education

Assimilation of the Anglo-Saxon System of Education in the Conflicted Ambazonia: Delinking from Colonial Language Ideologies

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John Wankah Foncha1 & Jane-Francis Afungmeyu Abongdia2
1,2 The Cape Peninsula University of Technology. Email: fonchaj@cput.ac.za/ Jane-francisa@cput.ac.za

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.18 
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Abstract

Education is a mind builder and should be taken as a matter of importance in any nation. Following this, the curriculum designer is responsible for building learners’ minds. Seen through this lens, this theoretical article intends to project the importance of community schools in conflict-stricken Ambazonia against the backdrop of the French curriculum. Education guidelines are addressed with reference to language planning, policy, and implementation. Additionally, the paper seeks to explain the current situation in Ambazonia and make arguments regarding the community schools’ guidelines that aspire for multilingualism, where indigenous languages are taken seriously in teaching and learning. Another point discussed is the transitional authority (Ambazonia Transitional Authority), which was put in place to deal with implementing education guidelines and administrative issues. The paper concludes with the argument that what we think must be transformed into what we do and be shown by what we have done.

Keywords: Colonial Language Ideologies, multilingual, Ambazonia Transitional Authority, education

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CFP on Special Issue on “Interdisciplinary Approaches to Education in the 21st Century”

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Call for Papers: Vol. 8, No. 2, 2016 on
“Interdisciplinary Approaches to Education in the 21st Century”

In collaboration with

School of Education

Lovely Professional University

Phagwara, Punjab (India)

To be guestedited by
Dr. Mihir Kumar Mallick
Professor & Head,
School of Education
Lovely Professional University

The Theme
The Rupkatha Journal (www.rupkatha.com) is cordially inviting papers for a Special Issue on “Interdisciplinary Approaches to Education in the 21st Century”. In our postglobal and postdigital  world, all aspects teaching, learning, research and publication have underwent unprecendented changes in the past few decades and will continue to face bigger challenges and cope up with the intervention of economy and technology in future. As a dynamic process, our education systems will adapt to and cope up with the situations surely. But the scope and challenges of the present demand our immediate critical academic attention. In this issue we want to engage critically with the emerging trends in education in the new century to assess the past, understand the present and anticipate the future. We invite articles and book reviews on wide-ranging topics relating to the theme.
Topics

  • Innovations and Research in Teacher Education
  • Pedagogy for promoting Analysis and Critical Thinking
  • Policy initiatives in Teacher Education
  • Educational Planning and Economic Development
  • Teacher Accreditation and Certification
  • Strengthening morality and tolerance through Education
  • Bridging digital divides
  • Innovative Assessment Approaches
  • New Educational Technology
  • Questioning the Streams (Arts, Commerce, Science) and Disciplines
  • Disciplines at Interdisciplinary Cross-roads
  • The Future of the Subjects (you teach)
  • Coloniality, Postcoloniality and the Disciplines
  • The Issue of the Medium of Instruction
  • Religion and Politics in Higher Education
  • State of Research in various subjects
  • Research methodologies
  • The issues of “Publish or Perish” & “Publish or Not to Publish”, Open Access Movements, Quality markers with metrics, ethics of publishing
  • The Issues with Ranking and Accreditation of Higher Education Institutions
  • Capital Investment in Higher Education
  • Codes of Conduct in higher education
  • Management in Higher Education
  • Any topic you think appropriate (please contact the editor)

Word Limit: Papers should be between 3000-5000 words
Style Sheet: APA
Submission Deadline: February 20
Tentative Publication: March 15, 2016
Contact: Please send your submission to Prof. Mihir Mallick at mihir.malick@lpu.co.in and to the publisher at submission@rupkatha.com.
See Submission Guidelines: http://rupkatha.com/submissionguidelines.php

CFP_Education_

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Editorial, Volume V, Number 3

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With this edition (Vol. V, No. 3) the Rupkatha Journal on Interdisciplinary Studies in Humanities completes five years of its glorious presence online. The journal was conceived mainly as a scholarly platform seeking standardization of scholarship and research, and as an online experiment helped by the Web 2.0 phenomenon for dissemination and access in non-profit model on a user-friendly interface on the digital media. With the very first issue we took up measures for standardizing its publishing system following certain established global norms, and the journal began to be recognized by scholarly indexing, archiving and directory and library services like EBSCO, Elsevier Scopus, MLA, DOAJ, Archive-it etc. But the biggest recognition and acceptance came from scholars who contributed to it as readers, authors and editors. We have been trying very hard in spite of being a non-profit initiative, to improve the quality with every issue and introduced new user-friendly services following certain norms—scholarly, ethical, technical. New areas were selected for research and enquiry, and new scholarly voices were encouraged and promoted. Several special issues were brought out successfully with much enthusiasm from different parts of the globe. Keep Reading

