Subject Index
War, Mobility, Displacement and Their Impact on Higher Education
ISBN: 978-1-80455-435-7, eISBN: 978-1-80455-434-0
ISSN: 2055-3641
Publication date: 22 July 2024
This content is currently only available as a PDF
Citation
(2024), "Subject Index", Sengupta, E. (Ed.) War, Mobility, Displacement and Their Impact on Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 55), Emerald Publishing Limited, Leeds, pp. 147-151. https://doi.org/10.1108/S2055-364120240000055012
Publisher
:Emerald Publishing Limited
Copyright © 2024 Enakshi Sengupta
INDEX
Academic
, 105
Academic writing
, 23
Accessibility
, 88
Acculturation
, 53
Activism
, 46
Adaptation
, 53, 72
Adjustment
, 73
Advocacy
reporting acts of
, 44–45
on social media
, 35
Affective dimension
, 60
Afghan Ministry of Education
, 36
Afghan students
, 6
Afghan women as victims, representation of
, 44
Afghan women’s higher education, implications for advocacy for
, 46–47
Afghanistan
, 35–36
African-American English
, 26
Aid agencies
, 5
Anxiety
, 53
Application
, 89
Armed conflict
, 124
Asynchronous modes
, 95
Attitudes
, 53
Australian education system
, 69, 71, 74, 76
Australian English
, 26
Australian Tertiary Admission Rank (ATAR)
, 77
Axiological dimension
, 60
Balanced approach
, 132–133
Buildings
, 124
Call to action
, 46
Cambridge English exams
, 22
Canadian English
, 26
Certification approval
, 52
Challenges
, 87, 108
for local institutions
, 129–130
of rehabilitation by host institutions
, 130
Children
, 15
Chinese English
, 26
Chronicles
, 4
Cognates
, 26
Cognitive dimension
, 60
Communication
, 91
Community
, 53, 88
Condemnation of Taliban’s restrictions and ban
, 45–46
Confidence
, 88
Conflict
, 4, 124
Content delivery or assessment
, 23
Contingency plans
, 4
Contributions of international students to internationalization of HE
, 105–106
Copy-editing
, 23–24
Copy-editors
, 24
Counter-discourse
, 37
Creativity discourse
, 15
Crisis
, 5
management
, 4–5
Critical discourse analysts (CDA)
, 37
Cultural exchange
, 109
Cultural factors
, 112
Data analysis
, 108–109
Depression
, 53
Development projects
, 124
Digital activism
, 36
Digital resources
, 13
Direct discrimination
, 54
Disconnect
, 73
Discourse
, 37
Discrimination
, 53–54
discrimination-based presenting problems
, 53–54
Discursive strategies
, 37–38
Discursive strategies of advocacy
, 40
call to action
, 46
condemnation of Taliban’s restrictions and ban
, 45–46
hashtags
, 41–42
negative representation of Taliban
, 42–43
reporting acts of advocacy
, 44–45
representation of Afghan women as victims
, 44
Displaced students
, 126
Displacement
, 52, 64, 124–125
challenges for local institutions
, 129–130
challenges of rehabilitation by host institutions
, 130
common elements and observations
, 127–129
current challenges
, 129
historical context
, 125–126
methodology
, 125–127
Disrupted education
, 66, 78–79
demographic changes
, 65–66
impact on schooling
, 69–71
interrupted and disrupted schooling
, 66–69
new environment
, 65
school attendance/involvement
, 71–73
students
, 73–78
Disrupted schooling
, 66–69
Disruption
, 125
District-level reading assessment policies
, 18
Documentaries
, 4
Dress code
, 39
Ecuador
, 52
Education
, 4–5, 34, 125
Education ban
, 42
Educational attainment
, 67
Educational methodologies
, 13
Emergency
, 4
Emergent bilinguals
, 14
Emotional trauma
, 71
Empathy
, 60
Engagement
, 89
English
, 26
English as an additional language (EAL)
, 19
English as an additional language or dialect second language (EAL/D)
, 69
English literacy skills
, 18
English-only instruction
, 14
Epistemocentrism
, 56
Epistemological dimension
, 59
Equal opportunities
, 112
Equipment
, 124
Ethics
, 107–108
Evacuation
, 8
