An evaluation of cultural studies in foreign language learning

Cultural studies has come to occupy an important place in the field of foreign language learning. From 1990-93, Durham University and the Institut National de Recherche Pedagogique in Paris ran a project to design, implement and evaluate an experimental programme to teach culture in a structured way in schools and colleges. This thesis was written in the context of that project and is concerned with the evaluation of one part of the programme. After an introduction to the current situation of cultural studies in language learning, the first half of the thesis surveys the relevant theoretical foundations. Chapter 2 considers the theories important to cultural learning and progresses from definitions of culture in its broadest sense to specific techniques for teaching culture. Chapter 3 moves on to the theoretical background of evaluation, discussing various models, methods and issues in analysis and reporting. Chapter 4 makes the transition from the theoretical to the practical, drawing upon the theories already discussed to explain how this particular evaluation was designed and carried out. The second half of the thesis presents and analyses data collected during the evaluation. Chapters 5 and 6 discuss the aims of the programme and illustrate how these aims were carried through into the classroom. Chapters 7 and 8 focus on what the students learned and their opinions of the programme. The final chapter analyses the students' suggestions for change and considers the significance of the programme within the wider scope of foreign language learning

Becoming international in a Japanese junior high school : an ethnographic study.

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN013015 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Community and citizenship in post-disaster Japan

In March 2011, a triple earthquake-tsunami-nuclear disaster rocked north-eastern Japan. In this article, the impact of these three disasters on schools, teachers and children will be analysed, with a particular focus on the role of teachers in saving lives and leading communities, and the role of schools as sites and agents of community and citizenship in the disaster situation. The article is structured around four themes, namely, the role of school leaders and teachers, the role of schools as sites of community, changing media representations of children and communities in the wider national context, and the birth of global citizenship as a meaningful concept. Primary data from visits to schools in Miyagi Prefecture and Fukushima Prefecture in Japan in July 2011 and December 2011 are combined with analysis of secondary sources written in Japanese to paint a clear picture of the different roles served by teachers and schools at different points in time during and after the disasters. This provides insights not only into post-disaster communities, but also into the role of teachers and function of schools as agents and sites of community and citizenship in Japanese society

WHAT IS 'A SUCCESSFUL UNIVERSITY'?

"The aim of this paper is to provide a basis for discussion and debate on definitions, characteristics and criteria of measurement of a successful university. While the core mission of universities indisputably remains teaching and research (Shattock 2010), universities in the 21s t century are increasingly called on to assume expanded roles as key players in knowledge societies and the knowledge economy. As universities take on these diverse roles, it becomes more difficult to agree on definitions and characteristics of success, and on valid and reliable criteria for measuring how successful they are. While this issue of defining success and its characteristics is implicit in many studies of various aspects of higher education, there is surprisingly little literature directly addressing the issue in a comprehensive and systematic way. As Shattock (2010: 7) has observed, "we feel instinctively we can recognise successful universities when we see them", but it can be challenging to provide justification and evidence for these judgements. This is especially true as universities seek to locate themselves within global systems, where global measures of certain aspects of success overshadow any other definitions or characteristics of success." -

WHAT IS 'A SUCCESSFUL UNIVERSITY'?

"The aim of this paper is to provide a basis for discussion and debate on definitions, characteristics and criteria of measurement of a successful university. While the core mission of universities indisputably remains teaching and research (Shattock 2010), universities in the 21s t century are increasingly called on to assume expanded roles as key players in knowledge societies and the knowledge economy. As universities take on these diverse roles, it becomes more difficult to agree on definitions and characteristics of success, and on valid and reliable criteria for measuring how successful they are. While this issue of defining success and its characteristics is implicit in many studies of various aspects of higher education, there is surprisingly little literature directly addressing the issue in a comprehensive and systematic way. As Shattock (2010: 7) has observed, "we feel instinctively we can recognise successful universities when we see them", but it can be challenging to provide justification and evidence for these judgements. This is especially true as universities seek to locate themselves within global systems, where global measures of certain aspects of success overshadow any other definitions or characteristics of success." -

Becoming Bologna Capable: Strategic Cooperation and Capacity Building in International Offices in Kazakhstani HEIs

This paper examines the roles and perspectives of International Office staff in universities in Kazakhstan, as they engage in internationalization of higher education within the framework of the Bologna Process. Drawing on data from document analysis, a national survey and in-depth interviews, the paper discusses the practices, strengths and challenges of International Offices, linking empirical data to theories on internationalization, institutional change, networks and capacity building. Main findings are that the International Offices play a role in the leadership of strategic cooperation at international, national and intra-institutional levels, and that they would have the potential to play a more major role given access to the capacity building and professional development opportunities they identify. The paper highlights tensions that need to be resolved in the division of responsibilities between Bologna Offices and International Offices at institutional level, and in the channels of communication between HEIs and the national Bologna Center

Overcoming the isolating impact of COVID-19 by promoting young people's participation in residential care programmes

The devastating international health impact of the COVID-19 pandemic is reported on a daily basis in terms of newly acquired infections and mortality rates. What is less visible are the social and emotional implications of the virus, in particular the impact of requirements to remain socially isolated and in some circumstances to self-isolate or self-quarantine for periods of time. Young people living in residential care are already highly vulnerable having been removed from home and placed in group care. They often lack positive mentors and role models and have few healthy peer relationships. In short, young people who are already socially isolated are potentially further disadvantaged by requirements for them to practise social distancing and self-isolation. This paper examines contemporary literature promoting the participation of young people in programmes and organisations. Whilst 'participation' has been a longstanding international requirement for young people in the out of home care system, we argue that it has particular relevance in these times and may offer an opportunity for young people's lived experience to be recognised and valued

Community and Citizenship in Post-Disaster Japan: The Roles of Schools and Students

In March 2011, a triple earthquake-tsunami-nuclear disaster rocked northeasternJapan. In this article, the impact of these three disasters on schools,teachers and children will be analysed, with a particular focus on the role ofteachers in saving lives and leading communities, and the role of schools assites and agents of community and citizenship in the disaster situation. Thearticle is structured around four themes, namely, the role of school leadersand teachers, the role of schools as sites of community, changing mediarepresentations of children and communities in the wider national context,and the birth of global citizenship as a meaningful concept. Primary datafrom visits to schools in Miyagi Prefecture and Fukushima Prefecture inJapan in July 2011 and December 2011 are combined with analysis ofsecondary sources written in Japanese to paint a clear picture of thedifferent roles served by teachers and schools at different points in timeduring and after the disasters. This provides insights not only into postdisastercommunities, but also into the role of teachers and function ofschools as agents and sites of community and citizenship in Japanesesociety