Exploring Flipped Classroom for Business English: Preliminary Insights from Student Voices and Reflections

Part I: Student Response to Internationalization of the Curriculum 1. 'Beside Me Is an Empty Chair': The Student Experience Of Internationalization - Betty Leask 2. Students as Global Citizens - Douglas Bourn 3. The Relevance of the Internationalized Curriculum to Graduate Capability: The Role of New Lecturers' Attitudes in Shaping the 'Student Voice' - Viv Caruana 4. Student Voices, Internationalisation and Critical Conversations in Initial Teacher Education - Jon Tan and Christine Allan Part II: The Impact of Study Abroad and International Volunteering 5. Beyond Immersion: Global Engagement and Transformation Through Intervention via Student Reflection in Long-Term Study Abroad - Gabriele Weber-Bosley 6. Discovering the World - Discovering Myself - Danuta De Grosbois, John Kaethler and Alexandra Young 7. 'Don't Worry About The Worries': Transforming Lives Through International Volunteering - Elspeth Jones 8. Guided Reflective Journaling: Assessing the International Study and Volunteering Experience - Mark Russell and Linda Vallade Part III: Student Learning in the Cross-Cultural Classroom 9. Sometimes It Means More Work...: Student Perceptions of Group Work in a Mixed Cultural Setting - Jane Osmond and Jannie Roed 10. Interactions in the International Classroom: The UK Perspective - Neil Harrison and Nicola Peacock 11. Has Everybody Seen A Swan? Stories from the Internationalised Classroom - Sheila Trahar 12. Mutual Cultures: Engaging With Interculturalism in Higher Education - Viv Thom Part IV: Transnational Education and Support for International Students 13. The Internationalised Curriculum: (Dis)locating Students - Valerie Clifford 14. International Students and Academic Acculturation: The Role of Relationships in the Doctoral Process - Michaela Borg, Rachel Maunder, Xiaoli Jiang, Elaine Walsh, Heather Fry, and Roberto Di Napoli 15. Refugees: Home Students With International Needs - Jacqueline Stevenson and John Willott

Theorising power in student voice is contested terrain dominated by critical theory but challenged increasingly by post-structural approaches. Although critical approaches have suited the advocacy needed to establish student voice as worthy social justice work in this article I explore post-structural resources that more generatively account for the complexity, multiplicity and ambiguity of power dynamics within student voice initiatives. I examine what is opened up when power is conceptualised as ‘games of truth’, multifarious, generative and deployed tactically by both students and researchers to co-produce ‘truths’ that emerge as student voice. I ‘plug in’ games of truth to data from one student voice encounter, researcher reflections and participatory research discourses to generate an assemblage of power dynamics in student voice differently. I argue that viewing power as games of truth opens up to student voice as contingent and recursive tactical contests over truth played between mutually powerful, yet differently powered players.

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students’ reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices.

In 2024, the University of Manchester is celebrating its ‘bicentenary’. Mindful of this and reflecting recent historiographical trends that have sought to give increased focused to the importance of ‘student voice’, the primary purpose of this article is to present the personal memories and recollections of four graduates of the University of Manchester’s History department over a sixty year period from 1965–2024. Individually and cumulatively, they provide snapshots of the changing nature of university and student experience from both individual and institutional perspectives, as well as first-hand evidence of how both have responded to the changing social and political environments in which they find themselves. In addition, and in order to provide context to this year’s celebrations, the article critiques aspects of the university’s institutional lineage and contrasts its present celebrations with traditional accounts of its founding as well as those of its predecessor organisations.

A systematic evaluation plan is required in nursing education to determine achievement of curricular initiatives and to improve program student learning outcomes. An innovative approach that included direct involvement of students was implemented in the evaluation of a quality improvement (QI) initiative aimed at enhancing student success. Through the use of action research (AR), students became coresearchers to critically appraise educational strategies implemented in an undergraduate curriculum improvement plan. The purpose of this article is to describe the student and faculty reflections and experiences while using AR to evaluate outcomes in an undergraduate QI project. Two critical variables were discovered based upon student voice, which changed the course of the project. Action research methodology successfully increased the rigor of evaluating a QI initiative by a faculty-student research team. Student voices uncovered two powerful variables which expanded the project to effectively improve nursing education. [J Nurs Educ. 2020;59(1):42-45.].

