Academic literature on the topic 'College teachers – Australia – Fiction'
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Journal articles on the topic "College teachers – Australia – Fiction"
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Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (August 31, 2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.
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This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors." Volume-2: Issue-2 (February, 2020) 2, no. 2 (March 3, 2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.
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I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instructors presuming that students should have known these questions during the time they were students taking these courses above mentioned. These challenges rise when I first meet with my students taking fiction as university requirement. I ask them individually to answer these questions, to which they are unable to answer in good English. They just use words or phrases to answer, which adds a new challenge. There I have to stop and tell them. First, how to answer these questions using good English. Then I proceed with the answering the questions myself, so they are on the right track from the first day of meeting with them. Thus, this paper discusses the challenges of teaching fiction and provides ways, methods or remedies to handle them. It provides benefits of reading fiction for students and teachers. Finally, it demonstrates the delivery plan offered by the college in which I teach and the changes I have made on the original plan so that both can suit and achieve the desired learning outcomes.
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Mulholland, Judith, and Ian Ginns. "College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases." Research in Science Education 38, no. 3 (September 21, 2007): 385–99. http://dx.doi.org/10.1007/s11165-007-9055-8.
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Indriani, Sri Seti, and Ditha Prasanti. "Communication Challenges of AEC English Teachers in Australia (A case study of the culture shock experienced by AEC teachers in Australia)." West Science Social and Humanities Studies 1, no. 04 (October 30, 2023): 201–10. http://dx.doi.org/10.58812/wsshs.v1i04.161.
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AEC teachers are those who have taught English in a school called Armidale English College. They also have been exposed enough with English language and its culture. AEC has a program of sending its teachers to Australia with a mission to improve their English skills and to gain cultural studies for three months. These English teachers were expected to have a high ability to communicate well in English, they were also expected to be prepared in cultural differences, in fact, what they experienced was far from the expectations for most people. They actually experienced culture shock in Australia. The purpose of this study is to acknowledge the communication challanges and how they experienced the culture shock in Australia. This study was conducted through a qualitative research using case study approach. Data collection techniques consisted of in-depth interviews and documentation studies. The results of the research on the communication challenges by AEC teachers mostly came from themselves and the language which consisted of 1) the accent 2) slang words, 3) vocabularies, and 4) conversation topics. The culture shock they experienced consisted of 1) different mindset 2) openness 3) use of profanity words and 4) life habits. The results also emphasized that overcoming cultural shock does not only focus on having language skills, but also having cultural competence and intelligence.
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Twelves, Jim. "The Alphacrucis College clinical teaching model: An evaluation." International Journal of Christianity & Education 23, no. 3 (July 29, 2019): 327–48. http://dx.doi.org/10.1177/2056997119865565.
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Alphacrucis College, Australia, has developed a Clinical Teaching Model (CTM) as an option within the initial teacher-training awards. The Alphacrucis College model intentionally combines the pre-service teachers’ spiritual formation with their professional development. This article reports on an evaluation of the CTM students’ experience compared with that of students under the traditional approach. The key findings confirm an increased sense of self-discipline and confidence, and an overwhelming appreciation for the practical application without assessment. The students appreciated that in the CTM process, faith was being coupled with their calling to teach.
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Pullinger, Kate, Amanda Havard, and Melanie Hundley. "Conversation Currents: Digital Storyworlds: Transmedia Literature in the ELA Classroom." Language Arts 91, no. 2 (November 1, 2013): 126–31. http://dx.doi.org/10.58680/la201324288.
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As stories evolve into new, varied, and experimental formats in our current digital age, teachers, authors, storytellers, and readers are presented with myriad new conversations about the creation, discussion, and dissemination of literature. What does it mean to consume a story in the digital age? What do the terms we use to describe them—digital fiction, story worlds, transmedia, interactive fiction—really mean? In this conversation, author-educator-storytellers Kate Pullinger (Inanimate Alice) and Amanda Havard (The Survivors, Immersedition™), and language arts professor Melanie Hundley of Peabody College at Vanderbilt University discuss with LA the quintessential question of current literacies: As stories appear in varied digital formats, how will both new forms and content shape students’ discussions of narrative, their understanding of story, and their lives as readers?
