Neocolonialism in education: Cooperative learning, Western pedagogy in an Asian Context

This article is concerned with the influence of western educational approaches in non-western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influence educational systems and thinking elsewhere through the process of globalisation. Given the perceived pressure to modernise and reform in order to attain high international standards, educational policy makers in non-western countries tend to look to the west. Thus they may 'borrow' policies and practices that were originally developed and operated, and which appeared to be effective, in a very different cultural context to that of their own societies. In effecting such transfer, detailed consideration of particular aspects of the culture and heritage of the originating country is often neglected. To illustrate some of the problems that result from this, the article presents a case study of the application of Cooperative Learning, an educational method developed in the west, within an Asian context. Drawing upon Trompenaars and Hampden-Turner's typology of seven cultural dimensions, our examination of western method and eastern context reveals a complex web of cultural conflicts and mismatches. The paper concludes by suggesting that non-western cultures should seek to reconstruct imported pedagogic practices in accordance with their own world views and in line with their own norms and values

Cooperative learning vs confucian heritage culture's collectivism. The analysis in Viet Nam

Confucian Heritage Cultures (CHC) such as Viet Nam, China, Korea, Japan, Hong Kong and Singapore are proven to share characteristics of Collectivist society. Researchers agree that this collectivist mentality supports cooperation, that CHC’s learners/workers best perform in groups. Not satisfied with the assumed credo, which most easily concur, Phuong-Mai, Terlouw & Pilot (2005) made an effort to explore the other side of the medal, questioned the fixed assumption that cooperative learning is culturally appropriate in collectivist Asian countries. The confrontation between these two sets of values/principles (Cooperative Learning & CHC) reveals a number of cultural mismatch. Following this theoretical analysis, in this paper, we examine in the empirical data how practice goes in alignment with or cast doubt on the findings of our theoretical analysis. Outcomes are based on related literatures, specifically related to Viet Nam and a questionnaire with 647 participants. This paper also gives an overview of the on-going education reform in Viet Nam and analyses at three levels: administration, curriculum and lesson how Cooperative learning is being applied as a new and modern methodology

Design of a Digital Comic Creator (It's Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder:Design Research Approach

Background: Children with autism spectrum disorder (ASD) often face difficulties in social situations and are often lagging in terms of social skills. Many interventions designed for children with ASD emphasize improving social skills. Although many interventions demonstrate that targeted social skills can be improved in clinical settings, developed social skills are not necessarily applied in children's daily lives at school, sometimes because classmates continue to show negative bias toward children with ASD. Children with ASD do not blame the difficult social situations they encounter on their lack of social skills; their main goal is to be accepted by peers. Objective: This study aims to design a comic creator-It's me-that would create comics to serve as transformational boundary objects to facilitate and enact a horizontal interaction structure between high-functioning children with ASD and their peers, aiming to increase mutual understanding between children at school. Methods: This research project and this study are structured around the Design Research Framework in order to develop the comic through an iterative-incremental process. Three test sessions, which included 13, 6, and 47 children, respectively, were initiated where the focus shifted in time from usability during the first two tests to the initial assessment of acceptance and feasibility in the third session. A stakeholder review, which included six experts, took place after the second test session. Results: A digital comic creator, It's me, was produced within this study. Children can create their own personal comic by filling in a digital questionnaire Based on concepts of peer support, psychoeducation, and horizontal interaction, It's me has a rigorous base of underlying concepts that have been translated into design. Based on the first test sessions, the comic has shown its potential to initiate personal conversations between children. Teachers are convinced that It's me can be of added value in their classrooms. Conclusions: It's me aims to initiate more in-depth conversations between peers, which should lead to more mutual understanding and better relationships between children with ASD and their peers. The first test sessions showed that It's me has the potential to enact horizontal interaction and greater understanding among peers. It's me was designed as a boundary object, aiming to connect the objectives of different stakeholders, and to trigger reflection and transformation learning mechanisms. The applied design research approach might be of added value in the acceptance and adoption of the intervention because children, professionals, and teachers see added value in the tool, each from their own perspectives

