Статті в журналах: "Transnational teaching"

1

Rupp, L. J. "Teaching about Transnational Feminisms." Radical History Review 2008, no. 101 (April 1, 2008): 191–97. http://dx.doi.org/10.1215/01636545-2007-045.

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Sheptycki, James. "Teaching and Learning Guide for: Transnational Crime and Transnational Policing." Sociology Compass 3, no. 6 (October 22, 2009): 1029–33. http://dx.doi.org/10.1111/j.1751-9020.2009.00246.x.

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Jelača, Dijana. "Teaching transnational cinema: politics and pedagogy." Feminist Media Studies 17, no. 4 (June 6, 2017): 697–99. http://dx.doi.org/10.1080/14680777.2017.1331000.

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de Nie, Michael, Mo Moulton, Ciaran O'Neill, and Enda Delaney. "Roundtable Discussion: Teaching Transnational Irish History." Éire-Ireland 51, no. 1--2 (2016): 266–76. http://dx.doi.org/10.1353/eir.2016.0012.

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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.

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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs. Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view. Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning. Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives. Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.

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6

Chapman, Anne. "Teaching and Learning in Australian University Transnational Education." International Journal of Learning: Annual Review 16, no. 1 (2009): 315–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46079.

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7

Wang, Qian, and Jiajun Liu. "Teaching for the future: a transnational university practice." On the Horizon 28, no. 2 (April 13, 2020): 85–92. http://dx.doi.org/10.1108/oth-11-2019-0078.

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Purpose The purpose of this paper is to explore an innovative teaching design to teach accounting management that aims to foster students’ technical and soft skills. The effectiveness of this new teaching design addresses current concerns for universities preparing students for the future. Design/methodology/approach The paper deploys the qualitative research methodology and applies multiple methods to gather data in a case study. The researchers collected data through pre- and post-surveys of individual students, three half-day observations on the five project teams and a one-hour long semi-structured interview with a focus group. Findings Five themes emerged in the research to support the effectiveness of the new teaching design. The study also showed that students’ abilities in self-directed learning (SDL) link to their learning experiences. When students were more capable of initiating learning, such ability enriched their practices of soft skills in the team setting. Research limitations/implications This one-shot study had a small group of homogeneous participants and had no baseline comparison to identify the increment of students’ soft skills. Practical implications The findings provide valuable insights into the course design and implementation of the teaching approach for the future. The paper suggests that fostering students’ SDL will increase the effectiveness of soft skills development. Originality/value This empirical research extends current knowledge of teaching soft skills and calls for action on the development of students’ SDL abilities.

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8

Carolan, L., and L. Wang. "Reflections on a transnational peer review of teaching." ELT Journal 66, no. 1 (April 15, 2011): 71–80. http://dx.doi.org/10.1093/elt/ccr023.

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9

Fletcher, Y. S. "Teaching the History of Global and Transnational Feminisms." Radical History Review 2005, no. 92 (April 1, 2005): 155–63. http://dx.doi.org/10.1215/01636545-2005-92-155.

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10

Trahar, Sheila. "Learning and teaching on transnational higher education programmes in Hong Kong." Learning and Teaching 8, no. 1 (March 1, 2015): 95–112. http://dx.doi.org/10.3167/latiss.2015.080106.

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Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.

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11

Raftery, Deirdre. "Convents as Transnational Education Spaces in the Long Nineteenth Century." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 193–205. http://dx.doi.org/10.14516/ete.306.

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This article draws on primary source materials to discuss the transnational spaces of nineteenth-century convent schools, which were founded and built by religious women (nuns). The article argues that it is necessary to study the teaching Sisters and their convent schools in order to glean insight into the transnational mobility of the teaching Sisters, and the exchange of ideas between women in education spaces. Equally, gendered readings of the convent as an education space are needed. This article attempts to contribute towards starting a discussion around the nineteenth-century convent school as a transnational female education space, which was defined and delineated by both external and internal forces.

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12

Harker, Richard J. W. "Museums Connect: Teaching Public History through Transnational Museum Partnerships." Public History Review 22 (December 24, 2015): 56–68. http://dx.doi.org/10.5130/phrj.v22i0.4753.

