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This essay focuses on the concepts of relationship to local culture, identity and third space writing found in migrant literature and explores their relevance to James Joyce’s Dubliners in order to support a migrant reading of the collection. James Joyce has already been read as a migrant writer; however, Dubliners has not been considered as being an important contribution to this mode of writing. In this essay, the postcolonial theories of identity, third space writing and relationship to local culture are used in an in-depth reading of seven of the stories in the collection which I argue are written in the migrant mode of writing. With an introduction given on migrant writing and the concepts used, the platform is thus laid out for a thorough reading of the stories. What these stories depict is that of Ireland’s perpetual state of underdevelopment, due to its colonial past under British rule. In reading the stories in theoretical terms of migrant writing, one uncovers the way they construct Ireland as a colonized space, reiterating Joyce’s version of home and its decaying, cultural potential. What one finds is not only the ironic voice of Joyce’s narrative describing the repetitive outplaying of British stereotypes of Irishness but also of a quieter tone tinged with hope and longing for a true, cultural change. This essay shifts the interpretative focus to specific issues that would otherwise not be visible if one were to read it as merely being modernist. It establishes the migrant quality of the collection and solidifies the standing of Joyce as a migrant writer.

Nunavut Inuit youths exhibit cultural resilience and leadership. However, researchers frequently neglect such assets and instead emphasize these youths’ challenges or perceived inadequacies. I conducted an intrinsic case study regarding Nunavut Inuit youths’ experiences with an experiential learning program, Northern Youth Abroad (NYA), in order to investigate participants’ growth in cross-cultural awareness, individual career goals, leadership, and global citizenship. Drawing on post-colonial theory, semi-structured interviews, archival research, and participant observation, I argue that NYA’s Nunavut Inuit participants reported significant personal growth in these four objectives. I also provide an in-depth analysis of how NYA’s Nunavut Inuit participants described and developed distinct and rich leadership styles that draw on Inuit and Euro-Canadian influences.

Keen efforts have been put by Taiwanese government into creative education projects; however, possible paradoxes resulting from adopting the ethos behind the Western theories and practices have not been considered. Questions of how creativity and creative education should be defined in the Taiwanese educational context, how compatible the Taiwanese school cultures are with the objective of enhancing creativity, or how teachers and pupils cherish creativity, have not been asked. Within the reformed curriculum and creative education projects, there is no clear picture of what kind of creative capacity should be developed through education, nor guidelines of what pedagogical strategies to adopt for promoting creativity. In this research the responses of pupils and teachers are investigated through designing and teaching a series of drama lessons based on the school curricula in the two cases under study. The approaches to teaching drama are linked with a framework of creative pedagogy informed by theories of fostering creativity in educational settings. A descriptive case study approach was employed to capture the dynamics, modes of involvements, and subtle relationships of the participants, whose accounts were collected concerning their views of the lessons, the evaluation of the ways of teaching and learning, and the ethos behind the pedagogy. Key issues in adopting creative pedagogy in Taiwan context are discussed, and implications for contextualizing creative pedagogy are proposed. Suggestions for future research in creative pedagogy are also provided.

Mon travail de recherche porte sur "L'écriture de Juan José Saer : la troisième rive du fleuve". Je propose d'étudier, chez cet auteur (Santa Fe 1937-Paris 2005), la question de l'espace régional comme la marque d'une réalité intangible. En parcourant le discours littéraire de plusieurs auteurs nés en Amérique latine au XXe siècle, j'analyse cet espace non seulement comme un territoire faits de passages divers et variés mais qui a également trait à la figuration d'un espace imaginaire et psychique (celui des personnages). Ainsi, en m'appuyant sur une bibliographie théorie littéraire et critique, j'ai exploré, dans l'oeuvre de Juan José Saer, différents aspects qui sont les suivants : 1. La fondation de la "zona" et de la "ciudad" (représentation du territoire de la fiction "zone" et "ville"). La construction et le développement d'une saga, de personnages et d'espaces littéraires. 2. Le lien avec la construction de territoires imaginaires chez d'autres auteurs (Onetti, Faulkner) et notamment avec la cité paranoïaque de Roberto Arlt. 3. La "mort de l'auteur" dans l'expérience radicale de l'écriture de Saer, par le biais de la métafiction. 4. Le croisement de l'Histoire et de l'histoire Fictionnelle. L'analyse de la violence dans son oeuvre narrative. 5. Le paysage de la zone en lien d'une part, avec l'espace naturel et mythique d'autre part, avec l'espace comme expérience vitale. 6. Les rapports avec les traditions littéraires modernes : Borges, Joyce, le Nouveau Roman, di Benedetto. / My thesis is about "Juan José Saer's writing : the third shore of the river". I propose taking advantage of a regional space as a material and symbolic reality. Running my eyes over the litarary discourse of several Latin American writers of the 20th century, I analyse it as a territory in which various passages relate a psychic and imaginary space. In consequence, in Juan José Saer's (Santa Fe 1937-Paris 2005) literary work, I explored, supported by a bibliography of literary theory and criticism produced over his work, the following aspects : 1. The foundation of the "zone" and the "city", representations of territories of fiction. The hatch of a saga and development of characters and places. 2. The relationship between the construction of imaginary territories from other writers (Onetti, Faulkner) and Roberto Arlt's rabid city. 3. The "death of the author" in the most radical narrative experience of Saer's writing. The intersection of Argentine history, fiction stories and analysis of the violence in his short stories and novels. 5. The landscape of the area related, on one hand with the natural and mythical space and on the other hand with personal experience. 6. Linkages with the modern literary traditions : Borges, Joyce, the Nouveau Roman and Antonio di Benedetto.

