Scielo RSS <![CDATA[Education as Change]]> http://www.scielo.org.za/rss.php?pid=1947-941720220001&lang=en vol. 26 num. 1 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Achieving Universal Digital Literacy through Universal Design for Learning in Open Educational Resources</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1947-94172022000100001&lng=en&nrm=iso&tlng=en Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs' design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obtained. The main findings highlight the shortcomings of OERs in terms of accessibility, adaptability and universality, demonstrating that OERs do not respond to the principles of UDL. <![CDATA[<b>If Not in Science, Then Where Are the Women? A Content Analysis of School Textbooks</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1947-94172022000100002&lng=en&nrm=iso&tlng=en This article analyses the representation of femininity in school textbooks in search of elements that discourage girls from taking up scientific educational paths. Quantitative content analysis and elements of the constant comparison method were used to examine the content of 75 Polish textbooks. Significant differences were identified in the number of male and female characters, their ages, financial resources, occupations, family roles and mental characteristics. Interestingly, the authors of the analysed textbooks are mostly women, which seems to indicate a manifestation of self-discrimination. These results indicate the existence of mechanisms discouraging females from a scientific career and are discussed in light of Hofstede's masculinity-femininity theory. <![CDATA[<b>Teaching Care During Covid-19: Reflective Assessment for Becoming-Historians</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1947-94172022000100003&lng=en&nrm=iso&tlng=en This article argues that the Emergency Remote Teaching (ERT) that took place during the Covid-19 pandemic in 2020 and 2021 left learners and teachers alike awash in feelings of helplessness, loss, and anguish. While online learning literacy and pedagogy have improved over the course of 2020 and 2021, and interesting and important innovations have been implemented and explored, the foundational inequalities have not lessened or disappeared. This article argues for the use of care as a necessary pedagogy in the virtual classroom using a case study of one class. The labour of care needs to be considered as part of the labour of pedagogy during Covid-19. I argue for care being built into both pedagogy and assessment as part of a radical pedagogy for this time. I explore reflective assessment embedded in a pedagogy of care as a way to, if not combat, recognise and respond to the inequalities embodied in ERT and the society it exists in, towards radical change. Active reflection draws out the impact that ERT has had on the "being" and "becoming" of pre-service History teachers. <![CDATA[<b>A Taxi Ride to Critical Literacy: High School Students as Co-Researchers and Text Analysts</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1947-94172022000100004&lng=en&nrm=iso&tlng=en This article describes a critical literacy research project undertaken with English Additional Language students at a South African township school. Students were invited to take on the position of researchers in gathering and analysing bumper stickers found in commuter minibuses known as itekisi (taxi). These everyday texts in English and African languages are salient for the students' discourse communities. Bringing them into English lessons validates the use of languages and discourses that multilingual students inhabit and draws on their ability to move fluidly between languages. Framed by critical discourse analysis theory, this project aimed to facilitate students' abilities to develop and use critical literacy knowledge and skills in analysing taxi bumper stickers. The findings indicate that the students were able to demonstrate some criticality as they investigated multiple interpretations of the texts by community members and themselves. Inviting students to investigate texts drawn from their own communities was envisaged as enabling their development as critical readers with a social justice orientation to texts. However, their relentless negativity towards taxi drivers made it difficult for them to keep their focus on the texts, suggesting that teachers' selection of salient texts for lessons with a focus on critical literacy may not always achieve the intended outcomes. <![CDATA[<b><i>Radical Solutions for Education in a Crisis Context: COV1D-19 as an Opportunity for Global Learning, </i>edited by Daniel Burgos, Ahmed Tlili and Anita Tabacco</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1947-94172022000100005&lng=en&nrm=iso&tlng=en This article describes a critical literacy research project undertaken with English Additional Language students at a South African township school. Students were invited to take on the position of researchers in gathering and analysing bumper stickers found in commuter minibuses known as itekisi (taxi). These everyday texts in English and African languages are salient for the students' discourse communities. Bringing them into English lessons validates the use of languages and discourses that multilingual students inhabit and draws on their ability to move fluidly between languages. Framed by critical discourse analysis theory, this project aimed to facilitate students' abilities to develop and use critical literacy knowledge and skills in analysing taxi bumper stickers. The findings indicate that the students were able to demonstrate some criticality as they investigated multiple interpretations of the texts by community members and themselves. Inviting students to investigate texts drawn from their own communities was envisaged as enabling their development as critical readers with a social justice orientation to texts. However, their relentless negativity towards taxi drivers made it difficult for them to keep their focus on the texts, suggesting that teachers' selection of salient texts for lessons with a focus on critical literacy may not always achieve the intended outcomes.