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Museums Connect is a program funded by the US Department of State and administered by the American Alliance of Museums that sponsors transnational museum partnerships. This program provides one model for teaching public history in a transnational context, and this article analyzes the experiences of two university-museums—the Museum of History and Holocaust Education (MHHE) in the United States and the Ben M’sik Community Museum (BMCM) in Morocco—during two grants between 2009 and 2012. In exploring the impact of the program on the staff, faculty, and students involved and by analyzing the experiences and reflections of participants, I argue that this program can generate positive pedagogical experiences. However, in addition to the successes of the MHHE and BMCM during their two grants, the participants encountered significant power differentials that manifested themselves in both the processes and products of the grants. It is the conclusion of this article that both partners in a public history project need to address and confront potential power issues at the outset in order to achieve a more balanced, collaborative partnership.

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13

Gada Mahrouse. "Teaching Intersectional and Transnational Feminisms through Fiction and Film." Feminist Teacher 26, no. 2-3 (2016): 233. http://dx.doi.org/10.5406/femteacher.26.2-3.0233.

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14

Pimpa, Nattavud, and Margaret E. Heffernan. "Transnational Challenges in Learning and Teaching in Management Education." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 10098. http://dx.doi.org/10.5465/ambpp.2019.10098abstract.

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15

Hodges, Amy, and Leslie Seawright. "Writing in Transnational Workplaces: Teaching Strategies for Multilingual Engineers." IEEE Transactions on Professional Communication 62, no. 3 (September 2019): 298–309. http://dx.doi.org/10.1109/tpc.2019.2930178.

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16

Ding, Xiaojiong. "Capacity Building or Market Demand? Transnational Teaching in China." Higher Education Policy 31, no. 2 (June 21, 2017): 267–87. http://dx.doi.org/10.1057/s41307-017-0053-9.

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17

Cathcart, Adam. "Transnational Voyages: Reflections on Teaching Exodus to North Korea." ASIANetwork Exchange: A Journal for Asian Studies in the Liberal Arts 17, no. 1 (October 1, 2009): 108. http://dx.doi.org/10.16995/ane.218.

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18

Kesper-Biermann, Sylvia, Maggi W. H. Leung, Vanaja Nethi, and Thusinta Somalingam. "Transnational education: teaching and learning across borders. An introduction." Transnational Social Review 8, no. 2 (April 25, 2018): 116–23. http://dx.doi.org/10.1080/21931674.2018.1463058.

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19

Yi, Youngjoo. "Adolescent literacy and identity construction among 1.5 generation students." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 100–129. http://dx.doi.org/10.1075/japc.19.1.06yi.

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The emergence and significance of transnational adolescents at school and in society have recently been recognized, and yet, little is known about how their transnational lived experiences affect their literacy learning and identity construction. Thus, the study reported in this paper explored transnational literacy options and practices that two Korean transnational adolescents had experienced and addressed how their online literacy practices served them while negotiating their transnational identities. The findings show that the participants engaged in multiple literacy practices and forged transnational identities through online activities involving “creating and constructing a transnational and transcultural community” and “communicating via instant messaging.” The findings suggest that we should re-conceptualize the teaching and learning of students who share multilingual, transnational lived experiences and that we should re-examine what it means to be good, educated students and global citizens in the 21st century.

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20

Pimpa, Nattavud, and Margaret Heffernan. "Challenges in the Transnational Business Education." Journal of International Students 10, no. 2 (May 15, 2020): 226–43. http://dx.doi.org/10.32674/jis.v10i2.141.

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Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies.

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21

Chakravarty, Debjani. "Strata and Strategies of Teaching about the Global “Other” Using Critical Feminist Pedagogical Praxis." Teaching & Learning Inquiry 7, no. 2 (September 16, 2019): 90–105. http://dx.doi.org/10.20343/teachlearninqu.7.2.6.

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In this paper I analyze the way “globalization” is deployed in U.S. universities as a value-addition. I explore issues of teaching about the global “other,” as well as the “third world” and other unfamiliar, objectified spaces. Through critical discourse analysis of syllabi I outline some representational and pedagogical trends. I also draw from my experience of teaching globalization-focused courses, including courses on transnational feminisms, international literature, social movements, migrations and socio-economic exchanges to undergraduate students. Teaching about "the other" often leads to a multiplier effect of "othering" within the classroom. Using transnational feminist perspectives, I argue that teaching such classes, on "global" "transnational" or "international" women, gender, sexuality and feminisms require de-centering not just dominant paradigms but also of oneself as purveyor of insider/global knowledge. I also argue, like many others before me, that a classroom can serve as a site for epistemic injustices and colonizing acts, and we must attempt to find ways in which such neo-colonial damages can be mitigated. This paper is an exercise in finding some ways to de-center and decolonize dominant discourses on the global "other” and suggest critical and compassionate pedagogical strategies.

