Academic literature on the topic 'Indonesian students Australia Interviews'
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Journal articles on the topic "Indonesian students Australia Interviews"
1
Ariani, Nova. "CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 27. http://dx.doi.org/10.17977/um046v3i2p27-33.
Full textAbstract:
Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.
2
Saiful. "THE DIFFICULTIES AND PROBLEMS FACED BY INDONESIAN STUDENTS WHILE STUDYING IN AN AUSTRALIAN UNIVERSITY." Visipena Journal 4, no. 1 (June 30, 2013): 1–17. http://dx.doi.org/10.46244/visipena.v4i1.102.
Full textAbstract:
One of the issues that relates to Indonesian international students’ perceptions about the quality of higher education is with regards to the difficulties and problems they face while studying in an Australian university. A survey was conducted with 78 First Year to Fourth Year Indonesian international undergraduate students undergoing a range of programs and courses at a university in Australia to determine their perspective of quality in higher education. Further interviews were carried out with nine Indonesian international students to gain insights into their difficulties and learning experiences. Based on these interviews, the three main difficulties highlighted by Indonesianinternational students are: different learning styles, cultural barriers and language problems. This paper seeks to highlight the initial problems faced by Indonesian international students in terms of learning styles and how they strive to overcome these difficulties through discussions and practice. These findings present implications for the use of appropriate teaching strategies with Indonesian international students.
3
Farid, Lily Yulianti. "Interview with Kanti Pertiwi, Founder of PhD Mama Indonesia." Migration, Mobility, & Displacement 4, no. 1 (June 7, 2019): 119–21. http://dx.doi.org/10.18357/mmd41201918974.
Full textAbstract:
Lily Yulianti Farid interviewed Dr. Kanti Pertiwi, founder of the PhD Mama Indonesia online forum (www.phdmamaindonesia.com). Dr. Pertiwi received her PhD from the Faculty of Business and Economics at the University of Melbourne in 2017. She is a mother of three daughters and a lecturer in the Faculty of Economics at the University of Indonesia. She defnes a PhD Mama as a mother from Indonesia who is pursuing her doctoral degree overseas, accompanied by her husband and children.Dr. Pertiwi created the PhD Mama Indonesia forum in 2016 as an online platform for Indonesian female doctoral students to share stories and ideas. As temporary migrants in Australia and elsewhere, these students discuss their shared problems and interests as mothers, wives, and foreign students. The site’s web administrator interviews the members and invites them to write their own stories for the website. Success stories balancing doctoral studies with family life have become the main focus. The digital interaction and connection afforded by the PhD Mama forum highlight the challenges faced by middle-class Indonesian women when their culture, traditional values, and religion infuence their perceptions of how to be a good mother and wife while spending four to seven years overseas to pursue an academic career.
4
Pasiningsih. "FAMILY-SCHOOL PARTNERSHIPS OF INDONESIAN FAMILIES ENGAGED IN POSTGRADUATE STUDY." JIV-Jurnal Ilmiah Visi 16, no. 1 (June 30, 2021): 1–10. http://dx.doi.org/10.21009/jiv.1601.1.
Full textAbstract:
Indonesian students who study in Australia sometimes bring their family members, such as their children. Therefore, they do not only play a role as a student but also as a parent. The role will be more complex as they need to build partnership with their children’s school. Building family-school partnerships with families from culturally and linguistically difference can be challenging. Therefore, the aim of this research project was to understand the perspectives of Indonesian families to the notion of partnerships with the school for their children’s education. This study specifically focused on Indonesian families who study postgraduate education in Australia and have a child or children studying in early childhood education settings. This research was based on an exploratory case study. It involved semi-structured interviews with open-ended questions. The data was analyzed using an inductive strategy and thematic analysis. Findings showed that there was discrepancy between participants’ perspectives on authentic partnerships and the practice. Parents viewed partnerships as a collaboration only when they had concerns to children. Lack of open communication emerged as the challenge because participants’ role as a student. Parents felt hesitant also to ask about their children’s school program because of the lack of communication from the teacher and the cultural factor. Therefore, Indonesian families who have dual roles, as students and parents, and Australian teachers who have students that their parents also study could rethink what kind of partnerships that is effective for the benefit of children.
