We are accepting submissions for the 2011 volume of The International Journal of Learning.
The International Journal of Learning sets out to foster inquiry, invite dialogue and build a body of knowledge on the nature and future of learning. In do doing, the journal provides a forum for any person with an interest in, and concern for, education at any of its levels and in any of its forms, from early childhood, to schools, to higher education and lifelong learning — and in any of its sites, from home to school to university to workplace.
The journal is relevant for academics, researchers, teachers, higher degree students, educators and educational managers and administrators.
Refereeing of submitted papers will commence shortly so start the submission process early by submitting your proposal.
Paper submission guidelines and timelines are available online.
As part of the process of publishing The International Journal of Learning all submissions are sent for peer refereeing, prior to publication. Assessment, comments and guidance by the referees are an essential part of the publication process and invaluable to the authors of the submitted papers.
In recognition of the important role of referees, the international advisory board acknowledges all referees who have refereed papers as an ‘Associate Editor’ in the volume of the journal they have contributed to.
If you would like to referee papers submitted to The International Journal of Learning, please email journals@thelearner.com, with your professional details, areas of expertise and contact details. If we feel you are qualified and we require refereeing for papers within your expertise, we will contact you.
Congratulations to Siew Kheng Catherine Chua, the winner of the International Award for Excellence in the area of in the area of literacy and education for their paper Futuristic Schools: “Little Red Dot” Strategies in a Globalised Economy
Abstract: The dynamic progress of globalisation has been reshaping the culture, politics and economy of countries. This knowledge-based and post-Fordist work environment requires the formation of new curriculum and pedagogical practices. In order for a country to survive economically in this environment, it is necessary to restructure its education policies and practices. At the political level, the government has to put in place national education policies that are able to create a workforce who can meet the global demands. At the national level, the education ministry has to ensure that these policies are well translated in schools. Basically, the on-going educational setting has to fulfil the economic objectives of a country.
This paper examines Singapore’s present education landscape and its pedagogical practices. It reviews the Singapore government’s interpretation of globalisation and examines its responses to the world globalised economy. Specifically, it looks at the strategies adopted by the government and its education ministry in the refining of its Ability-driven Education framework. It discusses Singapore’s 2008 education strategy FutureSchools@Singapore, which stresses the use of the most up-to-date information and communication technologies (ICT) in teaching and learning in Singapore schools.
If you have read the paper you may wish to add a review.
Cathryn Teasley was a Plenary Speaker at the 2009 Conference.
Cathryn Teasley is Adjunct Professor of Curriculum, Instruction and School Organization at the University of A Coruña, Spain. Her work is focused on cross-cultural justice through education, and is reflected in publications such as Transnational perspectives in culture, policy, and education (Peter Lang, 2008), which she co-edited with Cameron McCarthy.
Cathryn Teasley’s paper Postcolonial Learning in Neocolonial Times has been published as part of The International Journal of Learning.
Abstract: By critically examining four broad dimensions of learning through the postcolonial lens, the aim with this study is to promote alternatives to today’s neoliberal variant on the technical-rational imaginary for learning. Such alternatives are meant to help learners of all ages, origins, and conditions, but especially those belonging to identity groups who regularly experience one or more forms of discrimination, inequality, and injustice, to identify neocolonial cultural and economic dynamics so that they might create a cross-cultural common ground from which to resist such oppression, as a means of empowering and perhaps even emancipating themselves from its damaging effects.
Dr. Denise Newfield’s paper, Pippa’s Song: Multimodality and Pedagogic Praxis, commemorates the contribution of Pippa Stein, professor of language education at the University of the Witwatersrand, Johannesburg from 1981 to 2008.
Professor Stein was a much beloved and respected teacher, academic and researcher, a founder member of the Africa Research Network, a member of the international advisory committee of the Learning Conference, and of the editorial boards of numerous academic journals. Her untimely death in August 2008 is mourned by the international academic community.
It is my purpose today to pay tribute to her work in multimodal pedagogies and in democratic education by providing a critical assessment of it.
We are pleased to announce that The International Journal of Learning has been accepted for inclusion in Scopus.
Scopus is Elsevier’s abstract and citation database; one of the largest in the world.
We are now in final production for The International Journal of Learning, Volume 15, Number 12. This issue will be published shortly and will be available in the online bookstore.
Announcing Vicki Adele Pascoe and Kylie Radel of Central Queensland University, Queensland, Australia as winners of the 2008 International Journal of Learning Award for Excellence, for their paper “What are Nice Guys Like them doing in a Place Like that?”: Education Journeys from Australian Indigenous Students in Custody.
Indigenous Australians have been the subject of long-term disadvantage and discrimination. They are “nearly 16 times more likely to be imprisoned than non-Indigenous people” (Council of Social Service of New South Wales, 2006, p. 1). Just over one third of Indigenous prisoners have completed primary education as compared to just 16% of non-Indigenous prisoners (Rawnsley, 2003, p. 19). The majority of Indigenous people in custody have little opportunity to intervene in the offending cycle because they lack the education tools. Since 2000 our university has offered a Tertiary Entry Program (TEP) specifically designed for Australian Indigenous people who wish to gain the necessary skills for successful university study. More …
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