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From Transnational Language Policy Transfer to Local Appropriation
Dr. Maria Alfredo Moreira, Professor, University of Minho, Portugal: Drawing on the example of Medellin, Colombia, Jaime Usma's book does a magnificent work at dismantling one of the most pervasive grand narratives in globalized transnational foreign language policies: proficiency in English as one of the strongest pillars of a vibrant modern knowledge society, associated with higher economic gains for all. The author cogently demonstrates how apparently neutral and technically sound transnational and national policymaking fails to properly address structural inequality and social and economic injustice, while being creatively reenacted by local schools and actors that appropriate them accor...
Rethinking Case Study Research
Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, explain, and illustrate the horizontal, vertical, and transversal axes of comparative case studies in order to help readers develop their own comparative case study research designs. In six concise chapters, two experts employ geographically distinct case studies—from Tanzania to Guatemala to the U.S.—to show how this innovative approach applies to the operation of policy and practice across multiple social fields. With examples and activities from anthropology, development studies, and policy studies, this volume is written for researchers, especially graduate students, in the fields of education and the interpretive social sciences.
Possibilities and Complexities of Decolonising Higher Education
The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that praxis in their contexts includes working at institutional level to undo the historical power of ‘coloniality’ in universities in the metropoles, introducing Indigenous knowledges into curricula and undoing the effects of ‘coloniality’ in embod...
Bloomsbury World Englishes Volume 3: Pedagogies
Bloomsbury World Englishes offers a comprehensive and rigorous description of the facts, implications and contentious issues regarding the forms and functions of English in the world. International experts cover a diverse range of varieties and topics, offering a more accurate understanding of English across the globe and the various social contexts in which it plays a significant role. With volumes dedicated to research paradigms, language ideologies and pedagogies, the collection pushes the boundaries of the field to go beyond traditional descriptive paradigms and contribute to moving research agendas forward. Volume 3: Pedagogies addresses the teaching of English as a world language. Chapters in this volume consider the teaching and learning of English(es) from a range of perspectives and on the basis of experiences and research from many parts of the world.
Bloomsbury World Englishes Volume 3: Pedagogies
"Divided into three volumes and edited by established scholars in the field, Bloomsbury World Englishes provides critical insights into aspects of the global uses and roles of English and their implications. The Paradigms volume analyzes the ways in which we make sense of the English as a global language, its many varieties and how these come into contact and mix with other languages. Its main goal is to move the field forward and beyond existing 'models' that begin to be unfit to describe English(es) in the era of globalization. The Ideologies volume explores the politics and economics of English as well as how the language has an impact on local societies and cultures. The chapters in the volume describe how English is often entangled in societal issues such as inequality, (de-)colonization, racism, oppression, liberation. The Pedagogies volume addresses one of the most important themes in World Englishes: the teaching of English as a world language. The chapters in this volume discuss the teaching and learning of English(es) from a range of perspectives and on the basis of experiences and research from many parts of the world"--
World Yearbook of Education 2019
Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel conce...
Teachers Investigate Their Work
Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.
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Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates
During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great...
Policy Actors
Policy analysis has always attended to the role of elite actors, but much less often has the policy activity of ‘street level’ actors been attended to. The ‘implementation’ paradigm has tended to caricature the level of practice in terms of ‘resistors’ or policy failure, and ignored the demanding, creative and complex processes of enacting policy. The move from policy texts to policy in action involves sophisticated processes of interpretation and translation, as well as, at times, opposition, subversion and strategic compliance. The chapters in this book, in different ways, seek to get inside the policy process to understand what policy actors really do – how they manage impossible and multiple policy expectations, how they attempt to do policy with limited resources in conditions often unimagined by those who write policy, and how they translate abstract policy formulations into things that are doable, immediate and relevant. The collection re-writes the policy process and offers new ways of researching policy and policy outcomes. This book was originally published as a special issue of the Journal of Education Policy.
