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The ‘New Humanitarians’: Vernacular aid in Greece
Get PDFSince 2015, the ’refugee crisis’ in Greece has turned the Eastern Mediterranean migration route into one of the main entry points to Europe. In response, a grassroots solidarity movement has emerged in the Aegean islands that has become instrumental for boat rescue at sea, and for camp service provision. These local and international volunteers, as well as refugees, identify as ‘New Humanitarians’. This paper presents the emic aspects of the ‘New Humanitarians’, and focuses on vernacular actors and how they challenge the humanitarian landscape in Greece by examining their principles, practices, and discourse.
A key finding is that the ‘New Humanitarian’ principles that they model revisit the existing ones—i.e. solidarity, hospitality, equality, and agency. Other findings show that the ‘New Humanitarians’ are reproducing governing technologies imposed by the government and other agencies. They do so while trying to contest mainstream humanitarianism and pleading for much-needed change in the European border regime and refugee management systems
Coming together? Social Network Analysis of humanitarian actors in Burkina Faso
Get PDFThe deteriorating security situation in Burkina Faso has meant that humanitarian assistance programs have now been operating in the country for several years. Over the course of the response, emergency education and child protection interventions seeking the wellbeing of children and their rights to quality education have been prioritised. To achieve the best possible results, the humanitarian community has put in place a coordination mechanism and a ‘big deal’ to ensure synergies and maximise impact. The objective of this study is to draw out the operational dynamics between the actors in the response and to reflect on the results. We have found that this push for coordination has had mixed results—only a few organisations in Burkina have extensive networks with significant centrality for state services. Our study indicates that humanitarian organisations in the fields of protection and education must establish more connections with each other, and especially with local organisations, in line with the Grand Bargain’s mission to strengthen andoptimise responses. 
Acknowledgement of Country
Get PDFAcknowledgement of Country
In 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
How Diary / Memoir / Poet Jane Compares With Social Media Jane: an experiment in Person / Persona via lyric essay fragments
No full textIn this creative submission, presented via lyric essay, I examine/identify many aspects of persona, including ones developed through social media use, while writing poetry, in diary/memoir writing, in visual art, and in academic writing. This essay considers how my social media persona differs from the reality, as an autistic person, as expressed through memoir writing. The essay is divided into chapters, touching upon the persona as an asset, my dependence on social media, trivial online quizzes, and speaking truth through #hashtags.
I wondered how much I might be trying to ‘sell’ myself to the world. I looked for differences in self as I shifted between personal memoir, Facebook and Twitter. Between those lines, I wonder if I have written the ‘real’ me. The notion of “researching your own life” (Forché & Gerard 2001, p. 45) is of interest to me and this essay concerns itself with who I might be on social media. If “a social media profile is meant to be a representation of an individual” (Humphrey 2017), am I speaking on behalf of myself? I would hope this essay reveals how important it is for an individual to ‘story’ themselves.
In choosing excerpts from these versions of self, then placing them together, I discover where the truth of ‘me’ exists and reveal how I have found the courage / desire to understand life through the written word
Roever, C. (2022). Teaching and testing second language pragmatics and interaction: A practical guide. Routledge.
No full textTeaching and testing second language pragmatics and interaction: A practical guide.
Roever, C.
Routledge, 2022
Editorial: Interactional competence in the online space: Affordances, challenges, and opportunities for TESOL practitioners
Get PDFInteractional competence (IC) is a concept gaining growing currency in language learning, teaching and assessment. First proposed by Kramsch (1986), IC focuses on developing second language (L2) speakers’ abilities to use language for functional purposes, ranging from “survival as a tourist or a student to negotiating treaties” (p. 366). The conceptualization of language competence as an ability for use differentiates IC from traditional understanding of proficiency, which consists of componential, de-contextualized ability indicators such as lexical range, grammatical soundness, and pronunciation. The ethos of IC emphasizes that language teaching education needs to focus on cultivating L2 speakers’ abilities to use their linguistic resources (e.g., vocabulary and grammar) to achieve meaningful social actions in real-world interactional contexts. This special issue comprises three research articles and three book reviews, each of which exemplifies the ways in which IC can be applied to face-to-face and online learning opportunities for L2 speakers. 
