Canadian and International Education
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Open Access journal
ISSN (Print) 0315-1409 - ISSN (Online) 1927-694X
Published by Western University [13 journals]
- Book review: Spotlight on China: Chinese Education in the Globalized World
Authors: Jingzhou Liu
PubDate: Fri, 09 Dec 2016 12:27:18 PST
- Book Review: Revisiting Multiculturalism in Canada
Authors: Geraldine Balzer
PubDate: Fri, 09 Dec 2016 12:27:14 PST
- Engaging with tradition? How history shapes engagement with local
communities in universities in England and Ontario, Canada
Authors: Emma Sabzalieva
Abstract: The impetus for universities to engage – to reach out, share, and exchange knowledge – with the communities around them is not a new phenomenon, but one that has gathered salience and speed in recent years (Watson, 2007; Hall, 2009; Davis, 2016). University engagement takes place in a range of dimensions within the global-national-regional-local spectrum (Benneworth et al, 2009; Goddard, 2009). This comparative study of six public universities in England and Ontario, Canada focuses on engagement with local communities. By analysing both institutional histories and universities’ contemporary strategic plans, the study shows that understanding universities’ foundations offers important insights into their current levels of engagement with their local communities. Using the local level as a lens not only demonstrates connections between a university’s past and its present, but also offers a counterweight to the prevailing dominance in higher education policy and literature of international and global factors.
PubDate: Fri, 09 Dec 2016 12:27:11 PST
- Teacher strategies to improve education outcomes for Indigenous students
Authors: Theresa Papp
Abstract: AbstractThe article presents the teaching strategies that supported education success for Indigenous students of New Zealand from a case study research approach. Interviews were conducted with teacher participants that revealed four dominant strategies that were perceived to improve Māori education outcomes and were confirmed by national testing results. These strategies were: Building and repairing relationships through a relationship-based pedagogy; student focused school and classrooms; teachers that provided feedforward and feedback to students; administrative leadership, and the regular incorporation of Māori culture in the school and the classroom. Over a six-year timeframe, implementation of these strategies more than doubled Māori academic achievement levels.
PubDate: Fri, 09 Dec 2016 12:27:08 PST
- Parental Support for Newcomer Children’s Education in a Smaller
Authors: Xuemei Li et al.
Abstract: This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semi-structured interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed newcomer parents’ difficulties in understanding the school system, limited engagement with the school community, isolation from other parents, and barriers to understanding and connecting with other parents. Among these newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement need to be viewed multi-dimensionally, and that the creation of a commonly comfortable “mediated space” may be hampered by both cultural miscommunication and inadequate support provided to newcomer parents and children as well as the teaching staff.
PubDate: Fri, 09 Dec 2016 12:27:05 PST
- Somali Refugee Students in Canadian Schools: Pre-Migration Experiences and
Challenges in Refugee Camps
Authors: Mohamad Ayoub et al.
Abstract: The purpose of this paper is to shed light on the pre-migration challenges experienced by Somali refugee students in refugee camp before resettling in Canada. The findings were drawn from a qualitative research that was designed to investigate the pre-migration and post-migration experiences of Somali refugee students attending English public schools in a southwestern city in Ontario, Canada. The method of data collection in the study was semi-structured one-on-one interviews. A total of six Somali refugee students were interviewed. The exploration into the participants’ experiences revealed that they faced many pre-migration challenges in refugee camps. Members of the school community, including educators, administrators, and students, have a major role to play in supporting Somali newcomers with their integration.
PubDate: Fri, 09 Dec 2016 12:27:00 PST
- Analyse d’un Projet Pilote d’Intégration d’une Approche par les
Situations dans l’Éducation de Base de la République Démocratique du
Authors: Stéphane Cyr et al.
