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Full-Text Articles in Education
Disruption, Transformation, Resilience, And Hope: The Experience Of A Belizean Community During Covid-19 Lockdown, Jean D. Kirshner Dr.
Disruption, Transformation, Resilience, And Hope: The Experience Of A Belizean Community During Covid-19 Lockdown, Jean D. Kirshner Dr.
The Qualitative Report
This qualitative research explored the lived experience of teachers, school administrators, parents, and children in Belize, Central America during the COVID-19 lockdown. Through field notes, correspondence, and interviews, a narrative approach was leveraged to convey the impact of two years away from classrooms and from each other. Both the trauma and loss of this disruption on global literacy, along with three forces that nourished the capacity for resilience, were examined.
Unspoken Barriers: An Autoethnographic Study Of Frustration, Resistance And Resilience, Rose M. Wake
Unspoken Barriers: An Autoethnographic Study Of Frustration, Resistance And Resilience, Rose M. Wake
The Qualitative Report
Immigration, cultural capital, cultural hybridity are the contributing players within my autoethnographic research as a second-generation daughter of southern Italian migrants from the post war era. This autobiography of my lived experience identifies contributing influences of arrested development within my educational and life trajectory and explores theoretical frameworks as key comparative indicators for my thwarted stages of psychosocial development. My identity and role as a female is further explored within the construct of a determined and culturally hybrid adolescence in an effort to answer research questions of identity and role confusion. My narratives situate my life as a daughter, student, …
Cultivating Leaders Of Indiana: Global Collaborations And Local Impacts, Jennifer Sdunzik, Annagul Yaryyeva
Cultivating Leaders Of Indiana: Global Collaborations And Local Impacts, Jennifer Sdunzik, Annagul Yaryyeva
Purdue Journal of Service-Learning and International Engagement
“Cultivating Leaders of Indiana” was developed to establish connections between the Purdue student body and the Frankfort, Indiana, community. By engaging high school students in workshops that focused on local, national, and global identities, the goal of the project was to encourage students to appreciate their individuality and to motivate them to translate their skills into a global perspective. Moreover, workshops centering on themes such as culture, citizenship, media, and education were designed to empower project participants to embrace their sense of social value and responsibility, not only in their immediate communities, but also globally.
Oise-Cidec-Ciesc 50-Year Relationship: Lessons Learned In Leadership, Mentorship, Partnerships, Identity And Innovation, Mary A. Drinkwater, Stephen Bahry, Teodora Ajanovska Gligorova, Melissa Beauregard, Wales Wong
Oise-Cidec-Ciesc 50-Year Relationship: Lessons Learned In Leadership, Mentorship, Partnerships, Identity And Innovation, Mary A. Drinkwater, Stephen Bahry, Teodora Ajanovska Gligorova, Melissa Beauregard, Wales Wong
Comparative and International Education / Éducation Comparée et Internationale
As we approach the 50th anniversary of CIESC, we heed Vandra Masemann’s call to “gather and reflect on our historical memory” and to strive to “build our identity and broaden our reach”. Data for this paper were gathered through a combination of interviews and document analysis. Interviews were conducted with 9 current and former OISE-CIDEC faculty and staff. Documents reviewed included: CIDEC newsletters, annual reports, director/co-director reports, CIE Journal and other academic journal article reviews, and book reviews. In order to trace the evolution of the relationship between OISE-CIDEC and CIESC, we undertook a chronological analysis broken into three …
Book Review: Mitchell, R., Tracy-Ventura, N., & Mcmanus, K. (Eds.). (2015). Social Interaction, Identity And Language Learning During Residence Abroad., Roswita Dressler
Book Review: Mitchell, R., Tracy-Ventura, N., & Mcmanus, K. (Eds.). (2015). Social Interaction, Identity And Language Learning During Residence Abroad., Roswita Dressler
Comparative and International Education / Éducation Comparée et Internationale
No abstract provided.
Academic And Community Identities: A Study Of Kurdish And Somali Refugee High School Students, Franco Zengaro, Mohamed Ali, Sally Zengaro
Academic And Community Identities: A Study Of Kurdish And Somali Refugee High School Students, Franco Zengaro, Mohamed Ali, Sally Zengaro
Journal of Research Initiatives
This research examined the experiences of 11 high school students and their academic and social experiences in the U.S. using identity and agency in figured worlds. We collected data through interviews and field notes and analyzed them using constant comparative analysis. The findings revealed two main themes: the importance of continuity in promoting and maintaining a positive academic environment and the importance of support in creating positive identities. In addition, there was a strong awareness between being accepted, recognized, and encouraged at school and feeling accepted as a Muslim student. In the end, the participants experienced two different realities which …
Reconceiving International Education: Theorizing Limits And Possibilities For Transcultural Learning, Paul Tarc, Aparna Mishra-Tarc, Nicholas Ng-A-Fook, Roopa Desai Trilokekar
Reconceiving International Education: Theorizing Limits And Possibilities For Transcultural Learning, Paul Tarc, Aparna Mishra-Tarc, Nicholas Ng-A-Fook, Roopa Desai Trilokekar
Comparative and International Education / Éducation Comparée et Internationale
This multi-voiced paper explores the micro-level dimensions of human learning and becoming from transcultural encounters, lessons and/or curriculum under heightened transnationalism. It posits that mainstream approaches to conceptualizing the ‘education’ of international education lack sufficient theorization of difference, sociality, history and learning in trans-local spaces and suggests that there are expanding networks of transcultural engagements to be examined under the umbrella of international education. To explore this reconceived pedagogical landscape of international education three specific cases are presented: an auto-ethnographic reflection on coming into and making sense of one’s international experience, a conceptual framing of internationalizing preservice education curriculum and …