International Education Journal: Comparative Perspectives
International Education Journal: Comparative Perspectives (IEJ:CP) is an international, peer-reviewed journal for advancing academic quality and rigor in comparative and international education research. It is the official journal of the Oceania Comparative and International Education Society (OCIES formerly ANZCIES). IEJ:CP seeks to promote scholarly discussion of the relationships among educational policy and practice, theory, and cross-disciplinary global studies.
Oceania Comparative and International Education Society (ANZCIES)
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors. In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations. See https://creativecommons.org/licenses/by-nd/4.0/ for more detail. Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.
‘We are moving away from independent research and thought’: An investigative study of epistemological diversity inside an academic humanities conference
This study applied an investigative research framework to explore a persistent discourse about the practice of epistemological diversity and inclusion in Canadian higher education. Drawing on pre-conference Zoom seminars with conference administrators over eight months, two main themes became obvious. The role epistemological diversity enjoys inside an academic humanities conference and the fragile and controversial role of epistemological diversity. The study suggests that epistemological diversity in higher education is a contentious practice that could undergo renewal and replacement. Being open to the possible outcomes, the author advances the belief that expanding rather than restricting epistemological diversity in higher education, including academic conferences, can advance a multitude of intelligences, leading to shared problem-solving, tolerance, respect and empathy among diverse peoples.
Copyright (c) 2025 Matthew Etherington https://creativecommons.org/licenses/by-nd/4.0
Book review: Shadow education in the Middle East: Private supplementary tutoring and its policy implications
This book is a comprehensive overview of the impact that private tutoring, or shadow education, in the Middle East, in a region where educational equity issues are increasingly pressing.
Copyright (c) 2025 Dr. Mariko Francis https://creativecommons.org/licenses/by-nd/4.0
Book review: Global perspectives and new challenges in culturally responsive pedagogies: Super-diversity and teaching practices
This is an invited book review of the book Lester- Irabina Rigney (Ed.). (2024). Global perspectives and new challenges in culturally responsive pedagogies: Super-diversity and teaching practices. Routledge.
Copyright (c) 2025 Radha Iyer https://creativecommons.org/licenses/by-nd/4.0
Indigenous cartography and cultural ecology in comparative education: Toward transdisciplinary and practice-oriented methodologies
In the late 1950s, the cultural anthropologist Roy Rappaport coined the term 'cultural ecology', which has since evolved into an interdisciplinary field exploring the relationships between human cultures and their environments. The field examines how cultural beliefs, practices, and adaptations shape interactions with the natural world. Through international comparison, this study highlights the interconnectedness of indigenous knowledge systems and the complex yet practical relationships between all life forms, which includes ecosystems and geographical landmarks recognized as legal entities. Within the framework of multiepistemic orientations (Garroute, 1999, cited in Andreotti, 2011) and holistic worldview perspectives, challenges exist in integrating comparative methodologies--- such as Indigenous Cartography as presented in this paper---into an exploration of indigenous practices. Using Kemmis' framework of practice architectures, this study examines how cultural-ecological adaptations are shaped both by the interactions with their respective natural worlds in contextual conditions and aspirational transformations (Kemmis, Nixon & McTaggart 2019; Kemmis 2019; Lave & Wenger 1996; Wenger-Trayner and Wenger-Trayner 2020). A deeper understanding of humanity's interconnectedness with nature emerges through the careful and sensitive comparisons of indigenous knowledge, ensuring that 'secret' sacred knowledge is not exploited for personal gain or self-grandisement. By exploring ancestral wisdom passed down through generations, this study seeks to demonstrate how the collective indigenous voice can foster cultural ecological stewardship. Acknowledging the historical misuse, appropriation, and exploitation of indigenous knowledge, this analysis underscores the importance and necessity of defending cultural rights while promoting respect for ecosystems, biodiversity, and adaptive resilience. Key words: cultural ecology, indigenous knowledges, Mother Earth as legal entity, indigenous cartography
