Digital Commons Network^™

Does Self-Efficacy Of Teachers Toward Inclusive Education Differ Between Primary And Secondary School? A Cross-Cultural Study Of Ghana And The United Arab Emirates, Ahmed Mohamed, Maxwell Peprah Opoku, Bernadette M. Guirguis, Ebenezer Mensah Gyimah, Maya Al Yafi, Shouq Alqahtani, Safa Alharthi, Mahra Aldhanhani, Al Zahra Aljaberi

All Works

There are ongoing debates on the level of education that students with special educational needs could participate in and enjoy as part of their fundamental right to education. There is a notion that students with special educational needs could be more easily included in primary schools than in secondary schools. However, teachers were excluded from such discussions. The current study aims to invigorate such discussion by exploring primary and secondary school teachers' self-efficacy across Ghana and the United Arab Emirates (UAE). a total of 897 teachers were recruited from Ghana and the UAE to rate their self-efficacy via the Teacher …

Book Review: The History And Politics Of Star Wars: Death Stars And Democracy, Petra Hendrickson

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

Book Review: The History and Politics of Star Wars: Death Stars and Democracy

Advancing A Familial Understanding Of International Students, Prof-Collins Ifeonu Dr

Critical Internationalization Studies Review

No abstract provided.

“School’S Not For Me. I Don't Belong In School.”: Students With Dis/Abilities’ Perspectives On Special Education During State Intervention, Leila E. Parks

Graduate Doctoral Dissertations

This qualitative study presents the lived experiences of 10 racialized teens with dis/abilities who received special education services in the Boston Public Schools during state intervention. As a youth participatory action research collective, the young people in the study’s Youth with Dis/Abilities Research Group explored issues of inclusion and exclusion, ableism, racism, and safety at school. The project was framed by dis/ability critical race studies, incorporating aspects of critical race theory and disability studies in education. Based on stories expressed through free-writes, poetry, drawings, interviews, and group conversations, the racialized teens with dis/abilities shared negative school experiences overall. Though most …

Material Transformation And Cultural Aesthetics In Javanese Keris Pamor: A Perspective On Sustainable Art, Kuntadi Wasi Darmojo, Iwan Budi Santoso, Ippei Suzuki

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

This study investigates the transformation of discarded motorcycle shock absorber material into an alternative material for producing pamor in traditional Javanese keris craftsmanship from the interdisciplinary perspectives of material culture, visual aesthetics, and sustainable craft practice. A practice-based research approach combined with descriptive qualitative methods was employed through material exploration, traditional forging experiments, pamor formation, keris production, visual observation, and cultural interpretation. The findings demonstrate that discarded motorcycle shock absorber material can be incorporated into the traditional forging process to produce stable, layered pamor patterns. The resulting pamor exhibited black, dark gray, and dull silvery-white tones, a layered surface structure, …

A Visual Analysis Of The Color Variety In Pekalongan Hand-Drawn Batik From 1910 To 2015, Christophera Ratnasari Lucius, Yanuar Ramadhan, Ahmad Fuad

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

UNESCO has recognized Indonesian Batik's variety of designs and colors as an intangible cultural asset. Pekalongan batik, which is categorized as batik pesisir and is distinguished by its varied and expressive color combination, is one prominent example. Cultural acculturation influenced by China, Japan, India, and the Netherlands has created its visual identity. In order to create a culture-based color reference, this study will map the color variations of sixty hand-drawn Pekalongan batik pieces created between 1910 and 2015. Contemporary batik from current workshops and museum collections are among the research subjects. Digital photography was used for visual documentation, and Adobe …

Geopoetics: Expanding The Philosophy Of Teacher Education, Linda M. Craig Dr

Journal of Contemplative and Holistic Education

Amidst our accelerating ecological crisis, this essay argues for a fundamental reimagining of teacher education through Kenneth White's theory of geopoetics. Drawing on complexity science and Whitehead's process philosophy, I trace a paradigm shift from mechanistic models of education - characterised by fixed knowledge transmission and neoliberal performativity - toward a relational, orientation grounded in emergence and becoming. Geopoetics offers a transdisciplinary framework that dissolves boundaries between science, poetry, philosophy, and spirituality, positioning education not as content delivery but as participation in the creative unfolding of life. Through an exploration of Nan Shepherd's The Living Mountain as geopoetic spiritual practice. …

