1,721,163 research outputs found
The long and winding road ...
Full text linkThe long and winding road is a metaphor for a journey, often used to describe life
journeys and the challenges encountered. The metaphor was used for the title of
my keynote to refer both to the journey towards the current position of virtual
exchange in education policy – but also the long road ahead. This paper aims to explore
the emergence of virtual exchange in educational policy and how it has been adopted by
non-profit organisations, educational institutions, and policy makers to address geo- and
socio-political tensions. Though still a relatively new field, in recent years there have been
some important developments in terms of policy statements and public investments in
virtual exchange. The paper starts by looking at the current state-of-the-art in terms of
virtual exchange in education policy and initiatives in Europe. Then, using an approach
based on ‘episode studies’ from the policy literature, the paper explores the main virtual
exchange schemes and initiatives that have drawn the attention of European policy
makers. The paper closes by looking at some of the lessons we have learnt from research
on the practice of virtual exchange, and how this can inform us as we face the long road
ahead of us. The focus of this paper is on the European context not because I assume it to
be the most important or influential, but rather because it is the one I know best, since it is
the context in which I have been workin
Identifying and interrogating coloniality in English-medium instruction
No full textThis paper discusses a pedagogical activity co-taught by professors from Brazil and Italy to raise critical awareness of English as a Medium of Instruction (EMI) in non-Anglophone universities. Drawing on an international focus group, the authors created vignettes which were later shared with students in an English-taught master's program in Italy to discuss and create their own. The analysis of the activity revealed tensions and ideological complexities in EMI permeating notions of native speakerism, knowledge hierarchies, and linguistic inequalities. The authors advocate for greater critical awareness of coloniality in EMI and redefining language proficiency based on local needs.Este artigo descreve uma reflex & atilde;o acad & ecirc;mica colaborativa e o desenvolvimento de uma atividade pedag & oacute;gica que utilizou vinhetas para promover a consci & ecirc;ncia cr & iacute;tica sobre o ingl & ecirc;s como meio de instru & ccedil;& atilde;o (EMI) em institui & ccedil;& otilde;es de ensino superior n & atilde;o angl & oacute;fonas. As autoras exploraram ideologias lingu & iacute;sticas e pol & iacute;ticas de internacionaliza & ccedil;& atilde;o no Brasil e na It & aacute;lia para investigar como o EMI pode refor & ccedil;ar a colonialidade. Um grupo focal online formado por estudantes e pesquisadores internacionais identificou tens & otilde;es e contradi & ccedil;& otilde;es em torno do EMI, o que orientou a cria & ccedil;& atilde;o de vinhetas desenvolvidas pelas autoras. Essas vinhetas foram ent & atilde;o compartilhadas com estudantes de um programa de mestrado ministrado em ingl & ecirc;s na It & aacute;lia, que criaram suas pr & oacute;prias vinhetas. As vinhetas dos estudantes revelaram quest & otilde;es como o nativismo lingu & iacute;stico, hierarquias de saberes, desigualdades lingu & iacute;sticas e o impacto emocional do EMI. A abordagem pedag & oacute;gica visava valorizar os conhecimentos locais dos estudantes e fomentar a solidariedade entre pares. As autoras defendem a necessidade de aumentar a consci & ecirc;ncia cr & iacute;tica sobre a colonialidade entre os envolvidos com o EMI e de reconceituar a profici & ecirc;ncia lingu & iacute;stica com base nas necessidades locais
Promoting dialogue or hegemonic practice? Power issues in telecollaboration
Full text linkThis qualitative study explores the impact of potential linguistic, technical and educational
hegemonies on the learning outcomes for English language students in Hebron, Palestine,
and Padova, Italy, who were involved in the Soliya Connect Program, a telecollaboration
project developed to explore critical issues that divide the ‘West’ and the ‘predominantly
Arab and Muslim world’. The project is organised around weekly synchronous moderated
video discussions between students from the U.S., Europe, and the Middle East and North
Africa. The authors first discuss the hegemonies that might be at play in this
telecollaboration project and examine the specific power imbalances on the macro-, mesoand micro-levels that students in Hebron and Padova might experience. Then, drawing on
data from learner diaries and reflective papers, facilitator reports, and questionnaires, the
authors provide evidence for the emergence of a third space conceptualised as a site of
struggle and conflict, but also a dialogic, fluid and evolving space. The aspects of the
project that seemed to contribute most to the creation of a third space were found to be: (a)
the role of trained facilitators in addressing power imbalances, (b) the dialogic approach to
conflict that the program is based on, and (c) the use of audio-video conferencing which
humanises the experience and increases empathy among students
Global citizenship online in higher education
Full text linkDiscourses of global education, citizenship and competence have been characterising the higher education literature in recent years. The COVID-19 pandemic has both heightened the relevance of global citizenship education and presented new challenges as educators and students continue to grapple with the lasting impact and implications. This paper presents the findings of a research study which looked at the perceived learning outcomes of a ‘virtual exchange’ project which addressed issues relevant to global citizenship, involving students in European and Southern Mediterranean countries in online dialogue programmes. The study used quantitative and qualitative approaches to the analysis of responses to open survey questions using the quantitative tool IRAMUTEQ (Sbalchiero & Tuzzi, 2016) and focus groups. Participants perceived that their learning was happening above all through their encounters and discussions with people from different backgrounds. They reported learning to listen actively and carefully, to accept and/or respect different opinions and experiences. The findings open up possibilities for how higher education institutions might engage students in online transnational and global learning experiences—which can contribute to thinking about renewing education and societies in a post-pandemic world
Rethinking the transition process in Syria: constitution, participation and gender equality
Full text linkA just and sustainable peace for Syria can only be attained through the equal participation of women’s rights defenders at the negotiation table and throughout the transitional process. Understanding the legal framework within which such participation takes place – and the challenges of promoting women’s rights through a gender-responsive constitution – is crucial. This publication, resulting from a collaboration between Euromed Feminist Initiative and the University of Padova, builds on the knowledge of academics and advocates, shedding new insights on those challenges. It aims at supporting institutional efforts being made to guarantee women’s participation in the Syrian reconstruction, as well as advocacy initiatives carried out to ensure women’s participation in political and economic decision-making in the country’s future
INTERNATIONALIZATION AT HOME THROUGH VIRTUAL EXCHANGE
No full textIn this chapter Beelen and Jones's definition of IaH is adopted: Internationalization at Home is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. This is followed by a consideration of the opportunities virtual exchange offers for internationalization as well as the risks. For the purpose of simplification a distinction between two main categories of virtual exchange can be made, taking the educator's vantage point: codesigned virtual exchanges and 'ready-made' virtual exchanges. A strategy should be developed that recognizes and addresses the risks in order to avoid reproducing or exacerbating the current inequities of internationalization. Critical internationalization scholars and decolonial theorists argue that the system itself is beyond reform. The COVID-19 pandemic has no doubt accelerated a paradigm shift in internationalization of higher education toward a stronger focus on IaH and active support for more inclusive and sustainable educational practices
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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