Mahasiswa Indonesia yang belajar di Australia terkadang membawa serta anggota keluarga, salah satunya adalah anak. Oleh karena itu, mereka memiliki peran ganda, sebagai mahasiswa dan sebagai orang tua. Peran tersebut menjadi lebih rumit jika anak mereka juga sekolah di Australia karena mereka diharapkan juga membangun kemitraan dengan sekolah anaknya. Membangun kemitraan antara sekolah dan orang tua dari negara yang berbeda bahasa dan budaya memiliki tantanganan tersendiri. Oleh karena itu, tujuan dari penelitian ini adalah memahami perspektif keluarga Indonesia tentang konsep kemitraan antara keluarga dan sekolah. Penelitian ini berfokus pada keluarga Indonesia yang sedang melanjutkan studi S2 di Australia dan mempunyai anak yang bersekolah di pendidikan anak usia dini. Penelitian ini berbentuk studi kasus eksploratori. Pengambilan data melalui wawancara semi-struktural dengan menggunakan pertanyaan terbuka. Analisis data menggunakan strategi induktif dan analisis tematik. Hasil penelitian menunjukkan orangtua memiliki kekhawatiran yang berbeda terkait anaknya di sekolah. Ada ketidaksesuaian antara perspektif partisipan terkait konsep kemitraan dengan praktek di lapangan. Orangtua menganggap kemitraan sebagai kolaborasi hanya jika ada permasalahan pada anak. Kurangnya komunikasi menjadi tantangan kemitraan akibat peran orang tua sebagai mahasiswa. Orangtua ragu untuk bertanya terkait program sekolah karena kurangnya komunikasi dari guru dan juga faktor kultural. Maka dari itu, keluarga Indonesia yang memiliki peran ganda, sebagai mahasiswa dan orangtua, serta guru PAUD di Australia yang memiliki siswa dengan orang tua yang juga pelajar di Australia dapat meninjau ulang kemitraan yang efektif untuk mendukung pembelajaran anak.
5
Purwati, Diana, and Arnis Silvia. "Indonesian learners in Australian education environment: perceptions, challenges, and resilience." Journal of Educational Management and Instruction (JEMIN) 1, no. 1 (April 3, 2021): 1–8. http://dx.doi.org/10.22515/jemin.v1i1.3467.
Full textAbstract:
With the economic development of Indonesia in the recent years, there has been a large number of Indonesian students continue their higher education in overseas countries, particularly Australia. Hence, examining their perceptions, challenges and experiences to adapt to the Australian English learning environment becomes an interesting attribute to explore. Drawing on this issue, the in-hand study explores how Indonesian learners dealt with challenges and difficulties in Australian education environment. Employing a qualitative research, this study involved eight Indonesian learners enrolled in English language programs in a number of Australian universities. Using interview as the instrument, the findings showed that the participants perceived a positive perception toward the communication activities during the teaching and learning practices; however, they encountered some difficulties related to grammar instruction within communicative practice. The results of interview further revealed that most of the learning difficulties they experienced were due to their prior exposure and habit to Indonesian teaching and learning styles. The participants further conveyed that enhancing English ability and building confidence were two most possible ways to deal with the difficulties. These results contribute as fruitful insights for teachers to be aware of different learners’ styles and needs, particularly those coming from various cultural backgrounds, so that they could engage in more interactive teaching and learning activities.
6
Hardini, Tri Indri, Sri Setyarini, and Sri Harto. "REMOTE LEARNING IMPLEMENTED BY BIPA TEACHERS DURING COVID-19 PANDEMIC." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 5, no. 1 (May 10, 2021): 122–36. http://dx.doi.org/10.21831/jk.v5i1.35050.
Full textAbstract:
This research aimed to describe how BIPA teachers implemented remote learning process, identify the problems encountered during COVID-19 pandemic, and explore how Indonesian cultural elements were introduced to students of primary and secondary schools. This research applied a case study design involving eight BIPA teachers in Victoria, Australia as participants. The data were collected through survey questionnaire, virtual interviews, and document analysis. The research data were analysed by making data categories regarding the implementation of remote learning, identification of its problems, and the introduction of Indonesian cultures to students. Interpretation of research findings was done by using relevant theoretical framework. The research findings indicated that the BIPA teachers implemented the remote learning through providing a learning model, listening to students’ individual reading practices, doing a discussion with the students, and implementing simple practices on the selected materials. One of the problems encountered was about students’ motivation. The elements of Indonesian cultures were introduced through identifying its types, describing the identified types of cultures, and writing short essays on the selected cultural topics.
