A Narrative Literature Review of the Identity Negotiation of Bilingual Students Who are Labelled ESL Abstract English as a second language or ESL instruction is said to be for students who have moved to the United States (or Canada) from another country and temporarily need assistance in learning the English language. However, statistically, a vast majority of ESL students in the United States were born in the US and are US citizens. When students are labelled as ESL and placed in this tract of alternative education, there is an othering process going on. This narrative literature review questions how do these ESL students negotiate their own identity. It is shown that ESL students are socialized into a deficit model, placed in classrooms where the discourse is hegemonic and are placed in location of constant power play where the system is set up against them.

Correction to: Subject Advisers’ Perception of Curriculum Delivery in the Intermediate Phase in South Africa In the original publication of the article, the authors’ institution name was published incorrectly. The correct institution name is given in this Correction.

What are the Qualities of Good Citizenship in Post-genocide Rwanda? High School Teachers Speak Through a Q-Methodological Approach Abstract Teachers play a crucial role in the political socialization of adolescents. Using Q-Methodology, we explored high school teachers’ conceptions of good citizenship in post-genocide Rwanda. Teachers ranked 50 statements, describing a ‘good citizen’, on a 9-column grid, anchored by ‘least important citizenship behaviour’ and ‘most important citizenship behaviour’. The four perspectives that emerged viewed good citizenship as (a) being mindful or considerate of the 1994 genocide perpetrated against the Tutsi and promoting unity as well as reconciliation among Rwandans; (b) being morally upright and demonstrating a strong sense of patriotism; (c) being politically enthusiastic; and (d) promoting justice. The study argues for a shift towards more critical forms of citizenship. It also advocates the reinforcement of democratic and participatory skills among teachers.

The Data of Deviance: Disintegrative Shaming and Exclusion in Queensland Schools Abstract It is the purpose of this study to determine the extent to which the implementation of the Positive Behaviour for Learning (PBL) model and its focus on data-driven behaviour management has impacted on exclusion rates in Queensland public schools and, as such, the commitment of Queensland public schools to reintegration of students with behavioural issues. Using the open source data on student exclusion rates and the reasons for exclusion, it is possible to determine shifting patterns over the last 10 years. In doing so, it has been possible to identify how the approach to exclusion in Queensland public schools has changed in the period since the introduction of the OneSchool data aggregation software. An analysis of exclusion data shows that while long-term suspensions have decreased over the last 10 years, the rate of short-term suspension and exclusion has increased. There has been a particular increase in disciplinary absences related to conduct issues like refusal to participate in class, rather than more serious violations like physical violence or drug use. Using Braithwaite’s reintegrative shaming model as a framework to analyse this behavioural exclusion data indicates that an over-reliance on exclusion is steering Queensland schools away from the principles of restorative justice, and has a negative impact on student outcomes.

Implications of the Legalization of Marijuana in Canada Affecting Educational Policy Abstract This research attempts to explore the implications of Bill C-45: The Cannabis Act and how this could influence educational policy in schools. The researchers sought the perspectives of multiple stakeholders involved in education, specifically their views on mitigating the transition, and other topics such as attitudes towards policy change, drug testing, and the impacts on students and teachers. This research includes components of qualitative research, statistical analysis, and review of academic literature and policy. The qualitative research portion was undertaken through in-person interviews with three teachers, four principals, and a board of education trustee in a large city in Western Canada. The statistical analysis portion of the investigation was conducted through a survey distributed to a sample of 384 people of the general public over the age of 18. This article focuses on three of the five predominate themes found in the research: (i) sustainable approaches to educating stakeholders about cannabis following legalization, (ii) comparison of views for and against drug testing between educators and the general public, and (iii) the nature of consumption does matter. There will inevitably be countless implications to follow based upon this political shift in Canada that will directly and indirectly affect stakeholders in education. Findings addressing these perceived impacts and considerations can help educational professionals mitigate the possible negative consequences of Bill C-45.

