Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education

Exploring Teaching Language with Culture

This portfolio contains the author\u27s insights into teaching a second language, which she gained while in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It is organized in two major sections: teaching perspectives and research perspectives. The content reflects the author’s main focus and value on language teaching as a graduate instructor and student. In the teaching perspectives section, the author shares the professional environment that she wants to work in, her teaching philosophy statement, and the professional development in language education through observing her colleagues’ teaching. In the research perspectives, two research papers and an annotated bibliography are included, which are tightly related to the author’s philosophy in teaching a second language

Centennial Reflections on the \u3cem\u3eCalifornia Law Review\u3c/em\u3e\u27s Scholarship on Race: The Structure of Civil Rights Thought

The author reviews one hundred years of the California Law Review\u27s rich body of scholarship on race and civil rights in an effort to discern its general direction and contours. Discerning two broad paradigms--a black-white binary of race and a liberty-equality divide--he notes that the two not only have been emerging in roughly the same period but are beginning to occupy the same territory. After describing the two paradigms and explaining their origin and operation, he puts forward a prediction for what their convergence may portend for the future of civil rights thought

Centennial Reflections on the \u3cem\u3eCalifornia Law Review\u3c/em\u3e\u27s Scholarship on Race: The Structure of Civil Rights Thought

The author reviews one hundred years of the California Law Review\u27s rich body of scholarship on race and civil rights in an effort to discern its general direction and contours. Discerning two broad paradigms--a black-white binary of race and a liberty-equality divide--he notes that the two not only have been emerging in roughly the same period but are beginning to occupy the same territory. After describing the two paradigms and explaining their origin and operation, he puts forward a prediction for what their convergence may portend for the future of civil rights thought

Basic Social Math: A Linguistic Upgrade for Decision Analysis and Social Dynamics Research.

There are foundational errors in the mathematical frameworks currently used in Economic and Decision Theories. Recent systemic failures in the interdependent business and educational sectors also show that many practices based on these theories are unsustainable in the changing dynamics of the global economy. A new approach is needed in social science research and systems engineering. This paper examines how the new understandings of complex systems, the role of emotion in cognition, and the core dynamics of decision making can help us correct these errors and to create a general framework for systemic innovation. It argues for the development of more rigorous linguistic tools that can objectively analyze social dynamics from an empirical perspective rather than from subjective cultural frames. In order to upgrade theories and adapt practices in social and educational systems, we need to first correct problems at the fundamental end of the mathematical framework that is used for such analysis. Examples of complex systems are explored within the operational context of cross-cultural language and insurance classrooms at Yamamah University in order to define the methods and illustrate the approach of Basic Social Math to correcting errors and testing theories in the social sciences

Promoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles

The phrase 'knowledge creation' refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International Baccalaureate Primary Years Programme could make towards the discourse needed for Bereiter and Scardamalia's model of knowledge creation. The study consisted of two phases: a five-month period focusing on the development of the classroom ethos and skills needed for this model (Phase 1), followed by a two-month inquiry into life cycles (Phase 2). In Phase 1, we examined the classroom practices that are thought to support knowledge creation and the early experiences of the students with a web-based inquiry environment, Knowledge Forum®. In Phase 2, we conducted a summative evaluation of the students' work in Knowledge Forum in the light of the model. The data sources included classroom video recordings, artefacts of the in-class work, the Knowledge Forum database, a science content test, questionnaires, and interviews. The findings indicate that the students made substantial progress towards the knowledge creation discourse, particularly regarding the social structure of this kind of discourse and, to a lesser extent, its idea-centred nature. They also made acceptable advances in scientific knowledge and appeared to enjoy this way of learning. The study provides one of the first accounts in the literature of how a teacher new to the knowledge creation model enacted it in an Asian primary classroom. © 2011 Taylor & Francis.postprin

The Positive Role of Negative Emotions: Fear, Anxiety, Conflict and Resistance as Productive Experiences in Academic Study and in the Emergence of Learner Autonomy

Although affect is widely recognized as a powerful force in determining students’ academic success,researchers and practitioners have paid little attention to emotional barriers that often impede college success or how instructors may respond constructively when such barriers arise. The purpose of this paper is to initiate discussion of this important problem by offering a model of how an initially resistant, fearful, and/or anxious student can use emotionally unpleasant experiences to transform himself or herself into a more autonomous and successful learner. We offer prima facie support for this model by presenting the results of two cases of first year students. Although this model may not apply to all anxious first year students, it nevertheless has value (a) as a resource for instructors working with students who fit this pattern and (b) as an example of how the role of emotions in learning can profitably be studied