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Descriptors:
Childrens Literature; Developing Nations; Ideology; Social Change; Federal Government; Foreign Countries; Social History; Political Issues; Social Justice; Social Bias

Abstract:
This article demonstrates, through Michael Gascoigne's "Tunzi the Faithful Shadow" (1988), that literature for children is sometimes employed by the government into the service of propagating dominant state ideologies in Zimbabwean schools. Such texts disseminate issues of inclusion and exclusion that characterise all nation building projects. I argue, through a reading of "Tunzi the Faithful Shadow," that texts for children studied in Zimbabwean schools have been shaped by a distinctly Zimbabwean socio-historical context which includes, but is not limited to, the formation of a new national sensibility after the liberation war and the political unrest in the emerging nation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Education; Cartoons; Educational Change; Political Issues; Debt (Financial); Political Attitudes; Political Influences; Economic Change; Economic Impact; Intervention; Art Expression; Visual Arts; Grade 5; Relevance (Education); Student Projects; Social Attitudes; Foreign Countries

Abstract:
This article reports on an event-driven case study which took the form of a curriculum intervention in order to examine how a class of fifth-graders understood, interpreted and commented visually on the Greek debt crisis. Considering art education as a safe place where students can critically investigate through relevant visual culture genres socio-political issues that affect their own lives, the author developed and implemented a political cartooning project. The students were engaged in making political cartoons about the Greek debt crisis and interrelated socio-political issues and events. A finding of the study was that the students located, identified and labelled the multiple facets of the Greek crisis in a way that was meaningful to them. They employed visual and/or linguistic metaphors as a humorous mechanism to create meaning and emphasised the enormous strains placed on Greek society. The article concludes that the inclusion of the Greek debt crisis in the art curriculum served as a tool for social awareness for the students and connected schooling with society. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Problem Based Learning; Administrator Education; Business Administration Education; Undergraduate Study; International Education; Teaching Methods; Experiential Learning; Discovery Learning; Risk Assessment; Foreign Countries; Investment; Economic Factors; Political Influences; Political Issues

Abstract:
This article draws from the current literature to examine problem-based learning (PBL) as a management education tool, and provides an example of how to incorporate PBL into an undergraduate international management course. Also included are an explanation of, and specific guidelines for, a PBL exercise focused on the analysis of "country risk" (political/economic risks) for potential foreign direct investment. Additionally, the benefits and unique challenges of successfully implementing this type of exercise are discussed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Personnel Services; Burnout; Higher Education; Student Personnel Workers; Administrator Attitudes; Positive Attitudes; Legal Problems; Budgets; Political Issues; Politics of Education; Social Networks; Psychological Patterns

Abstract:
There are times when passion for a job is seriously tested by the circumstances and conditions of the work. The accumulated effect of long hours, increasing demand for services, shrinking budgets, intractable issues, litigious environments, and what seems at times like incessant bashing of higher education for political purposes can lead to burnout among even the most dedicated of student-affairs professionals. So what can student-affairs professionals do to avoid losing--or, if they have already lost it, to regain--their zest for the work? Having served in student affairs for 30 years, the author shares some ideas for avoiding burnout and some tips on how to carry out those ideas in daily practice. These are the steps that he has found helpful: (1) Live a balanced life; (2) Set boundaries on social media; (3) Accentuate the positive as much as you can; and (4) Take a moment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; English for Academic Purposes; Business Administration Education; Intermode Differences; Learning Modalities; Multimedia Instruction; Video Technology; Web Sites; Electronic Publishing; Global Approach; Teaching Methods; Discourse Analysis; Competition; Political Issues; World Views; Sociolinguistics; Second Language Instruction

Abstract:
This article examines the ways in which a multimodal text--a YouTube video on globalization and business--was mediated in two English for Academic Purposes (EAP) classrooms, and how these mediations shaped the instructor's and her students' meaning-making in specific ways. I first explore the complex multimodal discourses involved with this particular video and present my own reading of it. In addressing the instructor's and students' engagements with this video, I adopt a mediated discourse analysis approach to examine their classroom discourses that interact with the social circulation of a globalization discourse featured in this multimodal text. A conversation with the participating instructor, who articulates several issues including concerns about the possible politicization of her classroom if certain approaches to texts are used, is also presented and used to examine her subsequent approach with her students in the second class. I discuss the ways in which social actors take up discourses differently, and conclude by exploring the possible classroom practices that can address an increasingly multimodal curriculum. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Higher Education; Educational Change; Educational Innovation; Political Science; Political Issues; Politics of Education; Neoliberalism; Educational Policy