7
Murwanti, Aprina. "Mapping Strategy of Practicing Visual Art for Academic Purpose: a Perspective from Indonesia." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 11 (December 28, 2017): 291–96. http://dx.doi.org/10.18844/prosoc.v4i11.2884.
Full textAbstract:
Practice-based research was formally introduced in western academic institutions after the emergence of PhD visual art practice in early 1980 in Australia. This practice-based research approach became an alternative for artists to claim equality of art practice as research for academic purposes. Utilising Graeme Sullivan’s framework, ‘Art Practice as Research’, this paper maps visual art practice perceived as research in Indonesia. Interviews and focus group discussions from a total of 27 participants were analysed to map the symptoms of practice-based research approach in Indonesian visual art practice. This paper gives the strengths and weaknesses in the way participants (artists, curator, lecturer, undergraduate and postgraduate students as well as art manager) in Indonesia approach the practice of visual art in the academic context. Through this research, traces on how visual art is practiced in the academic context reveal the distinct Indonesian visual art practice at the higher education institution level. Keywords: Practice-based research, visual art practice, academic.
8
Tobing, Melati Mediana. "Intercultural Communication of Indonesian-Australian International Special Class Alumni According to Proxemics Dimensions." Jurnal Komunikasi Ikatan Sarjana Komunikasi Indonesia 7, no. 1 (June 26, 2022): 198–208. http://dx.doi.org/10.25008/jkiski.v7i1.667.
Full textAbstract:
This article examines the connection between proxemics and cosmopolitanism. Cosmopolitans can be understood as citizens of a borderless state or owners of global citizenship, with their communication also being borderless. Cosmopolitans usually come from many different cultures and use their native languag, but their perception of place is a gradually construced process and built with experience, education or the information they have gathered from media. Indonesian cosmopolitans also have an identity of being global citizens, who like travelling around the world but choose to stay in Indonesia with their family and friends. This article describes about Indonesian cosmopolitans who prefer to live in Indonesia despite the lack of a good living environment. The article also analyzes informant perceptions of space during their time studying in Australia and working in Indonesia. In accordance with the methodology chosen for the study, interviews with three informants of the International Class Program were conducted in Jakarta in July-August 2016. The informants were active students and are currently working near Jakarta. The study identifies the differences inherent in Indonesian cosmopolitans: 1) Indonesian cosmopolitans do not travel but they like living together with their families: “whether or not one eats, what matters is that one is together with family”, and; 2) these new cosmopolitans have an open attitude. This research using a framework of analysis based on proxemics and linked their communication experiences as cosmopolitans after returning to Indonesia as alumni, with several relevant answers based on their nonverbal intercultural communication.
9
Muhammad Hidayat and M. Nurul Ikhsan Saleh. "Feedback in The Learning Process on Indonesian Master’s Degree Experience Studying Abroad." JTP - Jurnal Teknologi Pendidikan 24, no. 2 (August 23, 2022): 158–70. http://dx.doi.org/10.21009/jtp.v24i2.25856.
Full textAbstract:
Studies on the perception of Indonesian master’s degree students from various universities abroad on satisfaction with feedback in the learning process are still limited. This study aims to explore the perceptions of college students related to feedback and how the feedback enables students to sharpen and improve practical skills in the learning process. Researchers in this study uses a case study method included in qualitative research. Researchers interviewed 32 participants who were selected using the snowball sampling technique which consisted of master degree students from four countries: Indonesia, the United Kingdom, the United States of America, and Australia. The questions in this study focused on responses to various types of feedback based on the question and delivery, student expectations, and how feedback affects academic performance. This study found four major themes, namely the importance of being explicit in providing feedback, variations in giving feedback, comprehensive feedback students expect for lecturers in Indonesia, and using feedback to improve students’ academic performance.
10
Luthfia, Amia. "Realitas Kompetensi Komunikasi antar Budaya pada Proses Adaptasi Pelajar Indonesia di Luar Negeri." Humaniora 3, no. 2 (October 31, 2012): 558. http://dx.doi.org/10.21512/humaniora.v3i2.3399.
Full textAbstract:
There are more and more Indonesian students studying abroad. Having competence in communicating with people from different cultures is very important in order to avoid conflicts between cultures, and so that the communication occurs effectively and properly. This study examines intercultural communication competence Indonesian people when they are being assigned to study in Australia, with qualitative methodology. The method used is field observations and in-depth interviews. The context of the research is very limited, that examines only one group of students assigned to study for less than one year at the institution which have prepared a special program for them. The results of this study are the students quite competent in intercultural communication, especially in formal social contexts. However, in informal social contexts, they are not competent enough. They can be quite competent in the formal social context as they are aided by educational setting that more accommodative and tolerant of their shortcomings compared to the informal social context.
