Volume 5, Issue 2

ABSTRACT

In a diverse Moroccan environment where groups, ethnicities, languages, religions, people of color, migrants, refugees, and different identities like LGBTQs coexist, multicultural education as a framework and as a pedagogical approach to diversity has become mandatory. The present study reports about an experience at Mohammed V University in Rabat where a multicultural education course was introduced into the curriculum of the teacher training MA Program. The study investigates the feedback of three cohorts of teachers who benefited from the program. Their responses focus on the influence of multicultural education on their teaching practices in diverse contexts. Three research questions have been used, namely (i) what are the teachers’ attitudes towards the course of multicultural education? (ii) to what extent has the course content influenced their teaching practices in dealing with students from different groups? And (iii) what are their opinions about their pedagogics after taking the course? The study adopts a qualitative approach making use of semi-structured interviews with 18 respondents. The content analysis and data coding process have also classified the themes in relation to the research questions. The findings have disclosed that the course content has to a large extent impacted the teachers’ attitudes and practices towards the different identities of their students. They have also yielded very positive views about multicultural education course. The results have stressed the fact that the program should engage students more in diverse experiences and multicultural activities.

Keywords: Diversity, Multicultural Education, Morocco, Teacher Training.

ABSTRACT

In this article, we present lessons learned through the use of Collaborative Autoethnography (CA), a qualitative research method where two international faculty members use their stories constructed from the year-long participation in a Faculty Learning Community (FLC) at a midwestern university in the US. The FLC aimed at providing a safe shared space where international faculty and graduate students discussed the struggles, challenges, and joys of their ‘international-ness’. The autoethnographic reflection illustrates how participation in a FLC has helped them to mediate their initial worries and dilemma of being international faculty (Galina) and reconceptualize teaching (Henny) in a productive way. Additionally, the study demonstrates how reflecting on one’s experience through autoethnography helps them to draw tangible lessons connecting their participation in FLC to their individual teaching contexts and personal struggle in performing a viable teacher identity. The article ends with pedagogical implications on how future FLCs can be better structured to meet the needs of international faculty.

Keywords: Collaborative Autoethnography, Faculty Learning Community, Teacher Learning, Teacher Professional Development and Learning.

ABSTRACT

The purpose of this autoethnography is to explore my experience (the researcher) of coping with daily life after my mother’s diagnosis of stage four metastatic breast cancer. Throughout this study, I will explore the experiences of myself and two other individuals whose mothers also have incurable advanced-stage cancer. I would like to know more about my own daily experiences and theirs in regard to how our daily lives have been impacted since the initial diagnosis. I would also like to explore the reality of living with the knowledge of a daunting inevitable loss, without a miracle. Through this study, the following themes emerged from the thick, rich data description: appreciation, fear, and coping skills.

Keywords: Autoethnography, Breast Cancer, Grief, Incurable Cancer, Mother-daughter Relationship, Personal Coping Techniques.

ABSTRACT

This paper explores police perceptions on the causes of crime and the declining legitimacy of the police. Notwithstanding the growing body of research on public perceptions towards police, there is little qualitative research on the police perceptions on their attributions for crime, their declining legitimacy, and the breakdown of justice.  It is crucial to increase knowledge on police perceptions towards the public, particularly in the aftermath of violent police-citizen encounters. Given the likelihood that such perceptions will influence the behavior of police officers when interacting with the public, exploring police perspectives regarding crime, their declining legitimacy, and the breakdown of justice is a worthy endeavor. This study, therefore, presents qualitative analysis of data gathered from interviews of 20 local police officers and deputies and participant observations conducted in a Southern American State. The study found that officers blamed community members and dysfunctional social institutions for sustaining environments that foster criminality, a lack of respect for authority, as well as declining police legitimacy. Officers were also frustrated by the role of news and social media as instigators of the constant anger and criticism towards police that make it difficult for them to do their jobs effectively. The implications for police practice and community relations are discussed.

Keywords: Community Relations, Police Legitimacy, Post-Ferguson, Public Perceptions.

ABSTRACT

The purpose of this study was to discover how disabled people are represented in advertisements in Turkey. Ten purposefully chosen TV channels (ATV, FOX, TV8, SHOW TV, KANAL D, STAR TV, TRT 1, KANAL 7, TRT HABER, TRT ÇOCUK) were used in a pilot study to identify ads featuring people with disabilities. Because the results of the pilot study showed no such advertisements, data for the current study were collected from internet. Three types of advertisements featuring people with disabilities emerged: public service announcements, consumption-centered ads, and supportive ads. Critical discourse analysis was applied to the data derived from the latter two types. Results indicate that the media, which play an important role not only in reflecting public attitudes and values regarding disability but also in shaping them, may assist in reducing stigma and misinformation and in increasing social acceptance and inclusion only if the portrayals are positive and comprehensive. Any positive change in attitude along with better programs and laws can accelerate the integration of people with disabilities into society.

