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In this qualitative study, we explore 31 preservice teachers’ generative trajectories including how they built on instructional practices learned in the service-learning project, the university methods course, and the field-based experience. We addressed the question: In what ways does participating in a semester-long field-based university course combined with a service-learning program shape preservice teachers’ views about effective literacy practices for emergent bilinguals? We identified four themes in our analysis: importance of choice in literacy pedagogy; learning from and with our students; freedom to apply course methods and ideas; and growing confidence and align them with Ball’s (2009) generative change model and the four processes of change – metacognitive awareness, ideological becoming, internalization, and efficacy.

We found the preservice teachers’ ability to develop an awareness of diversity grew from their work with students both in their field-block experience and writing club. These opportunities provided them with a layering of learning – from course readings, collaborating with teachers, to problem solving and creating lessons that specifically met their students’ needs. By moving in and out of different contexts, preservice teachers developed generative knowledge about ways to support writing for emergent bilinguals. Likewise, they became keenly aware of their own experiences and beliefs. Implications include the importance of providing a variety of opportunities for preservice teachers to work directly with students. This should be accompanied by written and verbal discussions to examine and critique their experiences and ideologies in relation to students’ language and literacy needs.

This chapter offers a discussion of the increasingly widespread use of student evaluations in higher education. It critiques the extent to which these student evaluations are now regarded by governments and higher education management as an authoritative source of information on all aspects of HE provision, with a particular focus on their use to rank and evaluate teaching excellence through the Teaching Excellence Framework. It provides an overview of research looking into how student perceptions of teachers' teaching excellence, or otherwise, play out very differently depending on the gender, age and social class of the lecturers doing the teaching. This chapter argues that these differences make it difficult to ensure that students' assessment of higher education teaching are fair and/or consistent with regard to the teaching they are experiencing across different courses, disciplines and institutions. It concludes that acknowledging how inequalities will inevitably play a part in any evaluative processes is a more productive way of thinking about how more informed indices of teaching quality might be more usefully understood and operationalised in higher education. This approach, however, requires HEI's to recognise the ways in which existing racialised, sexualised and gendered patterns reoccur and sustain inequalities currently in the UK higher education sector. (199)

The Teaching Excellence Framework was explicitly introduced as a mechanism to ‘enhance teaching’ in universities. This chapter suggests, however, that the highly complex ‘black box’ methodology used to calculate TEF outcomes effectively blunts its purpose as a policy lever. As a result, TEF appears to function primarily as performative policy act, merely gesturing towards a concern with social mobility. Informed by the data and metrics driven Deliverology approach to public management, I suggest the opacity of the TEF's assessment approach enables policymakers to distance themselves from and sidestep the wicked problems raised by the complicated contexts of contemporary higher education learning and teaching. At the same time, however, I argue that the very indeterminacy through which the framework achieves this sleight of hand creates a space in which engaged teaching practitioners can push through a more progressive approach to inclusive success.

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching (ISATT) on the professional learning, teaching, and research of members specifically in the Asia-Pacific region. The authors employ qualitative methods, primarily self-study and narrative inquiry, and use descriptive statistics derived from survey responses to support their claims. The work not only speaks to ISATT’s significant shaping effects but also to historical and contemporary challenges the organization faces as it moves toward the future.

This chapter critically examines how recent government papers and policies have informed and contextualised the new Higher Education and Research Bill (HERB) passed in April 2017. In particular, it concerns itself with the issue of ‘teaching excellence’, through what has been termed the Teaching Excellence Framework (TEF) that has emerged as a key plank of the current government’s policy for future funding of higher education (HE). It will consider the other spurs for reform in HERB, such as the desire to create a culture in HE where teaching has equal status with research, the need to ensure that universities provide better information about their courses and the experiences that they can offer students and the predictable governmental requirement for institutions to give value for money and to be clearly held accountable for any failure to provide a quality service to students. Lastly, there is also a strong emphasis on widening student participation across the sector and ‘levelling the playing field’ so that new providers can set up with the minimum of red tape. It is interesting to note how each of these additional areas for reform is clearly linked to TEF, which, this chapter will argue, will be the key vehicle used to drive them forward.

In this chapter, we use intentional noticing to deconstruct and reconstruct assumptions within an exploratory case study that involved a university and a school in Aotearoa New Zealand and how this contributes to global understandings around the influence of power on notions of Indigenous languages in schools. The current chapter originates from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary program for children within their early years of schooling, aimed at developing emergent literacy skills in te reo Māori (the language of Indigenous Māori peoples in Aotearoa New Zealand). Reconstructing understandings was challenged by several factors, including assumptions around the content and implementation of the program and challenges that emerged from within the research team and that influenced the engagement of teachers and children within the program. We explore how teachers and children interrupted existing models of teaching and learning that have previously been used as a tool for assimilation, to foster the development of te reo Māori and emergent literacy skills. We conclude that it is crucial for researchers to be conscious of their assumptions within the research process to decolonize practices and to develop cultural understandings of ways of being. This means that relationships with Indigenous peoples is fundamental within cross-cultural research.

Formal forms of youth participation, like youth councils and student committees, are often criticised for being too affiliated with adult-led power structures, giving young people little space for their own initiative and agenda. The general conclusion from the PARTISPACE project confirms this picture, though there is also a considerable variation in how these institutions are organised and led. This complexity is illustrated in a comparison between the Youth Council of Gothenburg (YCG) in Sweden, the Greater Manchester Youth Combined Authority (GMYCA) and the Manchester Young Researchers (MYR). The YCG and the GMYCA both have strong ties to the political assemblies in their cities and this has great influence over their work process. In this respect, the MYR represents an effort where the young members can make their own choices, take on much more personal responsibility, and learn a lot from this practice. At the same time, both YCG and GMYCA deal with important issues for young people and have succeeded in making substantial changes, for example, when it comes to youth access to public transport. The young people who are engaged in the different participatory efforts all want to contribute to an advanced position for their peers. To some, formal participation appears to be a feasible way to accomplish this. The experiences from the YCG and the GMYCA show that this choice is associated with limitations in room for manoeuvre. However, many of the young members see through this and maintain a critical perspective on the contemporary conditions for young people’s participation in society, and their capacity to change them through formal means.

The purpose of this chapter is to survey and synthesis the literature on: (1) myths and misinformation about persons with disabilities that create attitudinal barriers to employment, (2) best practices in employing persons with disabilities, (3) the business case for hiring persons with disabilities and (4) corporate social responsibility and disability, in order to distill a model for changing corporate culture for successfully integrating employees with disabilities into an organizations workforce.

An extensive review of the above mentioned literature is synthesized and distilled into a model.

The review indicates a number of best practices to be implemented in order to successfully integrate employees with disabilities into the workforce. These factors have been synthesized into a model to guide employers in affecting corporate cultural change to address the integration of person with disabilities into the organization.

A systematic approach to integration of employees with disabilities, informed by the significant business logic for doing so.

The chapter provides an extensive survey of the literature on disability employment and highlights attitudinal barriers to employing persons with disabilities, the business case and social responsibility case for employing persons with disabilities, the best practices for success and synthesizes these factors into an original model to guide business in cultural change making.