Journal of Culture and Values in Education https://cultureandvalues.org/index.php/JCV <p><strong><em>Journal of Culture and Values in Education</em></strong><strong><em>&nbsp;(JCVE) (E-ISSN:</em></strong><em> <strong>2590-342X)</strong></em> is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published twice a year (June &amp; December) in online versions. The journal accepts article submissions online through the website of the journal which can be reached at <a href="http://cultureandvalues.org">http://cultureandvalues.org</a> &nbsp;&nbsp;</p> <p>The overarching goal of the journal is to disseminate original research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education.</p> <p><strong>Focus and Scope</strong></p> <p>The topics related to this journal include but are not limited to:<img style="float: right;" src="/public/site/images/btarman/JCVE1.jpg" width="374" height="485"></p> <ul> <li class="show"><em>General Education </em></li> <li class="show"><em>Cognition, Culture and Values</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Cross-cultural Learning in Education</em></li> <li class="show"><em>Cultural Studies in Education</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Language and Culture</em></li> <li class="show"><em>Popular Culture and Education</em></li> <li class="show"><em>Identity Politics &amp; Minorities</em></li> <li class="show"><em>Race &amp; Ethnicity in Education</em></li> <li class="show"><em>Immigration/Migration</em></li> <li class="show"><em>Multicultural Education</em></li> <li class="show"><em>Popular Culture &amp; Cultural Studies</em></li> <li class="show"><em>Transnationalism in Education</em></li> <li class="show"><em>Citizenship and Policies of Integration</em></li> </ul> Journal of Culture and Values in Education en-US Journal of Culture and Values in Education 2590-342X <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (<a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by/4.0/</a>).&nbsp;&nbsp;</p> Multidimensional Social Crisis and Religious Violence in Southeast Asia: Regional Strategic Agenda, Weak Civilian Government, Triune Crime, Wealth Gaps, and Coopted Journalism https://cultureandvalues.org/index.php/JCV/article/view/110 <p>Five factors have contributed greatly to religious violence in the Southeast Asia: the regional strategic agenda of a great power; weak civilian government; triune crimes and scholar phobia; wealth gaps; and coopted journalism. These are the roots of the increase of religion-related violence in this region. Religious violence in this area is a psychological symptom of a society facing complex social situations related to power struggles and economic domination. As an evidence, the Rohingya crisis in Myanmar is not caused by a clash of beliefs but by those five factors, thus it turns into a prolonged and complex humanitarian crisis that it also gives social impacts into surrounding countries. Therefore, solving the problem of religious violence in Southeast Asia must address these five causes.</p> Ija Suntana Betty Tresnawaty ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-03-01 2021-03-01 4 2 1 13 10.46303/jcve.2021.2 Systematic versus informal application of culturally relevant pedagogy: Are performance outcomes different? A study of college students https://cultureandvalues.org/index.php/JCV/article/view/108 <p>In a field study, the effects on academic performance of two different applications of culturally relevant pedagogy (CRP) in the classroom were measured. As per the requirements of such pedagogy, both entailed modes and contents of instruction that attend to the specific cultural characteristics of the learners. However, in one condition (systematic CRP application), emphasis on culturally relevant contents extended to both instruction and assessment, whereas in another condition, they were largely confined to instruction (informal CRP application). Students of Middle Eastern descent who were enrolled in either a history or a critical thinking course were exposed to one of the two conditions. During the first half of the semester, midterm and assignment performance did not significantly differ. However, performance during the second half of the semester and attendance rates were higher for the systematic CRP condition. These findings suggest that emphasis on culturally relevant content encompassing both learning and assessment can be beneficial to academic performance but its fruits become tangible only with sustained exercise.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> Maura A. E. Pilotti Hissa Al Mubarak ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-03-01 2021-03-01 4 2 14 26 10.46303/jcve.2021.1 Foreign Language Teachers’ Intercultural Competence as a New Aspect of Professional Development https://cultureandvalues.org/index.php/JCV/article/view/91 <p>This mixed-method study aims to offer an insight into foreign language teachers’ perceptions on the relationship between intercultural competence and professional development. It is also attempted to explore some methods for evaluating teachers’ intercultural competence through their professional development activities. The research participants are local and international instructors at a private university in Turkey. Data was collected via a web-based questionnaire and a semi-structured interview designed by the researchers. The general findings of the study indicate that learning about a) target culture, b) local culture, and c) international students’ culture contribute to foreign language teachers’ intercultural competence and it is considered as a part of their professional development. However, it is pointed out that pre-service and in-service teacher training programs in Turkey cannot provide sufficient facilities to develop teachers’ intercultural competence.</p> <p><em>&nbsp;</em></p> Merve Gazioğlu Buket Güner ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-04-08 2021-04-08 4 2 27 41 10.46303/jcve.2021.3 Supplemental Instruction as a Tool for Students' Academic Performance in Higher Education https://cultureandvalues.org/index.php/JCV/article/view/116 <p>Supplemental instruction (SI), which can be referred to as academic support has been linked to the successful academic performance of university students both locally and internationally. This study explores the successful implementation of SI to encourage students toward academic performance in a South African university. Constructivism theory (CT) was adopted as the theoretical framework for the study while Participatory Research (PR) was the research design. A focused group interview was used to collect data because of its relevance and assumptions of academic support such as supplemental instruction. Two lecturers, two tutors, two tutees, and two SI personnel were selected for the study from a selected university. At the same time, thematic analysis was chosen to analyse the data generated. The findings showed that through the intervention of SI, first-year students' academic performance increased while the dropout rate has also reduced.