Abstract:
This article reports on a movement to create a radical new model of higher education in Europe and beyond based on the practices of self-education and militant/co-research during 2011. The article provides an account of a group that lies at the heart of this movement, the Edu-Factory Collective. The approach advocated by the Edu-Factory Collective is illustrated by two radical pedagogical projects--Student as Producer, based in the UK, and Universidad Nomada in Spain. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Computer Simulation; Computer Mediated Communication; Conflict; Governance; Cultural Differences; Social Systems; Ethnography; Discourse Analysis; Democracy; Participative Decision Making; Cultural Pluralism; Science and Society; Political Issues; Values

Abstract:
Early utopian notions of Internet-based community as enabling transcendence of earthly governments and cultural divides manifested in the massively multiplayer online nongame platform, Second Life. However, while platform users nearly unanimously chose governance regimes based on professional management rather than democratic self-governance, one of the few democratic experiments experienced deep conflict over precisely the utopian notions it held in common. This article examines a failed merger between two experimental democratic communities in the virtual world of Second Life as an example of the general failure of internet utopianism and a specific failure to transcend distinctions in cultures of origin (the "failure of 'convivencia,'" of the title, a term reflecting a historical model chosen by one of the communities) in a common online space. Based on ethnographic fieldwork, this article will analyze a distinction between radically different, and ultimately incommensurable, discourses around governance in the merged community amid the failure of participatory, democratic models of online governance. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship Education; Political Issues; Democracy; Grade 4; Citizen Participation; World Affairs; Citizen Role; Elementary School Students; High School Students

Abstract:
In the weeks leading up to a presidential election, it is hard to dismiss the importance of civic education, with campaign speeches, debates and advertisements blaring everywhere. Yet the National Assessment of Education Progress reports that only one-fourth of high school graduates are proficient in topics such as the American political system, principles of democracy, world affairs and the roles of citizens. With support from the U.S. Department of Education and The Pew Charitable Trusts, the nonprofit Center for Civic Education recently developed a set of standards for what students should know and be able to do in the field of civics and government at the end of grades 4, 8 and 12. Additionally, the U.S. Department of Education released a report in January arguing that civic education should be reinvigorated and reimagined. According to the Center for Information and Research on Civic Learning and Engagement (CIRCLE), evidence from national surveys shows the following: "[Young people who have] civic education are more likely than other students to be able to interpret political information correctly, to discuss political issues with peers and adults, to monitor the news and to feel confident about their ability to speak in public. Additionally, students who have experienced interactive civic education show a better ability to clearly express their opinions, have better collaborative group skills and have a better ability to work in culturally diverse teams." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Utilization; Instructional Leadership; Educational Research; Information Dissemination; Context Effect; Political Issues; Higher Education

Abstract:
Within this article, the authors explore the disconnect between research production, dissemination, and utilization, particularly within the field of educational leadership in the United States. Their exploration begins with an examination of the macro-level contexts within which such activities currently take place. They then turn to an examination of the relative value placed on educational research and its utilization as well as the threats that emerge when high-quality research is not (perceived as) accessible or aligned with perceived needs. Through their explorations, the authors identify significant challenges to research utilization, challenges they argue can be understood, addressed, and overcome. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Political Attitudes; College Instruction; Course Content; Intellectual History; Political Issues; Politics of Education; Books

Abstract:
What does it mean to engage deeply with conservatism in the classroom? Are classroom politics determined by a professor's personal political opinions or by course content? Historian Paul Lyons takes up these timely questions in his slim but intriguing book "American Conservatism: Thinking It, Teaching It." The book is divided in two parts. Part one contains Lyons's teaching log from a seminar on conservatism in the United States that he taught during spring semester 2006 at Stockton College, a private liberal arts college in New Jersey, USA. Part two is more traditional. It contains several essays in which Lyons analyzes US conservatism through the lens of American exceptionalism and intellectual history. Readers may feel some whiplash moving between the two parts of the book since the teaching log is informal and intimate while the essays are stuffier. Nonetheless, both halves have something to offer readers interested in the relationship between politics, teaching, and research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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