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A Mexican Account
Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.
A Mexican Account
Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.
Developing teacher education policies calls for a collaborative dialogue of teacher educators, student teachers, researchers, teachers, school heads and school boards, as well as policy makers at regional, national and European levels. The Teacher Education Policy in Europe Scientific Network (TEPE Network) focuses on improving the quality of teacher education in Europe. This aim is reached through careful comparison and analysis of teacher education practices in Europe, sharing of existing practices and outcomes of research on teacher education, and by discussing the implications of these outcomes for teacher education policies at faculty, institutional, regional, national and European level. Key Issues in Teacher Education: Policy, Research and Practice is a series of scholarly texts that inspires and facilitates this dialogue regarding teacher education as an ongoing process of professional development within the continuum of the teaching profession, from initial teacher education, through induction and on to continuing professional development throughout teacher careers. Such teacher education aims to support prospective, novice and experienced teachers to develop their professional capability in fostering the individual and collective learning needs of pupils and in creating and strengthening learning environments and school environments that are inclusive and democratic, that aim at equity and that are exemplary for an inclusive and democratic society. The coherence of the TEPE series is created by a common focus of each volume that is characterized by: • A comparative European (international) perspective cherishing diversity in perspectives and viewpoints; • Addressing the continuum of teacher education; • Bridging research, practice and policy; • With a focus on the implications for local, national or international policies, practices and research. Authors are cordially invited to submit proposals and/or full manuscripts to the Series Editors, Maria Assunção Flores, Joanna Madalińska-Michalak, and Marco Snoek.
Series Editor:
The WCCES is an international organization of comparative education societies worldwide and is an NGO in consultative partnership with UNESCO. The WCCES was created in 1970 to advance the field of comparative education. Members usually meet every three years for a World Congress in which scholars, researchers, and administrators interact with colleagues and counterparts from around the globe on international issues of education.
The WCCES also promotes research in various countries. Foci include theory and methods in comparative education, gender discourses in education, teacher education, education for peace and justice, education in post-conflict countries, language of instruction issues, Education for All. Such topics are usually represented in thematic groups organized for the World Congresses. Besides organizing the World Congresses, the WCCES has a section in CERCular, the newsletter of the Comparative Education Research Centre at the University of Hong Kong, to keep individual societies and their members abreast of activities around the world.
The WCCES comprehensive website is http://www.wcces.com
As a result of these efforts under the auspices of the global organization, WCCES and its member societies have become better organized and identified in terms of research and other scholarly activities. They are also more effective in viewing problems and applying skills from different perspectives, and in disseminating information. A major objective is advancement of education for international understanding in the interests of peace, intercultural cooperation, observance of human rights and mutual respect among peoples.
The WCCES Series was established to provide for the broader dissemination of discourses between scholars in its member societies. Representing as it does Societies and their members from all continents, the organization provides a special forum for the discussion of issues of interest and concern among comparativists and those working in international education. The first series of volumes was produced from the proceedings of the World Council of Comparative Education Societies XIII World Congress, which met in Sarajevo, Bosnia and Herzegovina, 3–7 September, 2007 with the theme of Living Together: Education and Intercultural Dialogue.
The first series included the following titles:
Volume 1: Tatto, M. & Mincu, M. (Eds.), Reforming Teaching and Learning
Volume 2: Geo JaJa, M. A. & Majhanovich, S. (Eds.), Education, Language and Economics: Growing National and Global Dilemmas
Volume 3: Pampanini, G., Adly, F. & Napier, D. (Eds.), Interculturalism, Society and Education
Volume 4: Masemann, V., Majhanovich, S., Truong, N., & Janigan, K. (Eds.), A Tribute to David N. Wilson: Clamoring for a Better World
The second series of volumes has been developed from the proceedings of the World Council of Comparative Education Societies XIV World Congress, which met in Istanbul, Turkey, 14–18 June, 2010 with the theme of Bordering, Re-Bordering and new Possibilities in Education and Society. This series includes the following titles, with further volumes under preparation:
Volume 1: Napier, D.B. & Majhanovich, S. (Eds.) Education, Dominance and Identity
Volume 2: Biseth, H. & Holmarsdottir, H. (Eds.) Human Rights in the Field of Comparative Education
Volume 3: Ginsburg, M. (Ed.) Preparation, Practice & and Politics of Teachers
Volume 4: Majhanovich, S. & Geo-JaJa, M.A. (Eds.) Economics, Aid and Education
Volume 5: Napier, D. B. (Ed.), Qualities of Education in a Globalised World
The third series of volumes has been developed from the proceedings of the World Council of Comparative Education Societies XV World Congress which met in Buenos Aires, Argentina, June 24-28, 2013 with the theme of New Times, New Voices. This series will include a number of volumes under preparation including:
Volume 1: Gross, Z. & Davies L. (Eds.) The Contested Role of Education in Conflict and Fragility
Volume 2: DePalma, R., Brook Napier, D. & Dze Ngwa, W. (Eds.) Revitalizing Minority Voices: Language Issues in the New Millennium
Volume 3: Majhanovich, S. & Malet, R. (Eds.) Building Democracy through Education on Diversity
Volume 4: Olson, J., Biseth, H. & Ruiz, G. (Eds.) Educational Internationalisation: Academic Voices and Public Policy
Volume 5: Acosta, F. & Nogueira, S. (Eds.) Rethinking Public Education Systems in the 21st Century Scenario: New and Renovated Challenges between Policies and Practices
The WCCES also promotes research in various countries. Foci include theory and methods in comparative education, gender discourses in education, teacher education, education for peace and justice, education in post-conflict countries, language of instruction issues, Education for All. Such topics are usually represented in thematic groups organized for the World Congresses. Besides organizing the World Congresses, the WCCES has a section in CERCular, the newsletter of the Comparative Education Research Centre at the University of Hong Kong, to keep individual societies and their members abreast of activities around the world.
