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Reclaiming the Local in Language Policy and Practice (ESL & Applied Linguistics Professional Series)
by A. Suresh CanagarajahThis volume inserts the place of the local in theorizing about language policies and practices in applied linguistics. While the effects of globalization around the world are being discussed in such diverse circles as corporations, law firms, and education, and while the spread of English has come to largely benefit those in positions of power, relatively little has been said about the impact of globalization at the local level, directly or indirectly. Reclaiming the Local in Language Policy and Practice is unique in focusing specifically on the outcomes of globalization in and among the communities affected by these changes. The authors make a case for why it is important for local social practices, communicative conventions, linguistic realities, and knowledge paradigms to actively inform language policies and practices for classrooms and communities in specific contexts, and to critically inform those pertaining to other communities. Engaging with the dominant paradigms in the discipline of applied linguistics, the chapters include research relating to second language acquisition, sociolinguistics, literacy, and language planning. The majority of chapters are case studies of specific contexts and communities, focused on situations of language teaching. Beyond their local contexts these studies are important for initiating discussion of their relevance for other, different communities and contexts. Taken together, the chapters in this book approach the task of reclaiming and making space for the local by means of negotiating with the present and the global. They illuminate the paradox that the local contains complex values of diversity, multilingualism, and plurality that can help to reconceive the multilingual society and education for postmodern times.
Reclaiming the Multicultural Roots of U. S. Curriculum: Communities of Color and Official Knowledge in Education
by Wayne Au Anthony L. Brown Dolores CalderónWithin curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. <p><p>Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States.
Reclaiming the University for the Public Good: Experiments and Futures in Co-operative Higher Education (Palgrave Critical University Studies)
by Malcolm Noble Cilla RossThis book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.
Recognising Asperger's Syndrome (Autism Spectrum Disorder): A Practical Guide to Adult Diagnosis and Beyond
by Trevor PowellWritten by a clinical neuropsychologist, this book is an accessible guide to everything you need to know about Asperger Syndrome, offering information and guidance, self-help and coping strategies and illustrated throughout with over 150 personal quotes, vignettes and anecdotes from clients with AS with whom the author has worked with clinically over the last 10 years. The book is deliberately aimed at a broad audience of people: those who have just received a diagnosis and want to know more, those who are considering seeking a diagnosis, family members, relatives, friends and clinicians including mental health workers, psychologists, support workers and all those who work with people with AS. Trevor Powell is a Consultant Clinical Psychologist who is the Lead for Neuropsychology services for Berkshire Healthcare NHS Trust. He has written a number of books and research articles having worked clinically for over 30 years in the field of adult mental health, brain injury, particularly head injury, and with adults with Asperger's syndrome/Autism.
Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond
by Trevor PowellRecognising Autism and Asperger’s Syndrome is an accessible guide, offering information and guidance, self-help and coping strategies and illustrated throughout with personal quotes, vignettes and anecdotes from clients with autism with whom the author has worked clinically. The book captures the individual stories, quotations and experiences, observed in adult autism diagnostic services, woven in with contemporary research, theory and clinical insights. It outlines the history of the condition and the present criteria for obtaining a diagnosis. With exercises, tips, questionnaires, psycho-educational work and advice sheets, this new edition also elucidates the female presentation of autism that has attained significance in the recent times. The book is deliberately aimed at a broad audience of people: those who have just received a diagnosis and want to know more, those who are considering seeking a diagnosis, family members, relatives, friends and clinicians, including mental health workers, psychologists, support workers and all those who work with autistic people.
Recognising and Planning for Special Needs in the Early Years (Hands on Guides)
by Maggie Smith Chris DukesMaking sure that young children with special educational needs have the right support is a top priority for all early years settings, but spotting additional needs can be tricky. This book is the ultimate resource for busy practitioners who want good, clear advice on what to look for and how to set up the necessary provision. From an award-winning author team, the advice contained here will empower you, and give you the confidence to identify and plan for the needs of every child in your care. Topics discussed in chapters are as follows: - observation and assessment of needs - physical development, and how to spot problems - communication, language and literacy, and how to spot difficulties - personal, social and emotional development, in line with the holistic child emphasis of the EYFS There are also: - case studies of children between 0 to 5 years - sample policies - lots of photocopiable material, on the CD-Rom that comes with the book Suitable for all early years students and practitioners, this book reminds the reader that all children require additional support at some stage, and that providing it is an essential part of good practice.
