Contesting Knowledge, Contested Space: Language, Place, and Power in Derek Walcott’s Colonial Schoolhouse

Derek Walcott's colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. The situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged within its walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott's emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed "border thinking.

Development of critical thinking in the format of information pedagogy

У статті висвітлено особливості поняття "критичне мислення"; визначено завдання і мету дослідження розвитку критичного мислення у форматі інформаційної педагогіки; окреслено шляхи їх розв'язання як першооснови якісного освітнього процесу в умовах розвитку інформаційного суспільства; проаналізовано праці витчизняних і зарубіжних науковців, лінгводидактиків, педагогів-практиків; запропоновано основні вектори інтеграції критичного мислення у формат інформаційної педагогіки.В статье освещены особенности понятия "критическое мышление"; определены задачи и цели исследования развития критического мышления в формате информационной педагогики; намечены пути их решения как первоосновы качественного образовательного процесса в условиях развития информационного общества; проанализированы труды витчизняних и зарубежных ученых, лингводидактики, педагогов-практиков; предложены основные векторы интеграции критического мышления в формат информационной педагогики.The article covers the peculiarities of the concept of "critical thinking"; the task and purpose of the research of the development of critical thinking in the format of information pedagogy are determined; the ways of their solution as the basis of qualitative educational process in the conditions of development of the information society are outlined; the works of domestic and foreign scholars, linguodidactics, and pedagogues-practitioners are analyzed; The main vectors of the integration of critical thinking in the format of information pedagogy are proposed

Variation in motion events: Theory and applications

This chapter analyses the role of intratypological and dialectal variation in the lexicalisation of motion events (Talmy 1991, 2000) and its application to second language acquisition. The first part discusses intratypological variation with respect to the semantic component of Path and proposes a cline of Path salience on the basis of twenty-one languages. Then, it describes dialectal variation in Spanish and Aragonese. Results show that dialects within these two Romance languages differ in the type of linguistic resources they use as well as in their quality and quantity. The second part briefly reviews some L2 problematic areas that can benefit from these approaches such as conceptual transfer, deixis, and idiomaticity. Examples are drawn from L2 Spanish and L2 Basque

Specialization in Law and Business: a Proposal for a J.D./ MBL Curriculum

This paper provides the specific details of how an interdisciplinary program of law and business can be structured in a three-year J.D. program. The program envisioned is a J.D./”M.B.L.”, which is distinguished from the better known J.D./M.B.A. The “M.B.L.” stands for “masters of business law,” which is simply an idea tag. The moniker can represent a program conferring a supplemental degree in law and business, or simply a specialized course of study to complete a J.D. Either way, the program is an interdisciplinary program of concentrated study in core transaction-oriented law courses and core business courses. The most effective education for corporate lawyers should be interdisciplinary, and that a good education should prepare a lawyer for alternative careers in business. Career flexibility created by legal education is more important than ever as lawyers enter a dynamic and uncertain marketplace

Ebonics: The Debate Which Never Happened

The thesis of this paper is that no substantive and impartial debate about the pedagogical value of using Ebonics in the classroom could be held in the United States media because America\u27s prescriptive attitude towards Ebonics does not allow fair and objective consideration of the issue. In presenting this theme I will discuss language ideologies in general and prescription in particular as a common attitude towards language. Prescription with respect to Ebonics usually takes the form of language prejudice. I will conclude with an introduction to one area of language planning, status planning, in which language planners try to improve the status of a dialect or language by selecting a goal, planning the necessary research, and devising a marketing or diffusion plan

Impact of Culturally Responsive Teaching Workshop on Preservice Teachers: How to Teach Columbus from Multiple Perspectives

This qualitative case study examines the impact of a workshop on culturally responsive teaching on preservice elementary teacher candidates’ ability to conceptualize and apply culturally responsive instruction. The Rethinking Columbus workshop teaches students to read critically as text detectives, asking questions such as Whose voices are being heard and whose are not and what are the hidden messages in the text and illustrations Overall it appears that preservice teachers who participated in the workshop were able to generate numerous culturally relevant instructional strategies that directly aligned with the conceptual framework presented in the workshop. Students were also able to extend their learning by creating new and innovative strategies to engage elementary students in learning that were not discussed during the workshop. This paper describes the workshop model for teaching preservice teachers to be culturally responsive educators and includes numerous participant-generated examples of how to teach with a culturally responsive lens

Student perspectives of a place-responsive outdoor education programme

There is a growing recognition of the role that places have in influencing learning In outdoor education. Being aware of the importance of place encourages the development of outdoor programmes that respond to the uniqueness of the locality and the community. This article investigates student perspectives of a place-responsive outdoor education programme. The findings indicate that this approach is a viable form of outdoor education practice that has the potential to foster positive interpersonal relationships and strengthen participants’ appreciation of and attachment to place(s). These findings contribute to a growing body of literature demonstrating that place-responsive outdoor education has the potential to enrich participants' understanding and enjoyment of places In addition to providing a challenging and enjoyable outdoor experience