Dissertations / Theses on the topic "Indonesian students Australia Interviews"
1
Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.
Full textAbstract:
In recent times, Australian universities have become increasingly reliant on revenue raised by
exporting education to overseas students, particularly students from the Asia Pacific region.
The need to increase understanding among academic and administrative staff about the
learning needs of students from culturally diverse backgrounds remains an urgent priority.
Although sponsored students have been attending Australian universities since the inception
of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of
sponsored postgraduate research students in Australian higher education. This study .
focused on the experiences of Indonesian postgraduate research students in a bid to explore
the relationship between their collectivistic cultural background and their self-directedness in
learning. In particular, the study sought to explore if a clash of values was taking place
between students' collectivistic culture and the values of self-directed learning which
emphasises independence and creativity.
Semi-structured interviews were conducted with ten postgraduate research students who
were first asked to describe their experiences of supervision. This was followed by a number
of structured questions that explored their experiences as collectivistic culture students living
and studying in a society where individualism was the dominant social force.
The investigations found that while there were self-directed learning values that were
strongly individualistic, there were others that were congruent with the values of
collectivism. The students who perceived themselves to be self-directed learners all reported
having highly positive relationships with their supervisors. These students also appeared to
be more open to Western ideas such as egalitarianism and democracy than those who had
poor relationships with their supervisors. The students who identified themselves to be
self-directed learners, described experiencing supervision that was strongly andragogical
within a collectivistic context. On the whole, the students in this study did not confirm to the
widely held stereotype of the student from Asia who is considered to be excessively passive
and lacking in critical thinking ability.
It was noted that existing paradigms of supervision which tend to extend freedom and
promote autonomy, do so without sufficient regard to whether or not students have the
requisite knowledge, confidence and experience to effectively use this autonomy. An
alternative framework of supervision was suggested which sought to exploit the common
ground between the values of collectivism and self-directed learning. It is anticipated that
such a framework will have increased potential to facilitate learner self direction among
students from a collectivistic culture background.
The study concluded by providing recommendations for further research in the area of
self-directed learning by overseas students.
2
Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.
Full text
3
Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.
Full textAbstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999).
A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times.
More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design.
The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet.
The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation.
These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
4
Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
Full textAbstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
5
Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Full textAbstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Kiley, Margaret Mary. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study / Margaret Kiley." Thesis, 1999. http://hdl.handle.net/2440/19424.
Full textAbstract:
Bibliography: leaves 359-374430 leaves : ill. ; 30 cm.
This study examines the changing expectations and experiences of thirty-three Indonesian postgraduate students who were interviewed every three months during candidature in Australia.
Thesis (Ph.D.)--University of Adelaide, Depts. of Applied and Molecular Ecology, 1999
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Mokoginta, Karmila. "The intercultural analysis of Indonesian and Australian students’ nonverbal behaviour: an effort to develop intercultural English learning material." 2009. http://hdl.handle.net/2440/56026.
Full textAbstract:
This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia. The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding process. Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording. Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context. It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on verbal expression. It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes. As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1458568
Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
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Mokoginta, Karmila. "The intercultural analysis of Indonesian and Australian students’ nonverbal behaviour: an effort to develop intercultural English learning material." Thesis, 2009. http://hdl.handle.net/2440/56026.
Full textAbstract:
This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia.
The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding
process.
Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among
Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative
behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording.
Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the
use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on
the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context.
It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in
Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on
verbal expression.
It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes.
As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue.Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
Book chapters on the topic "Indonesian students Australia Interviews"
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Presbury, Rajka. "Work Integrated Learning in Higher Education Hospitality Courses." In Educational Strategies for the Next Generation Leaders in Hotel Management, 249–69. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8565-9.ch011.
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This chapter reports on a qualitative study looking at Work Integrated Learning (WIL) in a higher education institution. The empirical dataset for this qualitative study was collected through student and industry focus groups and individual semi-structured interviews with Masters students and managers of hotels in Sydney, Australia. The study provides an understanding of the key concepts, issues, and methodologies of applying WIL practices. The results show that a formal qualification together with a structured work placement develops students' knowledge and skills and is beneficial in developing a hotel management career.
