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Editors: Andrew Hall and Leighanne Yuh
Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle—sometimes overlapping, at other times competing—resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.
Over the years, translation has increasingly become a necessary tool to function in contemporary society. Based on years of research and teaching activity within the field, this book offers a useful and effective paradigm for the translation of different types of texts, guiding readers towards the realisation of effective translation projects. The several contrastive analyses presented and the suggestions offered throughout will help readers appreciate the implications and consequences of every translation choice, encouraging them to develop reading and translating skills applicable to the variety of texts they face in everyday life, from novels to comic books, films, and television series.
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.

Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
This book series covers the entire African continent on a national scale in order to provide a holistic overview of multilingualism and the language policies. Due to its country-by-country structure all African countries receive the same attention and space. For usability purposes, the countries are grouped in the different regional economic communities (RECs):
- Volume I: SADC
- Volume II: EAC & ECCAS
- Volume III: ECOWAS
- Volume IV: AMU & COMESA
These volumes of the series focus primarily on language-in-education policies (LiEP). The book series aims to describe and analyse the diverse challenges of LiEP for the entire African continent using a standard structure for each chapter to ensure readability. Book chapters will be mainly contributed by authors based in Africa.
Series Editor: Paul Thomas
This series explores in separate volumes major authors and genres through a critical literacy lens that seeks to offer students opportunities as readers and writers to embrace and act upon their own empowerment. Each volume will challenge authors (along with examining authors that are themselves challenging) and genres as well as challenging norms and assumptions associated with those authors' works and genres themselves. Further, each volume will confront teachers, students, and scholars by exploring all texts as politically charged mediums of communication. The work of critical educators and scholars will guide each volume, including concerns about silenced voices and texts, marginalized people and perspectives, and normalized ways of being and teaching that ultimately dehumanize students and educators.
The Teaching Writing series publishes concise instructional writing guides. Series books each focus on a different subject area, discipline or type of writing. The books are intended to be used in undergraduate and graduate courses across the disciplines and can also be read by individual researchers or students engaged in thesis work.
Volume Editors: Rosemary Sage and Riccarda Matteucci
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Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate.

Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.
Chapter 11 Academic Integrity

Abstract

Most recent research into academic integrity has focused on higher education (HE). Often the research is framed negatively around academic dishonesty in assessment that results in examination misconduct, inappropriate collusion and other forms of cheating. Another approach to this subject concerns how poor academic writing skills lead to plagiarism. Much of my own research has centred around the way universities and national policies-makers are responding to different forms of student cheating. However, a recent global study that I led for the USA-based Council for Higher Education Accreditation’s International Quality Group (CHEA/CIQG) demonstrates that if we wish to reduce academic misconduct by HE students, we must first understand and address corruption and malpractice at all levels of education, by students, but also by teachers, managers, institutional leaders and external agents (). This chapter will draw on findings from my own research that explore educational practices in different countries. I will argue for the benefits of adopting a holistic approach in engendering academic integrity throughout education. In addition to the obvious benefits to academic standards, fostering responsible, honest conduct via education can help to promote a gradual transformation to society, from being unfair and corrupt towards practices that are trustworthy and reliable, potentially influencing inappropriate cultural issues in industry, commerce, government, family and wider society

In: How World Events Are Changing Education
Chapter 14 Additional Learning Needs
Author: Gloria McGregor

Abstract

Having lived with hearing loss (HL) for over thirty years, I understand the problems faced and the importance of early intervention for a child or an adult. Any disability brings many challenges and when you look for them – achievements to celebrate! This is particularly true, I think, of hidden disabilities such as mental problems and hearing loss. Communication is central to life and being unable to do this effectively makes a significant difference. Hearing loss impacts on all social and work areas and can be very stressful. Hearing loss affects not only the individual concerned but to a greater or lesser extent everyone with whom they interact. Some consequences of hearing loss can be a sense of isolation, lack of confidence and self-esteem and feelings of inadequacy in most situations. This is especially true for work or learning environments and even social situations. It is difficult for both adults and children! Today, there are many challenges with the advent of online learning for most students. A hearing loss can greatly affect the situation both in the classroom and with online learning. Challenges facing those with hearing loss, at present, when people are wearing masks, are great. To lip-read, the face must be visible. Lip-reading aids language development and helps to resolve stress and emotional issues and to develop confidence in the learning situation thus fulfilling students’ potential.

In: How World Events Are Changing Education