Ideological Education Research Articles

Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university

Abstract English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.

Teaching Practice for Ideological and Political Education of College English based on Production-Oriented Approach

“Ideological and Political Education” is the focus of the reform of college English courses in the new era. This article uses Production-Oriented Approach (POA) as the theoretical basis to design classes and takes the College English course as a case to study how to integrate ideological and political elements into the “motivating, enabling and assessing” teaching procedures. It aims to achieve the organic integration of language learning and ideological education, which provides reference for ideological and political education in college English teaching.

Design of Intelligent Political Test Paper Generation Method Based on Improved Intelligent Optimization Algorithm

With the development of artificial intelligence, computer intelligent grouping, as a research hotspot of political ideology examination paper proposition, can greatly shorten the time of generating examination papers, reduce the human cost, reduce the human factor, and improve the quality of political ideology teaching evaluation. Aiming at the problem that the current political ideology examination paper-grouping strategy method easily falls into the local optimum, a kind of intelligent paper-grouping method for political ideology examination based on the improved stock market trading optimisation algorithm is proposed. Firstly, by analyzing the traditional steps of political thought grouping, according to the index genus of the grouping problem and the condition constraints, we construct the grouping model of political thought test questions; then, combining the segmented real number coding method and the fitness function, we use the securities market trading optimization algorithm based on the Circle chaotic mapping initialization strategy and adaptive t-distribution variability strategy to solve the grouping problem of the political thought test. The experimental results show that the method can effectively find the optimal strategy of political thought exam grouping, and the test questions have higher knowledge point coverage, moderate difficulty, and more stable performance.

Intelligent Ideological and Political Education: The New Role of Artificial Intelligence

Intelligent political and ideological education has steadily gained popularity in today's educational landscape due to the rapid advancement of artificial intelligence technology. This research aims to investigate the emerging role of artificial intelligence in political and ideological education. First of all, we clearly define and explain the concept of intelligent ideological and political education, and deeply analyze the basic connotation and characteristics of intelligent ideological and political education including its important value. Secondly,we analyze the application status of artificial intelligence technology in ideological and political education, and give two representative typical cases.At the same time, we also analyzed the innovative practice of artificial intelligence technology from two aspects of moral education and political education.Furthermore, given the difficulties AI technology faces in the context of political and ideological education, we suggest appropriate responses,This study concludes with a discussion on artificial intelligence's development tendency in ideological education going forward.Our prediction is that as artificial intelligence technology advances and becomes more sophisticated, intelligent education will serve as a strong basis for comprehensive innovation in educational methods, content, and management. This will enable the development of exceptional talent who possess a strong sense of national identity, global perspective, and social responsibility.

Storytelling for personal connection: A pedagogical strategy to localise fashion education

The 2015 student protests, #RhodesMustFall and #FeesMustFall, gave rise to the call to decolonise curricula and end the dominance of Western ideologies in South African higher education (HE). The argument put forward in this paper is the need to shift from a traditional approach to a humanised pedagogical approach, wherein students frame knowledge around individual experiences to construct personal and shared understanding. Although limited scholarship around decolonising South African fashion HE exists, such scholarship does not focus on storytelling and circle learning as pedagogical strategies. To address this research gap, narrative humanism, referred to in this research as storytelling, and circle learning are put forward as pedagogical strategies to integrate student identities for personal connection in South African fashion HE. This paper aims to explore the affordances of storytelling and circle learning to decolonise South African fashion HE. Through qualitative action research, two teaching and learning interventions, termed the pilot and main studies, were designed and applied with fashion students at a South African HE institution. Data collection entailed semi-structured student questionnaires, artefacts, and a reflective research journal. To analyse the data, content analysis was employed. The findings reveal that, irrespective of cultural lived experiences or diverse backgrounds, storytelling afforded a decolonised approach in terms of inclusivity, collaboration, and a safe environment for socially engaged dialogue and peer feedback. Similarly, circle learning seemed to reduce teacher-student power relations and contrasted traditional modes of delivery. Circle learning appeared to encourage meaningful, engaged participation, affording a progressive pedagogical strategy to accommodate student and teacher voices in open dialogue. This paper contributes to the scholarship of teaching and learning in that storytelling and circle learning are suitable pedagogies to decolonise fashion education in the Global South.

