University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative

Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.     

Love as a Language for Educational Justice

Abstract

Schools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the norms and histories of the people schools serve.     

Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.     

跨国公司并购中国装备制造业企业的公共政策选择

跨国公司并购中国装备制造业企业表现出了新的动向,在全球战略协同、市场竞争优势和技术溢价等因素的驱动下,跨国公司加快了对中国装备制造业骨干企业并购的步伐,并有可能产生“挤出”、“虚入”和“扩散”等三方面的负面效应。基于此,应对跨国公司并购行为的公共政策选择,要从产业政策、竞争政策和并购监管三个层面进行。     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.     

关于比较文学学科基本理论的再思考

比较文学的危机是学科理论的危机。比较文学亟待对自身做出明晰界定:比较文学是一种文学研究;必须跨越民族和语言的界限;必须抛弃"三跨"或"四跨"之类的旧说,只保留"两跨"的基本要求;比较文学的研究对象是各种文学关系;在理论与方法上应有高度自觉的比较意识。     

Families and Educators Together: Raising Caring and Peaceable Children

This article presents key information on the substance of developing family–educator partnerships to promote caring in children and families during the early childhood years. Specific strategies are presented and discussed with special emphasis on honoring parents and families in their journey to promote caring and peaceable children.     

From ‘brain drain’ to ‘brain bridging’: transnational higher education development and graduate employment in China

ABSTRACT

In the past few decades, the internationalisation of higher education has become an increasingly popular trend across different parts of the globe. The fierce global competition and the aggravating unemployment rate, coupled with low teaching and research quality revealed by universities in mainland China, have inevitably compelled a growing number of Chinese students, in particular the financially-able ones, to pursue higher education overseas or to enrol in transnational higher education offered in mainland China. Realising the severe problem of ‘brain drain’ and having a strong conviction to transform its higher education system to become more international for enhancing the global competitiveness of its higher education system, the Chinese government has made different attempts to enhance higher education quality by learning and incorporating new ideas and practices from overseas institutions, particularly encouraging the development of transnational higher education to change the higher education landscape. With particular reference to examining the way these students evaluate their future prospects in choosing different alternatives for further studies in higher education, this study sets out against the context briefly outlined above to critically analyse the motivation of students who choose to study abroad or enrol in Sino-foreign cooperation universities. This study also discusses the extent to which the internationalisation of higher education would affect the situations of ‘brain drain’ and graduate employment in China.     

Supporting Two Households: Unaccompanied Mexican Minors and Their Absences From U.S. Schools

This article illustrates simultaneous household participation in the lives of undocumented, unaccompanied Mexican teenage minors in New York City and its impact on their school attendance. Emigrating without parents, some Mexican youths arrive to enter into the labor market, not school. Unable to assume monetary dependence, these youths’ absences from New York classrooms is driven by financial participation in their natal households in Mexico and current New York City households. Drawing from fifty-three interviews with Mexican teenagers in Mexico and New York City, this article explores how these youth laborers learn to, understand and fulfill monetary obligations to two households.     

With permission: education policy,space and everyday globalisation in London’s east end

This paper attempts to make sense of a public–private partnership in London’s East End. I am interested in how policy directions, in terms of cultural practices, may operate as links between transnational corporations and education provision, and, additionally, how concepts of space and place provide possibilities for different understandings of educational policy change in local instances. I examine the philanthropic practices of a corporation and the practices of schools receiving this philanthropy, and suggest that these are practices of ‘everyday globalisation’ occurring as part of a specific policy direction, Excellence in Cities.