This essay explores and investigates post-colonial identity in Ireland in Hugo Hamilton’s The Speckled People: A Memoir of a Half-Irish Childhood (2003) and The Sailor in the Wardrobe (2006). Relying primarily on Homi K. Bhabha’s postcolonial criticism, which draws on some ideas from psychoanalysis, this essay argues that the autobiographies resonate well with the ideas of culture as a strategy of survival and of the post-colonial child as an analyst of Western modernity. Thus, three chosen concepts; ‘the Uncanny’, ‘Third Space’ and ‘Hybridity’ work together to reveal a recurring theme of split and duplicity in reference to the colonial past throughout. Furthermore they also reveal that the actual writing of the autobiographies in itself must be regarded as a way of responding to and negotiating that very same split and duplicity in reference to Ireland’s past.

This study discusses the professionalisation of higher education management and emerging patterns of decision making within a context of academic and organisational change. A total of thirty interviews were conducted across six Universities, with five similar roles interviewed in each institution. Respondents were drawn from both centralised and decentralised parts of the organisation, and represented both academic and professional services perspectives. Three ideas are proposed. The first is an emerging New Collegiality in which decision making behaviour is developing that reflects traditional collegial debate, but within new peer groups of academic and professional services managers. Academic managers are also using New Collegiality to share good management practice, with new organisational combinations offering new forms of collaborative working within and across subject disciplines. A second theme proposes that a Higher Education Professional Services Framework exists, which has situationally contingent characteristics that are unique to the professional services in higher education. These features combine decision making and management behaviours to operate as a singular body positioned throughout the organisation in context specific ways. Finally, a third concept identifies three linked levers of management used by the centre to address tensions of internal demands for decentralisation against the external pressures to centralise. These linked levers consist of the creation of an intermediate tier such as a faculty or college, a proactive use of management information as an evidential tool for decision making, and a particular use of the Higher Education Professional Services Framework. The findings suggest that Universities are ostensibly decentralising their organisational structures while simultaneously centralising decision making authority through changes in accountability. These trends raise a number of relevant issues to the professionalisation of higher education. .

Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and how resulting classroom experience shows evidence of progression toward a hybrid space, as well as factors that limited progression toward a hybrid space. These results yield implications for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.

Through introduction of Fujian Province as home to the largest migrant population in the world, this article aims to address the negotiation of intersections between local and global forces that form new spaces throughout the diaspora. The "third space," a term coined by Homi Bhabha, addresses the fluid identity of Chinese-Filipino individuals that both acknowledges the traditional notions of "Chinese" while being influenced by a history of colonization in the Spanish Philippines. I incorporate my own personal experience as an American-born Chinese-Filipino navigating new spaces, and also the experience of my family members through interviews.

While language shift is common in immigrant families by the third generation, maintenance of the heritage language is not impossible, depending on geography and other language socializing contexts such as parental communication and interactions with monolingual relatives of the minority language that provide the third generation with opportunities to use the language. The scholarship on the language shift to monolingual-English and the maintenance of Spanish in Latino immigrant families in the United States typically only considers how earlier generations socialize later generations to use one language over the other, without much attention to third-generation individuals themselves. Therefore, the purpose of the present thesis is to examine the narrative accounts of third-generation Mexican-American adults—the generation that typically loses the heritage language—in order to understand how they construct the experience of being socialized to use English and Spanish throughout their lives. Data consist of ten, hour-long, transcribed audio-recorded interviews with ten third-generation Mexican-American individuals. The interview questions were quite open-ended about their use of Spanish. I conducted discourse analysis with the purpose of identifying narrative accounts that conveyed these third-generation individuals’ constructed realities regarding their own Spanish use and their interactions with various Spanish-speaking family members. The findings indicate that the participants construct themselves as linguistically insecure with regard to their Spanish use. They explain their lack of ideologically “pure” Spanish in relation to socialization as they have interacted with various Spanish-speaking relatives throughout their lives. Moreover, they justify their lack of “pure” Spanish by constructing a third space for their Spanish use. They claim to use a new, localized variety of Spanish, which they consider to be illegitimate, thus self-defining as monolingual English speakers. However, I argue that their narrative accounts actually de-dichotomize bilingualism by opening the possibility of Third Space Spanish. Implications include the need for further research on the relationship between socialization, linguistic insecurity, and contested third space Spanish.