Teaching Research and Effect Observation on the Integration of Clinical Medicine Integrated Course and Ideological and Political Elements from the Perspective of “Sanquan Education”

Purpose: To analyze the application path of the integration of clinical medicine integrated courses with the elements of ideology and politics under the theory of “Sanquan Education,” and to provide references for the promotion of educational reform in medical schools. Methods: 60 clinical medicine undergraduates at Jiamusi University in 2018 and 2019 were randomly selected as research subjects. On the basis of the analysis of students’ characteristics and pre-study content, the students were divided into the integration group and the traditional group, each with 30 students. Students in the integration group carried out clinical medicine integrated class with the integration of ideological and political elements. Students in the traditional group carried out the traditional clinical medicine integrated class. Classroom evaluation scales, anonymous questionnaires, and interviews were used to conduct research, collect data, and compare and observe the application effects. Results: After carrying out different modes of clinical medicine integrated courses, the undergraduates of the Excellent Physician Class in the integration group were higher than those in the traditional group in terms of teaching satisfaction, comprehensive quality, basic knowledge test, and case analysis scores through questionnaire analysis (P < 0.05). In the evaluation of the effect of ideological education, the undergraduates of the Excellent Physician Class of the integration group were higher than the traditional group in terms of the acceptance of doctor-patient communication, the correct rate of mastering the history of the discipline, and the correct rate of mastering the frontiers and policies (P < 0.05). Conclusion: Through the integration of clinical medicine integrated course and ideological and political elements, we can help students establish correct values while teaching them professional knowledge, improve the implementation of moral education in medical schools, cultivate excellent medical workers with high morality and firm beliefs for the society, and realize the fundamental educational task of establishing morality and educating people in medical schools in the context of “Sanquan Education.”

Study on Junior High School English Reading Teaching Based on the Ideological and Political Education

Moral cultivation is an essential part of the Party’s educational policy, which plays a crucial role in guiding and instructing teachers’ work as the fundamental task of education. The Compulsory Education English Curriculum Standards (2022 edition) points out that the starting point and goal of compulsory education English curriculum is to train new talents with ideals, skills and responsibilities. Since English textbooks contain abundant moral education resources and ideological and political elements, English reading plays an important role in junior middle school teaching. Therefore, integrating curriculum ideological and political education into English classes in middle schools can not only enrich students’ language knowledge, but also help them form correct values and improve their humanistic quality. This paper makes an in-depth study on how to effectively implement curriculum ideology and politics in junior high school English reading teaching.

Case study Based on Ogane's Problem-solving Process

In the 1980s, there were problems in the teaching of problem-solving in mathematics in the former Soviet Union, such as formulaic solutions and a lack of emphasis on teaching mathematical thinking. Therefore, Oganesian believes that in the traditional education system and in a large number of mathematical teaching practices, the role of mathematical exercises in developing students' mathematical level is limited. Mathematical exercises are difficult to test students' other aspects of mathematical development and ideological education factors. Introducing new teaching models is an urgent need for teaching mathematical problem-solving. Based on this, Oganesian proposed four steps for solving problems in his book "Teaching Methods for Primary and Secondary School Mathematics": understanding the problem conditions-developing a solution plan - implementing the solution plan - researching the obtained solutions. The article takes the "theorem for determining the perpendicularity of a straight line to a plane" in mathematics as an example, and analyzes its application based on the process of solving problems using the Oganesian method. By introducing mathematical problems into the Oganesian phase problem-solving process, gradually solving problems, delving into the vertical relationship between lines and planes, and analyzing their significance and role in practical applications. Assist students in cultivating thinking methods and problem-solving strategies for mathematical problem-solving systems, guide them to solve mathematical problems more deeply and accurately, enhance the problem-solving ability of mathematical learners, and optimize their thinking logic.