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Serna-Gutiérrez, Jose Irineo Omar, and Irasema Mora-Pablo. "Critical Incidents of Transnational Student-Teachers in Central Mexico." Profile: Issues in Teachers´ Professional Development 20, no. 1 (January 1, 2018): 137–50. http://dx.doi.org/10.15446/profile.v20n1.62860.

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This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a BA in TESOL program who are also English teachers in central Mexico. Through a narrative analysis, critical incidents in the lives of transnational student/teachers were identified. The findings of this research showed how the participants could explore their identity formation process through the critical incidents.

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23

Toohey, Danny, Tanya McGill, and Craig Whitsed. "Engaging Academic Staff in Transnational Teaching: The Job Satisfaction Challenge." Journal of Studies in International Education 21, no. 4 (March 9, 2017): 333–48. http://dx.doi.org/10.1177/1028315317697523.

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Transnational education (TNE) is an important facet of the international education learning and teaching landscape. Ensuring academics are positively engaged in TNE is a challenging but necessary issue for this form of educational provision if the risks inherent in TNE are to be successfully mitigated. This article explores job satisfaction for academics using the job characteristics model (JCM) to better understand the conditions that influence their involvement with TNE. The results highlight the important role that teaching-related interaction with host-country students and staff (the Feedback and Task Significance JCM dimensions) plays in academics’ satisfaction. Feelings of ownership and control of the TNE course (Autonomy and Task Identity) were also shown to be important determinants of satisfaction. It is therefore recommended that these aspects of TNE be encouraged and supported through university procedures and policies. Similarly, those aspects of TNE teaching that contribute to dissatisfaction, such as additional administration, need to be better understood, managed, and their impact mitigated where possible.

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24

Nawaz, Tasawar. "Internationalisation strategy, faculty response and academic preparedness for transnational teaching." Education + Training 60, no. 9 (October 8, 2018): 1084–96. http://dx.doi.org/10.1108/et-09-2017-0141.

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Purpose Transnational education (TNE), interpreted as the mobility of education programmes and providers between countries, has grown exponentially as a worldwide phenomenon in recent years. Higher education institutions (HEIs) have mainly used such opportunities to internationalise their degrees and programmes, and have paid scant attention on preparing academics to teach cross-culturally. As a result, academics being at the coalface of teaching and learning often feel under-informed, under-supported, underprepared and under-confident when it comes to cross-cultural teaching, suggesting that universities have largely failed to prepare their academic faculty members to face the challenges of internationalisation. This is particularly important for new and young players such as the post-92 universities in the UK. However, such institutions have largely been ignored by the previous research in this area. Reverting the research focus on young HEIs, the purpose of this paper is to highlight the importance of preparing faculty staff members in the context of a post-92 university in the UK, to teach cross-culturally at partner institutions via the TNE route. Design/methodology/approach The paper adopts Deardorff’s intercultural competency process model to develop a framework (focussing on three core elements of knowledge, skills and attitudes) that could help the academic staff members to prepare for teaching internationally. The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Findings As the post-92 university in focus, like its counterparts, continues to proliferate its degrees and programmes through the TNE route, academics who are tasked with transnational teaching have an increased responsibility to develop the competencies required to work with learners from diversified cultural backgrounds. However, there has been less interest at university or faculty level in ensuring that academic faculty members who teach in transnational context are prepared for the specific rigours of transnational teaching. Research limitations/implications The research findings have broader implications at individual, organisational and industry-level for individual academic faculty members to progress further in their career, HEIs to improve the quality of training programmes and policies and the HE industry to adjust the strategy towards internationalisation. Practical implications In the absence of any formally structured training, the paper proposes pre-departure informal training workshops/seminars conducted by seasoned academics at faculty, school or department level to help new academics transform their knowledge, skills and attitudes in order to facilitate positive interactions with students in a cross-cultural teaching environment. Although the focus is on one post-92 university; however, the proposed framework could be adopted across HEIs worldwide. Originality/value The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Informed by the best practices, the paper also discusses the implication of intercultural competencies for cross-cultural teaching.

