Throughout this semester, there will be some readings to do, in order to have a better understanding of the course and to help us with assignments. In this section, here are few books and references that provided me with great guidance.
Merriam, S. B. and Kim, Y. S. (2008) Non-Western perspectives on learning and knowing. New Directions for Adult and Continuing Education
Non-Western Perspectives on Learning and Knowing is a book written by the authors, Sharan Merriam and Young Sek Kim are both professors of adult education at the University of Georgia.
They discuss a set of principles, about knowing and learning, differences and similarities of both Western and non-Western education. The book provides a new orientation for adults learning, and pursuing education in the globalized world. The introductory chapter of Merriam and Kim’s book, distinguishes between Western and non-Western ways of learning and knowing. They point out that knowledge and truth, in an African context, is deeply embedded in the community and is a product of age and experience; ‘’the elder’s opinion is truth. All power, all truth comes up from the roots of the family tree, the dead ancestors, to the trunk, the elders, and passes up to parents and children, the branches, leaves and flowers’’. (Hamminga, 2005, p. 61) Merriam and Kim explore the Non-Western perspectives focusing on community, lifelong learning, and holistic knowledge of learning. In discussing similar particularities, it is evident that the holistic learning is the approach that is commonly shared by non-Western and Western societies. This holistic notion implies that people draw on their mind, body, and spirit when learning. The authors close the argument by familiarizing the readers with a wide range of knowledge acquisition that go beyond the traditional Western educational system. This book relates to the topic as it raises the topic about the characteristics, cultural learning and knowledge of non-western. It creates cultural awareness for the readers that are not familiar with non-western settings.
Gallagher, Charles F. (1964) North African problems and prospects Part III: Language and identity.” American Universities Field Staff Reports, North Africa Series 10. 5.
the following book is an example of language variation and the isoglosses in North Africa. Charles Gallagher is a deceased American author who was specialized in writing about development, cultural identity, language and education in North Africa. The part III of this book discusses the linguistic resolution that people face in some countries of North Africa, It examines the linguistic decisions facing people in Algeria, Morocco and Tunisia. The people of these Northern African countries people are confronted with an identity crisis, they have to make a choice of an official language between Arabic and French; and this will impact on their identity, language and culture. Arabic has always been the ancestry and religious language, whereas French is the language of colonialism and advancement after the European contact. In fact, besides local tribes using their dialects, bilingualism prevailed. People have not had problem as it was maintained by the Government and the education system until a choice had to be made. This theme connects with the topic Language as it plainly depicts a battle between sentimental and instrumental ethics of language in this book.
Ronald Wardaugh (2011) An Introduction to Sociolinguistics, 6th Edition Wiley- Blackwell
Ronald Wardaugh, a professor of linguistics at the University of Toronto, he wrote the compelling book, ‘An Introduction to Sociolinguistics’. Wardaugh, a notable scholar in the world of sociolinguistics, articulates the significance of language and culture and how one shapes the other and visa-versa. He provides a definition for some topics mentioned in the above article including; regional variation of languages, isogloss and ethnographies (Wardaugh, 2011, P136). As the title of the book suggests, the intention of this book is set out as a text book to inform students about the sociology of language. This is of value when discussing the topic identity, language and culture because it provides a source for definitions.
Richard Trudgen (2000) Why Warriors Lie Down & Die: Towards an Understanding of why the Aboriginal People of Arnhem Land Face the Greatest Crisis in Health and Education Since European. Why Warriors Pty Ltd
Richard Trudgen is an Australian author and a preeminent face in community education and development where he has worked for forty three years. Why Warriors book is an extremely important reading for anybody involved in closing the gap between Indigenous and non Indigenous and interested in seeing the world from a broadly different approach. The book is an eye opener as it provides a crisp scrutiny for those willing to be informed about Indigenous culture and history in general, and Yolgnu’s in particular. It gives a very profound insight as to why Yolngu people of North East Arnhem Land, are afraid of losing their cultural identity, language and local knowledge after the European contact. Finding the real cause of the crisis requires the reader to look at it from the other side of the cultural / language divide - the side where the Yolngu people live. The Book Why Warriors Lie Down and Die takes us to that side (Trudgen, 2000) Why Warriors lied down and die book has a strong connection with the topic ; because It supplies the readers with a lot of cultural knowledge everyone should be free to appreciate their own culture and identity, while broadening views of the cultural diversity that are in the world around them. No one should be taken away from their cultural space and forced to learn a different language without their consent.
