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While education policymakers in Asian polities find it difficult to resist the English language which has attained a new status in “late capitalism”, prevailing policy-level perceptions also suggest that a ruthless adoption of English may undermine national languages, identities and cultures. Despite the heightened commercialisation of English as a global language this policy dilemma raises some critical questions. For example, how can individual entrepreneurs also acting as “language policy actors” effectively promote for-profit English teaching ventures without being accused of compromising national interests, identities and traditions? This article makes a modest attempt towards addressing these questions by conducting a critical analysis of Li Yang’s English teaching venture called “Crazy English” in China and its underlying discourses.

From a sample of English teaching resources available on its official website, this paper identifies and discusses four major discourses on the relationship between English and individual entrepreneurship in English on the one hand and Chinese and China’s national values and interests on the other.

This paper argues that collectively these discourses represent a model of “edu-business” in English language teaching that reconciles the dichotomies between nationalism and post-nationalism, individualism and collectivism and public and private interests in a neoliberal world.

With the onset of globalisation and its impact on all aspects of life including the economy, education and communication, there have been on-going debates on the emerging tensions between the nation-state and the forces of trans/post-nationalism, the latter being underpinned by neo-liberalism. These tensions have also been observed in the fields of English and English language education. While research has examined how macro-level policymakers respond to globalisation through their English language policies, there has been limited work on how individual language policy actors engaged in the commercialisation of English reconcile the apparently irreconcilable forces of nationalism and post-nationalism. The contribution of the present article lies in illustrating a case that seeks to reconcile these forces through discourses and discursive strategies.

Purpose – To examine the potential social media has for increasing pre-service English language arts (ELA) teachers’ language interest, awareness, and content knowledge by engaging them in an ongoing collaborative effort to seek out, make observation about, and highlight contemporary examples of language, literacy, and culture in action in global media using Twitter as a platform.

Design – The research design was qualitative and included a thematic analysis of Twitter posts from the pre-service teacher participants during the semester, informal feedback about the experience during the semester, and written reflections at the end of the semester. Students worked independently on the assignment throughout the semester, outside of a few brief, and informal check-ins during class by the instructor. At the end of the semester, students completed an open-ended survey to reflect on their experiences with and takeaways from participating in this Twitter-based language exploration activity. The theoretical frameworks that were foundational to the study included the technological, pedagogical, and content knowledge (TPACK) framework (Koehler & Mishra, 2008) and Andrews’ (2006) criteria for language exploration and awareness.

Findings – The findings of this qualitative study indicate that engaging pre-service teachers in an ongoing collaborative effort to promote language, literacy, and culture via social media has great potential in terms of students increasing not only their knowledge of language and language awareness, but also their TPACK overall. Specific examples of how participants responded to the experience are provided.

Practical Implications – This study contributes to the literature on the potential impact of social media on content area learning and teacher preparation by providing concrete, research-based suggestions for how both English teacher educators and middle and secondary ELA teachers can engage in collaborative efforts to learn more about, expand definitions of, and promote aspects related to ELA content, like language awareness, variety, and dialect. It includes recommendations for both teacher educators and middle and secondary ELA teachers to expand their notions for defining and teaching aspects of language that go beyond a narrow focus on grammar and to consider ways that social media and digital literacies can enhance these efforts.

The purpose of this paper is to survey and consider the implications of the literature justifying the value of teaching poetry. There has been a long tradition of literature education in the English departments of Chinese universities. English Poetry courses are offered within optional literature modules in senior stages of a BA in English language and literature. In 2000, the new national syllabus for tertiary English majors was issued. This syllabus has brought the teaching of English into line with the perceived practical needs of society. As a result, poetry courses have been under threat within the degree. A substantial number of university teachers have responded to this threat with articles arguing the value of teaching of poetry.

The China National Knowledge Infrastructure (CNKI), the largest database of academic journals in China, reveals that from 2000 to 2013, 102 articles about teaching English poetry to Chinese people learning English as a foreign language were published in Chinese academic journals, of which 67 are concerned with English majors. This literature examines these 67 articles.

These articles justify the purpose of teaching English poetry, evaluate the content of poetry courses and share pedagogical strategies. The issues within this discussion fall into three categories: why teach poetry; what to teach in poetry courses; and how to teach poetry. Because the commitment of Chinese teachers to sharing their beliefs about teaching English poetry is positioned in the context of increased advocacy for the creation of inter-disciplinary market-orientated graduates, discomfort, uncertainty and the desire for change emerge in this discussion. On the other hand, teachers looking for change express caution about the costs of changing pedagogical approaches on the development of the skills of close reading and analysis of poetical texts.

This investigation of the local Chinese context resonates with and contributes to the wider discussion of the challenges faced by English literature teachers in both second- (L2) and first-language (L1) contexts and warrants examination. It is difficult to say in advance how far such knowledge could contribute to any policy decisions that may be made in the future, but it is important that the voice of teachers contributes to the larger international debate about the value of humanities in tertiary-level education.