Recognising and Supporting Able Children in Primary Schools
by Pam Denicolo Hilary Lee-CorbinFirst Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Recognition of Prior Learning: Research from around the globe
by Per Andersson, Andreas Fejes and Fredrik SandbergRecognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.
Recognizing Green Skills Through Non-formal Learning: A Comparative Study in Asia (Education for Sustainability #5)
by Madhu Singh Margarita PavlovaThis open access book looks into the roles and practices of small and micro-enterprises in formal and informal economies across seven countries and one territory in terms of how they contribute to environmental and sustainable development and green skills promotion. By taking into account the perspectives in these four sectors, catering, automotive, waste management and polyvinyl chloride production, this book maps environmental green practices in the region, identifying mechanisms used to assess existing skills (i.e. knowledge, skills and competencies), and evaluating the potential for green skills inclusion in recognition, validation and accreditation.
Recognizing and Serving Low-Income Students in Higher Education: An Examination of Institutional Policies, Practices, and Culture
by Adrianna KezarWritten for administrators, faculty, and staff in Higher Education who are working with low income and first-generation college students, Recognizing and Serving Low-Income Students in Higher Education uncovers organizational biases that prevent post-secondary institutions from adequately serving these students. This volume offers practical guidance for adopting new or revised policies and practices that have the potential to help these students thrive. This contributed volume is based on empirical studies that specifically examine the policies and practices of postsecondary institutions in the United States, England, and Canada. The contributing authors argue that discussions of diversity will be enriched by a better understanding of how institutional policies and practices affect low-income students. Unlike most studies on this topic, this volume focuses on institutional rather than federal, state and public policy. Institutional policies and practices have been largely ignored and this volume lifts the veil on processes that have remained hidden.
Recognizing the Psychological and Cultural Strengths of Black Americans: Historical, Social and Psychological Perspectives
by Robert T. CarterThis book examines the cultural beliefs and practices of Black folks in relation to psychological strength.Divided into four parts, the book begins with a discussion on the history of African civilizations, including an analysis of faiths, architecture, and cultural diversity of the continent, followed by a meaningful dialogue on the history of slavery and plantations in North America. The later sections are a study on the contribution of the African American community towards America’s prosperity. The book explores cultural values as a source of power, and uses historical, social, and psychological research to construct a framework of Black cultural values and psychological resolve. The author offers practical applications and interventions to demonstrate how this framework can be applied to training and policy matters on both individual and systemic levels.Recognizing the Psychological and Cultural Strengths of Black Americans is essential reading for students and academics in the fields of Psychology, Sociology, Critical Race Theory, Political Science, and other related disciplines. It will also be a useful resource for professionals including policy makers, psychologist, counsellors, educators, and social workers.
Recommended Principles to Guide Academy-Industry Relationships
by American Association American Association of University ProfessorsThe reputation of a college or institution depends upon the integrity of its faculty and administration. Though budgets are important, ethics are vital, and a host of new ethical problems now beset higher education. From MOOCS and intellectual property rights to drug industry payments and conflicts of interest, this book offers AAUP policy language and best practices to deal with all the campus-wide challenges of today's corporate university: * Preserving the integrity of research and public respect for higher education * Eliminating and managing individual and institutional financial conflicts of interest * Maintaining unbiased hiring and recruitment policies * Establishing grievance procedures and due process rights for faculty, graduate students, and academic professionals * Mastering the complications of negotiations over patents and copyright * Assuring the ethics of research involving human subjects. In a time of dynamic change Recommended Principles to Guide Academy-Industry Relationships offers an indispensable and authoritative guide to sustaining integrity and tradition while achieving great things in twenty-first century academia.
Recommender Systems for Learning
by Katrien Verbert Hendrik Drachsler Erik Duval Nikos ManouselisTechnology enhanced learning (TEL) aims to design, develop and test sociotechnical innovations that will support and enhance learning practices of both individuals and organisations. It is therefore an application domain that generally covers technologies that support all forms of teaching and learning activities. Since information retrieval (in terms of searching for relevant learning resources to support teachers or learners) is a pivotal activity in TEL, the deployment of recommender systems has attracted increased interest. This brief attempts to provide an introduction to recommender systems for TEL settings, as well as to highlight their particularities compared to recommender systems for other application domains.
