Empowering for the “Belt and Road”: Teaching Applied Chinese as a Foreign Language at Guangdong Nongken University

This article explores the transformative initiatives undertaken by Guangdong Nongken (GK) Rubber, a prominent player in China’s agricultural foreign cooperation, within the framework of the “Belt and Road” initiative. The GK Rubber School has engaged in a multifaceted approach to Chinese language education that not only imparts linguistic skills but also fosters a deep understanding of Chinese culture. The reforms discussed encompass curriculum, teaching objectives, and innovative teaching methods, with an emphasis on promoting sustainable learning. The GK Rubber School’s dynamic integration of online and offline teaching, use of AR and VR technologies, and collaborative learning platform for instructors sets a precedent for excellence in the field of Chinese as a Foreign Language (CFL) education. This article highlights these innovative approaches that align with the objectives of the “Belt and Road” initiative, building bridges of understanding and cooperation between China and ASEAN countries

Contextualizing Information Behavior: A Methodological Approach

Building on recent developments in information behavior theory & research, this paper explores the role of context in methodological approaches to the investigation of everyday information behavior. In particular, the author examines the implicit role of Western constructs in existing models and theories of information behavior, and illustrates how a more contextually responsive method for investigating information behavior may provide more robust and accurate indices of how individuals interact with information in their everyday lives in diverse contexts. The value of a contextualized understanding of information behavior is demonstrated by drawing on two studies examining the role of contextual factors in everyday information behavior in non-Western societies. In doing so the author identifies several factors with considerable contextual variation that play a strong role in how individuals need, seek and use information in their daily lives, particularly social and cultural values.  The author also demonstrates the value in further exploring this contextual variation in information behavior research, supported by relevant theoretical and philosophical considerations. The resulting information behavior research methodology is aimed at identifying the contextual factors present in everyday information behavior, which may enable information scientists to better understand variation in information behavior and develop more robust tools for investigating information behavior in diverse communities.  I conclude by suggesting that the implementation of this method may also lead to better understanding of the relationship between information practices and well-being, as well as having implications for international development and cross-cultural collaboration

Playing with Snow, with Peace and Freedom - English on the Margins: The educational experiences of young refugees in Bangkok, Thailand.

This thesis explores the educational experiences, needs and aspirations of young refugees living in extended exile in Bangkok, Thailand. The aim of the research was to elicit and document the perspectives of young refugees, in order to inform educational policy and programming in Bangkok and the wider region. An ethnographically inspired method was used, using diary data, semi-structured individual and focus group interviews, and two visual narrative projects. The methodology demonstrates the value of an ethnographically inspired approach in seeking child-friendly, context-driven and culturally responsive solutions to issues facing marginalized populations. The research data and its subsequent analysis indicated a significant need for alternatives to be developed for young refugees living in extended exile, who were unable to access mainstream school due to financial and legal restrictions; age, language and cultural barriers; and curriculums inappropriate to their needs, backgrounds and aspirations. In addition, the research highlighted a conflict between policy and practice in Thailand, showing how international, top-down policies, espousing access to school for young refugees, migrants and other non-citizen children, need to be more efficiently monitored and effectively implemented; ensuring not just the right to school, but also to a quality education that is relevant to their needs and backgrounds, and provides opportunities for a meaningful future. Schools, organisations and initiatives addressing these solutions must be more adequately supported, and less restricted in their efforts, actions and advocacy. The theories of Amartya Sen and Martha Nussbaum have been used to create a capability framework of recommendations for refugee education in Bangkok that addresses these needs; is culturally responsive and relevant to an urban refugee context; and builds on the experiences, perspectives, and aspirations expressed by the young research participants living in extended exile in Bangkok, Thailand