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Phantasmagoria of the global learner: Unlikely global learners and the hierarchy of learning

Neriko Musha Doerr

‘global learners’, make this apparent. Who are global learners? More importantly, who are not global learners? Who decides? What gives them the right to do so? Who is advantaged and who is marginalised in the process? What do we privilege and what do we

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Imagining oneself

Narrative evaluations of the professional identities of learners in a transnational higher-educational setting

Kevin Haines

This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.

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Empowering Learners through the Integration of Museum Experiences and Digital Technologies

Chang Xu and Tara Fagan

integration of diverse digital resources and tools, fostering interactive and immersive learning experiences for learners while connecting to the taonga (treasures) that museums care for. Digital technologies such as virtual reality (VR), augmented reality

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… AND … The Winter's Tale and Resilient Learners

Elizabeth Chapman Hoult

This article explores the opportunities for resisting what Bourdieu and Passeron (1977) see as the reproductive nature of higher education. Originating in an empirical and theoretical study of resilient learners, this article inhabits an interdisciplinary space between Education and Literature. It seeks to read the exceptions to Bourdieu and Passeron's schema - what they call 'des miraculés' - openly and optimistically. A reading of Shakespeare's late play, The Winter's Tale, is offered in the light of two other texts - conclusions extrapolated from a range of data from the study, and Hélène Cixous's essay Sorties (1975/1986). As a result, the presumption that teaching and learning in the university is inevitably a self-centred and exclusive enterprise is challenged and an alternative way of thinking about pedagogy suggested.

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High-stakes plumbing in the twenty-first century: Fixing the cracks in the academic pipeline for undocumented English Language Learners

Holly Hansen-Thomas and Ludovic A. Sourdot

This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.

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Belonging in distance learning

Perspectives of adult learners in Malaysia

Guat Im Bok

education. There are many interpretations of the term ‘distance education’. After extensive research on the definition of this term, Desmond Keegan proposes that distance education is ‘the quasi-permanent separation of teacher and learner throughout the

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Transformation and Continuity in Urban Space

The Smartphone as a Companion to Digital Teaching and Learning Processes in Extracurricular Learning Settings

Julian Zimmermann, Julian Happes, and Nadja Bergis

Three out of four people in Europe today live in cities. 1 While the topography of urban space determines the everyday lives of most European learners, it is also witnessing profound historical changes that allow us to question the ways in which

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Ad Fontes Digitales!?

Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook

Andreas Willershausen

mBook ). 3 Learners who struggle to grasp the meaning of the archaically formulated text after a first reading can, with a click of the mouse, open two simplified versions of the text. The first of these reads, “Someone who is uneducated and envies

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Becoming a global citizen?

Developing community-facing learning in the social sciences

Jane Booth

Education First Initiative ( Torres 2017 ). Educational establishments, as the educators of both citizens and the future workforce, were charged with the responsibility to enable learners ‘to work across social and cultural differences … to understand world

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Web Documentary Participation as a Basis for Intercultural and Social Engagement and Second Language Acquisition

Isabel Rivero-Vilá

. Because learners will watch film and listen to interactions between characters, film is communicative input.” 2 Traditional documentary practice helps raise awareness of different cultures. It also awakes empathy in the audience and evokes powerful