Excerpts of translanguaging
, 20
Expedient learning
, 12
Female protestors
, 45
Fieldwork
, 56
Flexibility
, 77, 90
Free riders
, 94
Gender segregation
, 39
Gender-segregated classroom
, 35
Genre discourse
, 15
Global citizenship
, 35
Globalization
, 12, 109
Government
, 6
Hand drawings
, 18
Hashtags
, 41–42
Higher education (HE)
, 34, 52, 104, 125
(see also Disrupted education)
and inclusion of immigrants
, 52–53
institutes
, 23, 88
methodology
, 56
participant observation
, 56–58
pedagogical model
, 59–61
psychological implications of migration
, 53–54
university teachers
, 58–59
Higher education institutions (HEIs)
, 104
aim and research questions
, 105
context
, 104–105
findings
, 109–115
literature review
, 105–107
methodology
, 107–109
Higher School Certificate (HSC)
, 71
Holistic approach
, 78
Hope
, 64
Host institutions, challenges of rehabilitation by
, 130
Human resources
, 52
Human rights
, 35
Humanitarian aid
, 45, 66
Hyphenation
, 27
Igbos community
, 38
Immediate Feedback Assessment Technique (IF-AT)
, 91
Immigrants
, 52–53
inclusion of
, 52–53
Immigration
, 65
Impact
, 64
Impediment
, 113
Inclusion of immigrants
, 52–53
Inclusive education
, 79, 87
Indirect discrimination
, 54
Indirect interviews
, 58
Individual readiness assurance test (iRAT)
, 89–92
Institute for Economics and Peace (IEP)
, 4
Institutional racism
, 55
Institutions
, 126
Instructors
, 22
Integration
, 89
Intellectualist tendency
, 56
Intelligence
, 53
Interconnectedness
, 36
Intercultural competence
, 110
Interculturality
, 60
International community
, 38, 131–132
International English Language Testing System (IELTS)
, 22
International students
, 104
academic contributions
, 113–115
contribution to institutions
, 106
contribution to local and international peers
, 106–107
contributions of international students to internationalization of HE
, 105–106
Internationalization of HE
, 105–106
Internet
, 38, 58
Interrupted schooling
, 66–69
Journals
, 4
Laboratories
, 124
Language acquisition
, 70
Language barrier
, 111
Language learning
, 12
Language proficiency
, 70
Language teaching
, 13
Language-teaching classrooms, translanguaging in
, 14–19
Leadership
, 8, 133
Learners
, 14, 87
Learning
, 19
to learn
, 74–75
Libraries
, 124
Literacy processes
, 6
Master of Pharmacy (MPharm)
, 86–87
MAXQDA software
, 39
Meaning-making
, 18
Medieval mobsters in Afghanistan
, 42
Mental health problems
, 53
Mental wellbeing
, 36
Metacognitive skills
, 74
Migration
, 52, 65
psychological implications
, 53–54
Ministry of Education
, 39
Mobility
, 12, 52, 124–125
of researchers
, 21
Monoglossic ideology
, 15
Multi-dimensional approach
, 4
Multilingual students
, 18
Multilingualism
, 19
Mutual cultural exchange
and contributions
, 111–113
and understanding among local and international students
, 109–111
Mutual understandings
, 109–111
Narratives
, 4
National Democratic Movement (NDM)
, 45
National language policies
, 15
National Students Movement (NSM)
, 45
Native-speaker teachers
, 14
Native-teacher model
, 14
Natural disasters
, 124
Negative translanguaging space
, 23
Nigerian diaspora
, 38
Non-Omani students
, 104–105
Oman
, 104–105
“One-size-fits-all” approach
, 13
Online access
, 88
Ontological dimension
, 59
Oral translanguaging
, 14
Participant observation
, 56–58
Participation
, 86
Pathway
, 71
Pedagogical model
, 59–61
Peer review
, 93–94
Persecution
, 124
Personal testimonies
, 57–58
Personality traits
, 53
Pharmacy
, 89
Plagiarism
, 27
Plurilingualism
, 13
Policymakers
, 15
Positionality
, 107–108
Post-graduate policies, translanguaging practices in
, 22
Post-RAT feedback
, 92
Post-school opportunities
, 76–78
Post-traumatic stress disorder (PTSD)
, 125
Praxeological dimension