Keywords: Advertisement, Disabled, Disability, Television, The Internet.

ABSTRACT

Moving to a new country causes significant challenges for immigrants. Various reasons contributed to immigrants' mental well-being, such as language barriers, lack of family and social support, discrimination, and others that affect well-being and quality of life among immigrants in the host country. This qualitative study explored the lived experiences of 18 Albanian and Kosovo-Albanian immigrants residing in Malaysia. The objectives of this study are as follows: (i) to investigate perceptions of immigrants toward mental well-being; (ii) to explore coping strategies for mental well-being among immigrants; and (iii) to identify suggestions and recommendations of immigrants residing in Malaysia and Australia. Social Learning Theory (SLT) guided this study. SLT focuses on learning through observation and reflection. Therefore, this theory is suitable for the current study since our thoughts, actions and behaviours are influenced by social and cultural factors. This study employed a qualitative phenomenological case study using in-depth semi-structured interviews. The result showed that mental well-being was perceived as physical, mental and spiritual health; accomplishment and life purposes; and contentedness positively affected the immigrants’ mental well-being. The immigrants resorted to several strategies in coping with mental well-being, such as calmness and having a positive attitude in solving their problems. The findings also recommended immigrants embrace a new culture and adapting their life in their host country.

Keywords: Albanians and Kosovo Albanians, Coping Strategies, Immigrants, Mental Well-being.

ABSTRACT

This paper draws on the theoretical concepts of individual agency and academic buoyancy to explore the ways in which three multilingual international students responded to and overcame the challenges they encountered while studying at a university in Canada. This investigation is situated within and against the discourses of deficit and disruption that have traditionally surrounded the accounts of international students who use English as an additional language (EAL) in institutions of higher education. Methodologically conceptualized through the lens of portraiture, which focuses on identifying goodness in participants, this paper presents the portraits of the three students with an attention to the physical and sociocultural contexts where the students were embedded. Individual semi-structured interviews and observations of the host institution were conducted in order to gain an in-depth understanding of the students’ experiences. Findings indicate that the students’ challenges were complex, found primarily in the linguistic, academic, and social dimensions, and originating from both structural and individual factors. Simultaneously, the students strategized and employed agency by seeking support in conventional and alternative ways and by refusing to conform to institutional expectations. This paper is concluded with a discussion about the importance of considering the context when examining multilingual international student agency.

Keywords: Agency, ESL, Higher Education, International Students, Multilingual, Portraiture.

ABSTRACT

Through the creative analytic practice of autoethnography and systematic sociological introspection, the author engages the subjectivity of narrative self in relation to a story involving treatment by an indigenous healer in the Republic of Kiribati. Through the lens of narratology, existential introspection, and ethics the author informs the moving vantage of the present through reflection on the micro personal and macro socio-cultural educational processes that bear influence on the narration and perception of a lived experience in hindsight. Through storying and reflecting through these lenses, this process problematizes the present story, but also yields degrees of greater awareness. This process of systematic sociological introspection is framed by Freeman’s (1997) notion of narrative integrity. That is, through reflection and reframing of the past, the author hopes to focus upon the possibilities of wider metacognitive perspective for both himself and the reader in the future.

Keywords: Autoethnography, Ethics, Narrative Epistemology, Narratology

ABSTRACT

Even though Ministry of National Education (MoNE) in Turkey has been switching from the traditional approach to the constructivist one since 2005, the classroom practices, teaching methods, evaluation system, school structures and materials, and the aspects of the administrators and teachers are still contrary to the principles of constructivism. This study offered constructivism as a new notion in teaching English as a foreign language for six willing teachers. Following a 10-day professional development seminar, the impacts on teachers’ change were observed. Data sources included: participant periodic interviews, observational fieldnotes and artifacts; and researcher logs. The findings showed that the treatment plan was effective to enable teachers learn constructivism, change their approach, and applications. This study provided noteworthy findings regarding professional development seminars. A well-planned and well-organized teacher development seminar with an on-going support and peer coaching is necessary. Professional development communities and critical conversation groups have notable roles in teacher development. This study also showed that teachers are the most important actors in implementing educational change as they can reach their idealistic (constructivist) goals regardless of obstacles such as time constraint, overcrowded classes, and insufficient materials.

Keywords: Constructivism, English as a Foreign Language (EFL), Peer-Coaching, Professional Development Seminar, Teacher Change.