Copyright (c) 2025 Diana Garcia-Huaman, Brian D. Denman https://creativecommons.org/licenses/by-nd/4.0
The role of e-learning platforms in enhancing teaching effectiveness in Fijian schools: Challenges and strategies for improvement
E-learning platforms are revolutionising education by enhancing the efficacy of instruction; however, they can only achieve their full potential if significant challenges are addressed and effective improvement strategies such as professional development, infrastructure enhancement, and technical support are implemented. This study aimed to investigate the readiness of teachers in Fijian schools to adopt e-learning platforms. It also sought to identify the necessity for e-learning platforms in schools, the factors that impede their implementation, and specific strategies for improving teaching and learning through these platforms. Data were collected from 100 participants, including 20 school principals, 40 teachers, and 40 students, through questionnaires and interviews. The qualitative data were analysed in accordance with the research questions, whereas the quantitative data were analysed utilising descriptive statistics. The study found that e-learning platforms enhance education by fostering 21st-century skills and improving teaching methodologies. However, challenges such as inadequate resources, insufficient teacher training, and unreliable Internet and electricity hinder its full implementation. The study suggests that targeted solutions, including professional development for educators, investment in reliable infrastructure, and continuous support, be provided to enable schools to maximise e-learning's benefits and create a more innovative educational environment.
Copyright (c) 2025 Ravneel Ravishal Reddy, Sitara Devi Raj, Satish Prakash Chand https://creativecommons.org/licenses/by-nd/4.0
Exploring the intricate relationship between educators' Pedagogical Content Knowledge (PCK) and Student Achievement: A Case Study of a Rural Primary School in Western Fiji
This research unravels the intricate relationship between educators' Pedagogical Content Knowledge (PCK) and student achievement in mathematics. Understanding the nuanced impact of teachers' specialized knowledge in effectively imparting mathematical concepts becomes crucial as education evolves. This study aims to shed light on the significance of educators' PCK in influencing students' academic success in mathematics, exploring the various dimensions and implications of this pivotal aspect in the teaching-learning process. Through a comprehensive analysis of pedagogical practices and their correlation with student outcomes, this research seeks to contribute valuable insights to educational theory and practice, fostering a deeper understanding of the critical factors that shape success in mathematics education. This small study describes how one teacher in Fiji demonstrated pedagogical content knowledge in teaching mathematics. The participants were a Year 7 mathematics teacher and her class of 40 students. A peer observation tool and interviews were used to collect data. The findings revealed that elements of pedagogical content knowledge, including teacher preparedness, student engagement, and teacher-student relationship, were used in her lesson study. The lesson study has implications for teachers who want to use elements of pedagogical content knowledge for student learning gains. This study is essential as it provides information on pedagogical content knowledge that teachers can use to improve student achievement. Keywords: pedagogical content knowledge, lesson study, student achievement
Copyright (c) 2025 Sofia Shireen Ali, Ashyana Nisha , Naseem Ali https://creativecommons.org/licenses/by-nd/4.0
Editorial: Education for sustainable futures: Comparative dialogues
The 2023 OCIES Conference was held in beautiful Samoa, hosted by the National University of Samoa. The call for papers for the Special Issue following the conference attracted just under thirty abstract submissions. Following selections of abstracts and blind reviews, ten completed manuscripts were received within the 2024 Special Issue timeline. Briefly, the papers explore and suggest insights on the enactment of education policy in the Oceania and Asia contexts, relating to student and teacher wellbeing and success, teacher preparation and practice, learning programme design, and the importance of culture and context to sustainable development in education.
Copyright (c) 2024 Tepora Wright, Kabini Sanga https://creativecommons.org/licenses/by-nd/4.0
Scholarly Responses to ‘UNESCO Global Education Monitoring Report 2024 Pacific Technology in Education: A tool on whose terms?’