This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies.

This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis.

The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures.

Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures.

The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.

The purpose of this paper is to determine perceived barriers to utilization of mental health services among adults in Dodoma Municipality, Tanzania. To improve the use of mental health services, identifying related perceived barriers is a key step.

A concurrent mixed method model was used. Data were collected through face-to-face interviews (n=152) using a structured survey questionnaire. In addition in-depth interviews were conducted (n=10). The quantitative data were analyzed by using Epi info version 2002. Content analysis was used for analyzing qualitative data.

The majority of respondents opted to use modern mental health facilities for mental illness treatment. They also used spiritual healing and other forms traditional methods including herbal medicines. The most frequently identified causes of mental illness were: drug abuse, being cursed and witchcraft, demons or evil spirit possession. The reported significant perceived barriers were stigma, economic, lack of transport, witchcraft, lack of awareness of mental health services, unemployment, and negative believes about professional cure.

The option for mental health service utilization is influenced by the existing barriers on community and clients’ perception. There is a need for mental health professionals and policy makers to integrate mental health into primary care. Mutual sharing of knowledge between mental health professionals and tradition healers is warranted. Further research on the attitudes toward mental health professional services and on effectiveness of traditional healers’ services is indicated.

Sets out to encourage a critical reappraisal of the models and practices of management consultancy. Tracing the historical development of management consultancy, argues that management thinking and practice has been unduly influenced by management consultants who have made use of flawed and increasingly faddish ideas and models. Examining these fads, and the groups who have promoted them, concludes by arguing that managers should dispense with the services of management consultants, and should instead learn to understand the world of work as experienced by their employees.

This paper aims to provide a critical comment on complex funding systems.

This is a critical comment written in the form of a poem. The poem is in the style of the English light opera composers Gilbert and Sullivan, and is a variation on their song “I Am the Very Model of a Modern Major General”, from The Pirates of Penzance.

The poem spotlights financial failure.

The poem spotlights the crazy names and poor transparency of special purpose vehicles.

In this paper the authors investigate precarious value creation in English football clubs. They examine strategic, economic, cultural and social capital to analyse the orientations of legal owners of football clubs (entrepreneurs) and the implications for moral owners (the fans). Their research question is not if entrepreneurs create value – but whether the value created is productive or destructive.

The research design is a case study of the professional football industry, specifically 44 football clubs in the top two professional divisions in England, namely the English Premier League and the English Football League Championship. The authors’ methodology is secondary textual data. Their approach is to examine official club statements, triangulated with regional and national press reports, fan accounts and narratives from published artefacts; fan blogs and websites.

The “opening up” of the professional football industry in England to market forces in 1983 has subsequently attracted entrepreneurs that use football clubs as artefacts to pursue other business interests. Over-grazing on strategic and economic capital at the expense and exploitation of social and cultural capital exists. As entrepreneurial opportunities to exploit a football club's assets becomes more apparent, the unique relationship between club and fan is being strained. The authors observe detachment, disenchantment and protest.

The data sought for this study design was necessarily in the public domain and therefore drawn from secondary sources. The scope was English football and the top two divisions, thus the findings are context specific to that region and level.

For policy, the authors call for a new government inquiry into football ownership in English football, re-examining heritage, purpose and value creation.

Football fans are the majority stakeholder in the football industry but are under-represented in English football because of the private ownership of football clubs. Fans are, however, a barometer for how their owners are acting as custodians of their clubs and if the value created by entrepreneurs is productive or exploitative.

This paper has value in drawing attention to this unique and ignored industry from an entrepreneurship perspective, provoking a call for further research to explore this phenomenon. Sustainable value creation may be a useful framework for further research in this and other industries.

Pre- and post-immigration trauma and stress make refugees a particularly vulnerable group in terms of mental health and well-being. The purpose of this paper is to describe a listening project undertaken in Plymouth, UK, which sought the views of 17 service users (n=12) and staff (n=5) from four local support organisations, for people with refugee and asylum seeker status and those with diverse cultural backgrounds. Aims of the project were to expand Western-centric understandings regarding beneficial support and the promotion of good mental health and well-being in this population.

Responses were subjected to thematic analysis, co-conducted with a service user. Participants were asked about their personal understandings of mental health and well-being and what supports or hinders well-being.

The findings enabled the development of a model incorporating 10 threads which support and 9 holes that can hinder well-being.

The relatively small numbers of participants compared with the numbers of asylum seekers and refugees in Plymouth may not be fully representative of the general population in Plymouth and the UK.

Despite increasing cultural diversity within the UK population, available mental health services exist mainly as developed from a Western psychological model of mental distress and treatment. This research provides services with a more informed understanding of mental health for asylum seekers and refugees. As such it is of value towards future service design in Plymouth and the UK. Findings also contributed to a successful funding bid to set up a peer-led support project in the city.