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Wahlström, Ninni. "When transnational curriculum policy reaches classrooms – teaching as directed exploration." Journal of Curriculum Studies 50, no. 5 (September 2, 2018): 654–68. http://dx.doi.org/10.1080/00220272.2018.1502811.

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Hoare, Lynnel. "Swimming in the deep end: transnational teaching as culture learning?" Higher Education Research & Development 32, no. 4 (August 2013): 561–74. http://dx.doi.org/10.1080/07294360.2012.700918.

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Dadalko, Vasiliy Aleksandrovich, and Victoria Aleksandrovna Pobedushkina. "Ways to counteract transnational crime in Russia." Uchenyy Sovet (Academic Council), no. 10 (October 1, 2020): 18–20. http://dx.doi.org/10.33920/nik-02-2010-03.

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The article is devoted to possible ways of counteracting transnational organized crime in Russia. A number of proposals have been developed to change and toughen the measures to combat transnational crime in Russia. The current situation of transnational criminal groups in the world is analyzed, and the threat they pose is demonstrated. The importance of strengthening international cooperation for effective work in this direction is noted. The current mechanism of counteraction in foreign countries is considered. The materials of the article can be used as teaching materials for courses related to economic security.

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28

Wallace, Michelle, and Lee Dunn. "Cultural Teaching and Teaching Culture: Lessons from Students and Academics in Some Transnational Degree Programs." International Journal of Knowledge, Culture, and Change Management: Annual Review 5, no. 1 (2006): 133–42. http://dx.doi.org/10.18848/1447-9524/cgp/v05i01/49434.

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Alemu, Sintayehu Kassaye. "Transnational Mobility of Academics: Some Academic Impacts." Center for Educational Policy Studies Journal 10, no. 2 (June 24, 2020): 77–100. http://dx.doi.org/10.26529/cepsj.464.

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This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.

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Parks, Justin. "Reading and Teaching Cathy Park Hong’s Dance Dance Revolution beyond National Borders." American Studies in Scandinavia 49, no. 2 (October 31, 2017): 93–108. http://dx.doi.org/10.22439/asca.v49i2.5677.

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This essay discusses Cathy Park Hong’s book-length poem Dance Dance Revolution (2007) in the context of the transnational turn in American studies. The essay discusses the ways in which the text thematizes history and language in its representation of contemporary global issues and argues that Dance Dance Revolution provides an important context for discussing issues and conflicts arising between the contemporary West and its discontents, and for interrogating modes of global cultural and linguistic fluidity. It then draws on the author’s experience of teaching the text in an advanced undergraduate course at a Finnish university as it examines the applicability of a transnational approach to teaching US literature and cultural studies in a contemporary European context.

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Dai, Kun, and Jaime Garcia. "Intercultural Learning in Transnational Articulation Programs." Journal of International Students 9, no. 2 (May 15, 2019): 362–83. http://dx.doi.org/10.32674/jis.v9i2.677.

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Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students’ intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students’ experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants’ intercultural learning experiences were far more complex than the theoretical model of “stress-adaptation-development.” The students’ agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.

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Biri, Kudzai. "Migration, Transnationalism and the Shaping of Zimbabwean Pentecostal Spirituality." African Diaspora 7, no. 1 (2014): 139–64. http://dx.doi.org/10.1163/18725465-00701007.

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This article explores the effects of global expansion and the importance of diasporic transnational connections on the theology and practice of an African Pentecostal church. It takes the case of Zimbabwe Assemblies of God Africa (ZAOGA), one of the largest and oldest Pentecostal churches in Zimbabwe. The growth of this Pentecostal movement, both within and without Zimbabwe, has depended centrally on the homeland church leadership’s capacity to maintain transnational connections with its own external congregations, termed Forward in Faith Ministries International (FIFMI). The article examines how transnational ties, strengthened through the phenomenal exodus from Zimbabwe from 2000 and the associated creation of new diasporic communities, have affected the church’s teaching and practice. Existing literature on globalised African Pentecostal movements elaborates how these churches can provide modes of coping, cutting across geographical and conceptual boundaries to create powerful new transnational notions of community that enable congregants to cope with circumstances of rapid change, uncertainty and spatial mobility. Here, I argue that ZAOGA’s teaching encouraged emigration over the period of the Zimbabwe crisis, but combined this with an emphasis on departure as a temporary sojourn, stressed the morality and importance of investing in the homeland, and promoted a theology of Zimbabwe as morally superior to the foreign countries where diasporic communities have grown up. A sense of transnational Pentecostal religious community has thus developed alongside the circulation of essentialised notions of national cultural difference hinging on derogatory stereotypes of foreigners while elevating the moral supremacy of Zimbabwean nationhood.