Developed in partnership with the Commonwealth of Learning (COL), the sixth GEM regional report focuses on technology in education in the Pacific. The Pacific is home to a population of 45.5 million scattered across 30 million square kilometers, making it a unique geographic and cultural region, especially as far as the application of ICT in education is concerned. The region's limited and costly infrastructure, particularly in terms of Internet connectivity, hinders the integration of digital technology into education. The regional report investigates the challenges and potentials that technology as a tool and as a process can potentially contribute to across and within countries and education levels. The report on the Pacific covers 17 countries, Australia, Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, New Zealand, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, Tokelau and Vanuatu. Extensive background research by local research teams and independent experts informs the regional analysis, including contributions from Catalpa International and the Australian Council for Educational Research. The report is structured around the four key policy areas of the Pacific Regional Education Framework (PacREF) (2018–2030): quality and relevance, learning pathways, student outcomes and wellbeing, and the teaching profession. The report concludes with a series of recommendations, which are aligned to those of the 2023 GEM Report and that have been adapted to the Pacific’s context. This article presents scholarly responses to the 2024 GEM Report on technology in education in the Pacific and discuss how the key findings and recommendations can inform ongoing research and policy development in the region.
Copyright (c) 2024 Grace Xuecong Ji, Philip Wing Keung Chan, Alexandra McCormick , Mihye Won , Sofia Ali, Michael Jimmy , Vladimir Golochino Gulfan, Niusila Faamanatu-Eteuati, Tofilau Faguele Suaalii, Kara Chesal , Juliet Horihau, Grace Zimateko Rohoana , Billy Fitoo , Drishya Gurung https://creativecommons.org/licenses/by-nd/4.0
Teacher workload and intensifying demands: Lessons from the Chinese double reduction policy
The 2018 Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) results revealed a negative correlation between student academic achievement and wellbeing, indicating that higher academic performance often coincides with lower student well-being. In response to these findings and the broader issues within the Chinese education system, the Double Reduction Policy was introduced in July 2021 to reduce the volume of homework and limit the scope of off-campus subject-based tutoring. This article aims to examine the impact and challenges of this policy within a school by employing semi-structured interviews to gather qualitative data from various stakeholders, including the teachers, students, and parents. This study identified several key findings and challenges, such as inadequacy in the quantity and quality of after-school services provided; the current teacher renumeration system, which is unclear and causes uncertainty and stress among teachers; and a mismatch between the expectations of parents and the goals of the double reduction policy. This study employs the network governance theory and Mohe under the concept of Asia as method to understand how teachers and other stakeholders manage and allocate resources to adapt to the new policy requirements. Resource dependent theory suggests that teachers are willing to collaborate and share their resources to enhance students' learning experiences, despite potential personal and professional sacrifices. This article argues for better after-school services, improved homework setting practices, a clear teacher evaluation system, and alignment of parental expectations with policy goals. It suggests leveraging off-campus resources and fostering collaborative efforts among stakeholders to overcome these challenges. Additionally, a shift from an exam-oriented educational system to a more holistic approach is necessary to address the underlying issues affecting student well-being and academic achievement in China.
Copyright (c) 2024 Grace Xuecong Ji, Philip Wing Keung Chan, Penelope Kalogeropoulos https://creativecommons.org/licenses/by-nd/4.0
Challenges of initiating international cooperation in secondary education: Exploring Thailand-Indonesia partnership school program
The school partnership program between Thailand and Indonesia set an agenda in response to the initiative of educational cooperation policy and twenty-first century adaptation to the global context. This study examines conditions for the program implemented in Thai pilot schools and their challenges. Qualitative research was done by document analysis; in-depth interviews; and school visits. Stakeholders from central level and schools were selected by purposive sampling. Results were that there are significant gaps between policy design and actual practice. Therefore, challenges and practical implications during implementation occurred at both macro and micro settings. There were: 1) central authority lack of consistency in execution, insufficient budget allocation, and monitoring and evaluation discontinuity, with regulations unconducive to arranging certain activities; 2) the capacity of practitioners, especially in English language and information and communication technology (ICT) and replacing transferred and retired staff; 3) in-coordination between central and schools, and between Thai and Indonesian schools; and 4) impacts from external situations, especially the change of government in 2014 in Thailand, which altered the impetus of educational policy, along with the COVID-19 pandemic, leading to suspension of international cooperation activities.