Abstract: En 2015, la République Démocratique du Congo (RDC) a entrepris une démarche transitoire de réforme scolaire en adoptant une Approche par les Situations (APS) dans ses programmes pour le primaire. Pour initier cette démarche, le pays a mis en place un projet pilote visant l’amélioration de l’enseignement et des apprentissages des mathématiques et des langues. Dans ce dispositif, des situations ont été crées et des enseignants ont été formés à l’utilisation de ces situations en classe. Le présent article présente les résultats issus des différents outils de collecte de données visant à rendre compte de cette démarche expérimentale en mathématiques mathématiques dans une perspective d’élargissement à l’échelle nationale. Les résultats obtenus font état d’un apport positif de la formation des enseignants et de l’utilisation des situations en classe mais exposent aussi les problèmes fonctionnels de mise en place d’un tel dispositif dans un pays comme la RDC.
PubDate: Fri, 09 Dec 2016 12:26:55 PST
- Collaborating in (mis)translation: Opportunities lost and found during a
multi year exchange program between Canada and China
Authors: Terry Sefton et al.
Abstract: Three Canadian education faculty, who collaborated with Chinese Canadian colleagues in leading trips to China during a multi-year exchange program discuss their perceptions and experiences. Storytelling and photo elicitation are used to build a visual and textual narrative. Narratives are used to map areas of familiarity, uncertainty, obstacles, and discovery. Photographic images provide a framework for examining social practices and interpreting personal experience through visible traces of teaching within physical and cultural spaces. A discussion on the role of translation is particularly important, to understand both opportunities grasped and opportunities missed. One of the primary goals of exchange programs between universities is to build relationships between institutions, between researchers, and between students. The authors provide recommendations for building successful collaborations despite asymmetrical relations of power.
PubDate: Fri, 09 Dec 2016 12:26:51 PST
- Multi-stakeholder Partnership in Teacher Education and Development
Authors: Linyuan Guo-Brennan et al.
Abstract: While there is a growing interest in offering international teaching practicums to pre-service teachers as an approach to developing teachers' global perspectives on education, however, understanding of the impact of such practice on the host communities is insufficient or absent. This study collected data from multiple sources and, using the Theory of Change framework, examined the impact of pre-service teachers' international practicum on the school and community development in Kenya. Through exploring the context of host communities, the perceptions of Kenyan educators, and the changes that have occurred in Kenyan schools and communities, this study revealed positive development changes in Kenyan schools as the result of hosting pre-service teachers. A model of forming multi-stakeholder global partnership in higher education was presented to make the international teaching practicum a reciprocal professional development opportunity for educators in both sending and receiving countries.
PubDate: Fri, 09 Dec 2016 12:26:46 PST
- Editorial: Volume 45, issue 3
Authors: Marianne Larsen et al.
PubDate: Fri, 09 Dec 2016 12:26:43 PST
- Book review: Mitchell, R., Tracy-Ventura, N., & McManus, K. (Eds.).
(2015). Social interaction, identity and language learning during
Authors: Roswita Dressler
PubDate: Mon, 12 Sep 2016 20:03:00 PDT
- Book Review: Language acquisition in study abroad and formal instruction
Authors: John W. Schwieter
PubDate: Mon, 12 Sep 2016 20:02:56 PDT
- Book Review: Social and Cultural Aspects of Language Learning in Study
Authors: R Samuel K. Schirm
Abstract: This paper reviews Social and Cultural Aspects of Language Learning in Study Abroad, edited by Celeste Kinginger (2013). This collection of papers showcases modern study abroad research, particularly what Coleman describes as the "whole-person" approach, in which study abroad participants are studied as complex individuals rather than as members of a larger homogenous group of students studying abroad. While there is a slight focus on both American study abroad participants and on learners of French studying in France, despite Kinginger and Coleman advocating for including a broader range of participant home countries and languages studied in the volume's introductory chapters, the contributing authors employ a variety of methodologies to study their participants' experiences and their language learning. This methodological breadth demonstrates the modern strengths of Study Abroad Research while simultaneously showing the myriad of future possibilities for future research in the field.