References used in EMG502 - Learning & Teaching & Global Learning
Fillery-Travis, Annette & Passmore, Jonathan (2011) A critical review of executive coaching research: a decade of progress and what's to come. Coaching: An International Journal of Theory, Research and Practice, 4 (2). pp. 70-88. ISSN 1752-1882
Haswell, MR, Grand Ortega, M, Gaskin, S (2013). Case Study of The Panyappi Aboriginal Youth Mentoring Program: Strengths, challenges and implications for policy and practice. Muru Marri, School of Public Health and Community Medicine, UNSW, Sydney
Kram, Kathy E (1988) Mentoring at Work: Developmental Relationships in Organizational Life. University Press of America. xiii 252 pp. ISBN-10: 081916755X
Australian Indigenous HealthInfoNet (2015) Panyappi program. Retrieved March 14, 2016 from www.healthinfonet.ecu.edu.au/key-resources/programs-projects?pid=164
Australian Youth Mentoring Network (2015) Aims and objectives. Retrieved March 12, 2016 from http://aymn.org.au/about/aims-and-objectives/
rail. Retrieved 28 March 2016 from www.railmentoring.net.au
Processes and Strategies for Facilitating Mentoring Relationships at a Distance.
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Laura Bierema, Sharam Merriam. (2002). E-mentoring: using computer medicated
communication to enhance the mentoring process. Innovative Higher Education,
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Relationships (2nd ed.). San Francisco, CA: Jossey-Bass. 261 pp. ISBN
978-0-470-90772
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Mentoring: A Promising Strategy for Youth Development.
Retrieved from www.childtrends.org/wp-content/uploads/2002/02/MentoringRB.pdf
30 March 2016
Colley, Helen. (2003). Mentoring for Social Inclusion: A Critical Approach to Nurturing Mentor Relationships. Routledge; 1 edition. ISBN-10: 0415311101.
Farrell, P; Ainscow, Mel. (2002). Making Special Education Inclusive: From Research to Practice. David Fulton Publishers. ISBN: 1853468541.
Harrison, Neil. (2011). Teaching And Learning In Aboriginal Education. Oxford University Press Australia. ISBN: 9780195574593.
Lampert, M., and D. L. Ball. (1998). Teaching, Multimedia, and Mathematics: Investigations of Real Practice. New York: Teachers College Press.
Miller, Frederick, A; Hatz, Judith, H. (2002). Inclusion Breakthrough: Unleashing the Real Power of Diversity. Berrett-Koehler Publishers. Source ISBN: 1576751392.
NSW Department of Education. (1998). Racism No way: Anti-racism education for Australian schools. Retrieve from from www.racismnoway.com.au on 21 April 2016.
UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: Author. Retrieved from www.unesdoc.unesco.org/images/0014/001402/140224e.pdf on 22 April 2016.
WEAC. (2013-2016). What is inclusion? Theory and practice. Retrieved from www.specialeducationguide.com/pre-k-12/inclusion/whats-inclusion-theory-and-practice on 24 April 2016.
References used in EMG501 - THE CHALLENGE OF GLOBAL LEARNING
References used in EMG503 - Assessment and Quality Assurance in Global Learning
Ferdman, Bernardo, M; Deane, Barbara. (2013). Diversity at Work: The Practice of Inclusion. Jossey-Bass. ISBN: 0470401338.
Freedman, Marc. (1999). The Kindness of Strangers: Adult Mentors, Urban Youth, and the New Voluntarism. Cambridge University Press; Revised edition. ISBN-10: 0521652871.
Jasinski, Marie. (2006). Innovate and integrate: Embedding innovative practices. Design Planet. Retrieve 23 April 2016. www.flexiblelearning.net.au/wp-content/uploads/Innovate_and_Integrate_Report1.pdf.
Kauffman, James. (2002). Education Deform: Bright People Sometimes Say Stupid Things About Education. R&L Education. ISBN-10: 0810843145.
Radencich, M.C. (1986). Literature for children and adolescents about people who happen to have a handicap. Techniques: A Journal for Remedial Education and Counseling, 2, pp. 364-69.
Stout, Katie, S. (2001). Special Education Inclusion. Wisconsin Education Association Council. Retrieved from www.weac.org/articles/specialedinc on 19 April 2016.
Winter, Eilleen; O’Raw, Paul. (2010). Literature review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs. ICEP Europe. Retrieved from www.ncse.ie/wp-content/uploads/2014/10/NCSE_Inclusion.pdf on 22 April 2016.References used in EMG501 - THE CHALLENGE OF GLOBAL LEARNING
Chou, P., Cheng, M., Lin, Y., & Wang, Y. (2015). Establishing the core concepts and competence indicators of Global/International education for taiwan's grade 1-9 curriculum guidelines.The Asia - Pacific Education Researcher, 24(4), 669.
Ellis, M. (2016).The critical global educator: Global citizenship education as sustainable development. London: Routledge.
Engdahl, S. (2011).The atomic bombings of hiroshima and nagasaki. Detroit, Mich: Greenhaven Press.
Freedman, L., & Michaels, J. H. (2013).Scripting middle east leaders: The impact of leadership perceptions on US and UK foreign policy. New York: Bloomsbury.
Hernandez, B. L. M. (2011). Foundation concepts of global community health promotion and education. Sudbury, MA: Jones and Bartlett.