When Quantum Physics Meets Laozi, Jing Lin

Journal of Contemplative and Holistic Education

This paper explores the profound convergence between quantum physics and Laozi’s Daoist philosophy, proposing a quantum-Daoist cosmology as a transformative foundation for reimagining education. Drawing on core principles of quantum physics—such as wave-particle duality, entanglement, and the observer effect, and Laozi’s teachings on Dao and De, the paper argues for a cosmology in which reality is energetic, relational, and morally ordered. While quantum science reveals the unseen, interconnected nature of existence, Laozi advances this view by emphasizing the role of virtue as an energetic and ethical force that sustains the universe. The paper proposes that meditative practice and the cultivation …

Editors’ Introduction, Kathleen R. Kesson Dr., Susan H. Edgerton, Jing Lin

Journal of Contemplative and Holistic Education

This is the introduction to the Special Issue

Paragliding The Cliff Edge: Introducing Open Mic Studies. A Creative Response To Navigating The Post-18 Landscape For Young Adults With Send., James Tarling, Charlie Robinson, Nick Hall, Sammy Shepherd

Plymouth Interdisciplinary Education Open Journal

This conceptual article investigates novel ways of thinking about Open Mic Nights (OMN) – performance spaces understood as free, community arts and performance opportunities where the members of the public are welcome to perform music, poetry and comedy in front of an audience. For the purposes of this article, music-related OMN that take place in pubs or community centres are discussed.

The article is intended to be a primer for OMN studies that offers new and emerging trailheads for future research and discussion. Its central focus is how OMN may benefit the Special Educational Needs and Disabilities (SEND) community with …

``I Don't.. I Don't Remember The Answer'': A Psycholinguistics Study Of Language Processing Impairment Caused By Traumatic Brain Injury In Film ``The Vow'' (2012), Fathiya Rosyada, Emy Sudarwati, Lee Huan Yik, Putrie Rahayuningtyas

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

There is substantial evidence of an association between traumatic brain injury (TBI) and language difficulties, particularly those related to cognitive impairment. Addressing an underexplored narrative perspective, this study examines the interaction between memory and language in the representation of cognitive-communication disorder (CCD) following TBI in the film The Vow (2012). Using a qualitative approach informed by Clinical Discourse Analysis (CDA), the study analyzes selected dialogues to identify post-traumatic cognitive-communication difficulties reflected in language comprehension and production. The findings reveal a dissociation between relatively preserved linguistic competence and impaired communicative performance. In language comprehension, this dissociation is reflected in pragmatic misinterpretation, …

Decolonizing Communication Pedagogy: Toward An Afro-Rhetorical Framework, Lionnell Smith

Journal of Communication Pedagogy

This essay introduces Afro-rhetorical pedagogy as a decolonial framework for communication pedagogy. Building on Adam Key’s 2022 call for an Applied Africana Studies framework for public speaking pedagogy, this essay conceptualizes Afro-rhetorical pedagogy grounded in Afrocentric thought and African communication theory. Through a close reading of Molefi Kete Asante’s 2011 address on African curriculum, this essay establishes three foundational principles for Afro-rhetorical pedagogy: (a) epistemological agency, (b) decolonized knowledge production, and (c) institutional reconstruction. This pedagogical framework addresses communication education’s reproduction of white cultural hegemony by promoting African-centered principles, practices, and precepts that reposition communication pedagogy as a more liberatory …

The Lived Experiences Of Special Education Teachers Regarding The Influence Of Transformational Leadership: A Phenomenological Study, Jaleesa Glover

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of school leadership among special education teachers in inner-city charter schools in the United States. At this stage in the research, the lived experience of school leadership support is generally defined as how special educators perceived, interpreted, and responded to the leadership behaviors of their school administrators within their professional roles. The theory guiding this study was Burns’ transformational leadership theory. The central research question addressed in this study was: What are the lived experiences of special education teachers in inner-city schools with school leadership support? Data …