Recommender Systems for Technology Enhanced Learning
by Katrien Verbert Hendrik Drachsler Nikos Manouselis Olga C. SantosAs an area, Technology Enhanced Learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of individuals and organizations. Information retrieval is a pivotal activity in TEL and the deployment of recommender systems has attracted increased interest during the past years. Recommendation methods, techniques and systems open an interesting new approach to facilitate and support learning and teaching. The goal is to develop, deploy and evaluate systems that provide learners and teachers with meaningful guidance in order to help identify suitable learning resources from a potentially overwhelming variety of choices. Contributions address the following topics: i) user and item data that can be used to support learning recommendation systems and scenarios, ii) innovative methods and techniques for recommendation purposes in educational settings and iii) examples of educational platforms and tools where recommendations are incorporated.
Reconceiving Infertility
by Joel S. Baden Candida R. MossIn the Book of Genesis, the first words God speaks to humanity are "Be fruitful and multiply." From ancient times to today, these words have been understood as a divine command to procreate. Fertility is viewed as a sign of blessedness and moral uprightness, while infertility is associated with sin and moral failing. Reconceiving Infertility explores traditional interpretations such as these, providing a more complete picture of how procreation and childlessness are depicted in the Bible.Closely examining texts and themes from both the Hebrew Bible and the New Testament, Candida Moss and Joel Baden offer vital new perspectives on infertility and the social experiences of the infertile in the biblical tradition. They begin with perhaps the most famous stories of infertility in the Bible--those of the matriarchs Sarah, Rebekah, and Rachel--and show how the divine injunction in Genesis is both a blessing and a curse. Moss and Baden go on to discuss the metaphorical treatments of Israel as a "barren mother," the conception of Jesus, Paul's writings on family and reproduction, and more. They reveal how biblical views on procreation and infertility, and the ancient contexts from which they emerged, were more diverse than we think.Reconceiving Infertility demonstrates that the Bible speaks in many voices about infertility, and lays a biblical foundation for a more supportive religious environment for those suffering from infertility today.
Reconceiving Structure in Contemporary Music: New Tools in Music Theory and Analysis (Routledge Studies in Music Theory)
by Judy LochheadThis book studies recent music in the western classical tradition, offering a critique of current analytical/theoretical approaches and proposing alternatives. The critique addresses the present fringe status of recent music sometimes described as crossover, postmodern, post-classical, post-minimalist, etc. and demonstrates that existing descriptive languages and analytical approaches do not provide adequate tools to address this music in positive and productive terms. Existing tools and concepts were developed primarily in the mid-20th century in tandem with the high modernist compositional aesthetic, and they have changed little since then. The aesthetics of music composition, on the other hand, have been in constant transformation. Lochhead proposes new ways to conceive musical works, their structurings of musical experience and time, and the procedures and goals of analytic close reading. These tools define investigative procedures that engage the multiple perspectives of composers, performers, and listeners, and that generate conceptual modes unique to each work. In action, they rebuild a conceptual, methodological, and experiential place for recent music. These new approaches are demonstrated in analyses of four pieces: Kaija Saariaho’s Lonh (1996), Sofia Gubaidulina’s Second String Quartet (1987), Stacy Garrop’s String Quartet no.2, Demons and Angels (2004-05), and Anna Clyne’s "Choke" (2004). This book defies the prediction of classical music’s death, and will be of interest to scholars and musicians of classical music, and those interested in music theory, musicology, and aural culture.
Reconceptualising Agency and Childhood: New perspectives in Childhood Studies (Routledge Research in Education)
by Beatrice Hungerland Florian Esser Meike S. Baader Tanja BetzBy regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography.
Reconceptualising Authenticity for English as a Global Language
by Richard S. PinnerThis book examines the concept of authentic English in today's world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.
Reconceptualising Feedback in Higher Education: Developing dialogue with students
by Margaret Price David Carless Stephen Merry Maddalena TarasFeedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: • analyses the current issues in feedback practice and their implications for student learning. • identifies the key characteristics of effective feedback practices • explores the changes needed to feedback practice and how they can be brought about• illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.