Early childhood teacher preparation programs are tasked with preparing pre- and in-service teachers to demonstrate equity through culturally responsive and sustaining practices (CRSP). This involves raising awareness of and working against characteristics embedded in systems that are barriers to equity. Early childhood teacher educators must be intentional about including student voice and promoting CRSP through the design and implementation of curriculum. We propose a parallel process, positing that early childhood teacher education students must experience equitable and inclusive learning as students themselves to implement CRSP in their own classrooms. The Community of Inquiry model is a guiding framework from which we reflect on and share research-based strategies for engaging adult learners in activities within online and in-person courses that promote student voice, reflection, and presence. Centering equity as a parallel process requires early childhood teacher preparation programs to design, facilitate, and model activities that invite student voice and perspective. In this way, we might begin to realize the goal of centering equity and supporting teacher candidates in translating these experiences into their own practices with children and families.

The research recounted in this paper was designed primarily to attempt to understand the reasons for the low uptake of the natural sciences beyond compulsory education in England. This has caused widespread concern within governmental quarters, university science departments and the scientific community as a whole. This research explored the problem from the position of the students who recently made their choices. The student voices were heard through a series of interviews which highlighted the complexities of the process of post-16 choice. Social theories of pedagogy and identity, such as those of Basil Bernstein, were used in an analysis of the interview texts. Dominant themes used by the students in rationalising their post-16 subject choice related to their past pedagogical experiences, school discourses of differentiation and the students? notions of their future educational and occupational pathways. This study provides no simple solutions but highlights the importance of student voice to our understandings of what influences subject choice at this critical post-16 stage.

Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity

Student Voices: Arriving as Strangers, Welcomed as Friends: Student Reflections on Mindsets, Equity, and Partnerships in International Service-Learning

Acknowledgments. Preface. The Editors. Part One: The Structure and Culture.of Inequality in Schools. Introduction: Unfinished Business: Closing the.Achievement Gap at Berkeley High School (Pedro A. Noguera, Jean Yonemura Wing). 1 Structuring Inequality at Berkeley High (Beth C. Rubin, Jean Yonemura Wing, Pedro A. Noguera, Emma Fuentes, Daniel Liou, Alicia P. Rodriguez, Lance T. McCready). 2 Integration Across Campus, Segregation Across Classrooms: A Close-up Look at Privilege (Jean Yonemura Wing). 3 The Discipline Gap and the Normalization of Failure (Anne Gregory, Kysa Nygreen, Dana Moran). Part Two: Agency in the Fight for Equity. 4 Changing Teacher Practice and Student Outcomes (Pharmicia Mosely). Teacher Voices: Dana Moran, LaShawn Route-Chatmon, Miriam K. Stahl, Tamara Friedman, Leslie Plettner, Susannah Bell, Magi Discoe, James Dopman. 5 Creating Demand for Equity: Transforming the Role of Parents in Schools (LaShawn Route-Chatmon, Katrina Scott-George, Anne K. Okahara, Emma Fuentes, Jean Yonemura Wing, Pedro A. Noguera). Parent Voices: Isabel Parra, Julina Bastidas Bonilla, Michael D. Miller, Juana Villegas, Vikki Davis, Liz Fuentes, Valerie B. Yerger. 6 Songs of Experience: Student Reflections on Four Years at Berkeley High (Elena Silva). Student Voices: Nabila Lester, Joey Christiano, Jimmy Thong Tran, Pranoumphone (Pam) Pradachith, Jamie McMaryion, Shabnam Piryaei, Niles Xi'an Lichtenstein. Conclusion: Lessons Learned: The Limits and Possibilities of Using Research to Counter Racial Inequality (Pedro A. Noguera). Epilogue: Finishing School (Jabari Mahiri). References. Index.

