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?

Online Education as an Opportunity Equalizer: The Changing Canvas of Online Education Abstract Unique in its diverse cross-section of sources, this review article is a philosophical study towards the future role of online university education. Set within the realistic context of the external forces affecting higher education, it bridges the gap between the perspective of industry and that of higher education. We posit that online education is an opportunity equalizer, positioned to help citizens of lesser developed economies form and upskill to compete in employability with those of developed countries. Both the individuals and the economies of these countries benefit. The purpose of this article is to overview the main factors influencing the ability for higher education to provide this opportunity. Possible challenges are illuminated in the context of the real lived experiences of students. A wide range of sources are canvassed, explaining the external environment within which educational systems and the university exist. Rather than providing answers, this article raises pertinent questions with an understanding of higher education’s current state of flux.

Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors Abstract Researchers explored how a joint research initiative, focusing on the tenets of teacher mentorship, impacted Associate Teachers (ATs) and Faculty Advisors (FAs) in developing relationships and fulfilling their roles to effectively mentor pre-service teacher candidates. Participants in the study included elementary and secondary ATs and university FAs. Participants received mentor development from the Ministry of Education. Data was recorded using a triangulation of personal reflection, discussion and researcher observation. The following themes arose: supporting teacher candidates in meaningful and constructive ways; and building collaborative school university partnerships. Challenges in the study included time and minimal funding to in-service all ATs and FAs. Final recommendations based on the data analysis include: redefining the individual and collaborative roles and responsibilities of ATs and FAs; increasing the participation of FAs in professional dialogue with ATs; lastly, strengthening the mentorship network and webs for teacher candidates, as only group mentoring and one-to-one mentoring models are established at this point. Researchers hope the findings of the study will support program developers in effectively closing the gap between theory and practice and to better support preservice teacher candidates through meaningful mentorship relationships.

Transforming Schools from the Ground-Up with Local Stakeholders: Implementing Learning Lab for Inclusion and Systemic Transformation at a Middle School Abstract Historically, students from racially minoritized communities receive exclusionary disciplinary actions more frequently and severely in the United States. Researchers have recommended that schoolwide behavioral interventions implemented to address racial disproportionality need to be culturally responsive to local school contexts. Using the theory of expansive learning, we conducted a one and a half year-long formative intervention, Learning Lab, to examine and address racial disproportionality with local stakeholders at an urban middle school. We analyzed how parents, teachers, administrators, community members, and researchers collaborated to design a culturally responsive school discipline system at Rogoff Middle School. The analysis of expansive learning actions showed that the systemic transformation process facilitated at the school included a cycle of seven expansive learning actions. We discussed implications of the current study for education research and practice.

Neuroscience, Mindfulness and Holistic Wellness Reflections on Interconnectivity in Teaching and Learning Abstract Neuroscience offers insight into how we learn. Understanding how to leverage neural development pathways is of interest in teaching because the circuits in the brain respond to effective pedagogical practice; therefore, the role of the teacher is critical. Neuroscientific studies (Damasio in The feeling of what happens: body, emotion and the making of consciousness, Heinemann, London, 1999; Davidson et al. in Front Hum Neurosci, 2012; Discords et al. 2012; Doidge in The brain that changes itself, Viking Penguin, New York, 2007; Immordino-Yang and Damasio in Mind Brain Educ 1(1):3–10, 2007; Ramachandran in The tell-tale brain—a neuroscientist’s quest for what makes us human, W.W. Norton and Company Inc, New York, 2011; Siegal in Mindsight: the new science of personal transformation, Bantam Books Trade Paperbacks, New York, 2010) suggest that mindful practices can have beneficial impacts on brain development and learning. This paper examines the evolution of reading, writing and brain development, and analyzes the relationships with mindful pedagogical praxis. The role of emotions and the impact of stress on the brain and body are explored with regards to mindfulness, holistic development and wellness. With consideration of those relationships and impacts, the paper considers the potential applications of neuroscience and plasticity theories for curriculum, teaching and learning. This analysis supports a shift in pedagogical practice towards mindful praxis and its potential to play a pivotal role in leveraging brain plasticity toward holistic learning and overall wellness

Analysing Principals’ Policy Perceptions of Educators’ Disciplinary Procedures: Cases in Gauteng Province, South Africa Abstract A disciplinary process in respect of educators in South African schools can be a tedious and sometimes a lengthy process. The disciplinary process has sometimes yielded positive results but there is also a concern by school leaders about the effectiveness of this policy, as in some instances results have shown the opposite. Therefore, this study analyses the perceptions of principals in respect of the policy on educator’s disciplinary procedure. The study adopted a generic qualitative research design. Qualitative data was collected from a purposefully selected sample of twenty principals by means of in-depth interviews. An inductive analysis framework was used to analyse qualitative data. Among the findings was that principals seemed less confident about the effectiveness of the policy on disciplinary procedure in respect of educators. One of the recommendations then is that a policy review is necessary to deal with perceived policy flaws.

Subject Advisers’ Perception of Curriculum Delivery in the Intermediate Phase in South Africa Abstract The purpose of this study is to explore the perception of subject advisers on curriculum change and delivery in secondary schools. The survey design which adopts quantitative research approach was used. Random sampling procedure is used to select b samples of 300 respondents in the study who are subject advisers. Questionnaires were administered to all selected 300 subject advisers, however, only 217 were duly completed and analysed for the study. The findings indicate among others that curriculum delivery is dependent on teachers’ familiarization with the curriculum, planning of lessons and teaching through the use of the curriculum. The study recommends that teachers should be motivated to familiarize themselves with the curriculum, trained periodically on how to use the curriculum when planning their lessons and teaching. Also, continuous curriculum change should be checkmated.

Gifted Students’ and Their Parents’ Perceptions of Decision-Making Processes: A Turkish Case Abstract The purpose of this study was to explore the opinions of gifted students and their parents on decision-making processes in Turkey. This study employed a qualitative case study design. Data were collected from ten gifted students and their parents through individual and focus group interviews. The findings indicated that gifted children defined decision making as taking responsibility for an issue, thinking about the positive and negative aspects, reaching a conclusion without a rush by using of own experiences. Before making a decision, gifted children stated that they contemplated the results they would face, to what extent they would be happy and whom this decision would affect. They sought help from their families, then their teachers and friends while reaching a decision. After making a decision, they tried to correct it if they were not satisfied with the decision. Parents emphasized that they respected their children’s choices and supported them during this process so that they could make better decisions in the future. The parents added that their children should benefit from their experiences in making crucial decisions.