Генезис советской интеллигенции и изменение ее отношения к власти в годы реформ Н.С. Хрущева

This article is devoted to understanding the genesis of the Soviet intelligentsia and identifying meaningful changes in its attitude to power in 1953–1964. The research methodology is based on complementing the historical-party approach with sociological theories of functionalism and structuralism, as well as the theory of elites and the new class. The hypothesis of the study is the complex nature of the Soviet intelligentsia, which included the remnants of the pre-revolutionary educated layer, as well as representatives of the “new” Soviet intelligentsia who emerged during the years of Soviet power, possessing high cognitive qualities, partisanship and the ability for social conformism and mimicry. The modernization of the socio-political course under N.S. Khrushchev and his opening of the floodgates of criticism of the “cult of personality” of J.V. Stalin revived the function of critical analysis and construction of new meanings, characteristic of the intelligentsia, which was successfully suppressed in the USSR. The growth of critical sentiment among the Soviet intelligentsia in the conditions of desacralization of power and half-hearted de-Stalinization, the articulation of doubts about the effectiveness of the Soviet system began in the early 1960s to failures in economic policy. The economic uncompetitiveness of socialism in the conditions of weakening mobilization mechanisms for its development gives rise to a crisis of confidence in power among the Soviet intelligentsia. In the conditions of the USSR's transition to a post-industrial society, there is a growing dissonance between the humanization and technocratization of the Soviet intelligentsia and the further dogmatization of the CPSU system of ideological education. The result is an increasing trend since the mid-1960s anomie of the Soviet intelligentsia from power.

Sharing interview questions in advance: Methodological considerations in applied linguistics research

Abstract Interviews serve as a prominent methodological tool in applied linguistics and beyond, allowing researchers to explore participants’ experiences, ideologies and beliefs. Yet, the extent to which interview questions are shared in advance with participants is often unclear, although this methodological decision can substantially shape responses and subsequent reflections. Some advantages of sharing interview questions in advance include enhanced participant engagement and reflexivity, reduced interview anxiety, and more thoughtful responses. Conversely, the practice may engender risks such as participant bias, and predetermined answers. This reflective piece addresses this underexplored aspect by first discussing methodological considerations of such a practice, including a brief review of existing practices in research on language teacher ideologies and beliefs. Second, it considers ethical dimensions entailed in such a practice. Additionally, this paper explores how six English teachers in Norway experienced having access to all interview questions in advance to prepare for interviews centred around their individual teaching beliefs about multilingualism and multilingual practices. The paper concludes by suggesting that sharing interview questions in advance can benefit both participants and enhance the quality of research.

Unravelling the deficit ideologies in English language education in Pakistan: A decolonial perspective

AbstractIn this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency assessment reports, he shows how discourses on English as a medium of instruction, the English language curriculum, and assessment in Pakistan are fraught with deficit ideologies that emphasize a particular view of English proficiency that serves as an imaginary line of demarcation between proficient and deficient English teachers and reinforce linguistic and socioeconomic hierarchies. Instead of reified, Anglo‐normative orientations to English proficiency, the author proposes a translingual orientation that places students' multilingual identities at the center of English language teaching (ELT) practices. He concludes with a call for ELT practitioners and critical language scholars to develop organic links between classroom translingualism and political activism in order to dismantle socioeconomic hierarchies.

Новое образование для новой России

The problem of new education for today’s Russia is of great importance due to the fact that Russia has withdrawn from the Bologna educational system and is now beginning to form a new national education system. The crisis of liberalism is a manifestation of a new systemic crisis. A new ideology of education based on patriotism, traditional culture and modern achievements of science is required. The paper proposes the main principles of the new ideology and measures of post-market reform of the education system. The subject of the study is the crisis of the Russian education system and the problem of the ideology of teaching humanities. The purpose of the work is to formulate new principles of ideology and directions for the creation of a sovereign national education system in Russia. The stated purpose required the application of a systematic approach to the research. The practical result of the implementation of the methodology of moral-religious neo-institutionalism was the release by INFRA M Publishing House of a series of educational literature - the textbook “Economic Theory. Russian economics” and related textbooks on the philosophy of economy, home economics and methodology of scientific research, united by the subtitle on the moral content of science and economics. The importance of the research is due to the fact that the results obtained open new opportunities for secondary and higher school pedagogy in the light of the creation of a sovereign national system of education in Russia. The novelty of the study lies in the formulation of principles for a new national system of education taking into account the national patriotic ideology.

