Framing My Name: Extending Educational Boundaries

Margaret Kumar, Supriya Pattanayak and Richard Johnson (eds)

Published by The Learner, a book series by Common Ground Publishing

Format Price
Book: Print $US30.00
Book: Electronic $US10.00

Framing my name: extending educational boundaries addresses issues of name and the naming process and its impact on higher education pedagogy. In bringing together the perspectives of the authors, the book shows how students’ names are an agency of their learning. The manner in which names are articulated impacts on how students relate to learning. The process of naming involves an ontology that is related to students’ histories, their culture, their place and position within a social matrix of group and community. For educators, this means undergoing a scaffolding process of learning the background to names and naming processes and then applying this knowledge to an understanding of students.

‘This book explores a wide and rich array of cultural stories and meanings, of hybrid forms and possibilities, or tradition and encounter in names and naming. It has great practical value and is a pedagogical investment of its own, but a possibly greater virtue is its ability to look at boundaries and ask about their role, to push beyond them but acknowledge their function and enduring presence, to offer ideas about how identity and place, names and roles are constructed and how these function.

In several chapters, we encounter students and teachers negotiating their local modus operandi based on cultural sensitivity and draw the conclusion of the key importance of an advance awareness of the need to think more seriously and systematically about personal names. In Margaret Kumar’s discussion of names, we see how names and their multiple meanings is an instalment in the very process of global education itself, in which the expectations of teachers, lecturers and administrators about who they will be teaching and ‘servicing’, have been scrambled. The norm is less and less a norm. The editors, bring the perspectives of educators, concerned with effectiveness in education (‘good’ teaching) but also good effects from education (‘just’ teaching) and this double element pervades the ethical stance that the volume exhibits. This is one of its most ennobling characteristics.’
(Professor Joseph Lo Bianco, Foreword to Framing my name: extending educational boundaries.)

Contents
Foreword
Editors

Framing my name
Margaret Kumar and Supriya Pattanayak>
Chapter 1: The ‘backstory’ to names and the naming process in Australia
Barry Tucker and Margaret Kumar

Chapter 2: Names, the envelope of destiny in the Grassfields of Cameroon
Bill F. Ndi

Chapter 3: Self-authorship, the disturbing identity of the author
Cameron Bishop

Chapter 4: Locating boundaries, different rhythms to the same name
Dawn Joseph

Chapter 5: Establishing the space of naming
Debi Prasanna Pattanayak

Chapter 6: A window onto Chinese culture and society
Fengqi Qian

Chapter 7: ‘My name is Karen...’
Karen Stagnitti

Chapter 8: So what is your real name?’
Margaret Kumar

Chapter 9: Immortality is in your name
Ndũngi wa Mũngai

Chapter 10: Names, an Australian’s personal perspective
Paul Nicholson

Chapter 11: The colour of names, others’ perceptions, my reflections
Richard Johnson

Chapter 12: Names, an address without a postcode
Supriya Pattanayak

Extending educational boundaries
Kumar, Kumar and Tucker, Johnson, Pattanayak, Bishop, Joseph, Ndi, Ndungi, Qian and Stagnitti

Index

Keywords: Foreign Students, Higher Education, Personal Names, Pronunciation of Names, Group Identity

Book: Print (Paperback). Book: Electronic (PDF File; 1.586MB). Published by The Learner, a book series by Common Ground Publishing, Champaign, Illinois.

Dr Margaret Kumar

Deakin University, Australia

Margaret Kumar, PhD is a Higher Degree by Research Language and Learning adviser at Deakin University. Margaret articulates challenging resources for research students through online learning. She also provides on-campus research training sessions, one-to-one consultations and academically oriented strategies and skills as enhanced support for students. Margaret has a background in teaching and learning practices for international students, applied linguistics and language and literacy education and has taught in a diverse range of education systems in Australia and overseas.

Dr Supriya Pattanayak

Department for International Development India

Supriya Pattanayak has extensive teaching, research and policy experience. Her research interest is in the field of gender and development issues, and social work pedagogy in different contexts. She has experience of working in small and large NGOs, multilateral agencies (UNHCR), bilateral agencies, federal and state governments and universities in India and Australia. In her present role as State Representative (Orissa), Department for International Development India (DFID) (British High Commission), she works collaboratively with various development partners such as National and State Governments, other multilateral (World Bank, UNDP, UNFPA, UNICEF, WHO, WFP) and bilateral (DANIDA) agencies, International NGOs and civil society organisations in pursuance of harmonisation of development efforts and achievement of the Millennium Development Goals.

Dr Richard Johnson

RMIT, Australia

Richard Johnson was born in Gaya,India and attended Goethals Memorial School in Kurseong and St. Xavier’s College, Calcutta. He migrated to Australia in 1969. Richard is currently a Senior Lecturer in the School of Education, Royal Melbourne Institute of Technology (RMIT) University, Bundoora, Australia. Richard’s research and teaching interests include ways of internationalising the curriculum through acknowledging the contribution of South East and South Asian knowledge bases. He recently completed a research project entitled ‘Exploring the Monsoon Wedding phenomenon of Indian students studying in Australia’ with Dr. Margaret Kumar. Richard was awarded a Rotary grant to work in Nepal and he has also taught in India. In 2009 he co-ordinated a project involving undergraduate teacher education students working with international students. ‘Engaging generation Y learners’ is the focus of his current and teaching and research interests. He is exploring how forum theatre can be part of teacher education pedagogy.

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