Addressing topics of educational (in)equity through Student Voice
AUSEEH Initiative (Active)
Addressing topics of educational (in)equity through Student Voice
Assessment
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Ethical Discourses in Technology-Mediated Assessment: A Case Study of EFL Writing in Indonesian Private Universities
Truly Pasaribu
My study aims at investigating how ethical discourses are understood in technology-mediated assessment practices in Indonesian private universities. Through a case study methodology, I investigate three private universities established by non-state foundations with diverse social, religious and humanistic purposes. Drawing upon Foucauldian discourse analysis, this study focuses on how policy as discourse emerges as a dominant truth that shapes and controls power relations and practices. This study presents findings on how national and institution policies embedding ethical discourses frame teacher roles. It also demonstrates the ways in which teachers operationalise these roles and students experience technology mediated assessment practices. The findings of the research show how teachers and students navigate educational ethical values, including educational (in)justice/fairness throughout the assessment process.
Language and Immigration/Migration
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Academic Socialisation Experiences of International PhD Students from the Global South Studying in Australian Higher education
Abdul Qawi Noori (Australia)
This research investigates the academic socialisation experiences of international PhD students from the Global South in Australian higher education. It examines their understanding of academic socialisation, the impact of their cultural backgrounds, aspirations, and imaginations on their academic socialisation experiences. By addressing the challenges these students face and their strategies for overcoming their challenges, this study aims to highlight systematic barriers in higher education that perpetuate social and educational injustices, including cultural misunderstandings, lack of support, and unequal professional opportunities. Based on the anticipated outcomes, the research proposes potential improvements in academic socialisation practices that recognise diverse backgrounds and enhance educational equity, inclusivity, overall well-being, and academic success for international students in Australian higher education institutions. As I prepare to engage in a workshop, learn more about UNESCO’s goals for social justice education, and interact with professionals from various universities, obtaining relevant feedback is crucial. Firstly, I aim to assess if my arguments are clearly articulated and logically structured by seeking feedback on clarity and coherence from experts. Secondly, I am seeking critical feedback and philosophical questioning on different aspects of my research, including methodology and theoretical underpinnings. Given the relevance of my work to global educational equity, such feedback will enrich my understanding. Lastly, feedback on my presentation skills, along with critical suggestions and recommendations, will be invaluable for improving both my research and my skills for future endeavours.
Indonesian Muslim Women’s Experiences of International Higher Education in Australia
Ana Surjanto (Australia)
International women's students, particularly those from Muslim backgrounds, encounter complex challenges that encompass academic, sociocultural, and psychological dimensions during their study abroad. The research focuses on Indonesian Muslim women's learning experiences in Australian higher education and living in Australia. Their identity as International female students intersects with gender roles that have influenced their learning and engagement. Further, the study highlights the complexity of factors influencing student experiences, emphasizing the unique needs of each student based on personal, familial, institutional, and national contexts. In this case, Indonesian Muslim women aim to engage in the debate on the interplay between Islam and feminism. This engagement will underscore how Islam is interpreted and shaped as Muslim women's movements work to overcome cultural, social, political, and psychological challenges and misinterpretations of Islam, thereby advocating for re-envisioning Muslim women.
Translation as pedagogy in an Indonesian higher education institution: A translanguaging perspective
Gede Eka Putrawan (Australia)
In English-as-a-foreign-language (EFL) education, instructional methods promote the exclusive use of the target language (English). However, scholarship has increasingly shown the benefits of opening up spaces for students’ language experiences and knowledge in their learning. This study investigates translation as a resource for learning in EFL teacher education in Indonesia. Translation is often solely considered to be a way to display a particular text correctly in a target language. However, the study focuses on the (critical) language awareness that can occur through the process of translation. This builds on scholarship around linguistic hierarchies, or the degree of prestige attributed to different languages in the classroom by placing value on students' existing language resources in the process of learning. I am working on my initial data analysis at the moment, I need both oral and written constructive feedback to make sure the accuracy of my data analysis and interpretation as well as to find out if the proposed conceptual framework needs re-construction or is in alignment with my data.
