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Perspectives from Sub-Saharan African Higher Education Sectors
Volume Editors:
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Neoliberal theory on higher education highlights the challenges faced by academics in the "new times" of academia. Quality-improvement programs and academic accountability mechanisms have been advocated, but the profession's precariousness and stress make early career researchers especially vulnerable. The highly competitive funding environment and increased non-research duties put academics' time and dedication at risk. Early career academics can enhance Sub-Saharan African educational research by contributing effectively to contextually relevant research, collaborating with regional colleagues, and pursuing international collaboration and financing. However, more research is needed to understand the experiences of the new generation of academics and their responses to new performativity criteria.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Perspectives from Sub-Saharan African Higher Education Sectors
Volume Editors:
, , , , , and
Neoliberal theory on higher education highlights the challenges faced by academics in the "new times" of academia. Quality-improvement programs and academic accountability mechanisms have been advocated, but the profession's precariousness and stress make early career researchers especially vulnerable. The highly competitive funding environment and increased non-research duties put academics' time and dedication at risk. Early career academics can enhance Sub-Saharan African educational research by contributing effectively to contextually relevant research, collaborating with regional colleagues, and pursuing international collaboration and financing. However, more research is needed to understand the experiences of the new generation of academics and their responses to new performativity criteria.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Volume Editor:
This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.
Volume Editor:
This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.
Lessons from a Life in Education
Author:
In Layers of Learning, an intellectual, professional, and personal memoir, Katherine Jelly examines a lifetime in education to argue for changes needed to sustain, strengthen, and renew our battered public schools. Mining her theoretical inquiry and her experience, she derives abiding ideas for critical, creative, and effectual teaching and learning, and proposes changes to K-12 schools, to teacher education, and to schools’ relationships to broader efforts at social change. Interweaving her studies and stories, grappling with the conundra, contradictions, and questions arising, Jelly frames the means and the actual potential for effecting meaningful, constructive change to public education in America.
Lessons from a Life in Education
Author:
In Layers of Learning, an intellectual, professional, and personal memoir, Katherine Jelly examines a lifetime in education to argue for changes needed to sustain, strengthen, and renew our battered public schools. Mining her theoretical inquiry and her experience, she derives abiding ideas for critical, creative, and effectual teaching and learning, and proposes changes to K-12 schools, to teacher education, and to schools’ relationships to broader efforts at social change. Interweaving her studies and stories, grappling with the conundra, contradictions, and questions arising, Jelly frames the means and the actual potential for effecting meaningful, constructive change to public education in America.
Paulo Freire’s Approach to Literacy, Training and Adult Education
Volume Editor:
An unanswered question on the making of Pedagogy of the Oppressed is when, where and how this book was written, edited, and published. The Preface of the original Portuguese handwritten manuscript is dated in Chile by 1967. Some scholars imply that the manuscript was finished sometime in March or April 1969. By then, Freire had left Chile and three of his books had been published by the Institute of Research and Training in Agrarian Reform, ICIRA. Freire himself had already committed the English translation, from the original Portuguese manuscript with Herder & Herder in New York, together with the Spanish translation published by Tierra Nueva in Uruguay. This book explores the ways in which Freire’s time and work in Chile proved to be decisive in the making of Pedagogy of the Oppressed, widely considered one of the most important books on critical pedagogy and adult learning and education in the twentieth century. The scope is confined to Paulo Freire's years of political exile in Chile, from late November 1964 to mid-April 1969. It builds upon evidence provided by scholarly research to answer four questions. What did Paulo Freire do during his years of exile in Chile. In which institutional contexts did he develop his pedagogical methods and political ideas? How was his literacy training method and participatory research approach shared throughout Latin America and the rest of the world? To what extent did his exile in Chile influence a paradigm shift in literacy training and adult education?
Paulo Freire’s Approach to Literacy, Training and Adult Education
Volume Editor:
An unanswered question on the making of Pedagogy of the Oppressed is when, where and how this book was written, edited, and published. The Preface of the original Portuguese handwritten manuscript is dated in Chile by 1967. Some scholars imply that the manuscript was finished sometime in March or April 1969. By then, Freire had left Chile and three of his books had been published by the Institute of Research and Training in Agrarian Reform, ICIRA. Freire himself had already committed the English translation, from the original Portuguese manuscript with Herder & Herder in New York, together with the Spanish translation published by Tierra Nueva in Uruguay. This book explores the ways in which Freire’s time and work in Chile proved to be decisive in the making of Pedagogy of the Oppressed, widely considered one of the most important books on critical pedagogy and adult learning and education in the twentieth century. The scope is confined to Paulo Freire's years of political exile in Chile, from late November 1964 to mid-April 1969. It builds upon evidence provided by scholarly research to answer four questions. What did Paulo Freire do during his years of exile in Chile. In which institutional contexts did he develop his pedagogical methods and political ideas? How was his literacy training method and participatory research approach shared throughout Latin America and the rest of the world? To what extent did his exile in Chile influence a paradigm shift in literacy training and adult education?