, 60–61
Process discourse
, 15
Professionals
, 52
Progressive achievement tests (PAT)
, 69
Publishing policies
, 5–6
Qualitative case study
, 107
Qualitative research
, 56
Racial discrimination
, 54
Racialization
, 54
Racism
, 53–55
Readiness
, 89
Reflective ethnography
, 56
Refugees
, 52, 64, 71, 87
Relocation
, 8
Rote learning
, 74
Sampling
, 107
School attendance/involvement
, 71–73
Schooling
disrupted
, 66–69
impact on
, 69–71
interrupted
, 66–69
Self-awareness
, 74
Semester
, 8, 58
Settlement in Sydney
, 65
Similarity
, 27
Skills discourse
, 15
Social justice-oriented project
, 18
Social media platforms
, 34
Socio-linguistic-based CDA study
, 38
Spanish English
, 26
Stress
, 53
Students
, 52, 73–78
mobility
, 104
Substance abuse
, 53
Suicide thoughts
, 53
Super-diversity
, 19–20
Sustainability
, 7, 35
Synchronous activities
, 95
System of motives and values
, 53
Taliban
, 34
conceptual framework
, 37–38
data analysis
, 39
data collection
, 38–39
findings
, 40–47
historical context
, 35–36
methodology
, 38–39
Teacher training
, 55
Teachers’ personal testimonies
, 58–59
Team
, 90
Team application exercise (s) (tAPP)
, 89, 93
Team membership
, 90
Team readiness assurance test (tRAT)
, 89, 91–92
Team-based learning (TBL)
, 7, 89
displaced by war
, 100
format
, 89
4S’s methology
, 93
iRAT
, 90–91
online
, 94–97
peer review
, 93–94
picture
, 93
post-RAT feedback
, 92
potential advantages
, 98–99
potential disadvantages
, 99–100
reflections/conclusions
, 100–101
session
, 90
team application exercise
, 92–93
tRAT
, 91
working in team
, 90
Tensions
, 108
Test of English as Foreign Language
, 22
The Taliban
, 6, 126
Thematic analysis
, 125
Theoretical tendency
, 56
Top-down assessment policies
, 18
Traditional pedagogy
, 74
Traditional TBL
, 95
Transition
, 69
Translanguaging
, 13
contributions
, 16
in current research
, 13–21
discourse types in teachers’ communication
, 17
in everyday life
, 19–21
in eyes of multilingual copy-editor
, 24–29
in language-teaching classrooms
, 14–19
negative translanguaging space
, 23
in post-graduate scholarly context
, 21–24
practices in academic publications
, 24–29
practices in academic publishing
, 29
practices in post-graduate policies
, 22
spaces
, 14
Trauma
, 64
Twitter
, 34–35
University educators
, 23
University scholars
, 21
University teachers
, 58–59
Virtual learning environment (VLE)
, 90
War
, 5, 12, 124
limitations of observations and scope
, 134
Wellbeing
, 66
“What works” approach
, 13
Women
, 6
Women’s right to education in Afghanistan
, 35–36
Written communication
, 24
Xenophobia
, 53–55
Year-long grouping
, 98
- Prelims
- Part I: Adapting to Changes
- Introduction to War, Mobility, Displacement and Their Impact on Higher Education
- Chapter 1: Translanguaging and Mobility in Higher Education Institutions: Challenges and Strategies
- Chapter 2: Strategies of Advocating for Female Afghan Students' Right to Education on the Twitter Social Media Networking Site After the Taliban's Takeover of Afghanistan in 2021
- Chapter 3: The Higher Educational Processes in a Context of Migration and Displacement in Ecuador
- Chapter 4: Dreams Not Crushed, Just a Little Wrinkled: Navigating a Disrupted Education
- Chapter 5: Team Based Learning: An Inclusive Learning Methodology to Increase Engagement and Integration of Diverse Student Groups
- Chapter 6: Investigating International Students' Contributions to Their HEIs: Local and International Students' Perspectives in Oman
- Part II: Displacement of Students
- Chapter 7: Wartime Education Mobility and Displacement: An Observation of Challenges Faced By Students and Their Future
- About the Editor
- About the Contributors
- Name Index
- Subject Index