ABSTRACT

The purpose of this manuscript is to tell the story of two literacy methods professors’ teaching experiences in Fall of 2020. We found ourselves in a unique situation in that one of us was teaching fully online and the other using a hybrid model of both in person and online instruction. Together, we knew that there was something to discover in regard to higher education, specifically preservice service teacher methods courses, that needed to be explored. Therefore, we asked ourselves five reflective questions at the end of each month in the fall semester. Collectively, we decided on these questions as they related most to what we had experienced in Spring of 2020 and what we wanted to further learn from in the Fall. We answered these questions individually and then came together in a zoom meeting to discuss our reflection and anything else that we wanted/needed to share. While we found this process of reflecting and sharing to be cathartic to our own experiences, it was also uncomfortable to bump against our own beliefs about teaching and education in general. As a result, we share our collective conversation based on our reflections. This framework allowed us to move from “teacher lounge” talk and into action because our conversations were more structured and purposeful. We were able to understand ourselves as educators better and provide a framework for reflection for the field of education

Keywords: Duoethnography, Education, Methods Courses, Qualitative Research

ABSTRACT

Since 1982, cancer has been the leading cause of death in Taiwan. According to the Ministry of Health and Welfare (2020), in 2019 more than a quarter (28.6%) of deaths were caused by cancer, an increase of about 5% from 1999. Family communication can help encourage social and physical support, especially for those who face traumatic, life-changing events, such as receiving a cancer diagnosis. However, people may avoid self-disclosing information about their diseases, treatments, and emotions with their families for different reasons. Between May and July 2014, fifteen in-depth interviews were conducted to explore what factors influence breast cancer mothers’ desire to engage in cancer communication with their daughters. Six themes representing individual factors, relational factors, and cultural factors that influence self-disclosure emerged. These themes were: 1) Cancer stage when the mother was first diagnosed, 2) Mother’s dependency/Daughter’s maturity, 3) Philosophy of “face it, accept it, deal with it, and let it be”, 4) Societal expectations of women’s roles, 5) Religion, and 6) Support group engagement.

Keywords: Breast Cancer, Mother-Daughter Communication, Mother-Daughter Relationships, Mother-Daughter Self-Disclosure, Taiwan.

ABSTRACT

This study portrays the necessary preparation of a qualitative researcher who intends to undertake case study research. Here, it is argued that the case study method identifies the holistic and meaningful characteristics of real-life events. This study has policy implications for the potential case study researchers. This present study raises the awareness of a case study researcher and highlights that a case researcher should be familiar with and follow a rational and effective process before designing the research. At the initial stage, a case study researcher should plan for an appropriate entry through formal and informal gatekeepers at the research site. The case researcher also needs to plan the periods in the fieldwork well in advance. This study also illustrates that the case researcher should know data generation and collection procedures and the techniques to analyzing case study data. As the case study data cannot be generalized the researcher needs to adopt a prior theoretical stance for validity, reliability, and generalizability of the case study data. In this study, it is argued that the case study is based on replication, not sampling logic. Therefore, in the case study, theoretical generalization is possible but not statistical generalization.

Keywords: Qualitative Research, Case Study, Case Study Data, Theoretical Framework, Generalization.

ABSTRACT

The purpose of this case study was to examine the intersection of personal and professional stress in the lives of public middle school teachers. Many aspects of a teacher’s professional life contribute to stress and burnout, including pressures from administration, time pressures, observations, assessments, workload, classroom management, discipline, student learning, and motivational issues. Many aspects of a teacher’s personal life contribute to stress and burnout, including family responsibilities, finances, and time pressures. In order to overcome pressures at work and home, teachers need to develop successful strategies or coping mechanisms. Other times, teachers burn out and quit the profession. The central research question for this study was, how do public middle school teachers describe the stress that impacts them in their professional and personal lives? The theory guiding this study was burnout theory by Maslach and Leiter. Ten public middle school teachers in central Florida were examined in a case study. To gather data needed for this study, interviews were conducted, a focus group interview was used, and letters written by teachers were examined. Data analysis utilized open coding and the identification of themes or classifications. Understanding patterns and themes of teacher stress, burnout, and coping strategies can help to reduce teacher burnout and attrition.

Keywords: Coping Strategies, Middle Schools, Stress, Teacher Burnout, Teacher Shortage.

ABSTRACT

Since the onset of the COVID-19 pandemic in 2020, the demand for job search engines has increased because of the availability of searching for remote job positions. However, there is still a lack of research on how people interact with different job search engines. It is critical to assess the effectiveness and efficiency of these tools for people searching for jobs because search engines help job seekers find positions that best fit their qualifications. This study assessed a job search engine by utilizing surveys, interviews, and observational methods to provide an improved understanding of individuals’ behavior and decision making in their search for career. The results showed that the job search engine needs improvement in the usability aspect because the website has an unintuitive interface and features, suggesting novice users may face difficulties in using it. The findings contribute to the limited body of literature that examines the user experiences in searching for jobs.

Keywords: Usability, Job Search Engine, Online Recruitment, System Usability Scale, Satisfaction.

(no abstract)