Women’s education and empowerment in the Philippines: A community solution
Get PDFThe Advocacy on Women’s Education and Empowerment (AWE) Project is a community action program based in the Philippines that was implemented after participation in the 2016 Community Solutions Fellowship for Global Leaders—a professional leadership development program for community leaders across the world that involves a four-month fellowship with a nonprofit organisation or local government agency in the United States. The inspiration for the AWE project was the Girls Getting Ahead in Leadership (GGAL) program of the Women’s Initiative for Self-Empowerment (WISE) in Minnesota. The AWE project empowers young women through a series of capacity building exercises, beginning with personal self-awareness, leadership development, conflict management, peace circles and gender and human rights. This provides opportunities for female social work students and young social workers to reach their full potential as gender and human rights advocates and leaders in the Philippines. This paper aims to highlight the role of social workers in gender and human rights advocacy at the local and international level, details the experiences, lessons and challenges of running a project which builds the capacity of young women, and promotes the role of higher educational institutions in building the skills and competence of future leaders
Gateways Not Pathways: Student Perceptions of the Portals to Employability
Get PDFThe expectation that tertiary education leads to employment is one that most commencing students hold. A problem arises when there is a gap between the knowledge and skills students expect to acquire and the knowledge and skills course designers and teachers expect students to develop. The present study interviewed 22 first year students and 12 final year students to explore their expectations and experiences of employability teaching and learning, and compared these to the conceptions of employability articulated in their institution’s policy documentation. The findings suggest that most students believed that, to achieve their career goals, their primary focus should be on completing their academic studies, and that all relevant knowledge and skills would be unveiled during this process. As such, they viewed their time at university as a distinct stage in their development, one that must be completed before they move on to engage with the challenge of employment. Such expectations differ in important ways from those of the institution at which participants were enrolled, which sets employability within the context of an ever-changing job market and the consequent need for life-long learning. Moreover, while the institution clearly articulates the skills that they believe are embedded within their units and courses, this is not being conveyed to students. Implications of this research highlight the need to carefully consider what expectations students are bringing with them regarding the enhancement of employability and how institutions can best act to bridge the gap between students’ expectations and their own
Competent and Employed: STEM alumni perspectives on undergraduate research and NACE career-readiness competencies
Get PDFThere have been large increases in the number of STEM graduates in the United States, but the majority of growth in non-healthcare, career opportunities are limited to computer specialists and engineering. Thus, two challenges await STEM students upon graduation: strong competition and employer concerns that applicants lack general competencies and work experience. Universities have responded to employer concerns with initiatives to enhance career readiness by embedding sets of competencies throughout curricula. However, these competencies have not been situated in STEM contexts and are derived largely from surveys of representatives from large companies who are unfamiliar with the job requirements specific to STEM positions. The current study uses a mixed methods approach as a first step to investigate the National Association of Colleges and Employers Career-Readiness Competencies in STEM with alumni who have participated in UREs and are currently employed in STEM careers. We propose that institutions can simultaneously situate skill development in STEM and provide meaningful, work-like experience through undergraduate research experiences (UREs). Findings demonstrate that UREs provide a fertile ground for the integration of career related competencies into undergraduate curricula and suggest institutions should strategically implement career-readiness competencies that reflect the priorities of STEM employers.
Keywords: STEM, career readiness, NACE competencies, alumni, undergraduate research experiences, employment 
A narrative review of graduate employability models: their paradigms, and relationships to teaching and curricula
Get PDFIncreasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ongoing about whether employability is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university’s employability strategy and programmes often adopt a ‘bolt on’ approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work. With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1) paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals (i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. The potential implications of these observations for universities and teaching and learning are discussed