ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”

In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.     

Framing the curriculum for participation: a Bernsteinian perspective on academic literacies

Academic writing is challenging, particularly for new undergraduates who can struggle to know what is expected of them. Research into Academic Literacies often presents academic literacy practices as a barrier to the academy, excluding those not familiar with and those not able to participate in those practices and positioning them permanently on the periphery of the academic community. In seeking to explore how curricula should be designed to counter exclusion, this paper brings three theoretical frameworks together: Academic Literacies; Communities of Practice; and Bernstein's conceptualisation of the classification and framing of knowledge. Together, they provide a multi-layered understanding of how students are positioned by academic literacy practices: Academic Literacies illuminates the ‘problem’; Communities of Practice provides an analytical perspective on the process of exclusion; and Bernstein's work offers pedagogical insights into how academic literacy practices can be reimagined as a bridge, rather than as a barrier, to the academic community.     

Empowering English as an Additional Language students through digital multimodal composing

While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3–6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers.     

南京体育学院在江苏“体育强省”建设进程中的地位与作用

江苏建设＂体育强省＂是新时期南京体育学院发展的重大历史机遇。南京体育学院必须进一步明确自身定位,培养更多适合社会需要的体育人才,充分挖掘和利用自身的历史人文资源,主动、积极地为建设体育强国、体育强省提供理论与科技支撑,并在这一进程中实现我们跻身国内一流、国际知名体育院校的奋斗目标。     

体育强国的历史寻脉——清末民初知识分子“强国”梦的体育路径选择

体育＂强＂国是清末民初中国知识分子实现＂强国＂梦的路径选择。＂体育强国＂战略目标是体育＂强＂国心结的现实延续。＂实现体育强国＂战略目标的真正力量来自人民话语。     

Tsunesaburo Makiguchi and Mikhail Bakhtin in dialogue: pedagogy for a spatial literacy of ecological selfhood

This article considers the philosophies of unknown Japanese educator Tsunesaburo Makiguchi (1871–1944) and his Russian contemporary Mikhail Bakhtin (1895–1975) as an Asian-Pacific pedagogical foundation for addressing the fierce urgency of human-induced environmental destruction and global climate shock. Specifically, the author compares Makiguchi's philosophy of geography with Bakhtin's views of chronotope, the other, and architectonics as a means of fostering ecological selfhood. The comparison raises awareness of Makiguchian philosophy, which the author argues anticipated, strengthens, and expands Bakhtin's discussed ideas in an educational context, while it simultaneously recasts Bakhtin's well-established ideas in light of environmental education. The author concludes by contextualizing these convergences in current pedagogical needs vis-à-vis the changing environmental and political nature of the world and multiliteracies education.     

Changing literacies—people,place and objects: a review essay

In this review essay, I refer to two recently published scholarly works that explore the notions of transcultural, mobile and placed literacies: in Languages and literacies as mobile and placed resources edited by Sue Nichols and Collette Snowden, and Literacy lives in transcultural times edited by Rahat Zaidi and Jennifer Rowsell. Much research in the field of literacy education has recently acknowledged how literacies are continually changing due to globalisation and transmobility. People move, places change, and objects shift in and through these spaces. Researchers and educators are, therefore, grappling with how best to address these diversities and engage learners in such environments. Through a review of the books mentioned above, two key questions are explored: what are the appropriate pedagogies for literacy education? Where and how is literacy education research leading us into the future? This review takes a socio-cultural perspective of literacy by presenting the contemporary research that attempts to answer these questions.     

Influences of reading online texts in Korean English language learners' cultural identities

This qualitative case study investigated 4 Korean elementary level English language learners' (ELLs) cultural identities when they read online texts at home and school. The participants were fourth- or fifth-grade students. The data consisted of observations, interviews, field notes, reflective journals, and the ELLs' verbal reports at home and school between the spring and the fall of 2010. The author's purpose was to identify the influences of reading online texts at home and school in Korean elementary level ELLs' cultural identities. Findings revealed that the online text readings helped the ELLs form, maintain, and shift their cultural identities. The author discusses Korean ELLs' languages, cultures, and technologies in the contexts of electronic literacies and suggests educational implications to facilitate their reading online texts.     

Flowers of argument and engagement? Reconsidering critical perspectives on adult education and literate practices

This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppressed. The purpose of this paper is to present a deeper engagement with this concern through an examination of how both empowering and emancipatory adult education have been understood and practised. The demarcation is examined in the context of the historical development of critical understandings and practices associated with adult literacies learning, as a significant field of adult education where the idea of empowerment and emancipation has been theorised. The ideas and practices associated with empowering literacies are defended as ways for learners to gain positions from which to speak and be heard, as well as support participation in work, community and family life. Informed by the ideas of Jacques Rancière, there is also acknowledgement that societal inequalities are increasing, necessitating a need to consider how adult education might encourage political transformation and emancipation.     

敦煌藏文文书P.t.960所记守护于阗之神灵——《于阗教法史》译注之三

笔者近年整理并翻译与古代于阗有关的藏文文献,其中包括伯希和(P.Pel l i ot)于敦煌藏经洞发现的藏文文书P.t.960《于阗教法史》(Li yul chos kyi l o rgyus)。这份文书内容丰富繁杂,包括于阗建国传说、于阗的守护神名号、于阗的菩萨名号、于阗的著名佛寺、于阗佛法灭没经过,等等。笔者的工作主要是在前辈研究的基础上,根据IDP提供的彩色图版对文书重新做转写,同时利用这些年学界在相关领域的学术成果,在每段转写之后附以汉文翻译和详细的词汇注释。本文是这份文书的译注之三,包括于阗的八大守护神、于阗的八大菩萨、于阗的灵验伽蓝以及于阗二部僧伽持见之情况等。