Higher Education Institutions (HEIs) have had to reconsider and reshape their teaching and learning pedagogies overnight during the Covid-19 pandemic. The dramatic closure of education institutions in South Africa, and worldwide, gave rise to questions around our adaptability, readiness, and response to change in the HEI sector. While universities made the rapid move to emergency remote teaching and learning, it remained to be seen how students responded to this move. This study reports on the use of voice notes to promote student voice and agency in English tutorials at a university in Gauteng, South Africa. The main aim of this paper is to examine student reflections on the use of voice notes to foster agency in tutorials. Based on the inequalities present in South Africa’s education system, specifically HEIs, this paper is conceptually framed in critical theory. Through an examination of data elicited from student interviews, observations, and voice notes, this case study finds that participant reflections highlight the significance of a critical approach, in utilising voice notes in English tutorials, to assist students in being active participants in the teaching and learning process. Keywords: student reflections, voice notes, critical theory, agency, university tutorials

In this paper, we describe a mechanism for subverting the institutional-level neo-liberal hidden curricula of responsibility learning in universities by using a positive hidden curriculum based on extra-curricular activities partnering staff and students. In our study, we leverage projects from an institution-sponsored Justice, Equality, Diversity and Inclusion (JEDI) initiative as notional ‘Trojan horses’ to instil within university students a more reflexive awareness of responsibility that they can take with them when they graduate. In delivering this positive hidden (extra)curriculum, staff are seemingly performing the formal agenda of the institution’s responsibility agenda while undermining its managerialist hidden curriculum by working in tandem with students. Our key findings – student reflection and voice – are evidence of the positive hidden curriculum implementation. Our contributions are twofold. First, we demonstrate that positive hidden curricula can serve as a tool of micro-activism to subvert managerialist hidden curricula. Second, we offer another dimension to Semper and Blasco’s interpersonal strategies for challenging the hidden curriculum by showing that collaborative projects between students and staff can be sites of a positive hidden (extra)curriculum. Collaborative initiatives such as the ones we describe in this article provide a tangible foundation for reconsidering creative and intrinsic approaches to responsible learning environments.

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

This proposal presents a critical analysis of European and international indications and documents on digital competences and citizenship education with particular regard to digital citizenship. Our perspective is dictated by the results of an exploratory “student voice” research that has identified the representations and reflections of university students in the face of the power and seduction of digital media. From the comparison with the documents, we have highlighted some dimensions that appear, to us, to relaunch the educational needs that emerged from our data. This analysis therefore addresses three paths of critical reflection: a) the pedagogical perspective on the media, from the protection approach to the development of participation, reflection and re- sponsibility; b) the global digital dimension, from the theory of communication discontinuity (online-offline) to the holistic approach (“onlife”); c) deep global competence, from media communication to global interaction between conscious, responsible and reflective citizens to the challenges of the media revolution.

Purpose of the study: This research aims to analyze the urgency and strategies for developing creativity in basic education in Indonesia, especially in elementary schools, as the foundation for the formation of human resources that are adaptive, innovative, and ready to face the challenges of 21st century education. Methodology: This study used a standard printed questionnaire without a brand, manual observation sheets, and photo documentation using an Android phone camera (Samsung Galaxy A series). The methods applied include descriptive qualitative approaches, thematic analysis, literature studies, student surveys, and teacher reflection. The software used is Microsoft Word 2019 and Mendeley Desktop. Main Findings: The development of creativity in elementary schools has been shown to increase students' learning motivation by 41% and ecological awareness by 24%. Project-Based Learning and the Learning Cycle approach are effective in encouraging creative thinking across subjects. The role of teachers as creative role models is a key factor in creating a safe, participatory, and classroom climate oriented towards the originality of ideas and contextual problem solving. Novelty/Originality of this study: The novelty of this research lies in the integration of the 4P framework of creativity with empirical data on student voices and teacher reflections in rural elementary schools. This study shows that environment-based contextual creativity and PjBL not only increase learning motivation, but also ecological awareness. These findings broaden the understanding of creativity development as an adaptive strategy for primary education in the VUCA era.