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Haq, Farooq. "Review of Opportunities in Collaboration Between Australia and Pakistan for the Education of Marketing Post COVID-19." In Strategic Cooperation and Partnerships Between Australia and South Asia, 57–75. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8657-0.ch003.
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This chapter presents opportunity for collaboration between Australian and Pakistani tertiary education for advanced teaching of marketing. The research presents a study suggesting innovating marketing education post COVID-19 based on class interviews with examples from the world of politics. University students studying marketing were interviewed in this qualitative study by conducting in-class focus groups. Respondents were inquired about their opinion on using various teaching strategies with politics as a case to explain elements of the marketing mix. Recommendations to use class discussions, role-play, and cold-call engagement are contributions of this chapter, presenting learning by applying politics as a marketing challenge to explain the marketing theory. Politics as a marketing example can be used by academic and industrial marketing trainers and educators, leading towards a strategic opportunity for collaboration between Australian and Pakistani education planners and institutions for stablishing strong institutions for peace and justice.
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Listyani, Listyani. "Exploring Problems Encountered by Six Indonesian Teachers in Teaching English: A Case Study in an EFL Context." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102968.
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It is known worldwide that according to Kachru, there are three circles of world Englishes. The first one is the inner circle, then the outer circle, and the last one is the expanding circle. The last one, the expanding circle refers to the countries where English is a foreign language, including Indonesia. People living in the expanding circle may not get as much exposure as the ones living in the inner or outer circles. They are not exposed to both the spoken and written language as much as those living in the previously mentioned circles. Language learners have to struggle in learning English. This paper describes the challenges and difficulties encountered by six EFL teachers in Indonesia. Two research questions guided this study: What challenges are faced by six Indonesian teachers in teaching English? And what solutions do the teachers implement to solve the problems? The six teachers were selected as respondents because they faced special challenges and difficulties in teaching their high school students. Data were collected through questionnaires distributed to the teachers and interviews done via Google Meet. The findings revealed that the problems the teachers faced varied from social, personal, psychological, as well as financial problems, which the language learners encountered.
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McArthur, Ian. "Collabor8." In Cases on Globalized and Culturally Appropriate E-Learning, 187–206. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-989-7.ch009.
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The rapid advancement of online communication technologies is reconfiguring the creative industries through globally networked and interdisciplinary modalities of practice. These inescapable shifts are challenging most of our assumptions about the nature of creative processes. Consequently art and design educators are impelled to teach students in ways that mirror contemporary creative processes. This inevitably includes collaboration in online environments. Instigated in 2003, The Collabor8 Project (C8) responds to these conditions by challenging design students from universities and colleges in Australia and China to collaborate online. Recently, C8 has evolved to integrate blended pedagogical strategies that enable stronger collaborative relationships to develop. This chapter provides a comparative analysis of two project iterations conducted during 2008 and 2009. Using data collected through observation, interviews, questionnaires, discussions, and specific research tasks within creative briefs, it identifies, discusses, and offers insights relating to a range of issues encountered in collaborative interactions between very different groups of undergraduate and postgraduate art and design students.
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Ali, Ahmed. "Modern Technology and Mass Education." In Global Information Technologies, 1806–21. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch130.
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This case study examined the effectiveness and significance of the Internet and interactive video broadcasting as instructional and communication media in a global virtual learning system. The study explored how differences in students’ technology experiences, curriculum, cultures, and access to technology influence learning and student attitude in a technology-based distance education environment. The research also investigated whether the use of online references and materials is adequate and appropriate for successful distance learning. The setting was a virtual campus that linked universities in the U.S., Australia, and Canada with learning centers in different African countries. E-mail and face-to-face interviews, observations, and Web-based surveys were utilized to collect the data. The study reveals that students had mixed perceptions about the effectiveness of technology, with positive attitudes exhibited towards interactive video and some anxiety and dissatisfaction with the use of the Internet.
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Obeng-Odoom, Franklin. "Education and Experience." In Global Migration beyond Limits, 178–211. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867180.003.0008.
