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STEM students see the value of LinkedIn as a career development tool and continue to use it in the long-term post-assignment
Get PDFSome empirical case studies provide support for using LinkedIn as a 21st century career development tool; however, little is known about the long-term impact on students’ use of LinkedIn. A LinkedIn assignment was implemented in a third-year subject taken by students in non-specialist science, technology, engineering and mathematics (STEM) degrees. The study aimed to determine: 1) Student use of LinkedIn prior to, and during the four months after the assignment was completed; 2) Student intentions to use LinkedIn as a career development tool in the long-term future; 3) Student perceptions of a LinkedIn assignment and associated employability skills; 4) Changes to students’ LinkedIn profiles and professional connections in the two years following completion of the assignment. Four months after the assignment, students completed an anonymous and voluntary questionnaire comprised of open-ended and Likert-scale questions. Descriptive statistical analysis was conducted on the Likert-scale responses and content analysis was conducted on the open-ended responses. Students’ LinkedIn profiles were analysed upon completion of the assignment and two years post-assignment to determine changes during this time. Students saw value in the assignment and LinkedIn as a career development tool, and many thought they had developed skills in building a connected identity and social network literacy. Students were less confident in their ability to build and engage with professional networks, although they thought this was important. Most students continued to use LinkedIn in the two years post-assignment. In conclusion, a LinkedIn assignment is an effective career development tool for students in non-specialist STEM degrees
Acknowledgement of Country
Get PDFIn the spirit of reconciliation the Australian Council of TESOL Associations (ACTA) acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today. We acknowledge that the arrival of the English language to this continent impacted the traditional languages and cultures of Aboriginal and Torres Strait Islander people, and celebrate the work to reclaim or maintain these languages. ACTA members teach English in addition to supporting the maintenance and development of First Languages, and encourage the acquisition and use of other languages – including First Nations Languages
Le positionnement social dans la diplomatie humanitaire : le cas des organisations non gouvernementales internationales (ONGI) en Corée du Nord
Get PDFThis article shows how the theoretical approach of ‘the practice turn’ can be useful when studying humanitarian diplomacy in international relations. The research argues that the social position of organisations influences the implementation of their humanitarian diplomacy. The article uses, as a central example, the case of international non governmental organisations (INGOs) providing humanitarian aid to North Korea. To paint a picture of the field of humanitarian aid in North Korea, this research uses multiple correspondence analysis (MCA) to analyse around 2,000 pieces of qualitative information. The research shows that the field is made up of three groups of INGOs. We will present their social characteristics and their impact on the humanitarian aid sector in North Korea.Cet article montre l’utilité de l'approche du tournant pratique en relations internationales pour étudier la diplomatie humanitaire. La recherche soutient que la position sociale des organisations influence la mise en oeuvre de leur diplomatie humanitaire. L’article utilise comme exemple central, le cas des organisations internationales non gouvernementales (ONGI) fournissant de l’aide humanitaire à la Corée du Nord. En recourant à l'analyse des correspondances multiples (ACM), nous analysons de manière statistique environ 2000 informations qualitatives afin de brosser un portrait du champ de l’aide humanitaire en Corée du Nord. Nous constatons que le champ est constitué de trois groupes d’ONGI. L’article poursuit en présentant leurs caractéristiques sociales et leurs impacts dans le secteur de l’aide humanitaire en Corée du Nord
Tweeting the World a Better Place: Motivations and Values Underpinning the Creation of a Digital Cosmopolitan Persona
Get PDFWhile the reputation of the platform Twitter was severely dented during the presidency of President Donald Trump, who often retweeted far-right content, this article engages from the argumentative assumption that Twitter is an inherently cosmopolitan online space, both in terms of statements found there and of the lived experience of users on the platform itself. Cosmopolitanism is understood as a normative concept and as a descriptive term for increasing cultural interconnectedness. Twitter users may engage in pursuing liberal aims by taking responsibility for or identifying with all humanity, and thus enact the more conceptual ideas of cosmopolitanism into pragmatic and viral utterances. They may also be deemed cosmopolitan influencers. Based on qualitative interviews with ten purposely selected Twitter users, it is argued that the motivation behind such online political engagement is chiefly societal and activist, and stems from a desire to change society and, indeed, to “give back to society”. Tweeters are guided by an array of values, such as authenticity, solidarity, justice and equality, and freedom of expression. These socially-engaged Twitter users also often see themselves as exceptional, and able to view social developments others cannot see. The data shows that positive reinforcing as well as negative discouraging feedback plays a crucial role and gives hints for the promotion of Cosmopolitan Twitter
Enablers and barriers for plurilingual practices: How EAL/D teachers support new arrivals in a rural secondary setting
Get PDFThis paper explores the reported practices of five specialist EAL/D teachers from a rural Australian city. They work with a cohort of refugee students from a single cultural group, who recently arrived in Australia with minimal English and generally low levels of literacy in their first language. Survey research was conducted to explore how plurilingualism was being supported amongst these students. Information was sought on how home languages featured and were supported in the students’ learning. Plurilingual practices occurred predominantly in the EAL/D setting, where participants benefited from ‘Goldilocks conditions’. These conditions were characterised by a homogenous student group and allowed for a slowing down of the curriculum and the incorporation of students’ first languages in the learning process. The presence of skilled bilingual aides was the lynchpin for the success of plurilingual practices in this study. Our research highlighted the need for further investigation into the enablers and barriers of collaborative practice between EAL/D and mainstream teachers and the role bilingual aides play in supporting plurilingualism in schools. There is evidence from this study to support reframing the concept bilingual education in Australia, to better capture the complexities of plurilingual interactions in school contexts
