Journal of Culture and Values in Education (JCVE)
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Sustaining a Healthy Supervisor-Student Relationship: Students Speak
Full text linkStudent supervision process is a cumbersome exercise which requires both supervisor and student or supervisee to work in tandem. This implies that there should be a good relationship which culminates to trust between the supervisor and student. However, if the supervisor and student mistrust each other, the whole supervision process may be a fiasco. The problem is that some supervisors are reckless when it comes to handling students and their supervision matters, and this affects supervision relationship. Without a healthy relationship between a supervisor and a student, the undertaking and completion of the research study may not be feasible. This paper sought to examine students’ voices on strategies to sustain a healthy relationship between the supervisor and the student. Data were generated qualitatively using semi-structured interviews and the study was sampled purposively. Using a thematic analysis, this study revealed that a healthy relationship can be sustained through open lines of communication, giving hope and motivation, teamwork, honesty about capabilities, mutual respect, providing timeous feedback, keeping confidentiality and providing guidance and support. This study concludes that supervisors should guard against the manner they treat their students because if they treat them badly and or disrespectfully, the supervision process may be negatively impacted. Therefore, this study recommends that supervisors should explore different ways of accommodating students with their needs and be flexible enough to support them so as to secure and sustain the supervision relationship that can determine the completion of the research study
Educational Access and Success: Unravelling Challenges faced by Children of Widows in Sub-Saharan Africa
Full text linkIt has been established that widowhood has detrimental impacts on both the widow and the children. Extreme poverty and widowhood are linked, and this has a significant effect on children. The claim is that the absence of the father reduces the financial resources available to the children, adversely affecting their ability to access and succeed in school. This paper explores how widowhood affects children’s achievement in school and access to it. Intersectionality will serve as the theoretical foundation for this investigation. Descriptive research will be used in this conceptual work. Information was gathered from e-books, academic papers, and research articles. The collected data was examined, and the conclusions were stated. The study results showed that the widow’s financial situation influences the children’s academic progress and access. It was shown that children whose mothers come from stable financial backgrounds are more likely to have access to educational facilities and excel in their studies. In contrast, those whose mothers’ income is unpredictable are more likely to have difficulties getting to and succeeding in school. Resources should be provided to widows’ children so that they can succeed in their academic work. To help widows care for their children without experiencing any issues, there should be policies that support widows’ immediate access to their husband’s estate
Developing Intercultural Communication Course: Key Considerations for a Jordanian Context
No full textThere is a growing interest in incorporating intercultural studies into higher education curricula, reflecting their increasing relevance in a diverse global society. This research aims to examine the essential intercultural knowledge and skills required for effective engagement with Jordanian communities. The study aimed to answer the question, “What are the key considerations when developing intercultural communication courses within the Jordanian context?” This qualitative, participatory, and exploratory study involved seven academics in 2024 who engaged through meetings and WhatsApp groups to reflect on the subject, analyze data, and review findings. Thematic analysis revealed the importance of understanding cultural and religious dimensions, political and social considerations, and communication styles. The findings emphasize the need for sustained cultural competence training for future graduates to ensure their ability to engage effectively with diverse communities and promote inclusive, culturally responsive practices that honor and integrate distinct cultural and religious values
Cultural Heritage Management as a Strategy for Local Development in the District of La Jalca, Amazonas
No full textThe management of cultural heritage by conserving and promoting its tangible elements seeks to integrate conservation with socioeconomic benefits, thus strengthening social cohesion. The main objective of this study was to analyze how cultural heritage management contributes as a strategy to local development in the district of La Jalca, Peru. An ordered logistic model (ologit) was applied to surveys of fifty villagers, and variables such as education, conservation, financing, and participation were evaluated. The results show that level of education, active conservation, and resource allocation all significantly increased the valuation of heritage, while age had no relevant impact. It is concluded that effective management requires inclusive cultural education, sustainable financing, and qualitative participation, through the adaptation of international experiences to the context of the region, with emphasis on integrating elements of intangible heritage and articulated policies for balanced development
Feeling of Psychological Loneliness Among Adolescent Students with Disabilities in Inclusive Education Settings and Special Care Centers: A Comparative Study
No full textThis study examined the differences in the Feeling of Psychological Loneliness (FPL) among Adolescent Students with Disabilities (ASwD) across Inclusive Education Settings (IESs) and Special Care Centers (SCCs)in Jordan. To achieve this, an Arabic version of the University of California, Los Angeles Loneliness Scale (UCLA LS) for adolescents was developed in three formats—pen and paper, sign language, and Braille—to address the needs of ASwD in IESs. After confirming the validity and reliability of the instrument, it was administered to a sample of 672 ASwD, selected through stratified cluster sampling. The findings revealed that FPL levels among ASwD in IESs were high for students with hearing disabilities, and moderate for those with visual disabilities, physical disabilities, and learning difficulties. A statistically significant difference in FPL was also observed between ASwD and their peers without disabilities, with ASwD reporting higher levels. Moreover, disability type was found to influence FPL levels, with students with hearing disabilities experiencing greater FPL than those with other disabilities. Differences based on IESs also emerged, with students in inclusive schools reporting higher FPL levels than those in SCCs, regardless of disability type (hearing, visual, or physical). Recommendations are provided
Must know Grade 8 Technology Education Concepts and Vocabulary