Bringing forth immigrant students’ voices by leveraging their linguistic repertoires in regional bilingual programs
Jaione Diaz (Australia)
This research focuses on bringing forth immigrant students’ voices by leveraging their linguistic repertoires in regional bilingual programs. Educational policies respect and acknowledge the heritage languages of immigrant students, but do not include them as a resource for learning, signaling an assimilationist trend. In the Basque Country, the ideology of language separation to protect the minority language in place, Basque, is still very relevant. In order to achieve pedagogical justice for all students, there is a need to better understand these learners’ linguistic repertoires and the ways they relate to the different languages they use across formal and informal contexts. It is also fundamental to explore the way these students’ practices and perceptions are shaped by their parents’ and teachers’ language ideologies and expectations.
Aspiring to a higher education: Exploring the experiences of women from forced migration backgrounds in higher education in Australia
Siobhan Robinson (Australia)
My project seeks to provide insight into the barriers and the factors that serve as enablers for women from forced migration backgrounds pursuing higher education in Australia. A lack of attention in this area of research to the experiences of women in higher education told by the women themselves, overlooks the social and educational injustices affecting their ability to aspire to a higher education. This research investigates matters of injustice such as interrupted education, denial of access to education in their country of origin, familial, cultural and economic constraints and insufficient institutional support services. Moreover, this research project not only aims to confront and address these societal and structural issues that perpetuate education inequalities faced by women from forced migration backgrounds but it also seeks to highlight the factors that support and sustain them in achieving their higher education goals.
World languages in Australian universities
Mobina Sahraee (Australia)
My PhD research focuses on the study of world languages in Australian universities. Despite Australia's efforts to maintain diverse languages education, it struggles with an ‘English-only’ mindset. Some suggest that Australia risks becoming a graveyard for languages if this pattern continues. Further, Australian universities are facing funding issues and lack sufficient government support to offer a broad range of languages. Consequently, they primarily offer more popular languages, limiting educational opportunities for students interested in studying diverse world languages. Therefore, by drawing focus on Spanish and Latin American and Chinese Studies, this research is advocating for world languages emphasising the equal value of all languages for education, and global communication. Additionally, this research specifically examines culture in world language study, emphasising the importance of intercultural understanding for global communication. UNESCO suggests that cultures may play a significant role in enhancing world mutual understanding through global citizenship. One possible perspective is that students might foster global citizenship through learning diverse languages and cultures. Therefore, my research delves into the culture to potentially shed light on how world languages could contribute to students' cultural understanding as future global citizens. Hence, this research challenges social and educational injustices by advocating for equal opportunities in the study of world languages in English speaking countries and promoting global intercultural understanding.
The youth as researchers program to ensure Ukrainian youth refugee voices
Jamison Malcolm (the U.S.) *coming soon*!
Policy
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Untangling Fine-tuning Medium of Instruction Enactments from Asia as Method: A Case Study of Hong Kong Schools
Gloria Guo Zhang (Australia)
My research investigates how the current Fine-tuning Medium of Instruction (FTMOI) policy (from 2010-2011 school year to 2017-2018 school year) is implemented in Hong Kong’s previous Chinese as Medium-of-Instruction secondary schools. FTMOI policy grants school autonomy in making its school-based policy in deciding the classes/ subjects they would like to teach in English. I focus on how major actors, including school leaders, teachers, students and parents, in non-elite schools navigated the policy. The project seeks to promote educational justice through amplifying youth voices, specifically, student voices in terms of their preference of Medium of Instruction (using which language to learn), learning experiences and recommendations for policy refinement. Thus, providing grassroots student voices to the community and policymakers to improve education. I would like to know channels and possibilities to communicate the research findings with local government and NGOs, with the aim to provide information, grass-root voices and insights for government’s language policy making (which is expected to happen in the coming years). I would like to know about cases in other countries or regions concerning mitigating educational gaps, including medium of instruction (i.e., which language to use in previously colonised spaces).