Implications for Initial Teacher Education (ITE) programs in preparing mainstream teachers for culturally and linguistically diverse classrooms
Get PDFWith a rising percentage of English as an Additional Language or Dialect (EAL/D) learners in Australian schools and recent policy changes, increasingly these students find themselves learning curriculum content in mainstream classes without appropriate language learning support. Professional standards for teachers in Australia require graduates to demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds, including Indigenous learners. However, teachers report being ill-prepared for teaching in culturally and linguistically diverse classrooms. It seems that Initial Teacher Education (ITE) courses may not be consistently equipping preservice teachers with the necessary knowledge, dispositions, skills, and expertise to be responsive to EAL/D learners’ needs. This study analysed video-recordings of five practising EAL/D teachers responding to questions posed by ITE students from an Australian university. Using Fairclough's (2003) Critical Discourse Analysis (CDA) and a sociocultural lens, research results offer insights into knowledge and practical implications necessary for successful EAL/D student engagement in mainstream classrooms. This timely research presents five recommendations that will inform higher education institutions when developing ITE courses for preparing preservice teachers for culturally and linguistically diverse classrooms. Insights are shared for already practising mainstream classroom teachers
Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum
Get PDFDespite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and ‘evidence-based’ practices tend to reflect this stance. In this paper, we argue that due to the diversity and complexity of EAL/D learner cohorts, and current systemic constraints, teacher-researcher collaborations can be one avenue available to teachers to develop their knowledge and skills whilst simultaneously guiding future research. Drawing on ‘identity texts’ and arts-based approaches, we describe our collaboration with a teacher in a super-diverse primary school classroom setting to illustrate the ‘messiness’ of classroom research, the challenges, and the considerable opportunities to effectively respond to EAL/D learner needs whilst valuing and embracing their diverse linguistic repertoires
Au-delà de l’ « ego-système », pour une résistance humanitaire menée localement
Get PDFThis article invites readers to consider a new form of humanitarianism that has emerged out of people’s resistance to military atrocities—called Resistance Humanitarianism—with a particular focus on the crisis in Myanmar. In that country, Resistance Humanitarians are challenging traditional aid actors because their operational presence and coverage can go deep inside the hardest-hit areas, which are usually inaccessible to the large INGOs and UN. This gives Resistance Humanitarians significant operational advantages, particularly the acceptance of the population, access, and data that reflects ground realities. Meanwhile, most international aid actors continue to try and gain access to affected communities through Myanmar’s oppressive and illegitimate military junta, constraining their ability to reach those most affected by crisis and potentially aiding the junta’s violent cause. The paper suggests that this vertical, top-down, ‘neutral’ approach to aid access taken by many international actors may deepen the conflict, as it pushes people away from their determination for a systematic end to injustice. The paper also argues for the urgent need to critically rethink the humanitarian approach for the Myanmar conflict, and suggests a new type of aid architecture—a locally-led, horizontally-constructed ecosystem that builds on and supports people and organisations on the ground and prioritises inclusivity, diversity and collaboration at its heart. If the aim of external international actors is to build resilience, they must rethink their approach and support military-avoiding Resistance Humanitarianism.Cet article invite les lecteurs à se pencher sur une nouvelle forme de pratique humanitaire - la résistance humanitaire - issue de la résistance des populations face aux atrocités militaires, en se concentrant plus particulièrement sur la crise en Birmanie. Dans ce pays, les humanitaires de la résistance, dont la présence opérationnelle et la couverture touchent des zones généralement inaccessibles aux grandes ONGI et à l’ONU, remettent en question les pratiques traditionnelles du secteur de l’aide. Les humanitaires de la résistance profitent d’avantages opérationnels significatifs, en particulier l'acceptation de la population, en termes d’'accès et de disponibilités des données qui reflètent les réalités du terrain. Parallèlement, la majorité des acteurs de l'aide internationale essaie d'accéder aux communautés touchées via l'intermédiaire de l’illégitime junte birmane. Ceci limite leur capacité à atteindre les personnes les plus touchées par la crise et augmentent les risques de participer à la violence militaire déjà existante. Cet article suggère que cette approche de l’aide qui est verticale, descendante, « neutre » et adoptée par de nombreux acteurs internationaux, pourrait aggraver le conflit, car elle distancie les gens de leur désir de mettre fin à l'injustice. Ce document plaide également en faveur d'un besoin urgent de repenser l'approche humanitaire du conflit en Birmanie et propose un nouveau type d'architecture de l'aide : un écosystème dirigé localement et construit horizontalement, qui s'appuie sur et soutient les personnes et les organisations sur le terrain et qui privilégie l'inclusion, la diversité et la collaboration. Si l'objectif des acteurs internationaux externes est de renforcer la résilience, il est nécessaire de repenser leur approche et de soutenir une résistance humanitaire qui évite les conflits militaires
Dr Adriana Szili
No full textTeachers are entertainers. They perform to a myriad of audiences in any given day, in part to students in a classroom, to parents or collegues in the staffroom. These performances need to be carefully scuplted and managed to ensure that the audience engages with each presentation. This paper discusses the complex nature of the construction of the teaching persona through a triangulated approach that intersects media, sociology and education by utilising autoethnography and textual analysis to explore how teachers create and maintain a persona in contemporary society.