Copyright (c) 2025 Ampa Kaewkumkong https://creativecommons.org/licenses/by-nd/4.0
Motivational factors which influence students’ learning: A Samoan case study
As students continue to prematurely leave the schooling systems, a question which is commonly asked is: How can students be motivated to remain and be successful in their educational journeys? This qualitative research was aimed at examining the factors that motivated students in a Samoan context. Fifteen primary students were interviewed about the factors influencing their learning. The findings did not reveal intrinsic motivation as a significant drive for student participants. On the contrary, extrinsic factors (family expectations, positive learning environments) took precedence over internal motivation. This finding suggests that other factors like students’ cultures may have a significant influence on students’ motivation. Future research could further explore whether or how intrinsic factors may influence students’ academic success within a Samoan context.
Copyright (c) 2024 Rasela Tufue, Grace Honiara So’otaga https://creativecommons.org/licenses/by-nd/4.0
The impacts of composite classes on the teaching and learning process
Composite classes (also known as multi grades), a worldwide phenomenon, is beneficial in several ways but they also have challenging implications for teaching and learning. The aim of this Samoan study was to explore the views of participants concerning their experiences in teaching and learning within a composite classroom setting. Specifically, the study sought to find out the impacts of composite classes on teachers’ instructions and students’ learning. Using a qualitative approach, ten teachers and ten students from two rural primary schools were purposively selected to participate in this study. Findings showed that while composite class structuring benefited students by promoting academic and social skills, it also presented significant challenges. Many students and teachers found it highly distracting, making effective learning nearly impossible. With respect to teacher instructions and classroom management, teachers found it challenging to manage a mixed-ability classroom, as they needed to differentiate instruction to ensure that all students received an equal opportunity to learn. Findings have implications on policy makers and teacher training. For example, the Samoan Ministry of Education needs to find effective ways to make this type of class composition work. Similarly, the Samoan teacher training institution needs to provide teachers with the tools to effectively work in a composite classroom.
Copyright (c) 2024 Rasela Tufue, Floraleta Losi https://creativecommons.org/licenses/by-nd/4.0
Teachers’ perspectives of factors affecting lesson planning practices in the Vanuatu mathematics classroom
Sustainable education is becoming a burning concept in debates and discussions the world over. There are concerns that current systems of education are not providing for the needs of all people in a sustainable way. Many countries are taking steps to ensure a type of education that will not only sustain their citizens but will meet the challenges of tomorrow. In Vanuatu, such attempts are made through official documents such as the National Curriculum Statement (NCS); a policy statement aimed at improving teaching and learning and teacher education. The NCS clearly states that good teaching requires strategies that are carefully planned. Drawing from this NCS assertion, this study investigated teachers’ perspectives on the factors that affect their lesson planning practices towards student-centred learning strategies in Vanuatu secondary schools. Twenty secondary school mathematics teachers in Port Vila took part in this 2022 study. First, mathematics lesson plans were collected and analyzed to evaluate whether the teachers were able to plan student-centred learning. Second, the teachers were interviewed individually to gauge their views on factors which might hinder their attempts to design student-centred learning. Data collected was analyzed using a thematic analytical tool. The findings reveal the need for support to teachers in lesson planning, particularly in designing and using student-centred learning strategies.