Minimising pain in farm animals: the 3S approach - ‘Suppress, Substitute, Soothe'

Recently, the French National Institute for Agricultural Research appointed an expert committee to review the issue of pain in food-producing farm animals. To minimise pain, the authors developed a ‘3S' approach accounting for ‘Suppress, Substitute and Soothe' by analogy with the ‘3Rs' approach of ‘Reduction, Refinement and Replacement' applied in the context of animal experimentation. Thus, when addressing the matter of pain, the following steps and solutions could be assessed, in the light of their feasibility (technical constraints, logistics and regulations), acceptability (societal and financial aspects) and availability. The first solution is to suppress any source of pain that brings no obvious advantage to the animals or the producers, as well as sources of pain for which potential benefits are largely exceeded by the negative effects. For instance, tail docking of cattle has recently been eliminated. Genetic selection on the basis of resistance criteria (as e.g. for lameness in cattle and poultry) or reduction of undesirable traits (e.g. boar taint in pigs) may also reduce painful conditions or procedures. The second solution is to substitute a technique causing pain by another less-painful method. For example, if dehorning cattle is unavoidable, it is preferable to perform it at a very young age, cauterising the horn bud. Animal management and constraint systems should be designed to reduce the risk for injury and bruising. Lastly, in situations where pain is known to be present, because of animal management procedures such as dehorning or castration, or because of pathology, for example lameness, systemic or local pharmacological treatments should be used to soothe pain. These treatments should take into account the duration of pain, which, in the case of some management procedures or diseases, may persist for longer periods. The administration of pain medication may require the intervention of veterinarians, but exemptions exist where breeders are allowed to use local anaesthesia (e.g. castration and dehorning in Switzerland). Extension of such exemptions, national or European legislation on pain management, or the introduction of animal welfare codes by retailers into their meat products may help further developments. In addition, veterinarians and farmers should be given the necessary tools and information to take into account animal pain in their management decision

The effect of mixing entire male pigs prior to transport to slaughter on behaviour, welfare and carcass lesions

peer-reviewedData set for article is also provided.Research is needed to validate lesions recorded at meat inspection as indicators of pig welfare on farm. The aims were to determine the influence of mixing pigs on carcass lesions and to establish whether such lesions correlate with pig behaviour and lesions scored on farm. Aggressive and mounting behaviour of pigs in three single sex pens was recorded on Day −5, −2, and −1 relative to slaughter (Day 0). On Day 0 pigs were randomly allocated to 3 treatments (n = 20/group) over 5 replicates: males mixed with females (MF), males mixed with males (MM), and males unmixed (MUM). Aggressive and mounting behaviours were recorded on Day 0 at holding on farm and lairage. Skin/tail lesions were scored according to severity at the farm (Day −1), lairage, and on the carcass (Day 0). Effect of treatment and time on behaviour and lesions were analysed by mixed models. Spearman rank correlations between behaviour and lesion scores and between scores recorded at different stages were determined. In general, MM performed more aggressive behaviour (50.4 ± 10.72) than MUM (20.3 ± 9.55, P < 0.05) and more mounting (30.9 ± 9.99) than MF (11.4 ± 3.76) and MUM (9.8 ± 3.74, P < 0.05). Skin lesion scores increased between farm (Day −1) and lairage (P < 0.001), but this tended to be significant only for MF and MM (P = 0.08). There was no effect of treatment on carcass lesions and no associations were found with fighting/mounting. Mixing entire males prior to slaughter stimulated mounting and aggressive behaviour but did not influence carcass lesion scores. Carcass skin/tail lesions scores were correlated with scores recorded on farm (rskin = 0.21 and rtail = 0.18, P < 0.01) suggesting that information recorded at meat inspection could be used as indicators of pig welfare on farm.This study was part of the PIGWELFIND project funded by the Department of Agriculture, Food and the Marine (DAFM), Ireland