In the shift to Emergency Remote Teaching and Learning (ERT&L) during the COVID-19 pandemic, remote assessment and feedback became a major source of discontent and challenge for students and staff. This paper is a reflection and analysis of assessment practices during ERT&L, and our theorisation of the possibilities for shifts towards…

This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a…

Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers' beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a…

Local rural communities and individuals are increasingly disarmed by the socially transforming processes of post modern times including the globalisation of rural production systems and trade. There is a new climate "in the bush" that is imbued with a deep suspicion that globalisation processes will continue to threaten the…

Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates…

As part of a larger study (not discussed) ten educated Malaysian citizens were interviewed to find whether their rising political consciousness, over a ten year period (1988-1999), indicated that their transformation was influenced by their culture. The subjects were between 35-45 years old, married, with an average of four children. All were…