Disarming Privilege to Achieve Equitable School Communities: A Spiritually-Attuned School Leadership Response to Our Storied Lives Abstract This conceptual paper addresses the nature of white male privilege within school administration and how that privilege, through an examination and clarification of equity as justice, can be checked, interrogated and possibly moderated by a reflection on the spiritual nature of leading for democratic change.

Conditioning Tendency Among Preschool and Primary School Children: Cross-Sectional Research Abstract The present study aims to understand children’s behavior within classroom settings in terms of conditioning theories. It was designed based on grounded theory. Data were collected through participant observation and 98 children whose ages varied between 6 and 10 years were observed. Data were inductively analyzed. Findings indicated that kindergarteners and first graders tend toward classical conditioning and need more teacher control to adjust to classroom settings, whereas children aged from 9 to 10 years behave based on operant conditioning. It is proposed that differences in conditioning stem from teachers’ classroom management strategies, and cognitive development.

A Dialogue of Shared Discoveries on Immigration: A Duoethnography of International Students in Canada Abstract International students are believed to contribute significantly in education and research as they bring a rich variety of perspectives, experiences, and languages. International students are frequently categorized into one homogenous group; however, this categorization dishonours their complex intersectional diversity and background that provides cultural capital. There is a need to understand the many manifestations of the complex and intersectional diversity in the backgrounds of international students. These students have many different reasons to immigrate to developed countries and undertake a rigorous academic program, including pursuing high academic goals, gaining personal knowledge, developing research skills, and widening employment opportunities. Using a duoethnographic dialogical approach, this article focuses on the experiences of two female international PhD students, one from Nigeria and the other from Costa Rica as they embark on a journey of shared self-discoveries on their mobility to Canada. Our paper takes a broad perspective on the processes behind mobility coming from different cultures and nationalities that meet in Canada. Some of our findings include the impact of background when transitioning to a new country, the role of reflective dialogue when questioning the source of our cultural assumptions and ethical judgments. In addition, we find that duoethnography has a strong effect to re-story our own narratives and perspectives. Finally, this dialogue allows us to broaden how we come to understand and extract meaning from our experiences as international students.

Second Language Reading from an Hegelian Perspective Abstract Second language research has traditionally been characterized by the cognitive perspective which focuses on how the individual processes language. There has been an emerging trend over the past few decades on taking into consideration the social influences on second language learning based on diverse theoretical frameworks. Research on second language reading is no exception. Hegel points out the unique features of publicity, persistence over time, resistance to negation, universality and objectivity of the written form. These features enable the written form to perform some social and collective functions such as cultural preservation and enforcement of contracts that cannot be replaced by the spoken form. Hegel’s philosophy also suggests that reading in a second language is qualitatively different from reading in a first language, and second language reading is an enculturation process. Hegel’s accounts on these three aspects of second language reading provide new insights to both theories and practice of the teaching of second language reading.

Why on Earth Would Some People Reject Democracy? An Autoethnographic Reflection on Education and Democracy in Egypt Abstract In 2013, thousands of Egyptians protested in the streets of Cairo in an effort to overthrow the country’s first democratically elected president only 1 year after he took office. Some of my acquaintances participated in those protests, chanting “we do not want democracy.” Several observers tried to analyze and understand this strange phenomenon of declining democracy after many Egyptians had waited so many years for it. However, using an autoethnographic method, I argue that any analysis of this phenomenon that does not include curriculum and education is inadequate. This autoethnographic essay argues that Egypt’s curriculum and its schooling system are fundamental factors that contributed to this phenomenon. Fundamentally, this paper discusses the theoretical and practical relationship between curriculum and democracy from an autoethnographic perspective by assessing the nature of this relationship both in democratic societies and in Egypt. Furthermore, an overview of the Egyptian educational system is provided to answer the basic question of this paper: why would some people reject democracy?