Journal of Culture and Values in Education <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=""></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> en-US <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (<a href="" target="_blank" rel="noopener"></a>).&nbsp;&nbsp;</p> (Prof. Bulent Tarman) (Asst. Prof. Dr. Mehmet Fatih Yigit) Mon, 27 Jun 2022 00:00:00 +0000 OJS 60 Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions <p>Cooperative learning pedagogy is beneficial among student hence, its adoption for teaching and learning at all levels of education. The concept of cooperative learning pedagogy appears to immerse students and teachers into classroom activities thereby making them active participants during the teaching and learning process. However, cooperative learning face some challenges that hinders its effective execution in the classroom. These challenges also prevent students and teachers from enjoying the full gains of using cooperative learning pedagogy. This conceptual paper probe into the possible ways of alleviating the challenges faced by cooperative learning pedagogy. We locate the argument within brain-based theoretical framework to discuss the means of executing cooperative learning in the classrooms. Based on this argument, the study propose possible solutions that include fostering peaceful coexistence among students and teachers, encouraging a call to duty among students, maintaining classroom synergy and learning how to learn among students. The investigation conclude that cooperation should be encouraged among students through the maintenance of a threat free classroom environment. The study recommends that science curriculum developers and planners should encourage peaceful coexistence among students and teachers irrespective of their different backgrounds so as to maximize the achievement of classroom goals and objectives enshrined in positive interaction among students and teachers.</p> Abiodun A. Bada, Loyiso C. Jita ##submission.copyrightStatement## Thu, 09 Jun 2022 08:56:04 +0000 Assessment in Sustainable Remote Teaching and Learning Environments During Emergency Situations <p>This paper explores how quality assessment is maintained in the COVID-19 protocols mandatory remote teaching and learning higher education environments. The argument being pursued is that, despite the pandemic, the e-assessment ensures the sustainability of quality thereof even in remote teaching and learning environments. We compare e-assessments in these environments to how conventional assessments happen in in-person contexts. In this comparison, we unearth several challenges afflicting the conventional in-person assessments. These range from ill-prepared lecturers sometimes, who do not take time to formulate meaningful assessment tasks, to students who demand special treatment just because they are physically present and are able to 'bully' lecturers. In the COVID-19 mandatory remote e-assessments teaching and learning environments, despite the attended challenges of costs to install the Learning Management System and train academics, there seem to be many more positive outcomes. These include lecturers' ability to ensure that all students enrolled in the module read the materials provided, spend enough time doing so, and engage meaningfully with the learning subject content. That feedback is provided almost immediately to ensure quality in remote teaching and learning environments. Design research principles that serve as the overarching theoretical framework for this paper are used to identify the challenges to e-assessments, the responses to these challenges, the contextual factors that make the responses effective, those that pose threats thereto and how they are resolved and circumvented.</p> Makeresemese Rosy Mahlomaholo, Sechaba Geoffrey Mahlomaholo ##submission.copyrightStatement## Thu, 09 Jun 2022 09:01:33 +0000 What is Next for Africa’s Youthful and Useful Population? STREAM Education for Global Inclusivity <p>The world is a global village today undoubtedly due to advances in science, technology, engineering and mathematics (STEM) disciplines and their education. The knowledge from these disciplines influences various aspects of human daily affairs, career choices and the type of education acquired by citizens. STEM literature across the world has put Africa at the tail end of development. Africa’s underdevelopment may not be argued owing to empirical literature in the direction of poor development. However, the global demand for competence in STEM disciplines continues to rise at a rate developed countries find difficult to keep up due to shortage of man power as against demands. This surge in demand creates a gap that must be filled in pursuit of sustainable growth. Science, technology, robotics, engineering, the arts and mathematics (STREAM) education remains obscure among countries in Africa, with the paradigm shift to aesthetics with arts and automation in robotics globally calling for redirection in developing regions. South African and Nigerian curricula have been moderated to accommodate coding and robotics as well as physics in technology, with green energy and elementary automation, respectively. This manuscript explores education as the panacea for poverty alleviation, sustainable growth and equality among citizens. The current state of affairs of STREAM education in Africa and its potential for a youthful and useful population are also explored.</p> Olalekan Taofeek Badmus, Loyiso C. Jita ##submission.copyrightStatement## Thu, 09 Jun 2022 09:09:16 +0000 Projecting the Nature of Education for the Future: Implications for Current Practice <p>Ensuring that education serves the needs of a rapidly and ever-changing society is one of the defining challenges of education providers. This paper projects future trends in education on the basis of documented evidence which predicts the shifts in education (teacher education in particular) in terms of how it should prepare its products. The study views education for the future as not discarding subject content, but utilising content as a means rather than an end. The shift transforms both instruction and assessment to developing students not just to imbibe content knowledge, but also habits which make them adaptable to the changing world, as well as empowering them to become change-agents. Accordingly, the teaching environment needs to respond to the dynamics of technological developments, and to changing student profiles. What changes is the authoritative position of the teacher as the repository and dispenser of knowledge, and the learner’s passive role as the consumer of knowledge. Knowledge acquisition is now a co-creation within the teaching-learning context. This paper recommends further delineation of the current trends that define 21st century education, and what they determine for the future.