Copyright (c) 2024 Amton Serel Mwaraksurmes https://creativecommons.org/licenses/by-nd/4.0
Supporting Sustainability: The Professional Learning of Beginning Teachers in Vanuatu
The importance for sustainable education of ongoing training for teachers cannot be overestimated. Trained teachers require continual professional development in order to keep up with a changing context so that sustainability is ensured. This is particularly true of beginning teachers as they start their professional journeys. Vanuatu, a small island state in the southwest Pacific, is currently grappling with significant obstacles in providing effective ongoing professional development for its teachers. In order to ensure the academic success of children in Vanuatu, as elsewhere, it is imperative to have well-prepared and proficient teachers who can navigate the complexities of education in a rapidly evolving world. To pursue this matter, the article reports on findings of an interpretive qualitative case study that makes meaning of the professional learning experiences of new teachers in the Vanuatu context. The study assumes that new teachers’ voices, perspectives, and motivation are important in investigating professional development. The study objective was to critically explore the professional learning support provided to them in Vanuatu schools. To this end, seven new teachers’ experiences and perceptions of professional learning were complemented by the perceptions of four school principals involved in their support. The findings reveal general satisfaction tempered by a of lack formal feedback and evaluation mechanisms. As a response, the article proposes an induction program, contextualized to the local environment, and sustained over time, as a vital solution to enhance teachers' professional development, thereby positively impacting the learning outcomes of children in the future.
Copyright (c) 2024 Gayleen Harrison Tarosa https://creativecommons.org/licenses/by-nd/4.0
Comparative Analysis of Planning with Community Resources Across Learning Areas in the Australian Curriculum: Impacts, Strategies, and Challenges
This study analyses how community resources are integrated into four areas of the Australian Curriculum: Languages (Chinese), The Arts (Visual Arts), Sciences, and Humanities and Social Sciences (Economics and Business). It examines four case studies to compare the use of rural resources and local partnerships in achieving educational goals and fostering sustainable practices of teaching the Asia and Australia’s Engagement with Asia (AAEA) Cross-Curriculum Priority in the Australian Curriculum. Using a dimensional comparative framework, the study evaluates community resources, engagement strategies, educational objectives, and impacts on lesson planning. Findings indicate that effective community engagement enriches educational experiences by enhancing linguistic skills, creative expression, scientific inquiry, and economic understanding. The study highlights the benefits of adapting educational strategies to local contexts and notes that such integrations support educational quality and sustainability. It concludes that leveraging diverse community resources is essential for improving educational outcomes and promoting sustainability across disciplines.
Copyright (c) 2024 Shaoru Annie Zeng, Sun Yee Yip, Grace Xuecong Ji, Yaqing Hou, Hongzhi Zhang, Philip Wing Keung Chan, Zane Diamond, Geraldine Burke https://creativecommons.org/licenses/by-nd/4.0
Oceania oralities research and sustainable education: Exploring layersof engagement
Oralities research has a central place in supporting sustainable education in the Oceania region because this form of research has the potential to reveal what education does and could mean to communities at the local level. In this way, oralities research can assist any interventions to key into, and make sense from, local ontological positions. The Oceania Oralities Framework (OOF) (Sanga & Reynolds, 2023) is an analytical tool that supports links between Oceania oralities and research. It has provided a ground for theorising Oralities research, supported research design, and has shaped analytical scope in data treatment. This article extends the reach of the framework by drawing from a tok stori session held at the OCIES 2023 Conference at the National University of Sāmoa, Apia. In the article, we approach the OOF in a way that points to some of the layers in the potential contribution of the OOF to oralities research. These focus on holism, framework elements, cultural principles, and oralities as performance. This approach adds to the value of the framework to support appreciation of Oceania oralities across the region and provides pointers to how oralities research can support sustainable education. Formal education can be adjusted to fit the needs and perspectives of Indigenous groups and minorities only when their voices can be heard in their own terms.
