Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment

Chau, Meng Huat; Shunmugam, Krishnavanie

doi:10.52696/fwym7144

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…Teacher values are highly individual and contextual (cf. Chau & Shunmugam, 2021;Utley & Roe, 2022). Thus, while teachers can recognize their values and share them to an extent, it is important to note that teaching children about the natural world is not a case of persuading students.…”

Section: Noticingmentioning

confidence: 99%

Ecolinguistics and the Education of Young People

Roe,

Chenghao,

Huat

et al. 2023

LLT Journal

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Most ecolinguistic analysis is conducted with texts produced for the general public. This article explores the use of ecolinguistics in the education of young people. The analysis focuses on young people’s media, specifically focusing on films. Two children’s movies (The Lorax and Back to the Outback) are analyzed using the ecolinguistic concept of stories we live by and the ecojustice concept of intersectionality. This analysis is undertaken to explicate these concepts in the hope that others will employ these same concepts to analyze other texts. These example analyses are explained about classroom practice and generating “noticing” as a learning outcome. Finally, five further techniques for involving students and others in ecolinguistic and ecojustice analysis are described. This article gives important insight into practical tools that can benefit teachers and students in the classroom. Additionally, children’s films and other media developed for children and youths may also be useful for the enjoyment and education of adults.

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Section: Noticingmentioning

confidence: 99%

Ecolinguistics and the Education of Young People

Roe,

Chenghao,

Huat

et al. 2023

LLT Journal

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“…Our response to this challenge is necessarily a bottom-up one: Start with ourselves as language educators, challenge and question our (old) beliefs, listen, unlearn, relearn, encourage collective efforts, and repeat the cycle, again and again (Chau & Shunmugam, 2021). Like García, Pennycook, and Makoni, we view Global Englishes and translanguaging as part of a larger decolonizing project.…”

Section: Global Englishes Translanguaging and A Community Of Communic...mentioning

confidence: 99%

On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students’ Capacity for Communication

Chau¹,

Lie²,

Zhu³

et al. 2022

TESL-EJ

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Until very recently, much of the educational and applied linguistics discourse about students and their learning was based on a deficit view (e.g., “low proficiency,” “they should know this,” “they need to improve their command of English”). Such a view justifies the traditional role of teachers imparting knowledge and students passively absorbing it. In fact, John Dewey, writing over a century ago, highlighted this sad state of affairs in education: Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an aﬀair of “telling” and being told but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. (Dewey, 1916/2001, pp. 43-44) In this short contribution, we share our views on how inclusive language education may be promoted based on Global Englishes and translanguaging through a reconceptualization of who students really are. But before that, we must emphasize that inclusive education is about valuing all cultures and all languages. It encourages students and teachers to use all the cultures and languages they can draw upon in order to understand and master their world, and to act upon that world for their own benefit and the benefit of all.

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“…It proposes potential solutions to achieve its development goals outlined in Strategy 2050 and the subsequent reform agenda in the Kazakh educational scene, mainly language classrooms. Education experts outline the role of language teachers in promoting environmental consciousness and sustainability in language classrooms [16][17][18][19]. Therefore, this study used qualitative structured interviews to explore first-year Kazakh students' views on ESD practices and how the latter is displayed in their Kazakh and or English classrooms' context.…”

Section: Introductionmentioning

confidence: 99%

“…ESD is an all-encompassing approach to education that focuses on various aspects, such as learning outcomes, pedagogy, and the learning environment [17][18][19]. It goes beyond incorporating topics like climate change, poverty, and sustainable consumption into the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Addressing Challenges in Kazakh Education for Sustainable Development

Yelubayeva,

Tashkyn,

Berkinbayeva

2023

Sustainability

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Sustainability education equips individuals with the knowledge, skills, and values to address complex environmental, social, and economic challenges. Like many other nations, Kazakhstan recognizes the importance of integrating sustainable development principles and values into education to foster a sustainable and resilient future. However, several hurdles, such as the COVID-19 lockdown, have impeded the country’s effective implementation of Education for Sustainable Development. The study explores these barriers and constraints and proposes potential strategies for advancing sustainability education practices in the Kazakh educational scene. This study used a qualitative methodology involving interviews with first-year students from four Kazakh universities. The study results show that preserving the role of education in fostering a sustainable society will pave the way for a brighter and greener future for the nation and its citizens beyond lockdown. The findings revealed that using the transformative power of education, Kazakhstan, with its more sustainable and inclusive education system, can nurture a generation equipped with the knowledge, skills, and values necessary to advance the country towards a sustainable future. The findings and conclusions of this study can guide policymakers, educators, and stakeholders in better addressing the challenges of sustainable development in Kazakhstan and enhancing ESD practices in Kazakh schools and institutions.

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Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment

Cited by 10 publications

References 13 publications

Ecolinguistics and the Education of Young People

Ecolinguistics and the Education of Young People

On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students’ Capacity for Communication

Addressing Challenges in Kazakh Education for Sustainable Development

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