This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
Nana Clemensen is an assistant professor and holds a PhD in language socialisation among children in Southern Zambia. Her general research interests are language and literacy socialisation and linguistic agency among children across different spatial and institutional settings. She is currently studying 6 to 10-year-old children’s negotiation of social and linguistic practices among families living in a large apartment complex in Western Copenhagen. E-mail: email@example.com
Lars Holm is an associate professor and holds a PhD in literacy and globalisation. His general research interests are language and literacy in multilingual and postcolonial educational settings. He has recently carried out research in language testing concepts and practices in educational contexts, and he is currently external researcher in the research project Sign of Language (2008–2018) examining the literacy testing practices in multilingual classrooms. Since 2016 he has been affiliated to CeDif (Center for Research in Day Care Centers) examining discourses around child language and language practices in Danish day care centres. E-mail: firstname.lastname@example.org
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McCambridge, L. and Pitkänen-Huhta, A. (2012) ‘Discourses of literacy on an international Masters programme: examining students’ academic writing norms’, in A.Pitkänen-Huhta and L.Holm (eds), Literacy Practices in Transition: Perspectives from the Nordic Countries, Bristol: Multilingual Matters, 165–186.10.21832/9781847698414-010)| false
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Within the framework of the new environmental history, this article
focuses on the interaction between historical human societies and a given
natural environment. Specifically, we study the spatial relationships between
wetlands, Roman roads, and contemporary livestock trails, with the aim of
verifying the role of wetlands as a support of territory planning since antiquity
to the present. The documentation used includes geographical and ecological
manuscripts together with ancient sources (texts, archaeology). Our
results demonstrate an overlapping that remarks the importance of wetlands
in the study area’s territorial ordering during various historical moments. This
result also opens the possibility of applying this reality to others parts of the
Mediterranean region with the same climatological conditions and a similar
history. The clear heritage value of the wetlands are compelling enough to
take the necessary protection measures for their conservation in the face of
the growing threat of their deterioration and disappearance.
Green Belts are often proposed as an alternative for containing urban sprawl, restoring ecological processes, recovering connectivity, and maintaining the multi-functionality that cities need. This article analyzes a proposed Green Belt for Xalapa, Veracruz, Mexico. It is spatially examined through GIS analysis and designed on the notion of Garden City as a strip to circumvent the city. Existing conditions are also discussed. Two existing conservation initiatives are compared to the proposed Green Belt strategy. Its establishment requires agreements between Xalapa and surrounding municipalities. The proposed strategy brings local government and citizens together to preserve the remaining vegetation and thus promote the well-being of local inhabitants.
Los cinturones verdes frecuentemente se han propuesto como una alternativa para contener la expansión urbana desordenada, restaurar los procesos ecológicos y recuperar la conectividad, y mantener la multifuncionalidad que las ciudades necesitan. Este artículo analiza un esquema de Cinturón Verde para Xalapa, Veracruz, México. Es espacialmente examinado, diseñado bajo el concepto de Ciudad Jardín, como una franja que rodea a la ciudad, el análisis se elaboró con un SIG. Las condiciones existentes también se discuten. Se comparan dos iniciativas de
conservación existentes con la estrategia propuesta de Cinturón Verde. Su establecimiento requiere acuerdos entre Xalapa y los municipios aledaños. La estrategia propuesta requiere reunir a los gobiernos locales y ciudadanos para preservar la vegetación remanente y así promover el bienestar de los habitantes locales.
Les ceintures vertes sont fréquemment proposées comme une alternative pour limiter l’expansion urbaine désordonnée, restaurer les processus écologiques, récupérer la connectivité et maintenir la multifonctionnalité que les villes requièrent. Cet article analyse une proposition de ceinture verte pour Xalapa dans l’état du Veracruz au Mexique. Celle-ci est examinée et élaborée en particulier à partir du concept de cité-jardin, formée par une trame qui entoure la ville et son analyse a été élaborée par un Système d’information géographique (SIG). Les conditions existantes sont également discutées. Deux initiatives de conservation qui suivent la stratégie de la ceinture verte sont comparées. Leur mise en oeuvre implique des accords entre Xalapa et les municipes des alentours. La stratégie proposée impose la réunion des gouvernements locaux et des citoyens pour préserver la végétation restante et faciliter la promotion du bien-être des habitants.
This article revisits the trope of the runaway bride, a popular means of narrating the conversion to Orthodoxy of Buriat women during the nineteenth century that depicted women's conversions as pragmatic and lacking religious meaning. Using petitions and memoranda from church archives, Murray finds that encounters between Buriats and missionaries over the conversion and remarriage of Buriat women served as a powerful means of incorporating the Buriats into the Russian Empire by producing new, imperially shaped possibilities for Buriat self-definition. Women seeking conversion and remarriage utilized conceptions about women's individual rights within marriage based in discourses about marriage and patriarchy then widespread in central Russia. Men contesting the remarriage of wives and daughters treated Buriat custom as a formally sanctioned branch of imperial law, transforming flexible custom into codified, inflexible customary law.
According to The Oxford Dictionary of Proverbs the adage, “Children should be seen and not heard”, which dates back to at least the 1400s, was really directive to girls and young women: “A mayde [maiden or young girl] schuld be seen, but not herd.” The belief that girls and young women should be quiet and demure changed from being a piece of commonplace knowledge to being a written precept in the 17th century when manuals of prescriptive behavior began to be written for a gender-specific audience. For example, in a Puritan manual for young couples, published in 1612, different advice was presented to each: the husband was supposed to “[d]eal with many men, [b]e entertaining, and [b]e skilful in talk” but the wife was instructed to “[t]alk with a few, [b]e solitary and withdrawn, and [b]oast of silence.” (cited in Zipes et al. 2005: 1417).
This article is a critique of the expansion of higher education in global and national contexts. First I provide an analysis of the transformation of higher education as a form of 'academic capitalism' and how second-wave feminist critiques and pedagogies have become incorporated as have women, amongst other social groups, in increasingly diverse forms of post-compulsory education. Yet, the transformations in global higher education have not been in the direction of greater gender or social equity. Second, I provide evidence of the policies and practices of the U.K. government in widening participation to U.K. higher education, drawing on research, commissioned by the U.K. government, and conducted by the Teaching and Learning Research Programme. I provide detailed research evidence, from the seven projects, about the policies, practices and pedagogies within English higher education. I argue that, although neither gender nor social equality has been accomplished, there is evidence of practices that value and respect social diversity and inclusion of women's diverse perspectives and feminist pedagogies.