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Reichel, Philip L. "Promoting the Culture of Lawfulness by Teaching about Transnational Organized Crime." Białostockie Studia Prawnicze 23, no. 3 (2018): 75–84. http://dx.doi.org/10.15290/bsp.2018.23.03.06.

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Moncrieffe, Marlon L. "Teaching history and the changing nation state: transnational and intranational perspectives." Journal of Education for Teaching 43, no. 1 (January 2017): 124–26. http://dx.doi.org/10.1080/02607476.2016.1272735.

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Golledge, Claire. "Teaching history and the changing nation state: transnational and international perspectives." Compare: A Journal of Comparative and International Education 48, no. 2 (November 7, 2017): 328–29. http://dx.doi.org/10.1080/03057925.2017.1396822.

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Townsend, D. J. "Italians around the World: Teaching Italian Migration from a Transnational Perspective." OAH Magazine of History 14, no. 1 (September 1, 1999): 40–43. http://dx.doi.org/10.1093/maghis/14.1.40.

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Anderson-Levitt, Kathryn M. "Teaching Culture as National and Transnational: A Response to Teachers’ Work." Educational Researcher 31, no. 3 (April 2002): 19–21. http://dx.doi.org/10.3102/0013189x031003019.

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Smith, Karen. "Transnational teaching experiences: an under‐explored territory for transformative professional development." International Journal for Academic Development 14, no. 2 (June 2009): 111–22. http://dx.doi.org/10.1080/13601440902969975.

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Debowski*, Shelda. "Across the divide: teaching a transnational MBA in a second language." Higher Education Research & Development 24, no. 3 (August 2005): 265–80. http://dx.doi.org/10.1080/07294360500153992.

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Roque Ramirez, H. N. "Borderlands, Diasporas, and Transnational Crossings: Teaching LGBT Latina and Latino Histories." OAH Magazine of History 20, no. 2 (March 1, 2006): 39–42. http://dx.doi.org/10.1093/maghis/20.2.39.

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Le Ha, Phan, and Azmi Mohamad. "The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy." Research in Comparative and International Education 15, no. 3 (July 29, 2020): 197–216. http://dx.doi.org/10.1177/1745499920946222.

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This article, through autoethnographic narrative and reflection, in-depth interviews, and focus group discussions, explores how the transnational academic mobility experiences of a Muslim scholar of Islam based in Brunei may influence his identity, research, and teaching. It pinpoints how transnational academic mobilities could (re)produce, sustain and endorse East/West, local/global, and religious/secular dichotomies and binary thinking. Likewise, it shows that transnational academic mobilities often generate ambiguous and divided spaces concerning knowledge production, pedagogy, and identity formation. The article also maintains that contextualizing and engaging (with) the specificity and particularity of place and academic discipline are pivotal in studying transnational academic mobilities. Methodologically, it highlights the role of autoethnographic reflection in bringing out complex experiences and accounts that academics undergo but rarely acknowledge and conceptualize in scholarly work. Such accounts and experiences serve as reminders of the importance of humility, trust, ethics, and reflexivity in academia. Transnational academic mobilities, after all, must not be privileged.

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Al-Makassary, Ridwan. "Transnationalism and Transnational Islam in Indonesia With Special Emphasis on Papua." International Journal of Interreligious and Intercultural Studies 2, no. 2 (October 19, 2019): 42–59. http://dx.doi.org/10.32795/ijiis.vol2.iss2.2019.450.