Copyright (c) 2024 Kabini Sanga, Martyn Reynolds, Tepora Wright, Anna Joskin, Amton Mwaraksurmes, Vilive Cagivinaka https://creativecommons.org/licenses/by-nd/4.0
Quality education, connection and wellbeing: Māori tertairy students’ accounts
A sometimes neglected aim for education in the context of Māori, the tangata whenau (indigenous peoples) of Aotearoa New Zealand, is to build Māori students (tauira) as Māori, a process that supports them to navigate the academic world as well as enhancing their Māoritanga (Māori practices, beliefs, way of life). Notions of educational quality, therefore, involve wellbeing - the extent to which Māori tauira flourish as individuals and as collectives. Talking with Māori tauira is a helpul way of inquiring into this area because of the power of dialogic engagement to enhance thought and action. In this article we draw on video-based dialogic research to present two significant aspects of Māori tertiary tauira experiences that focus on wellbeing and Māoritanga. What might seem like mundane aspects of tertiary life - finding a friend and connecting with other Māori – emerge as significant in the development of four Māori university students. Lessons for tertiary providers include the value of paying attention to collective ways of creating wellbeing and the potential of formal support structures to moderate the isolating effect on Māori of enrolment in a tertiary institution.
Copyright (c) 2024 Adreanne Ormond , Martyn Reynolds https://creativecommons.org/licenses/by-nd/4.0
Shifting from face-to-face to online teaching and learning: Growth opportunities experienced by Vanuatu primary school teachers
Opportunities for teachers’ growth and development are important to support sustainable education in Vanuatu, Oceania, and beyond. Recently in Vanuatu as elsewhere, online learning has become significant, and its occasion under COVID-19 circumstances has been portrayed as a disruption. This study investigated the growth opportunities experienced by Vanuatu in-service primary school teachers during the shift from face-to-face teaching to online teaching and learning in the COVID-19 era. The research engaged sixty teachers across the six provinces of Vanuatu, exploring opportunities from both social and cognitive perspectives. Diverse growth opportunities in the form of sustaining learning benefits were uncovered. These included developing skills in independent learning, making use of available ICT devices, and designing personal study approaches. Hence, what may have been seen as a disruption is in part revealed as providing opportunities for professional growth and learning for the participants. Understanding growth opportunities, especially in circumstances of change, is important when approaching issues of sustainable education in Vanuatu and is relevant in Oceania and elsewhere.
Copyright (c) 2024 Effrel Morris, Amton Serel Mwaraksurmes https://creativecommons.org/licenses/by-nd/4.0
Towards quality education: A ‘learning for school’ program developed from the foundation of the family’s culture
Across cultures, young children learn primarily within their family, with the family’s culture positioning the values, language and purpose of children’s learning toward the family's goals. Quality education begins within families, and at school entry age, children’s learning within their families is critical to their educational success. However, Western schooling is based on young children’s experiences within the culture of Western families. Therefore, with the spread of Western education across nations, a global problem for families of non-Western cultures has emerged regarding how adult family members can prepare their young children to learn in the Western culture of school while retaining and enhancing their family-centred learning. This paper offers original insights from research into a local solution to this global problem – a 'learning for school' program developed from the foundation of the family’s culture. Located in central Australian communities and initiated by Indigenous families, this program strongly emphasises the role of the family. It respects the family's cultural values, which frame young children’s learning of the practices of the school’s culture. A case study grounded in sociocultural learning theory explored how this program enabled the families to prepare their young children for learning at school over the first 20 years of this bi-cultural program. Within this research, the inductive analysis of program documents, personal journals, and family conversations revealed unique findings regarding the learning content and the families’ cultural ways of learning, findings which were interwoven to shape the program for the families’ purposes. The findings of this research are particularly relevant to non-Western nations and communities, where family values and culture are at risk of “melting” in the “rush” for education (Tuia, 2020, p.5). This paper offers an evidenced pathway for re-instating young children’s learning for school within the family through the cultural ways of the family as they guide their children’s journey towards quality education.
Copyright (c) 2024 Anne Shinkfield https://creativecommons.org/licenses/by-nd/4.0
Understanding the professional identity of overseas Korean schoolteachers: The case of Korean transnational educators in one school in Southeast Asia
The professional identity of overseas Korean educators has hitherto not been studied. This article examines the professional identity of Korean teachers working in a Korean school in Southeast Asia. Through a qualitative case study exploring the teachers’ experiences, challenges faced, and perceptions of their roles as cultural ambassadors, the study demonstrates how teaching in an overseas Korean school enhances the teachers’ sense of responsibility, commitment, and professional development. Data is analyzed through the lens of ecological systems theory. Findings indicate that personal factors, including teacher agency and flexible attitudes, along with external support are crucial for teachers’ meaningful overseas teaching and sense of professional fulfillment.
