Education, Language, and Economics

Geo‐JaJa, Macleans A.; Majhanovich, Suzanne; David, Solomon Arulraj; Wildemeersch, Danny; Gamage, David; Nishimuko, Mikako; Azaiki, Steve; Kosonen, Kimmo; Horst, C.; Brock‐Utne, Birgit; Agnew, Melanie; VanBalkom, W. Duffie; Boerma, E.J.; Zgaga, Pavel; Sandgren, Aljona; Strömqvist, Görel

doi:10.1163/9789460911958

Cited by 7 publications

(1 citation statement)

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“…Geo-JaJa (2010) noted that schools face problems with regard to social exclusion and regulating policies in relation to promoting educational opportunities and equity for at-risk students. Hartong (2016) added that school policies need to be proactive and effective under the umbrella of interactive, participatory, transformational, and transactional leaders who initiate and regulate policies for at-risk students.…”

Section: Literature Reviewmentioning

confidence: 99%

Multi-dimensional leaders’ roles and responsibilities: Dynamics, constraints and policy change in a UAE juvenile correctional educational center

Hourani¹,

Litz²,

Smith³

2019

Educational Management Administration & Leadership

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This case study explores how educational leaders in a UAE juvenile correctional educational center perceive their multi-dimensional responsibilities and roles. The dynamics of leaders’ responsibilities and roles, as well as the constraints they face, are conceptualized within the paradigms of functionalism, conflict theory, and postmodernism. To track views from different perspectives, data regarding leader and faculty perceptions were gathered through individual and focus group semi-structured interviews. The findings have implications for educational improvements and policy change in relation to the UAE’s juvenile centers and other similar correctional contexts.

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Section: Literature Reviewmentioning

confidence: 99%

Multi-dimensional leaders’ roles and responsibilities: Dynamics, constraints and policy change in a UAE juvenile correctional educational center

Hourani¹,

Litz²,

Smith³

2019

Educational Management Administration & Leadership

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Nordic Aid and the Education Sector in Africa: The Case of Tanzania

Babaci‐Wilhite

Geo‐JaJa

Vuzo

2014

Globalization, International Education Policy and Local Policy Formation

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Japanese Aesthetics and English Education in the Global Age

Kurihara¹

2013

Critical Perspectives on International Education

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With the advent of the global information age, Japanese youth today are required to have authentic abilities to communicate with different peoples from different countries in the English language, rather than simply a good knowledge of practical and functional American English. Affective learners of English are created through aesthetic reading, especially English poetry, when moved or inspired by the authenticity of the content implying the profound but subtle meaning of human emotion in life. In this sense, the way of affective and aesthetic English learning follows the traditional Japanese appreciation of ephemeral beauty. As an authentic incentive to intellectual activities, this sensitivity leads to a deep, accurate, and rapid understanding of different peoples in the global world. American English education in Japan therefore should be aimed at a broader goal of English as a shared language for Internet-based communication, fostering a greater sense of traditional Japanese beauty for a more affective English-learner in the global community. RésuméAvec l'avènement de l'ère de la mondialisation, la jeunesse japonaise d'aujourd'hui est tenue d'avoir des capacités authentiques afin de communiquer avec différents peuples de différents pays dans la langue anglaise, plutôt que de simplement avoir une bonne connaissance, pratique et fonctionnelle, de l'anglais américain. Des apprenants affectifs de l'anglais sont stimulés par la lecture esthétique, particulièrement la poésie anglaise, lorsqu'ils sont émus ou inspirés par l'authenticité du contexte impliquant la signification profonde mais subtile de l'émotion humaine dans la vie. Dans ce sens, la manière affective et esthétique de l'apprentissage anglaise suit l'appréciation japonaise traditionnelle de la beauté éphémère. Comme incitation authentique aux activités intellectuelles, cette sensibilité mène à une compréhension profonde, précise et rapide de différents peuples dans le monde globalisé. L'éducation de l'anglais américain devrait alors viser à un objectif plus général de l'anglais non seulement comme langue partagée pour la communication par Internet, mais aussi favorisant un plus grand sens de beauté traditionnelle japonaise afin de produire des apprenants affectifs dans la communauté globale. NEW CULTURES AND NEW LITERACIES OVER THE SEAJapan consists of four main islands isolated from the Eurasian continent, each of which has its own beautiful nature and four distinctive seasons. These geographical and climatic characters have nurtured and fostered Japan's own language and natural disposition. The Japanese language is presumed to belong to the Altaic language

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Education, Language, and Economics

Cited by 7 publications

References 0 publications

Multi-dimensional leaders’ roles and responsibilities: Dynamics, constraints and policy change in a UAE juvenile correctional educational center

Multi-dimensional leaders’ roles and responsibilities: Dynamics, constraints and policy change in a UAE juvenile correctional educational center

Nordic Aid and the Education Sector in Africa: The Case of Tanzania

Japanese Aesthetics and English Education in the Global Age

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