Education Commons^™

Introduction To New Work In Ecocriticism, Simon C. Estok, Murali Sivaramakrishnan

CLCWeb: Comparative Literature and Culture

No abstract provided.

Rediscovering Local Environmentalism In Taiwan, Peter I-Min Huang

CLCWeb: Comparative Literature and Culture

In his article "Rediscovering Local Environmentalism in Taiwan" Peter I-min Huang challenges the domination of "the global" and the marginalization of "the local." Huang argues that by the end of the first decade of the twenty-first century globalism seemed to have toppled localism in ecocriticism debates. Ecocritics embraced enthusiastically such concepts as Ursula K. Heise's "eco-cosmopolitanism" and the arguments associated with it that spoke for global forms of environmental thinking and practice. Yet, arguments for "the local" persist in part because of Heise's constructive criticisms of it. Focusing on local environmental movements in Taiwan, Huang identifies and discusses scholarly work …

Ecocriticism And Persian And Greek Myths About The Origin Of Fire, Massih Zekavat

CLCWeb: Comparative Literature and Culture

In his article "Ecocriticism and Persian and Greek Myths about the Origin of Fire" Massih Zekavat argues that some contemporary ecological biases are rooted in ancient thought. Further, Zekavat argues that the study of mythology is relevant to the understanding of culture and ecology thus assisting ecocriticism. The investigation of man/woman, culture/nature, and human/nature binary oppositions conveys that Greek and Persian myths are mostly anthropocentric and androcentric. Zekavat postulates that one way to revise contemporary ecological conceptions is to study myths to shed light on the mind and context of their creators and believers, their representation of natural phenomena, and …

Japanese Poetry And Nature In Borson's Short Journey Upriver Toward Ōishida, Shoshannah Ganz

CLCWeb: Comparative Literature and Culture

In her article "Japanese Poetry and Nature in Borson's Short Journey Upriver Toward Ōishida" Shoshannah Ganz shows how the limited focus of research on Roo Borson oversimplifies the poetry and ignores the tradition that Borson is aligning her work with both in form and content: classical Chinese and Japanese poetry and their perspectives on nature. Further, Ganz explores the ways in which Borson's poetry overcomes intuitively the binaries of East/West, human/non-human, and the further binaries within the human/non-human created through representational language. Ganz contextualizes Borson's work within the master/disciple lineage of Chinese and Japanese tradition and explores how Borson …

The Systemic Approach, Biosemiotic Theory, And Ecocide In Australia, Iris Ralph

CLCWeb: Comparative Literature and Culture

In her article "The Systemic Approach, Biosemiotic Theory, and Ecocide in Australia" Iris Ralph summarizes an argument in defense of disciplinarity ("openness from closure") that Cary Wolfe makes in What is Posthumanism? She also comments on an implicit argument that Wendy Wheeler makes in The Whole Creature: Complexity, Biosemiotics and the Evolution of Culture. As Ralph argues, Wheeler's implicit claim is that biosemiotic language, which humans share with other biological beings, connects human animals and nonhuman animals on moral and affective grounds. Ralph summarizes Wolfe's defense of disciplinarity that literary and cultural studies scholars who engage with the "question …

Esquisse D’Un Projet Épistémologique Pour La Science Politique Dans Une Afrique Post-Génocide, Mame-Penda Ba

Présence Francophone: Revue internationale de langue et de littérature

This article attempts to answer two main questions: “What does it mean to teach political science in an African university when oneself is African?” and “what social realities are we documenting (or should we document)?” As a political scientist, I came to ask myself these questions based on my encounter with the genocide of the Tutsi in Rwanda, and based on the questions that this major event had kindled in me. My encounter with the subject of “genocide” was in all respects an upheaval because I understood suddenly a large weakness in the way political science was taught at Université …

Transmedial Documentation For Non-Visual Image Access, Melody J. Mccotter

Proceedings from the Document Academy

In my doctoral studies on information accessibility for the individual who is blind or visually impaired, I’ve been exploring the ways we can make image documents more accessible. This requires using an alternative sensory modality, and translating the document into a different format. The questions that arise when we consider this process are many, but among them are:

• Is it the same document once we’ve converted it to an audio narrative about the work, or a 3D topographic map of an artwork, or a musical interpretation?
• If it is not the same document, how truthful can the “trans-medial” translation be …

Journals In The Field Of Higher Education: A Racial Analysis, Donald Mitchell Jr., Jamillya Hardley, Darius Jordan, Michael Couch

Journal of Research Initiatives

Too often, scholarship regarding the concept of race in the United States is absent from top-tier journals across fields. Yet, at some institutions, faculty, including scholars who explore race, are required to publish in top-tier journals to secure tenure. This article highlights the extent to which journals—of all tiers—within the field of higher education publish articles explicitly highlighting race in the study. The authors used Bray and Major’s article, “Status of Journals in the Field of Higher Education” as the data source for the sample. Using a systematic approach, the authors surveyed journals in the field of higher education to …

University Professors’ Perceptions About The Impact Of Integrating Google Applications On Students’ Communication And Collaboration Skills, Jacqueline L. Cahill

