South African student teachers were studied to see how they coped with requirements to teach science using argumentation. Lesson observations, plans, reflective logs, post-teaching interviews and assessment of pupils' argumentation were used to compare student teachers' preparedness and interactions with pupils. Two clusters of students were…

In the past few decades, nonconventional learner-centered (NLC) trends in ELT have emerged amidst the current and probably dominant conventional teacher-centered (CTC) approaches used by majority of private and public schools in the Philippines. With the implementation of the K-12 curriculum, Afro-Asian literature remained the focus of the eighth…

This research uses critical race theory (CRT) as a conceptual perspective to study and analyze the experiences of ten students of African descent who enrolled in several African studies courses or related courses in an Ontarian university. The students, two females and eight males were interviewed between June and August 2005, using…