Analysis of the Optimization of Ideological Education Work System under the Perspective of “Five Educations Simultaneously”

Currently, the education sector regards the “Five Educations Simultaneously” as a crucial guiding principle for talent cultivation in the new era. This paper deeply analyzes the specific content of “Five Educations Simultaneously” and explores the requirements for optimizing the ideological education work system based on this principle. The article emphasizes the fundamental role of moral education in ideological education, promotes the deepening of intellectual education, and advances the coordinated development of physical education, aesthetic education, and labor education to achieve proactive innovation in educational work. By implementing the concept of “Five Educations Simultaneously,” the goal is to cultivate well-rounded, high-quality talents to meet societal development needs.

Application of Lightweight Freshmen Group Portrait Based on Echarts

This study designs a general analysis model for fusion method, big data portrait of young users using map engine data, and tries to solve the problem of fusion of qualitative and quantitative methods in user portrait. This paper determines the necessity of freshmen group portrait in the practice of ideological education by studying the freshmen group portrait and its objectives, connotations and roles; through the various aspects of data collection, cleaning, structuring, data analysis and modeling, the Echarts platform is used to establish a data visualization example, to achieve a three-dimensional, multi-dimensional and interactive visualization output of the freshmen group portrait, and with the help of the combination of qualitative and quantitative methods, the design of the Research model. Based on the theory of sociological psychology, we construct a user value map, use Look-alike algorithm to construct the map data labeling system, use K-Means clustering algorithm to get the data results, and analyze the data results for business. Using the model for big data empirical demonstration, the results show that young users can be divided into 20 categories of groups, and the total number of data results reaches 170 million, and the number of preference labels reaches 606, which is better than the results of survey data. And it is applied in the initial education and teaching practice process, obtaining better results, with replicable and generalizable practical application scenarios.

Eradicating dominant ideologies in higher education: the responsibility of campus leadership in developing a culturally-congruent education experience

ABSTRACT Educational leadership serves a pivotal function in establishing the tenor of campus cultures. Executive decisions shape educational policy and practice in ways that either hinder or advance marginalised students’ academic success. Leaders are in powerful positions to modify unjust academic ecosystems and to de-ideologise the white-centric dominant ideologies that lead to student pushout. Leadership actions tend to justify the status quo rather than to deconstruct campus culture and reconstruct antiracist options. Inaction from leadership has resulted in cultural discontinuities that lead some students to self-deidentify from academia. This article expands upon cultural mismatch theory to describe how race dysconsciousness, academic capitalism and rugged individualism operate to buttress ecosystemic conditions that create racially-antagonistic campus cultures. We propose strategies that leaders can implement to eradicate dominant ideologies at their home institutions and within educator-student relationships and individual mindsets. We also discuss important considerations and corresponding actions for creating culturally-congruent equity-focused educational spaces.

Exploration of Teaching Reform in Innovation and Entrepreneurship Courses in Applied Universities

This article explores the problems and dilemmas of innovation and entrepreneurship courses in applied colleges and universities under the background of civics curriculum, including the insufficiency of theoretical research on civics curriculum teaching, the singularity of teaching methods and approaches, and the tendency of polarisation of course evaluation methods. In response to these problems, the article proposes the exploration of teaching reform with four focal points, including the construction of a two-way intercommunication teaching reform model in the four dimensions of information processing, interpersonal relationship, personality development and behaviour control. The article stresses that under the guidance of curriculum ideology, innovation and entrepreneurship courses must expand the theoretical research of curriculum ideology teaching, increase the variety of teaching methods, improve the evaluation method, fully inspire the tacit knowledge of college students, timely update the teaching content and establish a new course evaluation system, etc., in order to realise the goal of higher education to cultivate morality and nurture people.