PubDate: Mon, 12 Sep 2016 20:02:52 PDT
- EFL learners’ post-sojourn perceptions of the effects of study
Authors: Sandra Steinwidder
Abstract: This qualitative study investigated in what ways tertiary-level English foreign language (EFL) learners believed that they had changed following their study abroad. The participants were 12 Austrian EFL learners who had been exchange students in the UK or US. I conducted a cross-sectional study, grouping participants according to the duration of their stay abroad, as well as the period of time since they had returned to their home country. Comparisions were drawn between students who spent one semester, and those who spent two. I also investigated the differences displayed depending on how long a student has been back in their native country; Group A (1-6 months), Group B (1 year), and Group C (2 years). The interviewees prepared a mind-map or short narrative, which was used as a prompt during the interviews. The findings revealed personal, social, cultural, and linguistic effects.
PubDate: Mon, 12 Sep 2016 20:02:47 PDT
- Interdisciplinary Study Abroad as Experiential Learning
Authors: Jean Wilson et al.
Abstract: AbstractAlthough study abroad would appear to be an ideal context for the learning through doing and reflecting that constitutes experiential education, if it fails to be rigorously approached as experiential learning, it not only falls short of its potential, but also risks reinforcing rather than confounding consumerist assumptions and behaviours in education. Co-authored by five former academic exchange participants and their professor/program director (who had remained at the home university), the paper explores the need and various possibilities for programming that would pay more than lip service to the idea of international study as experiential learning. Facilitation of ongoing critical reflection and meaningful connections among students returning from study abroad, those arriving from elsewhere, and those at the home institution who had not studied abroad presents itself as a significant post-sojourn opportunity, with the potential to contribute to the transformation and internationalization of the institution itself.
PubDate: Mon, 12 Sep 2016 20:02:43 PDT
- Cultural Discovery as a Post-Year Abroad Agent of Change for UK Modern
Authors: Cathy M. Hampton Dr
Abstract: In a twenty month project intended to confer social responsibility and to engender metacognitive reflection upon communal identity and global citizenship, students of French undertaking a study year abroad were invited to identify and collect realia (culturally-significant artefacts) in their host countries intended for the enhancement of language teaching and learning in UK elementary and secondary classrooms. On their return, they would develop their acquisitions into learning resources for local schools. This project brought together higher education and secondary Modern Foreign Language practitioners. Its impact is analysed using social realist and pedagogical theories focusing on the benefits of situated, collaborative learning experiences and on the importance of social engagement within a higher education curriculum seeking to prepare students to operate in a supercomplex environment. It explores the relationship between identity formation, intercultural dialogue and language learning, and examines the value of the student-as-producer learning model in conferring agency.
PubDate: Mon, 12 Sep 2016 20:02:39 PDT
- Maintaining the Japan Connection: The Impact of Study Abroad on Japanese
Language Learners’ Life Trajectories and Ongoing Interaction with
Authors: Rikki Campbell
Abstract: This article explores the post-study abroad life trajectories of learners of Japanese. Drawing upon data collected from eight interviewees, it presents the experiences of study abroad returnees’ ongoing engagement with Japan and Japanese speakers once they were removed from the study abroad environment. In particular, it focuses on the impact of study abroad on ongoing studies and career trajectory, and examines ongoing interaction with Japanese speakers throughout these key life stages. Through the lens of possible selves theory (Markus & Nurius, 1986), this study also examines how the informants’ ongoing engagement with the target language is reflected in their post-study abroad L2 self-concepts. It was found that although the experience of studying abroad in Japan presented a critical incident in each of the informants’ future life trajectories, and each of them remain connected to Japan in various ways, their patterns of engagement with Japanese speakers after returning home differed significantly.
PubDate: Mon, 12 Sep 2016 20:02:33 PDT
- The Post-Sojourn in Study Abroad Research—Another Frontier
Authors: John L. Plews
PubDate: Mon, 12 Sep 2016 20:02:28 PDT
- Book Review: Peacebuilding, citizenship, and identity: Empowering conflict
and dialogue in multicultural classrooms
Authors: Joanne M. Pattison-Meek
PubDate: Thu, 19 May 2016 10:00:08 PDT
- Book Review: Chun, C. W. (2015). Power and Meaning Making in an EAP
Classroom: Engaging with the Everyday.
Authors: XIAOXIAO DU
PubDate: Thu, 19 May 2016 10:00:01 PDT