Journal of Research Initiatives

A qualitative research study was conducted and data were collected by interviewing university professors on their perceptions about the impact of integrating Google Apps, as a means of classroom instructional delivery, on students’ communication and collaboration skills. The participants consisted of eight university professors from a major university, who integrate, or had previously integrated at least two Google Apps Education Edition collaborative tools into their instructional strategies. The result of this study has the potential to benefit universities that are debating on whether utilizing teaching collaborative technology skills, as an instruction tool, would engage students and enhance their communication skills. …

"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray

Teaching/Writing: The Journal of Writing Teacher Education

The five-paragraph essay continues to make headlines in composition and pedagogy journals and on teacher listservs. This long-cherished genre has been touted for teaching the basics to writers in college, and teachers often claim that it is the best foundation for solid essay writing. In contrast, there are numerous five-paragraph essay critics who claim that the essay is a “school-created thing” that has no real-world value and persists due to an enshrinement in textbooks as preparation for objective standardized testing. Regardless of the debate, one thing remains: there is little research on the essay from the students’ perspective. This essay …

Three Heuristics For Writing And Revising Qualitative Research Articles In English Education, Ann M. Lawrence

Teaching/Writing: The Journal of Writing Teacher Education

In this essay, I present three heuristics for writing and revising qualitative research articles in English education: “PAGE” (Purpose, Audience, Genre, Engagement), “Problem Posing, Problem Addressing, Problem Posing,” and “The Three INs” (INtroduction, INsertion, INterpretation). In so doing, I describe the rhetorical functions and conventional structure of all of the major sections of qualitative research articles, and show how the problem for study brings the rhetorical “jobs” of each section into purposive relationship with those of the other sections. Together, the three curricular resources that I offer in this essay prompt writers to connect general rhetorical concerns with specific writing …

A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier

Teaching/Writing: The Journal of Writing Teacher Education

In response to recent mandates in literacy curricula, literacy teachers must integrate Web 2.0 and new literacies perspectives into their writing instruction. Such transitions in their pedagogy, however, are often accomplished without adequate support or opportunities for professional development. How do teachers approach the difficult task of changing their perspectives to take new literacies practices into account? This article traces the learning and pedagogical practices of five teachers who worked with the authors in a dual-sited action research study (one in a large urban district, one in a small rural district) for more than two years. We present two themes …

Learning To Develop A Culturally Relevant Approach To 21st Century Writing Instruction, Detra Price-Dennis, Molly Trinh Wiebe, Michelle Fowler-Amato

Teaching/Writing: The Journal of Writing Teacher Education

In a position statement, Beliefs about the Teaching of Writing (2004), NCTE outlines eleven broad principles to serve as a guide for teaching language arts. Among the key ideas in this document is the call for language arts teacher educators to consider how literacy courses can create opportunities for pre-service teachers to account for the multifaceted and multimodal world of literacy with students in K-12 settings. The purpose of this qualitative case study is to learn from the experience of one pre-service teacher during his language arts methods course. Drawing on a subset of data from two, our research team …

Asking And Understanding Questions: An Inquiry-Based Framework For Writing Teacher Development, Jessica Rivera-Mueller

Teaching/Writing: The Journal of Writing Teacher Education

Teachers develop when they critically examine the questions they ask about their work because questions make pedagogical beliefs visible and available for critical reflection and revision. In a standards-based educational climate—a time when writing becomes a set of measurable skills rather than a complex social practice—teachers may feel that a critical examination of their questions is (at best) a luxury or (at worst) a distraction to work they need to accomplish. Therefore, writing teacher educators may find it increasingly challenging to help teachers engage in reflexive inquiry. This essay describes a Deweyian-informed framework that shows how addressing inquiries and critically …

Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall

Teaching/Writing: The Journal of Writing Teacher Education

This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching …

Navigating Collaborative Teaching Waters: Professors Go Back And Pre-Service Teachers Move Forward To Embody The Promise Of Story, Jill Adams, Kathleen Deakin, Gloria Eastman, Jay Arellano, Andrea Nieto, Eliza Spencer, Brianne Barber

Teaching/Writing: The Journal of Writing Teacher Education

A group of English education professors and secondary English education collaboratively planned a 3-week class for future high school freshmen in an academic summer camp held on our campus. Reflections of lessons learned from a variety of perspectives are shared.

Introduction: Building Bridges In Writing Teacher Education, Jonathan Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

This introduction discusses the editors' decision to support publications in both APA and MLA formats and also provides contextual introductions for all articles.

