The public university in South Africa continues to propagate capitalist, competitive and neoliberal agendas that are inconsistent with agendas that could be considered to be of public good. These market-orientated logics and discourses have compromised teaching in the university because of increased casualisation of faculty as a result of cost…

This article contends that centring English as a Foreign Language (EFL) curricula on learners' specific needs is not merely advantageous but essential for fostering meaningful language acquisition. By synthesising theoretical frameworks, empirical research, and practical applications, it underscores the necessity of systematic needs analysis (NA)…

This article considers the challenges inherent when teaching about new religious movements ("cults"), how successful instructors have surmounted them, and how teacher-scholars in other fields of religious studies can benefit from a discussion of the successful teaching of new religions. I note that student-centered pedagogies are crucial…

English is an international language-it is already known by everybody. There have been a lot of ideas and discussions about foreign language learning. And nowadays we have met the framework of ECRIF. It is shortly a framework to help students learn new language and skills so that they can use them fluently and, it has to do with adopting a more…

At the University of Hartford we transformed our approach to Calculus I--moving it away from a lecture-dominant format to one that focuses squarely on students solving problems and discussing and presenting their mathematical ideas for the majority of class time. In this article, we discuss our Flipping Calculus project and how a departmental…

In this commentary, Flores states that language policing traps language-minoritized students in the position of having to reject their home language practices as inferior to the language practices of schooling. Language-minoritized students who are unable or unwilling to conform to these expectations, says Flores, are placed in the solitary…

In this commentary, the author examines some contributions of the New London Group's theory of a pedagogy of multiliteracies, as well as recent critiques of how this framework has been applied in literacy research and instructional practice. She draws on her research with transnational youths--young people who claim multiple national affiliations…

In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Manning establishes the understanding that education…

A learner-centered teaching approach is well known in higher education but has not been fully addressed within counselor education. Instructors who adopt this approach value a collaborative approach to teaching and learning, one that honors students' wisdom and contributions. Teachers create a learning environment encouraging students to actively…

The purpose of this article is to report our preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian…

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the "pedagogy of the oppressed" and…

This essay focuses on my experience studying Stephen Kelman's "Pigeon English" with Year 9 and the complexities of that particular classroom. It seeks to look beyond the labels that are often imposed on students and to show the importance of examining the particular individuals, both as learners and as people with their own lives outside…

In this article, Alfie Kohn discusses four questions about questioning--starting with questions that are more basic, and progressing to some that are "deeper and potentially more subversive of traditional schooling." He begins by considering what questions we should ask students, and encourages teachers to keep questions with…

Pupils start school with different prior understandings about its activities and goals. They have different experiences with books, literature and calculation, and different affinities in relation to letters and numbers. These prior understandings, which encompass experiences, language, habits, affinities and feelings, constitute what Gee (2003)…

This paper examines a Steiner Waldorf Perspective to School Readiness and applies that international ideology to educational practice and curriculum policy in modern Ireland. The case for a later school start is championed with strong arguments underpinning the reasons why a later start is better in the long run for children's formal learning…