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Spencer, Amelia, Gay Barnes, and Louanne Jacobs. "Removing Barriers to Teaching Students with Autism Spectrum Disorder Using Fiction with Preservice Teachers." International Journal of Special Education (IJSE) 38, no. 3 (December 29, 2023): 152–63. http://dx.doi.org/10.52291/ijse.2023.38.46.
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This comprehensive mixed-methods study sought to investigate the impact of integrating contemporary Young Adult (YA) literature into an introductory-level special education survey course. The primary objectives were to assess whether this integration led to significant improvements in both academic cognitive knowledge and empathetic knowledge regarding individuals with Autism Spectrum Disorder (ASD). The study involved 135 undergraduate students enrolled in this course between fall of 2016 and spring of 2020. To gauge the effects of YA literature on their perceptions and insights, participants were required to complete a questionnaire containing four open-ended questions. These responses were subjected to a rigorous analysis employing both quantitative and qualitative methods. Additionally, participants were asked to provide feedback through a student satisfaction survey, which was assessed using a 5-point Likert scale. The findings of this research provide compelling evidence that the integration of YA realistic fiction into the college classroom significantly enhances students’ academic cognitive knowledge and fosters a deeper empathetic understanding of individuals with ASD.
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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (January 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.
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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
Dissertations / Theses on the topic "College teachers – Australia – Fiction"
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Pelosi, Ligia. "Whispering into knowing: teachers as creative beings." Thesis, 2017. https://vuir.vu.edu.au/34675/.
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This study (re)presents how teachers enact pedagogy in order to become
transformative agents of change in their students’ lives. The importance of
teacher agency and creative, arts-based practices in the teaching and learning
of literacy was explored during interviews with a small sample of Australian
primary school practitioners. The field texts are (re)presented in the form of a
novel that interrogates the contemporary landscape of schooling as a datadriven,
political instrument. The novel, which should be read first, looks at the
impact of creativity in classrooms and on teachers’ lives and reframes the
meaning of teacher agency.
The study sought to define, reflect on and re-evaluate how creative processes
in literacy education have flow-on effects for the broader literacy curriculum in
Australian schools. The focus on the constraints and challenges of teaching and
learning in neoliberal times frames the concept of childhood in the novel. The
accompanying exegesis contextualises the contemporary educational
landscape as an environment into which teachers are inducted into didactic,
mechanistic and metric-driven practices. The novel and the exegesis seek to
articulate the effects of the neoliberal landscape on the teaching and learning
interface by looking at the role of creativity in shaping professional practice and
children’s learning.
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Manypeney, Amanda. "The Devil’s in the Detail: an Ethnovella Approach to Teaching in New Religious Movements." Thesis, 2014. https://vuir.vu.edu.au/25870/.
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This study critically and creatively appraises the pedagogical complexities of being an
outsider teacher within a New Religious Movement. There are two sections in this study:
a critical exegesis (42%) and an original fictionalised section (58%). The latter, called an
ethnovella, depicts a first-person account of Anna, a conflicted teacher, who relates her
negotiations of the educational situations that arose during her work within a closed rural
community. In both the ethnovella and exegesis, key areas of difference and ties between
the outsider teacher and students of the closed community are highlighted, and
pedagogical strategies for adapting to a strictly codified environment are investigated.
The purpose of this work is to expand scholarly knowledge in order to achieve three
major outcomes: to better inform and prepare educators faced with similar scenarios; to
provide a new Australian study which can be used comparatively and reflectively by
education researchers; and to challenge the media-driven stigma associated with sects as
dangerous “cults” rather than longstanding religious communities.
The ethnovella portion of the study methodologically adopts the Creative Analytical
Practice approach outlined by Laurel Richardson (2000) and justifies the juxtaposition of
the creative with the analytical. The exegesis also critically positions one New Religious
Movement (NRM) among the others that have received scholarly attention, and offers
critique of studies that lack direct interaction or extend existing polemic. It is this aspect
of the work that makes it a fresh and valuable contribution to the fields of sociology and
education, where knowledge about NRMs and education is dated and limited.
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White, Rochelle. "The banning of E.A.H. Laurie at Melbourne Teachers' College, 1944." Thesis, 1997. https://vuir.vu.edu.au/32972/.