Copyright (c) 2025 Yoosun Na, Kevin Kester https://creativecommons.org/licenses/by-nd/4.0
Book Review: Social governance and educational reformin contemporary China
Copyright (c) 2024 Shaoru Annie Zeng https://creativecommons.org/licenses/by-nd/4.0
Book Review: Critical perspectives on equity and social mobility in study abroad: Interrogating issues of unequal access and outcomes
The edited volume Critical Perspectives on Equity and Social Mobility in Study Abroad: Interrogating Issues of Unequal Access and Outcomes interrogates aspects related to cultural and socioeconomic dynamics that affect the access, outcomes, and experiences of students who participate or consider participating in a study abroad program. The authors of the chapters also successfully articulate strategies to integrate principles of social justice and equity into internationalization initiatives in higher education. This book is a timely and necessary contribution to the fields of higher education, internationalization, and intercultural communication.
Copyright (c) 2024 Gemma Garcia-Parellada https://creativecommons.org/licenses/by-nd/4.0
Cracking the egg carton profession: Sensemaking of the teacher leader role on the Thai-Myanmar border
Driven largely by conflict, displacement, and economic pull factors over the past three decades, a homegrown system of mother tongue-based education for migrant children from Myanmar has been developed in Tak Province, Thailand. This network of Migrant Learning Centers (MLCs) has largely depended on external organisations for teacher professional development (TPD), with few having opportunities to develop school-based models. This paper documents learning from the creation of the ‘teacher leader’ role aimed at building school-level capacity to sustain TPD by giving new responsibilities to 31 teachers as peer coaches during the pandemic. Mixed-methods analysis used Hofstede’s (2003) Cultural Dimensions Theory, specifically, Power Distance, Individualism – Collectivism, Uncertainty Avoidance, and Long-Term Orientation to frame sensemaking and the extent to which teachers’ perceptions of the new role was consistent with its implementation. The teacher leader role contributed to a perceived reduction of power distance between teachers and promoted long-term orientation in regards to TPD. Its emphasis on collaboration allowed collectivist ideals to be played out practically without disturbing the status quo. The prioritisation of reflective practice and teacher-level collaboration led to improvements in both coaching self-confidence and teaching competencies. Teacher-led peer-support systems both within and across schools assisted in the retention of institutional knowledge.
Copyright (c) 2024 Thomas Carey, Greg Tyrosvoutis, Nwet Nwet Win, Nan Paw Kyan Kyan https://creativecommons.org/licenses/by-nd/4.0
Book Review: Pacific educators speak: Valuing our values
Copyright (c) 2023 Makiko Nishitani https://creativecommons.org/licenses/by-nd/4.0
Editorial: Revisioning education in Oceania: Walking backward into the future, together
Copyright (c) 2023 Adreanne Ormond, Kabini Sanga https://creativecommons.org/licenses/by-nd/4.0
Copyright (c) 2023 Kabini Sanga, Martyn Reynolds, Adreanne Ormond https://creativecommons.org/licenses/by-nd/4.0
Impact of Short-term Pressures on Student's Performance: An Experimental Study
We conducted an experiment to determine the impact of short-term pressure on 1,228 Grade 8 students' outcomes in doing simple math. All students are given a simple math sheet with 100 questions. We measured students' results for the first sheet after 90 seconds, then divided them into three groups: (i) a control group that just stayed and relaxed; (ii) a group that performed an easy task; and (iii) a group that performed a difficult task. Finally, we required all students to solve another simple math sheet with 100 questions in 90 seconds and used a Bayesian model to compare the results of those three groups. We discovered that within short periods of time, students who successfully solved complex tasks received higher outcomes than the ones who cracked the easy task. However, students who failed to solve either the easy or the problematic tasks received lower results than those who did nothing between the two attempts. Also, we found no differences between the results of male and female students. The findings shed further light on the Yerkes-Dodson law about the influence of eustress and distress on students' performance.