</p> Jabulani Sibanda, Newlin Marongwe ##submission.copyrightStatement## Sat, 22 Oct 2022 11:55:47 +0000 Collaborative Learning: A Veritable Tool for Promoting Classroom Participation Among Pre-Service Teachers in Rural Universities in South Africa <p>The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.</p> Oyinlola Omolara Adebola, Cias Tsotetsi ##submission.copyrightStatement## Sat, 22 Oct 2022 11:55:07 +0000 Friendship as a Value in Academic Ethos <p>The aim of the research work reported here was to clarify the semantics of the notion of “friendship”. The main research question is to what extent friendship is recognised by students and teachers as a value constituting the identity of the Jagiellonian University’s (JU) academic community. From it follows another one: what role does friendship play in the value system of the academic ethos– does it have the potential to clarify or transform values enshrined in documents and recognised as enduring? This study uses qualitative data generated from the collected research material: semi-structured interviews and online surveys with closed questions, single and multiple choice. Content analysis was used to examine the interviews by identifying words, phrases and sentences related to the research tasks. The conclusions can be summarised as: 1.Friendship functions in horizontal relationships; 2. Friendship is an essential value of university ethos, realised through its other, already recognised and acknowledged, values: fair treatment, kindness, responsibility and respect for the other; 3. Friendship evolves in the system of references; 4. Friendship realised as a value of the ethos leads to a merger of the professional and the private spheres; 5. Friendship is automatically excluded when a vertical relationship appears.</p> Małgorzata Abassy ##submission.copyrightStatement## Sat, 22 Oct 2022 11:55:27 +0000 Implementation of the Tradition of Tying Corn in Learning <p>The corn tie culture of the Meto tribe is an Indonesian cultural heritage that needs to be preserved and inherited as a form of community responsibility in the midst of an increasingly modern globalization. In addition, the tradition of ikat corn also contains the concepts of high national values for character building. This study aims to identify the cultural values contained in the corn tie tradition to be implemented in learning at school. This research is qualitative research with an ethnographic approach. Data collection is done by reviewing the literature, making observations, conducting interviews, and documenting all activities in the field. The information obtained is then analyzed to describe the results of the exploration of cultural values of tying corn to various customs or traditions, which can be actualized in learning at school. The results of this study indicate that the Meto people already have basic values of life in social life. This can be seen from the results of the exploration that the values contained in the culture of corn tying are religious, nationality, independence, cooperation, and integrity. The culture of this corn tie contains cultural values that can be actualized in learning.</p> Malkisedek Taneo, Aleksius Madu ##submission.copyrightStatement## Sat, 22 Oct 2022 11:53:51 +0000 Neil Diamond: A Personal Educational Appreciation of an Excellent Artist’s Live Performances <p>In this article the performances of the singer Neil Diamond in South Africa are studied to enable the author, a lecturer at a South African university, to learn from Diamond how to develop on professional level. Since the singer announced in 2018 that he would, because of a diagnosis of Parkinson’s disease, no longer be performing live, the study was conducted in reflection on his performing career, which stretched over more than four decades, and the effect that it has had on the lecturer’s professional development. Embedded in the theory of transformative learning, the methodology that was used, namely the 5D framework of appreciative inquiry, was selected because it provided the scaffolding for the reflective research process. After conducting interviews with six people who attended one of Diamond’s performances, five themes were identified and are presented and discussed in this paper: the interaction between Diamond and his audiences; keeping up with the latest technology; Diamond’s enjoyment of what he did and his enthusiasm about his performances; his neat black clothes and professional appearance; and his passionate immersion in those performances. To capture the essence of Diamond’s performances, the author wrote a poem and painted a painting to represent what he learned from Diamond. The effect that his engagement with Diamond has had on the technology and decoration in his lecture hall is also explained.</p> Jannie Pieter Pretorius ##submission.copyrightStatement## Tue, 29 Nov 2022 14:16:31 +0000 Ethical Leadership in Education: A Uniting View Through Ethics of Care, Justice, Critique, and Heartful Education <p>Several studies have suggested that the implementation of ethical leadership can lead to improved job satisfaction, enhanced emotional commitment, and prevent employees from burnout. This article investigates the concept of ethical leadership and its repercussions on the field of education through a uniting perspective. This study proposes a review of the ethical leadership literature focusing on three paradigms: ethics of care, justice, and critique which we are linking to the concept of heartful education as helping tools for administrators, faculty, students, and families alike. The goals of this article are to (a) obtain a concept of ethical educational leadership; (b) to explore a relationship between ethical educational leadership and heartful education; (c) to adopt a uniting view on ethical educational leadership; (d) to investigate the roles of educational leaders through the ethics or care, justice, and critique; (e) to review previous ethical educational leadership studies (f) to obtain a series of conclusions on the implementation of this type of leadership on the field of education.</p> Jorge Gabriel Berges Puyo ##submission.copyrightStatement## Fri, 09 Dec 2022 21:55:06 +0000