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This thesis examines the banning of a communist speaker. Lieutenant E.A.H. Laurie, at
Melbourne Teachers' College in July, 1944 and argues that the decision to ban Laurie
was unwarranted and politically motivated. The banning, which was enforced by the
Minister for Public Instruction, Thomas Tuke Hollway, appears to have been based on
Hollway's firm anti-communist views and political opportunism. A. J. Law, Principal of
the Teachers' College, was also responsible for banning Laurie. However, Law's
decision to ban Laurie was probably directed by Hollway and supported by J. Seitz,
Director of Education.
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Peters, Judith Helen. "Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia." 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.
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This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation phase; the implementation phase; and the reviewing outcomes phase. The findings for the initiation phase were: 1. Many teachers in the selected schools, and teacher educators at the university, did not have the opportunity to participate in the project. 2. Most participants were motivated by personal reasons and a commitment to organisational and/or partnership goals. 3. Participants varied in the extent to which they knew about and had the opportunity to interpret project expectations at the local level. The findings for the implementation phase were: 1. There was wide variation in the extent to which participants valued professional discourse, critical reflection, action research and professional reading and writing as processes for school reform. 2. Some participants found it difficult to learn project processes quickly. 3. Most participants were not able to manage the demands of the project without extending their hours of work and workloads. 4. Some relationships developed within the project were undemocratic and inequitable in some respects. 5. Only some aspects of the contexts in which participants worked supported achievement of the project expectations, while others proved to be a hindrance. The findings about the reviewing outcomes phase were: 1. Participants learnt about improved teaching, learning and educational reform from working together, but some opportunities for reciprocal learning were missed. 2. Participants' ability to translate learning into educational improvement was impeded by contextual constraints. 3. Many participants found it difficult to determine whether improvement had occurred. 4. Most participants found that working in the partnerships enhanced their relationships and professional standing with other participants, but not with non participants. The findings illuminated four areas of complexity in the research and development partnerships that were studied. Firstly, the extent to which the implicit assumptions underpinning project expectations were congruent with the reality of the conditions impacting on participants influenced their achievement of the expectations. Secondly, the interaction of a complex array of personal, structural and cultural conditions supported or hindered participants' ability to achieve the project expectations. Thirdly, participants' experiences, and the conditions that influenced them, changed as they moved through the different phases of initiation, implementation and reviewing outcomes. Finally, the key challenges that were evident in the research and development partnerships were: developing equitable ownership within each organisation and the partnerships; managing the affective dimensions of research, development and partnership; reconceptualising and restructuring educators' work; reconciling disparate constructions of learning, teaching, research and reform; and facilitating reciprocal learning for teachers and academics. The areas of complexity illuminated by the study suggested a series of recommendations for ways that future school/university research and development partnerships might be improved.thesis (PhD)--University of South Australia, 2002.
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Farrow, Erin. "Somewhere Between: The Shifting Trends in the Narrative Strategies and Preoccupations of the Young Adult Realistic Fiction Genre in Australia." Thesis, 2017. https://vuir.vu.edu.au/35052/.
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‘Young adult realistic fiction’ is a classification used by contemporary publishers such as Random House, McGraw Hill Education and Scholastic, who define it as ‘stories with characters, settings, and events that could plausibly happen in true life’ (Scholastic 2014). From the first Australian young adult imprint in 1986 it has become possible to trace substantial shifts in the trends of genre. This thesis explores some of the ways that the narrative structures and preoccupations of contemporary Australian young adult realistic fiction novels have shifted, particularly in regards to the portrayal of the main protagonist’s self-awareness, the complexity of the subject matter being discussed and the unresolved nature of the novels’ endings. The significance of these shifting trends within the genre is explored by means of a creative component and an accompanying exegesis. Through my novel, Somewhere between, I aim to consider and build on the changing narrative structures and preoccupations of Australian novels of the young adult realistic fiction genre. The exegesis uses the examination of representative Australian YA novels published between 1986 and 2013 to demonstrate the shifting trends in these three main narrative structures and preoccupations. The gradual, steady, shift in the narrative structures and preoccupations of the genre away from stability and assurance gives evidence of shifting notions of childhood and adolescent subjectivity within contemporary Australian society.