Reading, Writing, and Texting in the Literacy Instruction Classroom
Author:
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Foreword by Marcel Danesi
Foreword by Marcel Danesi
Reading, Writing, and Texting in the Literacy Instruction Classroom
Author:
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Foreword by Marcel Danesi
Foreword by Marcel Danesi
Author:
Abstract
In service to our unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically and pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this present work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this study also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Author:
Abstract
The current study investigates the “heritage accent” in 24 bilingual heritage speakers of Russian in Finland as well as the attitudes of heritage speakers towards accents. A foreign accent rating study was conducted to assess the phonetic production in three groups of heritage speakers: late bilinguals, early sequential bilinguals, and simultaneous bilinguals. 20 raters judged the accent and described perceived non-native features. Results show a wide range of individual variation in phonetic production in both languages. The majority of simultaneous bilinguals were reported to have an accent in Russian, while early sequential and late bilinguals were perceived as being close to Russian native speakers. The perceivable accent was detected in the dominant Finnish language in all three groups. However, despite the existence of the “non-native” accent in Russian and Finnish, it was reported to be minor or “weak”. The study also provides evidence on heritage speakers’ attitudes towards foreign accents.
Abstract
During the COVID-19 pandemic, as schools shifted to remote learning, parents assumed a crucial role as primary educators for their children (UNESCO, 2020). While research suggests positive conditions for heritage language acquisition during lockdowns (Afreen and Norton, 2021; Sheng et al., 2021), little is known about the impact on multilingual families and the interplay between heritage and majority languages. This study, conducted in Cyprus, Estonia, Germany, Israel, and Sweden, investigates the pandemic’s effects on language acquisition dynamics in multilingual families. Analysing 50 interviews conducted in spring 2022, the findings reveal a common theme: innovative technological solutions facilitating language learning. Digital tools provided opportunities for remote heritage language lessons, with parents taking on primary responsibility for both heritage and majority language education. The study discusses pedagogical and research implications arising from lessons learned during the lockdown period, emphasizing the role of technology in majority and heritage language education.
Abstract
In the contemporary landscape, language proficiency has emerged as an indispensable requirement for 21st-century citizens. Reflecting this recognition, bilingual education has been incorporated into the school curricula of European countries, a move reinforced by international policies such as those outlined by the Commission of the European Communities in 2003. Bilingual education, as defined by Hernández et al. (2018), involves the use of two or more languages within the school curriculum. Since Cohen’s pioneering efforts in 1975, numerous bilingual programs have been implemented globally, and their evaluation has undergone multifaceted analyses.
While the evaluation of bilingual programs traditionally focused on assessing data related to teachers, materials, and educational contexts across all education levels, an essential aspect has been overlooked: the post-education perspectives of graduates and the purposes for which they believe their bilingual education equips them. This chapter addresses this gap by delving into data collected from 5.436 European graduates through a Spanish competitive research project (EDU2017-84800-R). Conducting a comparative analysis between bilingual and non-bilingual graduates, the study explores the relationship between participants’ perceptions of how their bilingual education has influenced their intercultural understanding of the world.
The results of the analysis, encompassing six key aspects, unveil significant findings. Notably, there exists a robust correlation between bilingual graduates’ perceptions of intercultural education and language proficiency, with this association being more pronounced among female graduates than their male counterparts. These findings underscore the importance of considering graduates’ perspectives in evaluating the quality and impact of bilingual education programs. In conclusion, this study encourages bilingual researchers to continue incorporating graduates’ perceptions into scientific analyses, providing a more comprehensive understanding of the multifaceted outcomes of bilingual education.
Abstract
Over the last two decades, Ireland’s linguistic landscape has been significantly changing due to increased migration, resulting in linguistically and culturally diverse classrooms and society nowadays (CSO, 2023). Yet, research about heritage language (HL) education in the Irish context, especially outside the mainstream schools, remains limited. This chapter provides a novel insight into the situation of HLs in education in Ireland, while taking into account recent developments in national foreign language education provision. Based on desk research, interviews and questionnaires conducted in 2012 and 2021, the authors provide an overview of HL provision and barriers to participation in HL classes in mainstream primary and post-primary schools, as well as in supplementary HL settings. The chapter concludes with a presentation of potential ways for enhancing HL education in Ireland, and outlining venues for future research directions.