The WCCES comprehensive website is http://www.wcces.com
As a result of these efforts under the auspices of the global organization, WCCES and its member societies have become better organized and identified in terms of research and other scholarly activities. They are also more effective in viewing problems and applying skills from different perspectives, and in disseminating information. A major objective is advancement of education for international understanding in the interests of peace, intercultural cooperation, observance of human rights and mutual respect among peoples.
The WCCES Series was established to provide for the broader dissemination of discourses between scholars in its member societies. Representing as it does Societies and their members from all continents, the organization provides a special forum for the discussion of issues of interest and concern among comparativists and those working in international education. The first series of volumes was produced from the proceedings of the World Council of Comparative Education Societies XIII World Congress, which met in Sarajevo, Bosnia and Herzegovina, 3–7 September, 2007 with the theme of Living Together: Education and Intercultural Dialogue.
The first series included the following titles:
Volume 1: Tatto, M. & Mincu, M. (Eds.), Reforming Teaching and Learning
Volume 2: Geo JaJa, M. A. & Majhanovich, S. (Eds.), Education, Language and Economics: Growing National and Global Dilemmas
Volume 3: Pampanini, G., Adly, F. & Napier, D. (Eds.), Interculturalism, Society and Education
Volume 4: Masemann, V., Majhanovich, S., Truong, N., & Janigan, K. (Eds.), A Tribute to David N. Wilson: Clamoring for a Better World
The second series of volumes has been developed from the proceedings of the World Council of Comparative Education Societies XIV World Congress, which met in Istanbul, Turkey, 14–18 June, 2010 with the theme of Bordering, Re-Bordering and new Possibilities in Education and Society. This series includes the following titles, with further volumes under preparation:
Volume 1: Napier, D.B. & Majhanovich, S. (Eds.) Education, Dominance and Identity
Volume 2: Biseth, H. & Holmarsdottir, H. (Eds.) Human Rights in the Field of Comparative Education
Volume 3: Ginsburg, M. (Ed.) Preparation, Practice & and Politics of Teachers
Volume 4: Majhanovich, S. & Geo-JaJa, M.A. (Eds.) Economics, Aid and Education
Volume 5: Napier, D. B. (Ed.), Qualities of Education in a Globalised World
The third series of volumes has been developed from the proceedings of the World Council of Comparative Education Societies XV World Congress which met in Buenos Aires, Argentina, June 24-28, 2013 with the theme of New Times, New Voices. This series will include a number of volumes under preparation including:
Volume 1: Gross, Z. & Davies L. (Eds.) The Contested Role of Education in Conflict and Fragility
Volume 2: DePalma, R., Brook Napier, D. & Dze Ngwa, W. (Eds.) Revitalizing Minority Voices: Language Issues in the New Millennium
Volume 3: Majhanovich, S. & Malet, R. (Eds.) Building Democracy through Education on Diversity
Volume 4: Olson, J., Biseth, H. & Ruiz, G. (Eds.) Educational Internationalisation: Academic Voices and Public Policy
Volume 5: Acosta, F. & Nogueira, S. (Eds.) Rethinking Public Education Systems in the 21st Century Scenario: New and Renovated Challenges between Policies and Practices
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Abstract
Using a narrative inquiry approach (Connelly & Clandinin, 1990; Witherell & Noddings, 1991), we present five English teachers’ narrative experiences of English language teaching (ELT) in a rural primary school in China. Anchored in the theoretical concept of teacher cognitions (Borg, 2003, 2006, 2015), we thematically analyzed (Braun & Clarke, 2012) the narratives to reveal how the participating teachers’ prior schooling, professional training, the context they were situated in, and classroom practices informed the ways they perceived the problems and challenges as well as the efforts they made to overcome those challenges. Our findings suggest that the teachers tended to transfer their positive learning experiences into teaching (Davin et al., 2017), that they reported having felt insecure about their professional identity due to a situation that is specific to the teaching profession in China—Zhuan Gang (job transfer) teachers (Xiong & Xiong, 2017), and that they were observed to use wishful thinking as orienting bases for exercising teacher agency (Kayi-Aydar, 2019; White, 2004). Based on the findings, we provide implications for policy reform, pedagogical improvement, and teachers’ professional development that could benefit ELT in rural educational settings.