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al-Qassas, Adil. "Displace or Be Displaced Narratives of Multiple Exile in the Sudanese Communities in Australia." Thesis, 2015. https://vuir.vu.edu.au/32313/.
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This thesis consists of two parts. Both parts navigate the experience of displacement, in both realist and metaphorical modes, of a number of Sudanese expatriates to Australia. The first part, a fictional account in the form of a novella, employs different points of view to explore a range of diasporic encounters undergone by diverse Sudanese migrants and refugees prior to and during resettlement in Australia. Taking the events of the author’s life as its focus, the second part delves into narratives of personal, inner displacement that have deep roots in the history of Sudan and the question of a common national identity. The exegesis also examines the dynamics of his dualistic relationship with the Sudanese communities in Australia while sharing many of the same challenges and crises. His perspective, which can be understood in different ways as being partly inside and partly outside in relation to those communities and the wider Australian community, provides a position from which to view a series of Otherings and exclusions that challenge and displace identity while also contributing to the ‘forming’ of it.
The novella, centred on a café in an inner suburb of Melbourne, portrays different responses, narrated in the protagonists own voices, to a conflict that erupts from a simple remark to which a renowned retired Sudanese football (soccer) player takes offence. Their responses, revealed to the narrator in private, allow the reader to listen to the diversity of personal histories and views that are able to exist and collide within larger national and postcolonial histories, the signs of which act in unexpected ways.
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Gleeson, Paul. "Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum: Health and Physical Education." Thesis, 2017. https://vuir.vu.edu.au/37850/.
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Australia’s education system is undergoing major reform with the staged
introduction of the Australian Curriculum starting in 2010. One of the learning
areas designated for development in the Australian Curriculum is Health and
Physical Education (HPE). The aim of this study is to examine the
understandings, attitudes and intentions of regional HPE teachers in relation to
the Australian Curriculum: Health and Physical Education (AC:HPE). A
qualitative research method based on narrative inquiry has been used to gather
data to provide a depiction of regional secondary school HPE teachers during
the initial implementation phase of the AC:HPE. This study is significant in
that it occurs at a unique time in Australia’s education system with the
realisation of the nation’s first national curriculum. Furthermore, this study will
contribute knowledge to an area of HPE research that has received little
scholarly attention in the past, using a research methodology that is not usually
associated with the discipline.
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Anderson, Gina, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Playing their game : an exploration of academic resistance in the managerial university." 2005. http://handle.uws.edu.au:8081/1959.7/27335.
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This thesis explores the phenomenon of academics’ resistance to materialism in Australian universities. In common with many other public sector employees, academics have experienced significant changes in the management of their institutions over recent years. Many of these changes are associated with increasing ‘managerialism’ – the application of methods and approaches commonly associated with the private sector, to public sector organizations. While previous studies indicate that academics are broadly opposed to such changes, little Australian research has considered how they might be resisting managerialism, in their daily working lives. The study found that academics were resisting managerial practices in a variety of ways. These included public acts of protest, refusal and more ‘everyday’ forms of resistance, such as avoidance and strategic compliance. This resistance was underpinned by shared understandings, values and norms embedded within traditional academic culture, and reflected academics’ negative assessments of the consequences of managerial practices within their institutions.Doctor of Philosophy (PhD)
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Woodward, Helen Lynette, University of Western Sydney, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27518.
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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.Doctor of Education
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Woodward, Helen 1939, of Western Sydney Nepean University, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27609.
Full textAbstract:
This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.Doctor of Education
Books on the topic "College teachers – Australia – Fiction"
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Jolley, Elizabeth. The Sugar Mother. New York: Persea Books, 2010.
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Jolley, Elizabeth. The Sugar Mother. New York: Harper & Row, 1988.
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Jolley, Elizabeth. The sugar mother. London: Viking, 1989.
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Jolley, Elizabeth. The sugar mother. Fremantle, W.A: Fremantle Arts Centre Press, 1988.
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Jolley, Elizabeth. The sugar mother. Ringwood, Vic: Penguin, 1989.
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Armstrong, Judith. The Christesen romance. Carlton South, Vic: Melbourne University Press, 1996.
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Simsion, Graeme C. Comment trouver la femme idéale ou Le théorème du homard. Paris: Pocket, 2015.