Full text linkExplicit vocabulary instruction is key to building conceptual understanding as words carry domain concepts. The value of explicit vocabulary instruction is lost in the absence of a principled isolation of the right words to give focused attention. The key or ‘must-know’ vocabulary should find expression and resonance in all languages. The present study, a precursor to an empirical study on the extent to which African languages can handle concept vocabulary in the teaching of Technology, isolates the key must-know Grade 8 Technology Education vocabulary in English. Vygotsky’s (1986) theory of scientific concept development informed the distinction between scientific and everyday concepts. Ha and Hyland’s (2017) Technicality Analysis Model (TAM) and its five levels of technicality informed the judgment-based methods that were used to determine key Technology Education vocabulary at Grade 8 level. Over and above the model, some criteria emanated from the defining characteristics, the contextual clues, as well as Chung and Nation’s (2004) four-step rating scale. The criteria applied yielded 80 key vocabulary, largely technical and substantive and bearing threshold concepts. The study recommends combining the words of the Tier 3 with the more general academic vocabulary of the Tier 2 to narrow the instructional focus and increase the conceptual understanding of the teaching of Grade 8 Technology
Cultural Transitions in Mathematical Discourse: Unveiling Mathematical Writing Hurdles during the Rite of Passage
Full text linkThis qualitative case study delves into the intricate landscape of mathematical writing challenges faced by first-year university students undergoing the critical transition from school-level to university-level mathematical discourse. Conducted at a prominent South African university, the research, employing a purposive sampling technique, engaged thirty first-year mathematics students. Guided by the community of practice theory by Lave and Wenger, alongside van Gennep’s rite of passage analytical lens, the study sought answers to the question: What are the mathematical writing challenges encountered by first-year university students during their rite of passage period? Thematic analysis, informed by Adu's (2019) coding framework, was utilized to systematically examine common themes and patterns within the qualitative data. The findings illuminated key hurdles during this transitional phase, prominently including the inconsistency in working with mathematical notations, erroneous use of universal and existential quantifiers, and a notable confusion between the acts of illustrating and proving in mathematical contexts. In response to these challenges, the study advocates for the explicit incorporation of mathematical writing instruction to scaffold students during this rite of passage. Furthermore, it recommends a shift in the emphasis of first-year mathematics courses—suggesting a redirection from a content-centric approach to one that prioritizes the cultivation of students' new identities. This entails focused attention on teaching the customs, traditions, and adept ways of constructing and articulating mathematical proofs in the university context. The implications of this study extend beyond the immediate challenges identified, offering actionable recommendations to enhance the pedagogical strategies employed in the crucial transition period for first-year mathematics students
Reclaiming Narratives - Muslim Women Navigating Activism in Educational Research Implications and Recommendations for Educators
No full textThis chapter delves into the intricate dynamics of activism within educational research within the context of resistance and justice within settler-colonial states from Turtle Island and beyond. Drawing inspiration from Eve Tuck's (2010) concept of shifting from damage-centered research to desire-based research and Sara Ahmed's (2010) work on embodying what it means to be a killjoy, we endeavour to confront and address prevailing tensions we face as visibly identified Muslim women researchers and educators. We position ourselves to navigate the complexities of our lived experiences and advocate for justice in the current climate. We come together from Pakistani and Palestinian familial lineages to share our lived experiences and specific testimonies of ‘othering’ in educational research and activism. Using an anti-colonial and desire-based framework, we explore the framing and tensions of Orientalism and the struggle against it. We also contemplate our identities, positionalities and stances within educational research. Drawing strength from Indigenous cultures and Islamic philosophies, we seek to advocate for disruption, refusal and subversion, essential to activist research. We conclude with implications for educators, universities, researchers, schools, communities, and beyond. We aim to illuminate the paths we navigate as activist researchers, harnessing our collective experiences and reframing the research approach through a desire-based approach. 
Research as Activism: Bridging Knowledge and Action for Transformational Change
Full text linkResearch as Activism is the fusion of scholarly inquiry with intentional advocacy and action. It transcends academic exploration by actively challenging systemic inequities and injustices, engaging marginalized communities, and driving tangible social change (hooks, 2003). Research as activism embodies a commitment to using research methodologies, epistemologies, personalized and institutional privilege, and accessible dissemination to dismantle oppressive structures, promote justice, and empower and centre voices often unheard, dismissed, silenced, or marginalized in traditional academic discourse or in community spaces (Eizadirad et al., 2023; Battiste, 2013; Simpson, 2017). As Audre Lorde (1984) emphasizes, “There is no such thing as a single-issue struggle because we do not live single-issue lives” (p. 138)
Rurality and Curriculum Implementation in Zimbabwean Primary Schools: Challenges and Opportunities
Full text linkThe paper argues that harnessing community epistemologies can greatly improve the implementation of the curriculum in Zimbabwean rural primary schools. The contribution of rural communities in educational discourses has been less valued and this position is being challenged given the wealth of knowledge and skills that are prevalent in rural communities. Employing the Social Capital Theory, the study empirically analyses the implications of engaging rural communities based on a qualitative descriptive survey design with a small purposefully selected sample of four rural primary schools, twenty primary school teachers, and ten community members. The study employed focus group discussion and in-depth unstructured interviews in data collection. The research findings indicated that rural teachers cannot self-provide all the educational knowledge critical for quality primary school education. They need to meaningfully engage community members in the implementation of the primary school curriculum. Furthermore, rural community members felt the primary schools did not value their contributions and, therefore, did not engage them in curriculum implementation discourses. The study concludes that there is a need to change the current teacher-community relationship practices that erode trust and voluntarism on classroom matters and create favourable win-win educational conditions. The study recommends that teachers identify specific attributes of members of the rural community and exploit them for the good of curriculum implementation at the primary school level