Reconceptualising Information Processing for Education
by Geoff WoolcottThis book presents a novel conceptualisation of universal information processing systems based on studies of environmental interaction in both biological and non-biological systems. This conceptualisation is used to demonstrate how a single overarching framework can be applied to the investigation of human learning and memory by considering matter and energy pathways and their connections. In taking a stance based on everyday interactions, as well as on scientific practices, the conceptualisation is used to consider educational theories and practices, exemplified by the widely cited cognitive load theory. In linking these theories and practices more closely to scientific thinking, the book embraces an holistic approach to informational interactions, not limited to conceptualisations of pattern, signal or meaning. The book offers educational researchers and educators an opportunity to re-think their approach to instruction – to take all facets of student learning environments into account in increasing human knowledge, skills and experiences across society.
Reconceptualising Learning in the Digital Age: The [un]democratising Potential Of Moocs (SpringerBriefs in Education)
by Allison Littlejohn Nina HoodThis book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
Reconceptualising Lifelong Learning: Feminist Interventions
by Sue Jackson Penny Jane BurkeArising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained. The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles. Organised in four sections the book looks at: reclaiming - it draws on feminist and post-structural conceptual frameworks to create a critical analysis of the current 'field' of lifelong learning retelling - it tells the tales of different multi-positions in lifelong learning revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.
Reconceptualising Power in Language Policy: Evidence from Comparative Cases (Language Policy #30)
by Abhimanyu SharmaThis book aims to expand the theoretical framework of and counter the Eurocentric narratives in language policy research, by comparing policies of EU and India and demonstrating the importance of taking a comparative perspective while studying language policies. This book challenges the notion of macro-level power in language policy research and offers evidence that, in democratic frameworks, macro-level power is not absolute. It is not uniform across policy domains, but rather susceptible to pressure, especially in the domains of healthcare and social welfare.This book makes three important contributions to the theory of language policy by:Arguing for the need to reconceptualise macro-level powerProposing ‘Categories of Differentiation’ as a new analytical tool for policy researchDemonstrating that socio-political changes are reflected at the textual level This book is of interest to researchers working on language policies and those investigating language related legislation across different policy domains, to practitioners and policymakers in language policy, as well as to graduate students conducting comparative policy research.“This is a much valued and timely book making a strong case for the subject of language policy across Europe and India. The large comparative case studies of four distinctive states across Europe and India in a simple descriptive mode makes the reading of this book enjoyable. The domains of administration, legislation, healthcare and social welfare are undoubtedly novel ways to deal within the concept of language policy in a wider sense. The author uses discourse analysis to bring out the relationship between intention, explanation and interpretation of a phenomenon like language policy and its implementation. The social diversity as expressed in linguistic mapping is well captured in the novel idea of “categories of differentiation” both as a normative methodological tool and its historical-empirical manifestation.” — Asha Sarangi, Jawaharlal Nehru University, New Delhi.
Reconceptualising Professional Learning: Sociomaterial knowledges, practices and responsibilities
by Tara Fenwick Monika NerlandThis book presents leading-edge perspectives and methodologies to address emerging issues of concern for professional learning in contemporary society. The conditions for professional practice and learning are changing dramatically in the wake of globalization, new modes of knowledge production, new regulatory regimes, and increased economic-political pressures. In the wake of this, a number of challenges for learning emerge: more practitioners become involved in interprofessional collaboration developments in new technologies and virtual workworlds emergence of transnational knowledge cultures and interrelated circuits of knowledge. The space and time relations in which professional practice and learning are embedded are becoming more complex, as are the epistemic underpinnings of professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing. Exploring what the authors call sociomaterial perspectives on professional learning they argue that theories that trace not just the social but also the material aspects of practice – such as tools, technologies, texts but also bodies and actions - are useful for coming to terms with the challenges described above. Reconceptualising Professional Learning develops these issues through specific contemporary cases focused on one of the book’s three main themes: (1) professionals’ knowing in practice, (2) professionals’ work arrangements and technologies, or (3) professional responsibility. Each chapter draws upon innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, Italy, Norway, Sweden, and the USA as well as the UK and their cases are based in a range of professional settings including medicine, teaching, nursing, engineering, social services, the creative industries, and more. By presenting detailed accounts of these themes from a sociomaterial perspective, the book opens new questions and methodological approaches. These can help make more visible what is often invisible in today’s messy dynamics of professional learning, and point to new ways of configuring educational support and policy for professionals.
Reconceptualising Reflection in Reflective Practice: Voices from Malaysian Educators (Routledge Research in Education)
by Radzuwan Ab Rashid Misrah MohamedThis edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators. The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively. The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.