</p> Oyinlola Omolara Adebola ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-06-04 2021-06-04 4 2 42 51 10.46303/jcve.2021.4 The construction of the racialized Other in the educational sphere: The stories of students with immigrant backgrounds in Montréal https://cultureandvalues.org/index.php/JCV/article/view/127 <p>This paper presents the results of an empirical study of social relations from a critical race theory perspective crossed with the sociology of the life course. The objective of our study was to understand how social relations in Quebec’s educational sphere, specifically in high&nbsp;school, construct fixed categories of racialized students in university. With the aim of discovering the underlying process of racialization of the students of racial backgrounds in educative sphere, the study analyzes the self-reported relational experiences of 10 university students with immigrant backgrounds in Montréal. Based on a narrative inquiry, the analysis of the retrospective life story interviews allowed to explain the complexity of the process of racialization in two categories of “complete racialization” and “incomplete racialization.” In the “completed racialization” category, negotiating domination relationships results in the construction of a racialized <em>Other</em>. In the “incomplete racialization” category, the construction process is in progress. Our study has shown that social relations in high&nbsp;school contribute to the construction of fixed Black and Latinx racialized groups. Interpersonal relationships at school play a role in the racialization of students with immigrant backgrounds, and, although limited in scope, persistence in school may be a reversal strategy for their experiences of racism.</p> Fahimeh Darchinian Marie-Odile Magnan Roberta de Oliveira Soares ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-07-22 2021-07-22 4 2 52 64 10.46303/jcve.2021.6 Social worldviews and social attitudes: Examining the psychological correlates for other-concern https://cultureandvalues.org/index.php/JCV/article/view/123 <p>Social inequality or inequity is existent in every society. As such, most societies dedicate efforts to ensuring fairness and justice for all its members. The university environment constitutes a miniature society on its own and everyday broader realities of the larger society are equally applicable within the university.&nbsp; The attitude that students hold with regards to social inequality could be a function of their worldviews which act as guiding principles for social conduct. In this study, the worldviews of self-transcendence and just-world beliefs were examined in relation to support for affirmative action and social dominance orientation among students. The study employed a survey approach with data collected through questionnaires from a sample of 331 (62.8% female) undergraduate students in a public university. The authors hypothesized that self-transcendence and just-world beliefs would be positively associated with support for affirmative action and negatively with social dominance orientation. Result of data analysis using structural equation modelling confirmed the hypotheses in this study. However, the relationship between just-world beliefs and social dominance orientation was not significant. Results were discussed for their implications for acceptance of social policies that try to bridge the gap between dominant and marginalised groups. The implication of findings for understanding and managing interaction between groups in an educational setting were emphasised. Recommendations were made regarding how policy makers can use knowledge of worldviews held by student in designing strategies geared towards acceptance of policies targeted at ensuring positive outcomes for members of disadvantaged groups. Suggestions for future research were given.</p> Tosin Tunrayo Olonisakin Sulaiman Olanrewaju Adebayo Erhabor Sunday Idemudia ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-07-22 2021-07-22 4 2 65 83 10.46303/jcve.2021.7 Covid-19 and the entrenchment of a virtual Elite private school: Rethinking education policies in Zimbabwe https://cultureandvalues.org/index.php/JCV/article/view/126 <p>By using a critical emancipatory research framework, this theoretical paper discusses the COVID-19-induced commercialisation of the education system in Zimbabwe. It argues that COVID-19 exposed and widened the digital gap between privileged and underprivileged learners, regardless of the learners’ geographical location. The digitalisation of the education space –in adherence to World Health Organization’s COVID-19 guidelines – has resulted in the creation of virtual elite schools. Learners from privileged families found sanctuary in digital learning, whilst underprivileged learners continue to be exposed to the reality of commercialised education. This trend has revealed educational inequalities between privileged and underprivileged learners. The paper answers two major questions: 1. What are the inequalities that were reintroduced by the COVID-19 pandemic in the Zimbabwean education system? and 2. How effective is stakeholders’ response to COVID-19-induced inequalities? The paper argues that COVID-19 has dashed the hopes of free education for all, by creating a digital gap that perpetuates and entrenches inequalities in relation to learners. In light of these findings, the study suggests that education stakeholders invest in digital infrastructure, with special attention being paid to learners’ economic status, as opposed to their geographical location.</p> Baldwin Hove Bekithemba Dube ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-06-14 2021-06-14 4 2 84 94 10.46303/jcve.2021.5 Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa https://cultureandvalues.org/index.php/JCV/article/view/131 <p>The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems.&nbsp; The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human.&nbsp;</p> Bunmi Isaiah Omodan Nolutho Diko ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-10-10 2021-10-10 4 2 95 104 10.46303/jcve.2021.8 Social Justice: A Missing Link in A Literary Review of Successful Strategies Utilized by Principals for Retaining African American Teachers https://cultureandvalues.org/index.php/JCV/article/view/109 <p>Perceptions on leadership training to sustain teachers of color vary in approaches, ideologies, and values. However, what evidence is within the literature to depict what effective principals do to retain, in particular, African American teachers? &nbsp;In the present study, the authors have reviewed the literature from 2011-2020 through the lens of Critical Learning Theory. This examination led to an extrapolation of categories that indirectly embed social justice as a tool utilized for retaining African American teachers. Nevertheless, many well-known strategies utilized to promote the retention of present-day African American teachers do not include this motivating call-to-action within the parameters of their approach or training of principals. Social justice is an effective tool for supporting Generation X students who willfully and actively participate in digital and physical campaigns against systematic racial injustice. Therefore, educational leaders should transcend authoritative leadership and systematic racism with social justice as a pivotal strategy for teachers of color.&nbsp;</p> Angela Renee Whi Goodloe Jillian N. Ardley ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2021-10-11 2021-10-11 4 2 105 119 10.46303/jcve.2021.9