Striving for a better world: Lessons from Freire in Grenada, Jamaica and Australia

The author of this paper considers the influence of Paulo Freire’s pedagogical philosophy on educational practice in three different geographical/political settings. She begins with reflections on her experience as a facilitator at Freire’s seminar, held in Grenada in 1980 for teachers and community educators, on the integration of work and study. This case demonstrates how Freire’s method of dialogic education achieved outcomes for the group of thoughtful collaboration leading to conscientisation in terms of deep reflection on their lives as teachers in Grenada and strategies for decolonising education and society. The second case under consideration is the arts-based pedagogy shaping the work of the Area Youth Foundation (AYF) in Kingston, Jamaica. Young participants, many of them from tough socio-economic backgrounds, are empowered by learning how to articulate their own experiences and relate these to social change. They express this conscientisation by creating stage performances, murals, photo-novella booklets and other artistic products. The third case study describes and evaluates the Honey Ant Reader project in Alice Springs, Australia. Aboriginal children, as well as the adults in their community, learn to read in their local language as well as Australian Standard English, using booklets created from indigenous stories told by community Elders, featuring local customs and traditions. The author analyses how the “Freirean” pedagogy in all three cases exemplifies the process of encouraging the creation of knowledge for progressive social change, rather than teaching preconceived knowledge. This supports her discussion of the extent to which this is authentic to the spirit of the scholar/teacher Paulo Freire, who maintained that in our search for a better society, the world has to be made and remade. Her second, related aim is to raise questions about how education aligned with Freirean pedagogy can contribute to moving social change from the culture circle to the public sphere.

Foraging, diet and community structure in an epigaeic ant (Hymenoptera: Formicidae) assemblage: the role of recruitment

The significance of recruitment systems for community structure of epigaeic ants in a tropical upland forest in southern Brazil was evaluated by examining patterns of spatial occurrence at fixed points. Normal exploratory activity was evaluated with pitfall traps, while the effect of recruitment and diet was evaluated by using honey and sardine baits at the same points. Through techniques developed for environmental impact assessment, the significance of recruitment was evaluated following perturbation, or the placement of bait. Of the 46 species encountered, 15 were sufficiently frequent to study. Of these, only 6 showed significant spatial frequency changes at baits when compared with pitfall trap collections. In one analysis, monthly differences were important for a few smaller species, suggesting thermic limitations, while bait types either increased or decreased spatial point usage. The magnitude of spatial point variation is an index for the strength of recruitment in community organization. Bait types suggest nutritional possibilities of each species. Both recruitment and diet are probably functions of the species composition of the ant community.

Ant abundance and occurrence along the plant diversity gradient in the Jena Experiment (Main Experiment, year 2013)

This data set contains measurements of ant abundance (number of individuals attracted to baits) and ant occurrence (binary data) measured in the Main Experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the Main Experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown in the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, or 4 functional groups). Plots were maintained by bi-annual weeding and mowing. Ants where sampled in 80 plots of the Main Experiment using baited traps end of July/ beginning of August 2013. Sampling took place 36 days after the end of a major flooding of the field site that lasted for several weeks (see DOI flood descriptor). In each plot two petri dishes were set on the ground, one received ~10g of Tuna the other ~10g of Honey. After 30min the occurrence (presence = 1 / absence = 0) and abundance (number) of ants at the two baits was recorded. Given is, per plot, the sum of ants attracted to the two different baits.

Identity and text : developing self-conscious readers

Globalisation and societal change suggest the language and literacy skills needed to make meaning in our lives are increasing and changing radically. Multiliteracies are influencing the future of literacy teaching. One aspect of the pedagogy of multiliteracies is recruiting learners’ previous and current experiences as an integral part of the learning experience. This paper examines the implications of results from a project that examined student responses to a postmodern picture book, in particular, ways teachers might develop students’ self-knowledge about reading. It draws on Freebody and Luke’s Four Resources Model of Reading and recently developed models for teaching multiliteracies.

Ebook readers : separating the hype from the reality

Academic libraries have been acquiring ebooks for their collections for a number of years, but the uptake by some users has been curtailed by the limitations of screen reading on a traditional PC or laptop. Ebook readers promise to take us into a new phase of ebook development. Innovations include: wireless connectivity, electronic paper, increased battery life, and customisable displays. The recent rapid take-up of ebook readers in the United States, particularly Amazon’s Kindle, suggests that they may about to gain mass-market acceptance. A bewildering number of ebook readers are being promoted by companies eager to gain market share. In addition, each month seems to bring a new ebook reader or a new model of an existing device. Library administrators are faced with the challenge of separating the hype from the reality and deciding when the time is right to invest in and support these new technologies. The Library at QUT, in particular the QUT Library Ebook Reference Group (ERG) has been closely following developments in ebooks and ebook reader technologies. During mid 2010 QUT Library undertook a trial of a range of ebook readers available to Australian consumers. Each of the ebook readers acquired was evaluated by members of the QUT Library ERG and two student focus groups. Major criteria for evaluation included usability, functionality, accessibility and compatibility with QUT Library’s existing ebook collection. The two student focus groups evaluated the ebook readers mostly according to the criteria of usability and functionality. This paper will discuss these evaluations and outline a recommendation about which type (or types) of ebook readers could be acquired and made available for lending to students.

Are alphabetic language-derived models of L2 reading relevant to L1 logographic background readers?

In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.