Kamble, S. S., & Kamble, V. D. (2016).caste-system: A barrier to social justice in india. Indian Streams Research Journal, 5(12)
Kezar, A. J. (2009). Rethinking leadership in a complex, multicultural, and global environment: New concepts and models for higher education. Sterling, Va: Stylus Pub.
Manji, F., & Burnett, P. (2010). African voices on development and social justice: Editorials from pambazuka news 2004. Cape Town: Pambazuka Press.
Mitka, M. (2010). Agent orange.Jama, 303(22), 2241-2241.
Oudat, M. A., Hatamleh, M. A., & Al-Zoubi, Z. H. (2013). Effect of the contemporary global variables on the self-concept of the physical education faculties' students in the jordanian universities.Asian Social Science, 9(11), 128.
Peterson, A., & Warwick, P. (2015).Global learning and education: Key concepts and effective practice. New York: Routledge.
Poitras, J. (1991). GLOBAL EDUCATION CONCEPT LINKS SCHOOL SUBJECTS WITH REAL-LIFE SITUATIONS: Final edition. The Whig – Standard.
Rapoport, A. (2009). A forgotten concept: Global citizenship education and state social studies standards. Journal of Social Studies Research, 33(1), 91.
Schrage, E. J., & Ewing, A. P. (2005). The cocoa industry and child labour. The Journal of Corporate Citizenship, 2005(18), 99-112.
Taylor, R. (1995). Heribertadam and kogilamoodley, "the opening of the apartheid mind: Options for the new south africa" (book review). New York: Science and Society, Inc.
Bennett, W. L. (2004). Global media and politics: Transnational communication regimes and civic cultures. Annual Review of Political Science, 7(1), 125-148.
Cullity, J. (2002). The global desi: Cultural nationalism on MTV India. Journal of Communication Inquiry, 26(4), 408-425.
Ehrlich, T (2000). Civil Responsibility and Higher Education. Connecticut: Greenwood Publishing.
Fladmoe, A. (2011). Education in the news and in the mind: PISA, news media and public opinion in Norway, Sweden and Finland. Nordicom Review, 32(2), 99-116.
Fladmoe, A. (2011). Education in the news and in the mind: PISA, news media and public opinion in Norway, Sweden and Finland. Nordicom Review, 32(2), 99-116.
Flew, T. (2007). Understanding global media. New York: Palgrave Macmillan.
Golan, G. (2006). Inter-media agenda setting and global news coverage. Journalism Studies, 7(2), 323 -333.
Hallin, D.C. & Mancini, P. (2004). Comparing media systems: Three models of media and politics. New York, NY: Cambridge University Press.
Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks, CA: SagePublications.
OECD (2008). Tertiary Education for the Knowledge Society. Two volumes. September 2008.OECD : Paris.
Orey, M., Jones, S. A., & Branch, R. M. (2012). Educational media and technology yearbook: Volume 36. (Educational media and technology yearbook, 36.) New York, NY: Springer Science+Business Media, LLC.
Orey, M., McClendon, V. J., & Branch, R. M. (2006). Educational media and technology yearbook. Westport, Conn: Libraries Unlimited.
Saraisky,G . (2015). The politics of international large-scale assessment: the Programme for International Student Assessment (PISA) and American educational discourse, 2000-2012. Columbia University, ProQuest, UMI Dissertations.
Stocchetti, M. (2014). Media and education in the digital age: Concepts, assessments, subversions. Boston: McGraw Hills.
Takayama, K. (2010). Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through “Finnish PISA Success.” Comparative Education Review, 55(1), 51-75.
References used in EMG503 - Assessment and Quality Assurance in Global Learning
Abari, A. A. F., Yarmohammadian, M. H., &Esteki, M. (2011). Assessment ofquality of education a non-governmental university via SERVQUAL model. Procedia-Social and Behavioral Sciences, 15, 2299-2304.
Billing, D. (2004). International comparisons and trends in external quality assurance of higher education: Commonality or diversity?. Higher Education, Vol. 47
Boud, D., & Falchikov, N. (Eds.). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge. ASSESSMENT AND QUALITY ASSURANCE 12
Brown, R. (2000) Accountability in higher education: have we reached the end of the road? The case for a higher education audit commission, speech at University of Surrey Roehampton, 24 October
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Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No Child Left Behind’. Race Ethnicity and Education, 10(3), 245-260.
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Lewis, R. G., & Smith, D. H. (2004). Total Quality in Higher Education.Total Quality Series.St. Lucie Press, 100 E. Linton Blvd., Suite 403B, Delray Beach, FL 33483.
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. Whither opportunity, 91-116.
Sallis, E. (2014). Total quality management in education. Routledge. Stiggins, R. J. (2005). Student-involved assessment for learning.Prentice Hall.
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Watty, K. (2003) When will Academics Learn about Quality? Quality in Higher Education, Vol. 9, No. 3
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