The Bambisanani Partnership: A Global Initiative Activating Faith And Sport, David Geldart, Matt Hoven

Journal of Catholic Education

The Bambisanani Partnership: A Global Initiative Activating Faith and Sport Partnership is a United Kingdom-based charity that originated as a sports-based partnership between St. Mary’s Catholic High School in the UK, and Mnyakanya High School in rural KwaZulu- Natal (KZN), South Africa, in 2006. Inspired by papal teaching about sport, this article explores the ways in which this particular program has been successful in providing opportunities to live out the Catholic faith through sports participation. The partnership, which remains based at St. Mary’s School and is run entirely by volunteers, operates in the Nkandla region of South Africa, which is …

Kindergarten Classroom Educators’ Perceptions Of Social Emotional Learning Implementation, Thomasina A. Millner

Walden Dissertations and Doctoral Studies

The problem addressed in this study was that research on social emotional learning (SEL) has largely focused on student outcomes, program effectiveness, and implementation practices, but limited research has examined kindergarten classroom educators’ perceptions of implementing SEL. Grounded in the Collaborative for Academic, Social, and Emotional Learning framework, the purpose of this study was to explore kindergarten classroom educators’ perceptions of SEL implementation. For this basic qualitative design, semistructured interviews with nine kindergarten educators who had at least 1 year experience implementing SEL were conducted. Through thematic data analysis the following five themes emerged: Educators noted (1) that SEL is …

Resistance And Adaptation In Banyumas Traditional Gending: Musical Negotiation Between Cultural Preservation And Commercial Performance In Lengger And Ebeg, Darno Darno, Binarung Mahatmajangga

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

This study investigates the musical dynamics of Banyumas-style traditional gending within the contestation of Lengger and Ebeg performances amid the demands of modern entertainment. Using a qualitative method combining ethnomusicological and cultural-sociology perspectives, the study examines changes in musical structure and the socio-cultural forces driving them, and asks specifically: what defines Banyumas gending musicality at the level of instrumental garap (working practice); what concrete forms of adaptation and resistance are observable in contemporary performance; and how these dynamics can be read through Merriam's concept of stability and change and Bourdieu's theory of capital and field. Data were collected through in-depth …

Reimagining Global Dei Through Adaptive Leadership: A Framework For Advancing Racial Equity In International Higher Education Partnerships, Briana C. Edwards

Journal of Comparative & International Higher Education

Abstract

As internationalization in higher education expands through transnational research, global curricula, humanitarian training programs, and faculty mobility, discourses on diversity often remain Western-centered and detached from lived realities of structural inequity. This paper argues that adaptive leadership, grounded in mobilizing communities to confront systemic challenges in complex and uncertain environments, provides a useful pathway for rebuilding global DEI with racial equity at the center (Heifetz et al., 2009). Drawing from practice-based insight in global health, humanitarian workforce systems, HBCU models of global engagement, and higher education HR structures, the paper interrogates how colonial legacies, racial hierarchies, anti-DEI political climates, …

Knowledge Dilution And Tinted Pedagogical Dissemination: A Call For De-Colonizing Commercial Textbooks In Teacher Education For International Students, S. A. N. Zaidi, Cherian, F.V.

Journal of Comparative & International Higher Education

Abstract

This qualitative study examines how commercially produced textbooks mediate professor agency and shape the racialized and epistemic positioning of international students within a Canadian Teacher Education program. Situated within the internationalization of higher education, the study interrogates how textbook-driven curricular practices reproduce racial hierarchies, Eurocentric knowledge systems, and epistemic exclusion. The study responds to ongoing debates on race, racism, and racialization by examining how knowledge production and dissemination in classrooms may marginalize the lived experiences and intellectual contributions of international and racialized students. Data were collected through semi-structured interviews and document analysis in programs serving racialized and international students. …

Contradiction And Critical Consciousness: Engaging Canadian University Students In Racial Dialogue On Anti-Chinese Racism, Dan Cui