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Simsion, Graeme C. Projekt Rosie. Stockholm: Bonnier Pocket, 2014.
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Simsion, Graeme C. The Rosie project. Toronto, Ontario, Canada: HarperCollins Publishers Ltd, 2015.
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Simsion, Graeme C. Luoxi ji hua. Taibei Shi: Ai mi li chu ban you xian gon gsi, 2013.
Find full textBook chapters on the topic "College teachers – Australia – Fiction"
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Rocha, Cristina. "The Return." In Cool Christianity, 143–62. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197673195.003.0007.
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Abstract This chapter follows those Brazilians who have joined Hillsong Church and College and the Brazilian CJC in Australia on their return home. It shows the difficulties they face in reinserting themselves in their old churches due to different styles of service, church management, and culture. As a consequence, the majority of them leave their old churches and start “church hopping” in search of churches whose aesthetics styles and values are similar to the ones they learned in Australia. Many never find them and remain churchless. Importantly, their experience in Australia gave them a cosmopolitan outlook on life—all of them kept close contact with their peers in Australia, be they pastors, college teachers, fellow congregants, or other students. Hillsong had become so important in their lives that once the church established a campus in São Paulo in 2016, some of them moved from other parts of Brazil to serve at the church.
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Howard, June. "Local Knowledge and Book-Learning." In The Center of the World, 47–96. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821397.003.0002.
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The second chapter of The Center of the World: Regional Writing and the Puzzles of Place-Time, titled “Local Knowledge and Book-Learning,” offers a revision of received American literary history. It argues that the figure of the schoolteacher personates the contested connection between the particular place and the world beyond. The one-room schoolhouse, in particular, is a site where provincial and metropolitan or cosmopolitan knowledges meet. These topoi play an important role in local color fiction in the nineteenth century, and persist into later periods. The chapter includes Southern, Midwestern, Appalachian, and New England examples; the difference between African-American and Native American representations proves especially revealing. The chapter also considers the implications of this work for college and university teachers, arguing for acknowledgement of their commonalities with primary and secondary school teachers.
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Daugherty, Beth Rigel. "Contexts." In Virginia Woolf's Apprenticeship, 1–12. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781399504515.003.0001.
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The introduction discusses three contexts for this study’s focus on Virginia Woolf’s apprenticeship: Virginia Stephen’s education at home as described in biographies; as compared to three groups of other women writers; and as a non-fiction writer during journalistic expansion. It organizes the book into three parts – Virginia Stephen’s homeschooling, Morley College teaching, and essay writing and book reviewing – and organizes each part into a wider historical context, teachers and lessons, practice, and resulting outcomes. The book argues that during her apprenticeship, Virginia Stephen experienced gender’s isolating impact and learned to create community through writing; she observed class’s damaging impact and learned to make her writing more welcoming; and she grasped readers’ generative impact and learned to create mutual writer and reader relationships. Virginia Stephen’s struggle to educate herself between 1882 and 1912 shaped Virginia Woolf into an essayist who believed ‘literature is common ground’.
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Srinivasulu, Andoju. "USES OF ON-CAMPUS FILM CLUBS FOR TEACHING LANGUAGE AND LITERATURE." In Research Trends in Language, Literature & Linguistics Volume 3 Book 3, 102–7. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bilt3p6ch3.
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Films and film clubs on campuses facilitate participatory and collaborative teaching learning opportunities. Pragmatic methods and explorative approach in teaching and learning respectively are implemented at under graduate college education resulting in outcome based evidential and result oriented academic achievements. English academics are the most suitable educational professionals to initiate this endeavor as they deal with language which is more creative as a subject matter and also deal with literary texts like fiction that has value for adaptations into film. Teachers at university level get to creating opportunities for learners through a film club as a platform to showcase their talents and portray their creative potential and further to hone their literary and aesthetic expression which would help them in their personal and professional lives in future. Film clubs as a creative platform has greater potential in training students in creative arts thereby implementing what they learn theoretically by putting into practice to produce film content. Therefore the current trend of skilling up and up-skilling of young people in India would have productive academic practices that “earn when you learn” would be appreciated by students to add up to the strength of country’s economy and thus leading to successful careers and paving paths very much during college life for students.