Towards Capacity Building: Rejecting Hiring Practices Based on Accent and Skin Colour

As Cambodia begins the process of capacity building in higher education, now becomes the crucial time to revisit language policies practiced in other parts of Asia as a way of caution to the prevailing philosophical, educational and theoretical ideologies that are so very much a part of language education. This paper looks at the hiring practices based upon accent and skin colour. It includes part of a critical ethnographical study that looks at various linguistic and pedagogical fallacies which continue to promote the dominant fiction of native-speaker authority. This paper addresses implications on language education within a system which perpetuates both prejudice and discrimination of non-native scholars. Higher education building in Cambodia means new beginnings, newly found freedom—I ask the question, to what extent can there be new beginnings if we continue to see remnants and echoes of Crusoe and Professor Higgins reverberating throughout the ELT classroom? Comme le Cambodge commence un processus de formation en compétences dans l’éducation supérieure, il est temps de réviser les politiques linguistiques utilisées dans d’autres pays asiatiques afin d’éviter les idéologies philosophiques, théoriques et éducatives, généralement représentatives de l’éducation en langue. Cet article analysera plus spécifiquement les pratiques d’embauche basées sur l’accent et la couleur de peau. Il inclut une étude de cas ethnographique critique qui examine plusieurs erreurs linguistiques et pédagogiques qui continuent à promouvoir l’autorité des locuteurs natifs. Cet article traite des implications que cette idée entraine dans l’éducation des langues au sein d’un système qui perpétue les préjudices et la discrimination des professeurs non natifs. La formation en compétences de l’éducation supérieure au Cambodge fait référence à un nouveau commencement, à une nouvelle paix mais je me demande s’il peut vraiment y avoir un nouveau commencement si nous continuons à voir les vestiges et à entendre les échos de Crusoe et du Professeur Higgins qui résonnent dans les salles de classes d’anglais langue étrangère

Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine

Problem: Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Intervention: Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. Context: The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. Outcome: A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Lessons Learned: Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student\u27s stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their career. Schools considering such innovations could draw lessons from other professional schools and utilize material and faculty that resonate with students