Language ideologies and language teaching in the global world: An introduction to the special issue

Aims: This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners’ experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals’ experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues’ examination of objections to linguistic pluralism and Mendoza’s exploration of stylization in English-medium instruction enrich the discourse. The collection encourages scholars to engage with plurilingualism as a theoretically robust alternative to late translanguaging theory, promoting empirical grounding and fostering a deeper understanding of language ideologies.

Teacher emotions, identity, and speakerhood status in narratives of Filipino JET Assistant Language Teachers (ALT)

This paper explores the accounts of four Filipino ALTs in teacher narratives as intertwined in their teacher emotions, identities, and practices to help understand modern changes in the understanding of the speakerhood status of traditionally perceived NNESTs in Japan and the globalized world using Norton’s (2013) concept of teacher identity. Primary data were collected from an initial survey questionnaire and semi-structured online interviews from four (4) ALTs. Guided by the narrative approach (Barkhuizen, 2008), we learned that Filipino ALTs’ identities are shifting and in flux as they navigate their emotions about their speakerhood status as ALTs in Japan. Participants responded with varying depictions of their imagined native (NES) and nonnative speakers (NNEST), specifying cultural, linguistic, and physical differences. Disappointment and frustration emerged as teacher emotions from external factors rather than speakerhood status. Moreover, feelings of happiness and inferiority, instead, were perceived to be associated with their speakerhood status. Data from the interviews show that their anxieties and inferiority related more to others' labeling of them as native speakers and the expectations of having to live up to the ideals of the NES. The data supports speakerhood status as a spectrum rather than a discrete category, with the participants’ teacher identities constantly shifting and in flux. The study shows that Filipino ALTs’ teacher emotions, as they relate to their communities, classroom policies, and shifting teacher identities, show and lead to their desire to invest and reinvest in their teaching practice and possibly signal shifts in teachers’ understanding of teacher ideologies.

Rousseau's Natural Education Thought and Its Practical Significance Are Revealed -- Take Emile as an Example

Rousseau's birth of natural education was a landmark event in the birth of modern education. Rousseau's natural education believed that attention should be paid to the natural changes in students' physiology and psychology, in accordance with their nature. This educational ideology has had a huge impact on the history of world education, influencing the emergence and development of a series of educational ideas by educators. It still has certain significance and value in the current era of education system reform. Rousseau's natural education philosophy advocates blaming nature, cultivating natural individuals, and respecting individual natural instincts, which has had a profound impact on the development history of Western society. This article combines Rousseau's work "Emile" to deeply analyze the connotation and characteristics of his natural education thought, interpret Rousseau's natural education thought, and elaborate on the practical significance of Rousseau's natural education thought to contemporary education from the aspects of respecting and adapting to students' natural nature, respecting and highlighting students' subjectivity, respecting and paying attention to students' individual differences, and paying attention to and promoting students' comprehensive development. The aim is to provide important reference and inspiration for the development of education and the development of education at all stages.

The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought

Kant's moral education ideology is an important component of his entire ideological system and a brilliant gem in the history of human educational thought. Kant's moral education philosophy is mainly reflected in stimulating the intrinsic moral motivation of the educated and cultivating their kind will, advocating for the construction of moral freedom and spiritual meaning based on the principle of formality and universality as the basis for their own will. However, the current moral education in schools is still fundamentally based on material practical principles such as utilitarianism, emotion, self love, and reputation, which leads to low efficiency and formalization of moral education practice. In this sense, moral education cannot truly cultivate the sense of responsibility and obligation of the educated, let alone generate a Kantian sense of moral respect and sublimity from the depths of their hearts. The author believes that universities can change the way learners think and enhance people's moral motivation through the role of role models in moral education. By playing a role model, laying the foundation for the construction of ideas, and then making free choices, true freedom can be achieved. This article analyzes the connotation and characteristics of exemplary education in Kant's educational philosophy based on current research experience and relevant academic literature, and further explains the role of exemplary education in Kant's moral education philosophy. Finally, combining the role of role models, this paper focuses on exploring the contemporary value of the concept of role models in Kant's moral education ideas, aiming to draw on the essence of Kant's role model education and promote the reform and innovation of moral education in Chinese universities.