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Canonical Values vs. the Law of Large Numbers: The Canadian Literary Canon in the Age of Big Data

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Carolina Ferrer, Université du Québec à Montréal (UQAM), Canada

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In this article, I propose an alternative technique to the traditional method of constitution of the literary canon. Instead of basing the determination of the canon on different values, I scrutinize the Modern Language Association International Bibliography database in order to determine the most cited authors and literary works. Specifically, I study Canadian literature. Thus, through the process of data mining, I obtain a sample of over 25,000 references that allows us to observe the chronological evolution and the linguistic distribution of the critical bibliography about Canadian literature. This quantitative technique yields a corpus of 151 titles and 295 writers that are cited more than 10 times in the database. Consequently, this bibliography is not the result of subjective selection criteria, but is based on the law of large numbers. Furthermore, this study shows that the quantitative analysis of bibliographic databases is an effective way to bring new light to the field of literary studies. Keep Reading

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Call for Reviewers and Copy-editors

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Peer-ReviewReviewers

We invite applications from established scholars to act as Reviewers for the Rupkatha Journal (www.rupkatha.com). Reviewers  familiar with OJS (Open Journal System) and/or other platforms for online review will be preferred as we will introduce new system of online review in 2014. Interested scholars need to send the following in their CV:

  1. Institutional affiliation details along with associations with other journals;
  2. Areas of specialization and expertise;
  3. List of published works.
  4. A small photograph.

Preferred Areas of Specialization: Aesthetics, Cultural Studies, Cultural Anthropology, Visual Arts, Music, Digital Humanities, Electronic Literature, French Literature, Spanish Literature, Latin American Literature, Animal Studies, Classical European Literature, Classical Indian Literature. (We are not looking for specializations in the areas like Indian English Writings, Postcolonial Literature etc) Nature of the work: All the submitted articles and book reviews go through Double-blind Peer Review process. A reviewer gets only one article for anonymous review for any issue and s/he needs to submit the report within one month. The Rupkatha Journal is a non-profit open access initiative and so nobody associated with the journal gets paid. This is a non-monetary voluntary service for the academic community. No remuneration: Since the journal is a non-profit academic initiative, reviewers will not be paid any amount. They should consider it a voluntary academic service. However, we can provide them with Experience Certificate if needed. Please send your CV to editor@rupkatha.com.

Copy-editors

Candidates should have the following essential skills:

  • An excellent command of the English language
  • Good knowledge in literature for spotting factual errors
  • Logical skill to recognize inconsistencies or vagueness
  • Love for perfection
  • Passion for Open Access
  • Aesthetic sense
  • Time to meet deadline
  • And finally, good command over any of the Word Processors, MS Word or Open Office

Educational qualification: Postgraduate in English literature or Linguistics No remuneration: Since the journal is a non-profit academic initiative, Copy-editors will not be paid any amount. They should consider it a voluntary academic service. However, we can provide them with Experience Certificate if needed. Please send your CV to editor@rupkatha.com.

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Contemporary English poetry by Afghan women presents a remarkable reading experience. Critical explorations, at ease with post-colonial conditions, minority solitude and feminist readings, have largely remained inimical to the unique, yet chequered history that women poets such as Zohra Saed, Sahar Muradi, Sara Hakeem, Fatana Jahangir Ahrary, Fevziye Rahzigar Barlas and Donia Gobar document in their works. Most of them write in their native Dari and Pushtun languages as well as in English and often their English compositions have smatterings of their native tongues. Even though individual experiences differ, these women delve into the collective memory of oppression, pain and unrest to give vent to their feelings, and seek to reach out towards a sorority of shared angst. This paper seeks to explore the complex cultural contexts which have given birth to Afghan women’s poetry in exile. Keep Reading

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The Poetics of John Ashbery

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John Ashbery (1927- ) takes the postmodernist polysemy of meaning in interpreting a work of art and the polyphony of styles in composing as his forte. He questions the various linguistic codes and makes us aware of the artificiality of the language. All political, ethical and aesthetic imperatives are rhetorical constructs. The writer uses language to persuade the reader to accept the formulated truth and he intervenes in the process of perception by his/her politics of representation. Though his iconoclastic approach towards writing and individuality of style has kept him aloof from mainstream academic syllabi, yet he has now become a prominent figure in Contemporary American Literature. It is interesting to note how Ashbery’s poetry revives the Romantic sensibility while applying the digitalized methods and the postmodern syndromes of immediacy, indeterminacy, disjunctive syntax, open-ended and multiplicity of interpretations. This paper explores the aesthetics of John Ashbery’s poetry. Keep Reading

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