Review Of “The Teacher’S Guide To Media Literacy: Critical Thinking In A Multimedia World” By Cyndy Scheibe And Faith Rogow, Julie Smith

Journal of Media Literacy Education

This article reviews “The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World” by Cyndy Scheibe and Faith Rogow

The Hyperreality Of Daniel Boorstin, Stephanie L. Viens

Journal of Media Literacy Education

Early media theorists can help us to link the past and present of media literacy to pose new questions and gain new knowledge. Historian, author and Librarian on Congress Daniel Boorstin (1914 – 2004) played an important role in increasing public awareness of the constructed nature of media representations. Connections are explored between constructed reality, technological advances, media literacy education, and the current work of media scholar Douglas Rushkoff on presentist society. Daniel Boorstin helped recognize the changing nature of knowledge in an image-saturated environment and influenced a new generation of theorists, scholars and educators who have advanced the …

Federal Agency Efforts To Advance Media Literacy In Substance Abuse Prevention, Alan M. Levitt, Robert W. Denniston

Journal of Media Literacy Education

This article describes and reflects upon efforts to generate greater support for media literacy and critical thinking within the strategies and programs of the Federal government, primarily in agencies with an interest in youth substance abuse prevention. Additionally, some of the inherent challenges and obstacles that impacted the ability to expand these efforts are discussed.

The Core Concepts: Fundamental To Media Literacy Yesterday, Today And Tomorrow, Tessa Jolls, Carolyn Wilson

Journal of Media Literacy Education

“New media” does not change the essence of what media literacy is, nor does it affect its ongoing importance in society. Len Masterman, a UK-based professor, published his ground-breaking books in the 1980’s and laid the foundation for media literacy to be taught to elementary and secondary students in a systematic way that is consistent, replicable, measurable and scalable on a global basis – and thus, timeless. Masterman’s key insight was that the central unifying concept of media education is that of representation: media are symbolic sign systems that must be decoded. This paper explores the development and the application …

Teaching About Propaganda: An Examination Of The Historical Roots Of Media Literacy, Renee Hobbs, Sandra Mcgee

Journal of Media Literacy Education

Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in …

Media Now: A Historical Review Of A Media Literacy Curriculum, Yonty Friesem, Diane Quaglia Beltran, Ed Crane

Journal of Media Literacy Education

The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series of kits, text references, and accompanying workbook. Its self-directed learning model gave students the opportunity to learn about the media, by doing, responding to, and reflecting on core concepts of media production. Using physical artifacts from the Media Now kit, historical documents, promotional …

Why History Matters For Media Literacy Education, Michael Robbgrieco

Journal of Media Literacy Education

The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed …

Introduction To Media Literacy History, Sarah Bordac

Journal of Media Literacy Education

Why is it important for us to consider the history of media literacy? Beyond forging connections of the past to the present, exploring the history of the field can deepen intellectual curiosity and understanding for those who work in media literacy education, ignite interest in others, and drive investigation into understanding the relationships of the facets and fundamentals of media literacy from past to present and into the future. The theme of leadership emerges from questions such as: How do people build programs? How does information get disseminated? What were the challenges? Who were the learners? Who were the teachers? …

Creating Critical Viewers, Renee Cherow-O'Leary

Journal of Media Literacy Education

This essay is a personal reflection on the implementation of Creating Critical Viewers, a national media literacy program sponsored by the National Academy of Television Arts and Sciences (NATAS), an industry association, in 1995. The television industry’s decision to develop a media literacy curriculum in the 1990s was a powerful statement by certain broadcasters to take seriously the ethical and social questions being raised about the impact of their work and to learn how to address those questions through education.

Cinekyd: Exploring The Origins Of Youth Media Production, Renee Hobbs, David Cooper Moore

Journal of Media Literacy Education

No abstract provided.

Accidental Agent Of Change: George Ticknor's Study Abroad In 1815 Germany, Leslie Bohon

The William & Mary Educational Review

The historian Herbst (1965) posited that “scholarship . . . like most human endeavors, [is] given [its] distinguishing character by the specific time and place in which [it is] pursued” (p. vii). The distinguishing character of U.S. higher education at the turn of the nineteenth century was transition. Indeed, in the early 1800s, U.S. educators were struggling to determine the future of higher education in the United States, igniting discussions and disagreements concerning everything from the purpose of education, to curriculum and pedagogy, and to student life (Herbst, 1965). Yet, answers did not appear to be forthcoming from within the …

Religion’S Transformative Role In African Education: A Zambian Perspective, Brendan P. Carmody

Zambia Social Science Journal

Although religion forms part of the educational curriculum in much of sub-Saharan Africa, its nature and role tend to be greatly restricted. By way of taking the situation at the University of Zambia (UNZA) as a case study, it will be argued that the teaching of religion as more truly conceptualized, as well as a person-centred pedagogy, can make a distinctive contribution and realize some of its transformative potential. This may provide a more appropriate paradigm for much needed transformative education in the region.

Accounting For The Shift Towards ‘Multifaith’ Religious Education In Zambia, 1964 -2017, Nelly Mwale, Joseph C. Chita, Austin M. Cheyeka

Zambia Social Science Journal

This article sheds light on the factors that contributed to the development of ‘multifaith’ Religious Education (RE) in Zambia after 1964. Our analysis makes a contribution to the discourse on inter-religious RE in Zambia by demonstrating how Zambia became a multifaith society, a context in which political statements and ideologies have influenced the framing of the aim, and selection of, the content of the subject. Research for this article consisted of interviews with Christian missionaries who shared with us their involvement in developing, teaching and evaluating standards of the teaching of RE. We also carried out an appraisal of literature …