Journal of Comparative & International Higher Education

This study examines how Canadian university students perceived and engaged with anti-Chinese racism during the COVID-19 pandemic. Drawing on grounded theory and interviews and written reflections from 28 undergraduates at a predominantly White university, the study analyzes students’ contradictory understandings of racism shaped by media, national narratives, and prior educational experiences. Informed by Bourdieu’s concept of habitus, it conceptualizes these tensions as a contradictory racialized habitus, in which awareness and denial, empathy and distancing, coexist. Three themes emerged: contradictory orientations toward anti-Chinese racism, the transnational influence of U.S. political discourse, and the limited transformative impact of a social justice course. …

The Prevalence And Landscape Of Accent Reduction Programs At Us Institutions Of Higher Education, Sandra Greene, Katie Hopkins, Melissa Whatley, Christina W Yao

Journal of Comparative & International Higher Education

Many institutions offering accent reduction programs claim they help international staff and students modify their accent, thereby helping them be more successful within the context of higher education. Despite accent reduction programs being labeled as predatorial, deficit-laden, and pathologizing of accents, programs continue to proliferate on college campuses while perpetuating English language dominance, linguistic racism, and the hierarchization of Englishes. Yet, there is limited research on the scope of these programs within higher education. This descriptive study, informed by QuantCrit, adds to the existing literature by highlighting the landscape and characteristics of the approximately 9% of institutions of higher education …

Inter(Sectional)(National): Modeling Belonging And Campus Climate Among Asian International Students’ Identities, Yun-Han Weng, Ionell Jay Terogo, Laura S. Dahl

Journal of Comparative & International Higher Education

International students’ belonging in U.S. higher education is shaped by institutional climates that are both racialized and internationalized, yet few quantitative studies model these dimensions simultaneously. Using data from the Assessment of Collegiate Residential Environments and Outcomes, we examine how campus nationality and racial climates relate to Asian international students’ sense of belonging, and whether these relationships vary by intersecting identities. We examine how campus nationality and racial climates relate to Asian international students’ sense of belonging (n = 763). Measurement model comparisons empirically supported a two-factor solution separating nationality and racial climates once reverse-worded items were removed for improved …

Decolonizing Raciolinguistic Ideologies In Institutions Of Higher Learning, Chantelle M. August-Mowers, Samantha M. Hoffman

Journal of Comparative & International Higher Education

This article examines how raciolinguistic ideologies shape global higher education (HE), highlighting the intersection of language, race, and systemic inequalities. English often functions as a gatekeeper, privileging certain knowledge systems while marginalizing students and faculty from the Global South (Flores & Rosa, 2015; Pennycook, 2007). Structural inequities persist in faculty recruitment, international student selection, and academic publishing, reflecting colonial legacies and epistemic injustice (Canagarajah, 2013; Quijano, 2000). Racialized and linguistically marginalized students experience exclusion, microaggressions, and limited mobility, revealing contradictions between diversity rhetoric and institutional practices (Sekaja, 2022; Enslin, 2024). The study advocates decolonial and multilingual interventions, including translanguaging, inclusive …

Race, Racism, And Racialization In International Higher Education: A Transnational And Mobility-Aware Approach, Benjamin Denga, Louise Michelle Vital

Journal of Comparative & International Higher Education

Race, racism, and racialization are increasingly recognized as central to understanding inequality in global higher education. Yet dominant frameworks in comparative and international higher education remain nationally bounded and citizenship-centered, offering limited insight into how race operates under conditions of mobility, legal temporariness, and transnational governance. As internationalization intensifies through student mobility, cross-border partnerships, and global knowledge circulation, racialized experiences are shaped by visa-dependent status, differential protection, global racial imaginaries and discourses, uneven or unequal geopolitical relations and institutional logics of internationalization (including marketization, risk management and revenue extraction). In this conceptual article we argue that race and racialization in …

Pdf Full Issue, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

Centering As Contemplative Inquiry And Practice: Teaching, Learning, And Living In The Anthropocene, Jennifer L. Schneider

Journal of Contemplative and Holistic Education

The Anthropocene may be an inescapable trap—one unwittingly shaped by human ways of relating to self, others, and the more-than-human world. While dominant discourses surrounding this epoch often evoke fear, apocalypse, or blame, how might it also invite us, as humans, into an opportunity for more holistic and contemplative education. This paper explores “centering,” a contemplative concept and practice introduced by curriculum theorist James Macdonald (1995), as a regenerative way of engaging with the Anthropocene through lived experience. Drawing from research on a graduate-level place-based course and an arts-based, pragmatic inquiry, I explore how centering can foster attunement to place, …