New Philanthropy and Education Governance in Argentina and Brazil: ‘Giving’ from Inequities
Ivan Matovich (Australia)
Portrayed as a contributor to safeguarding social justice and the right to education (UNESCO, 2021), philanthropy emerges not only as a funder, but also as a political and technical authority. However, it entails inherent tensions between its capacity to leverage education policy and its dependence on inequities. Philanthropy in education has gained further legitimacy in recent years across the region amid pressing educational challenges (Srivastava et al., 2021), while Latin America remains among the most unequal regions in the world (Chancel et al., 2022). This research examines philanthropic governance and ethical tensions as part of a broader interest in understanding how education policy may work as a fertile space to influx claims legitimating elites’ participation in public policy in societies with deep structural inequities.
Self-Described Identities of Penn State Students
Anna Zuckerman, Scout Cheeks, David Spiller, Khongorzul Lkhagvarsuren, Cara Thompson, Kylie Doran, Faith Gongaware, Erin Baumgartner, Julia Ramirez (The U.S.)
Penn State Female Student’s Experiences with Empowerment
Toluwanimi Segun, Afrah Alrusheidi, Evann Specht, Zack Fernandez, Allison Amendola, Laura Guay, Sarah Hodes, Andrah Soto Estela, Noelia Ortiz-Landazabal (The U.S.)
Self-determination theory, empathy, and a global audience: Understanding the personal motivations of youth as researchers to apply to the program
Examining the impacts of youth participatory evaluation methods on a youth participatory action research setting
Kaitlyn Butterbaugh and Mark Brennan (the U.S.)
Community and youth development in rural America and Ireland
Mark Brennan (the U.S.)
Community leadership development: Youth leadership development in Pennsylvanian high schools with agriculture program
Sarah Osmane (the U.S.)
Insecurity and Sustainability
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Children’s learning and development of the concept of sustainability in the family Context
Nooshin Karimi (Australia)
It is arguable that young children, as a social group, are among the most vulnerable and disadvantaged when facing the negative impacts of unsustainability, particularly climate change. Given their young age, they often bear the brunt of climate change’s most severe consequences. Furthermore, they are in a critical stage of development and rely heavily on adult care and guidance. Empowering young children with values, knowledge, and skills related to leading more sustainable ways of living and resilience-building has been among the key objectives of the United Nations educational program since 2008. Drawing on the cultural-historical theory, this study examines how parents provide motivating conditions for children to construct their understanding of sustainability-related concepts by participating in everyday activities within their home context. The findings of this research will contribute to enabling families to identify and capitalize on opportunities within their everyday lives to teach children about sustainability from an early age.
Philadelphia Youth Researchers: Police Perceptions of the Community---Community Perceptions of the Police
DeShawn Douglas, Joshanae Montgomery, Keyana Thomas, Ceyana Thomas, Kevin Johnson, Starsheya Taylor, Kim Bryan (The U.S.)
Food Insecurity among College Students on Campus
Derek Menges, Sharan Singh, Brady Press, Caroline Kaschak, Amelia Thomas, Dustin Mintzer, Kate Sweeney, Jarrett Lewis, Brandon Essex, Elijah Armstrong (The U.S.)
Food Insecurity among College Students on Campus
Neel Mehta, Noah Musto, Andrew Hanna, Sienna Baker Emma Domico, Katherine Wenner, Clarisse Solis, Emily Kiver, Lucille Laubenstein, Divya Jain (The U.S.)
A group of ten students at The Pennsylvania State University studied the issue of food insecurity on the Penn State campus. The research was conducted through a survey containing questions based on a past USDA survey, and other questions regarding what students knew of food resources on campus. Approximately 45% to 60% of students surveyed reported experiencing some form of food insecurity at some time while on campus. It was also found that many students are not aware of what resources there are on the Penn State campus to help those who are food insecure. These findings generate the conclusion that the Penn State campus (and likely other college campuses in Pennsylvania) suffers from a higher level of food insecurity than expected, and many are unaware of resources currently available to those that are food insecure. There can be much more done to raise awareness for this issue on the Penn State campus and attempt to aid efforts that are currently ongoing to reduce this problem.