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Papua has experienced the threat of communal harmony between Christians and Muslims regarding the transnational Islam advent in Papua. The Tolikara Incident in 2015 and the latest one the banning of building the minaret of the Al-Aqsha Mosque in Sentani in 2018, to a certain degree, were part of transnational Islam influence in the region with a majority non-Muslim population. The presence of transnational Islam cannot be separated from the emergence of the public sphere in the country after the demise of the Suharto regime in 1998. This paper will explore transnational Islam in Papua by reviewing previous studies and discourse on transnational Islam in Indonesia. At the outset, the author will delve literature review on transnationalism and transnational Islam globally. Afterward, it will discuss the presence of transnational Islam, especially Salafi of Jafar Umar Thalib (JUT) in Jayapura and Keerom that has created tension and hostilities within Muslim communities, as well as toward non-Muslim. No doubt, Salafi faction of JUT has tried to promulgate or disseminate radical Islamic teaching through dakwah (propagation) and other activities that threaten Papua Land of Peace (Papua Tanah Damai). As a result, their presence has gotten resistance from some Islamic mass organizations and non-Muslims.

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Keevers, Lynne Maree, Oriana Price, Betty Leask, Fauziah KP Dawood Sultan, Jane See Yin Lim, and Vin Cent Loh. "Practices to improve collaboration by reconfiguring boundaries in transnational education." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 38–53. http://dx.doi.org/10.53761/1.16.2.4.

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This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.

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May, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (October 1, 2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.

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Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

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Keay, Jeanne, Helen May, and Joan O’ Mahony. "Improving learning and teaching in transnational education: can communities of practice help?" Journal of Education for Teaching 40, no. 3 (April 24, 2014): 251–66. http://dx.doi.org/10.1080/02607476.2014.903025.

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Canetto, Silvia Sara. "Teaching about women and gender from a transnational and intersectional feminist perspective." International Perspectives in Psychology: Research, Practice, Consultation 8, no. 3 (July 2019): 144–60. http://dx.doi.org/10.1037/ipp0000111.

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Lamers, Antonia M., and Wilfried F. Admiraal. "Moving out of their comfort zones: enhancing teaching practice in transnational education." International Journal for Academic Development 23, no. 2 (November 14, 2017): 110–22. http://dx.doi.org/10.1080/1360144x.2017.1399133.

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Candel, Sandra L. "Yo Resisto, Tú Resistes, Todos Resistimos: Modes of Resistance Displayed by U.S.-Born Children of Deported Parents on the Mexico/U.S. Border." Education Sciences 9, no. 2 (June 18, 2019): 140. http://dx.doi.org/10.3390/educsci9020140.

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Over 600,000 U.S.-born children are living in Mexico after being forced to leave with their parents after a deportation. Although these children possess transnational funds of knowledge, these go unrecognized by their Mexican teachers, who mostly view transnational students from a deficit perspective. This qualitative study included three transnational students aged 12–17 attending schools in northern Mexico due to parental deportation and used interviews, testimonios and thematic analysis to document their educational experiences and to determine their coping mechanisms and modes of resistance. By doing so, this study intended to highlight the ways in which participants enacted agency. The research questions guiding this study were: How are the educational experiences of transnational youth shaped by parental deportation? What tools do they use to cope? and, how does transnational youth enact transformative and other types of resistance? Based on theories of resistance and the Coyolxayhqui Imperative theory, this research found that the major obstacle transnational students face is the difference in educational systems and teaching practices and lack of academic Spanish proficiency. Deportation posed the added burden of stigmatization and exclusion. Family support was the greatest coping mechanism identified by participants, followed by friendships formed in Mexico, especially with other transnational students, as well as being resilient and purposeful in their pursuit of an education. Participants in this study displayed self-defeating, transformative, and resilient resistance. All people and place names are pseudonyms.

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João, Maria João, Barbara Magalhaes Bravo, and Jose Caramelo Gomes. "The teaching of law post Bologna." Global Journal of Sociology: Current Issues 8, no. 1 (May 9, 2018): 30–36. http://dx.doi.org/10.18844/gjs.v8i1.3412.

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AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various solutions and cases and trying to deliver a ‘best practice’ draft. After a comprehensive study on the implementation of the Bologna process and its results, we will be able to make a critical judgment on the teaching of law. Matter ‘de iure condendo’ proposes education policies that enable a holistic view of the law.

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Sarkar Arani, Mohammad Reza. "Cross cultural analysis of an Iranian mathematics lesson." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 118–39. http://dx.doi.org/10.1108/ijlls-07-2014-0017.

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Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.

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