Copyright (c) 2024 Anh-Duc Hoang https://creativecommons.org/licenses/by-nd/4.0
Book Review: Advocacy for social and linguistic justice in TESOL: Nurturing inclusivity, equity, and social responsibility in English language
This review critiques the recent publication: Advocacy for Social and Linguistic Justice in TESOL Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching edited by Christine E. Poteau, Carter A. Winkle. Divided into three parts, the book presents 15 chapters from various authors’ perspectives which address social and linguistic justice issues in TESOL including, heritage language and L1 attrition, the development of teacher and learner identity, and intersections between globalisation and the spread of English. The review will evaluate ways in which a selection of the critical pedagogical tools discussed could be applied to EFL settings to further promote social justice principles and address new and ongoing barriers for language learners.
Copyright (c) 2024 Nyree Jacobs https://creativecommons.org/licenses/by-nd/4.0
Exploring inclusive education (IE) research in Tonga through Tongan cultural lenses and methodologies
This article explores my PhD research into Tongan family practice, looking at how Tongan families support and care for their member with siva-tu‘amelie's (special needs) education. The article discusses the layered approach of both Pacific and non-Pacific methodologies that I used during the study to ensure a safe space for participants. This allowed for rich, high quality stories to be collected. The article also outlines how the approach used promoted a strength-based perception and lens towards a subject that is often associated with negative connotations. My study highlighted the positive, strength-based aspirations and care Tongan families have for their members with siva-tu‘amelie that contradicts common notions of Tongan families viewing their siva-tu‘amelie members through a medical or religious lens. A brief background of siva-tu‘amelie in Tonga is also given, outlining the importance of my study in creating a shift in the way individuals with siva-tu‘amelie are perceived.
Copyright (c) 2023 Meleana Lahaina Koloto https://creativecommons.org/licenses/by-nd/4.0
Pā’ina: Using the metaphor of a potluck to reimagine a third space for ethical research in Indigenous contexts
This paper delves into the innovative use of the potluck, or pā’ina, as a metaphor to reimagine a research approach aimed at fostering collective understanding between non-Indigenous knowledge seekers and Indigenous knowledge guardians in Indigenous contexts. By embracing the broader context of research, this metaphor strives to create a dialogical, relational, and ethical space for knowledge seekers to engage with knowledge guardians, promoting a reciprocal and respectful relationship. Central to this metaphor is the recognition of the insider/outsider binary and the need to transcend it. Indigenous knowledge is often guarded and restricted, granted access based on relationships and shared experiences. Understanding the complexity of these socio-spatial relationships is crucial for researchers to navigate respectfully. The metaphor also draws from the Oceanic concept of vā/va/wā, signifying the space between entities and the importance of maintaining harmony and balance within relationships. This relational space between the self and the other allows for transformative encounters and meaningful connections. To navigate this third space, researchers must undergo introspective reflexive exercises to understand their situationality and how it influences their research. Knowledge seekers must unsettle their histories, understand context, listen to the stories of others, create shared understanding, and launch new relationships that are centered on respect and reciprocity. Throughout the research process, the metaphor of pā’ina encourages researchers to be active participants, nurturing relationships with communities they seek knowledge from and reflecting upon their role within it. The pā’ina metaphor offers a transformative approach for Western academia to critically examine its historical impact on Indigenous communities and embrace a more respectful and inclusive research paradigm. By centering Indigenous voices and building meaningful relationships, this third space provides an opportunity for collaborative and sustainable research for the benefit of all stakeholders involved.
Copyright (c) 2023 Elisabeth Moore https://creativecommons.org/licenses/by-nd/4.0