Evaluating Gender Equity In The Berenstain Bears Picture Books, Christy Tisnawijaya, Geni Kurniati

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

Picture books serve as a foundational medium in early childhood education, utilizing interrelated visual and verbal elements to foster linguistic, cognitive, and social development. Despite their pedagogical utility, certain literary works inadvertently perpetuate traditional gender roles, constraining children's conceptualizations of identity. This study evaluates gender representation within eleven selected titles of The Berenstain Bears series. Employing a qualitative multimodal content analysis, the study integrates Butler's gender performativity framework (1990), Callow's multimodal narrative approach (2020), and Adam and Harper's evaluative criteria (2021) to examine how domestic, social, and recreational roles are constructed. This study offers novelty by establishing a dual-lens multimodal …

Eksplorasi Pemanfaatan Aplikasi Miraa Berbasis Transkripsi Ai Dalam Pembelajaran Menyimak Bahasa Mandarin, Dewi Permatasari Mulyono, Aiga Ventivani, Iwa Sobara, Aisyah Yasmin, Aulia Miftahul Jannah, Keiza Jasmine Aprilanadja

Journal of Language, Literature, and Arts

This study explores the use of Miraa, an AI-based transcription application, in Mandarin listening instruction and students’ responses to its use in a Chinese Comprehensive 2 course. A descriptive qualitative approach was employed involving 21 students from the Mandarin Language Education Program at Universitas Negeri Malang. Data were collected through classroom observations, semi-structured interviews with 10 purposively selected students, documentation, and exercise scores as supporting data. The data were analyzed through data condensation, data display, and conclusion drawing and verification, supported by source and technique triangulation. The findings indicate that Miraa was used as multimodal scaffolding by integrating audio, automatic …

Toward A Triadic Therapeutic Alliance: Understanding Client, Therapist, And Ai Relational Processes In Counseling, Jennifer Young

Journal of Technology in Counselor Education and Supervision

Artificial intelligence (AI) is integrated into counseling through chatbots, digital companions, and clinical decision-support tools. This integration challenges traditional models of the therapeutic alliance, which have historically centered on the dyadic relationship between client and therapist. To address this gap, the Triadic Therapeutic Alliance (TTA) Model of Client-Therapist-AI Relational Dynamics offers a new framework for understanding how relational processes unfold when AI becomes an active participant in therapy. The model extends alliance theory into a triadic structure that includes the client-AI and therapist-AI relationships alongside the traditional human alliance. Drawing on research in human-computer interaction and ethical frameworks of trust …

Flows That Teach: Multimodal Hip-Hop Pedagogy For Equity In Special Education, Camille O'Quin, Sara Jozwik

Journal of the Arts and Special Education

Hip-Hop can be more than a soundtrack played at home, it can be a bridge between culture, language, and learning at school. This article shows how Hip-Hop pedagogy, translanguaging, and code-meshing can support students with disabilities, especially those who speak African American Vernacular English (AAVE), in the classroom setting. Grounded in culturally relevant pedagogy and translanguaging theory, the approach uses rhythm, storytelling, and performance to build narrative fluency, language awareness, and confidence. Examples include students drafting rap verses about personal experiences, holding structured cypher circles to practice turn-taking and self-expression, and blending AAVE with Mainstream American English in writing for …

Engaging Intercultural Philosophy In The Classroom: A Methodological Proposal, Gloria Luque Moya

Comparative Philosophy

The exclusion of non-Western philosophies from university curricula has been a persistent feature of academic philosophy, both in the United States and Europe. This marginalization reflects an enduring assumption that philosophy is a uniquely Western enterprise, originating in ancient Greece and developed exclusively within European traditions. This article challenges that assumption by arguing that the teaching of intercultural philosophy is not merely a pedagogical issue, but an urgent necessity in the context of globalization and cross-cultural exchange. Focusing on the limited presence of non-Western philosophical traditions in Spanish university programs, the article first analyzes the structural asymmetry in the historiography …