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The mobility of students has become one of the most common fixtures of global migration. Yet, international student migration experiences are under-researched. When discussed, they are typically assumed. The neoclassical economics theory of human capital usually serves as a short-cut for doing so. In turn, the lived experiences of such students are hardly empirically verified, except to be read off theory as win–win. Nevertheless, their increasing numbers and the ever-increasing pace of globalization in higher education, along with reports of their stress mean that this group of migrants can no longer be caricatured. What are the socio-economic characteristics of these migrants, how are they housed where they study, what are their education and work experiences? Australia is one country where such migrants are central to both the form and funding of higher education, so this chapter analyses the results of large surveys and official reports published by student associations, housing authorities, and universities, notably the University of Sydney and the Australian Government Department of Education, Employment and Workplace Relations in the country, complemented by additional interviews with international students, university support staff, and student unions. The evidence questions the neoclassical economics human capital theory, as systemic racism against students is persistent both in their encounters with housing providers and with employers.
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O’Connell, Nadia, and Ho Yin Wong. "Optimal Motivation and Governance of Education Agents." In Handbook of Research on Transnational Higher Education, 118–37. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch007.
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This chapter addresses the issue of marketing higher education institutions through education agents, focusing on ways to gain a competitive advantage over other institutions in the context of increasing global competition while maintaining close management and governance of this distribution channel. Qualitative in-depth interviews were conducted with 31 Australian university international marketing managers and staff, and 16 education agents based in Australia and overseas. The findings show seven main themes, namely, service and support, joint promotion, incentives, training, gifts, social activities, and relationship enhancement. The contributions of this chapter are the provision of experiences, ideas, attitudes, and perspectives of how Australian universities work in partnership with education agents throughout the world to recruit international students in an increasingly competitive marketplace, whilst ensuring obligations are met under Australian international education legislation. This chapter provides marketing specialists, educational administrators, and policy makers with practical real life examples of motivational and management techniques.
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Hewagodage, Vineetha. "Research and Reflective Practice in the Pre-Literate ESL Classroom." In Advances in Early Childhood and K-12 Education, 243–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch012.
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This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.
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Clayton, Kaylene. "Attitudes Towards ICT in Australian High Schools." In Information Communication Technologies, 3384–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch238.
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Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
Conference papers on the topic "Indonesian students Australia Interviews"
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Lukman, Syauqy. "Understanding the Importance WhatsApp Group and How Indonesian Students Utilize the Platform in Australia." In Proceedings of the 1st Padjadjaran Communication Conference Series, PCCS 2019, 9 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-10-2019.2291114.
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Kazak, Sibel, Jill Fielding, and Lucia Zapata-Cardona. "Investigation Cycle for Analysing Image-Based Data: Perspectives From Three Contexts." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8d1.
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A traditional data investigation cycle includes problem posing, planning and collecting data, analysing data, and making conclusions. This research studies the data investigation cycle for analysing image-based data. In three independent research projects, students at different educational levels and from different countries were provided photographic data of families and their environments around the world from the Dollar Street project. Data collected included classroom video-recordings (Australia), individual student interviews (Colombia), and pre-service mathematics teachers’ interviews (Turkey). Analysis focused on the sequence of actions that helped students when attempting to pose and answer questions based on the data set. Findings suggested a similar, iterative sequence of actions across all cohorts: context and data set familiarisation, variable identification/generation, problem posing and planning, data organisation and analysis, and drawing conclusions.
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Irma, A. A., N. T. Fadhilla, D. Hardiani, P. Widyastuti, and P. Amir. "Parental Assistance in Online Learning Outcomes of Indonesian Language Subjects Elementary School." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.15.
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The study describes the impact of parental support in online learning on learning outcomes in the Indonesian language subject at Takalar Regency SDN 01 Center Pattallassang Year 2. The research approach uses a mixed method with an exploratory method. This type of research is ex post facto. The population was all second-grade students with a sample of 51 students. Data collection techniques used interviews, questionnaires, and documentation. Data analysis techniques used descriptive statistics and inferential statistics. The results showed that parental assistance in online learning had a significant effect on learning outcomes in Indonesian language subjects, this was evidenced by the Tcount obtained of 8.272, which is greater than the Ttable value of 2.009. In addition, from the results of the F test, an Fcount value of 68.421 is obtained which is greater than the Ftable value of 4.038 so it can be said that parental assistance affects the learning outcomes of class II students at SDN 01 Center Pattallassang, Takalar Regency. For the coefficient of determination, the value is 0.583, which means that 58.3% of parental assistance in online learning affects student learning outcomes, while the remaining 41.7% is influenced by other factors not included in the model.
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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.
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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Tripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, and Karmen Trasberg. "Baltic Social Justice School Leaders." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.
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Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.