Abstract
English has blithely enjoyed its hegemonic force in Indonesian education sectors in the last decades, given its association as a language of modernization (Coleman, 2016; Zein, 2019) and its imagined “convertibility value” (Park & Wee, 2012, p. 25). English also has been desired as an asset considered important to liberate socio-economic disadvantages (Floris, 2014; Sah & Li, 2018; Zacharias, 2013). It thus led to a fundamental reform in Indonesian education policy that eventually mandates English as a required subject in all schools: public, state, and religious-based schools (Zein et al., 2020), and EMI for natural science subjects in “International Pilot Project State-run Schools” (locally termed RSBI). Such a romanticism of English as a linguistic capital has also influenced pesantren—Islamic boarding schools, especially in rural areas, to finally offer a bilingual program of Arabic and English, as to compete against public schools and to proclaim equal footing with those of schools introducing EMI and with emerging ‘International’ Islamic Boarding schools (IIBS) based in urban areas. Some studies have looked at the curriculum, classroom management, and students’ and teachers’ perception towards English (language teaching) in Indonesian bilingual pesantren (see Bin-Tahir et al., 2017; Habibi et al., 2018), while other studies examined emerging varieties of ‘Muslim English’ (Kirkpatrick, 2020; Mahboob, 2009; McLellan, 2020). This chapter employs a hybrid approach of autobiography and biographies of bilingual pesantren’s alumni in relation to their desire to pursue ELT in peripheral bilingual pesantren, pedagogy of the ELT, and socio-cultural capitals of English. Unlike ‘developed’ bilingual pesantren and IIBS that can get easier access to English language resources and funding for instance, peripheral bilingual pesantren often suffer in terms of sufficient materials, teachers, and exposure to English, resulting in some undesirable outcomes, for instance, students’ inadequate English language competence or mediocre ELT education.
Abstract
Recognizing that the categorization of immigrant students as “underrepresented minorities” in higher education can occlude the challenges of immigrant and refugee students, the author of this case study explores how five Somali students, most of whom started their college careers in a rural Midwestern town of under 10,000 people, have persisted in their educational pursuits as they moved on to larger, more urban environments. Foregrounding lessons learned in their pre-college experiences in the United States or, in the case of one student, Uganda, this study suggests that these students have continued to make use of strategies developed early on as a foundation upon which they continue to build as they navigate the challenges of their college years in rural, and then, urban settings. Making use of Tinto’s (1993) Longitudinal Model of Institutional Departure as well as theories of positive acculturation, both of which Ibrahim (2015) made use of in his study of Somali community college students in Minneapolis, this study also uses data gleaned in interviews with two EL staff (the Coordinator and the District Liaison) in most of the students’ rural school district. Most interviewees reported the importance of strong bonds with teachers and Somali peers. However, a progression into more diverse peer groups from high school to 4-year college was also noted, despite persistent encounters with racism in the rural and urban settings in which they live.
Abstract
The chapter focuses on Georgia’s educational policies and bilingual education implementations to accommodate Latino Dual Language Learners (DLL s) academic success in primary and secondary education. The purpose of this study was to investigate if rural educational institutions are implementing equitable bilingualism that promotes and fosters multicultural and multilingualism as assets. I used document analysis and completed a close reading analysis to assess if Georgia’s ESOL programs are equitable based on bilingual research that prompts multilingualism in education. The study found that Georgia’s educational policies continue to adhere to subtractive (traditional) bilingualism and promote an English-only curriculum in the bilingual classroom (Owens, 2020). Specifically, I address how these policies affect Latino Dual Language Learners in rural areas. Finally, I discuss ways rural educators can promote equitable bilingual instruction in English-only and subtractive bilingual curricula.
Abstract
In Bangladesh, competency in English is considered a vehicle for economic progress both by individuals and the government. The language predominates in higher education, administration, judiciary, trade, and foreign communication. The teaching of English is mandatory in all schools, rural as well as urban, from the first year. The results in rural areas, however, are widely criticized in both national media and research. Research indicates that urban-rural disparities are a worldwide concern in developed countries like Australia as well as in countries in South Asia, South-East Asia, and Africa. This paper reports research that explores the chasm that exists between urban and rural areas in Bangladesh regarding the opportunity for learning English. It presents a series of narratives that explore the difference in educational opportunities between rural and urban regions in Bangladesh, particularly relating to English language teaching and learning. It also examines the disjunction between life experiences in rural areas and classroom learning of English. The intention is to add accounts of lived experience to illustrate and enrich the statistical information that has been published. Participants’ narratives highlight the challenges in gaining education in rural areas, especially for girls, the limited access to effective English language learning, and the alienation of English from the lived experience of rural people.