central district of Kilis province in the 2022-2023 academic year. Within the scope of the research, a hypothesized path diagram was developed based on the structural equation model. As a result of the research, it was determined that children\u27s gender, and mothers\u27 and parents\u27 education level had an indirect effect on their academic success in the social studies course, their metacognitive awareness had a direct and mediating effect, and their critical thinking tendencies had a direct, indirect and mediating effect. In addition, it was determined that children\u27s gender and parental education level had direct and indirect effects on their metacognitive awareness, and only a direct effect on their critical thinking tendencies
Action-Oriented Teaching: A German Framework for Integrating Theory and Socio-Professional Practice
No full textThe primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts
How Digital Games Impact Student Motivation in Science: A Meta-Analysis
No full textLearning related to games is always interesting to discuss because games promise to stimulate the imagination, spark curiosity, encourage discussion and debate, and enable experimentation and investigation. Various studies related to learning to load games have been conducted and published, making it necessary to examine the impact of games on students’ motivation to learn science. This study aims to compare the success of science learning that uses games with other learning methods, focusing on motivation as the independent variable. This research uses a meta-analysis approach, based on articles published between 2014 and 2023 in Scopus, ERIC, Taylor and Francis, and Dimensions. A total of 51 studies were identified from various countries worldwide. This analysis uses a contrast group model, with moderator variables including publication indexer, school level, motivation indicator, country, and year of publication. The study also examines effect size (ES), outliers, and publication bias using forest plots, funnel plots, and Egger’s test, all analyzed with R software. The results show that digital games affect student motivation in learning general science, with an ES of g = 0.22 (p < 0.001, 95% CI [0.10; 0.34]). The forest plot revealed heterogeneity in the research data, the funnel plot showed the spread of data, and Eggers’ test returned a p-value of 0.25. Possible reasons for these findings, limitations, and future research directions are also discussed
An Academic Text: The Balance Between Academic Integrity and Artificial Intelligence
No full textAcademic writing is creating texts within academic discourse, encompassing a complex and multifaceted set of skills. These skills involve linguistic (lexical, syntactic, and stylistic) aspects and, more importantly, meta-linguistic competencies such as logical reasoning, analytical thinking, critical evaluation, objectivity, and respect for diverse ideas and sources.
Modern approaches to mastering academic writing include the Controlled-to-Free Approach, the Free-Writing Approach, the Paragraph Pattern Approach, the Grammatical-Syntactic-Organizational Approach, and the Process Approach. The fundamental academic writing unit is the scientific text – a cohesive, communicative structure with a clear and logical organisation consisting of internally complete sections, subsections, and paragraphs enriched with appropriate terminology. An essential stage in academic writing is ensuring originality by using plagiarism detection software, which compares submitted texts against a database of existing documents to identify overlapping content.
Artificial intelligence (AI) has become a crucial aspect of today’s academic integrity discourse. It is characterised as a structured system of information technologies designed to support complex tasks through scientific research methods and algorithmic data processing that significantly impacts academic integrity by enhancing personalised learning, increasing educational accessibility, improving the quality of education, supporting educators and researchers, and expanding learning opportunities.
Drawing on theoretical methods of analysis and synthesis and the empirical method of interviews, this study emphasises the importance of a balanced approach to integrating AI tools while upholding academic integrity among students, educators, and researchers. Although AI technologies play a legitimate role in education, they should focus on enhancing the learning experience and supporting research activities rather than compromising ethical standards.
 
Gender and Power in Early Childhood Education in Indonesia
No full textEarly childhood education (ECE) plays a crucial role in shaping children\u27s identities, including their understanding of gender. However, in the Indonesian context, gender issues are still often overlooked in education policies and practices, even though social norms developed in schools indirectly reinforce traditional gender stereotypes. This book explores how gender and power are constructed in early childhood education in Indonesia through an ethnographic approach as well as post-structuralist and post-colonial feminist theories. By observing the interactions of children, teachers and education policies, the book shows that education is not a neutral space, but a place where gender norms are continuously reproduced and negotiated. In addition to exposing gender bias in the ECD system, this book also offers an alternative, more inclusive pedagogy. Teachers have a huge role in shaping children\u27s gender understanding, but often unconsciously maintain traditional norms. Therefore, education should be a flexible space where children can express their identities without rigid gender boundaries
Can Introverts Be Allies? Examining the Intergenerational Experiences of Two Métis Multiracial Women Anti-Racist Educators
No full textThis paper explores the intergenerational experiential knowledge of two Métis women who are also multiracial. Reflecting on data from a series of visiting sessions, where we explored our experiences with monoracism – racial purity discourse and processes – and our work as introverted allies, this paper aims to complicate popular constructs of anti-racist allyship. To do so, we share a counterstory to discuss our discomfort with false narratives that construct overt community activism as superior to theorizing and other expressions of “introverted anti-racism.” We question the tendency to construct allyship through a monoracist or racial purity lens, as well as patriarchal assumptions that allyship must be aggressive, and how these assumptions might prevent the formation of broad ally coalitions needed to counter current political conditions that threaten decolonization and Canadian democracy
Impact of Blended Learning Techniques on Skill Acquisition in Chinese Classical Dance Among University Students
No full textThis study aims to evaluate the effectiveness of blended learning strategies in skill acquisition for Chinese classical dance among university students. A cross-sectional survey was conducted with 120 university students to assess various aspects of blended learning. Independent t-tests and linear regression analyses were used to examine how different blended learning variables affected skill improvement in Chinese classical dance. Additionally, thematic analysis was used to explore the challenges and advantages students reported when applying blended learning principles to dance education. The results indicate that blended learning significantly enhances skill development in Chinese classical dance compared to traditional teaching methods. Specifically, the duration of blended learning, instructors\u27 experience with the method, and session frequency all contributed to improved dance skills. The study concludes that blended learning is an effective educational model for enhancing skill acquisition in Chinese classical dance. It combines the benefits of face-to-face and online learning, offering a flexible and collaborative approach to teaching
A Framework for Good Community Allyship to Nurture Black Children’s Science Identities
No full textWe (re-)construct allyship to include Black people working together to end oppression. We use a descriptive case study method to reflect on our involvement with a Black organization’s community-based out-of-school program that addresses inequitable access to STEM/science-related fields in Montreal. The program supports the development of Black children’s science identities by redressing their ongoing exclusion from science. This descriptive case study highlights the power of an intersectional approach to allyship, inclusive of Black people disrupting systemic barriers and creating transformative educational spaces for Black children. Based on our analysis, we propose a framework for good community allyship composed of six areas: (1) Unapologetic commitment to address anti-Black racism, (2) Culturally-relevant and compassionate approaches (3) Authentic presence in the community, (4) the Leveraging of privilege to secure resources, (5) Strengthening partnership with institutional allies, and (6) Inclusive practices. However, allyship has its limits where Blackness is undervalued. We note recent U.S. narratives seeking to undermine Black excellence and the closure of Equity, Diversity, and Inclusion (DEI) offices in some Canadian universities. We therefore call for a reimagining of allyship as one that centers Black-led initiatives, amplifies community knowledge, and actively resists any future attempts to erase Black excellence in Canada. This reimagining of allyship is necessary for the sake of Black children’s futures