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2013 - 57th Annual Conference of the Comparative and International Education Society Words: 167 words || 
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1. Press, Sarah. and Friedlander, Elliott. "Context, Context, Context! How local adaptation ensures equitable outcomes across cultures and countries" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p635684_index.html>
Publication Type: Panel Paper
Abstract: Despite deep-seated international commitments to end educational disparities worldwide, no magic bullet has emerged to ensure equal educational outcomes for all children everywhere. Save the Children's quest for its own magic bullet led us to Literacy Boost, a program that adapts to local contexts, capabilities, and challenges rather than offering prescriptive solutions that ignore local realities. This paper examines precisely how Literacy Boost adapts to local contexts. Data from South Africa, Uganda, and Zimbabwe and other sites provide examples. Through these adaptations, we set interventions to test hypotheses about whether and through what mechanisms equity impact emerges. The data presented stems from Literacy Boost implementation reports across these African countries. This paper describes Literacy Boost’s approach to using data to shape program, revealing its evidence-based processes for supporting all children and achieving more equitable results. This paper is critical for those interested in education in Africa, as it underscores the necessity of understanding the local environment and tailoring responses to fit a given population of students' needs.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 254 words || 
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2. Platas, Linda. "Assessing mathematics in context: The development of an approach to adapting and implementing EGMA across country contexts" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p493856_index.html>
Publication Type: Panel Paper
Abstract: The purpose of this presentation is to describe the development of an approach to assessment implementation used for adapting and using EGMA across country contexts. In this paper, the author describes barriers and possible solutions to implementing assessments in developing countries, including challenges that have been faced during EGMA implementation. Research has illustrated that early mathematical development has a common trajectory across cultures (Nunes & Bryant, 1996; Sarama & Clements, 2009). This trajectory enables researchers to develop items that illustrate competence in skills that are essential parts of mathematical development across countries. However, two main areas of concern remain when bringing a math assessment to a new location. The first is that although the items are applicable across countries, the language, administration and implementation may not be. The second is that stakeholders have a vested interest in the outcomes and as such should take part in the collaborative effort of country-specific adaptations. This paper discusses the approaches that have been used in the process of adapting EGMA for local country contexts, such as an adaptive use of language in administration and planned collaboration and learning with local partners. The paper will discuss the approaches that have been used with EGMA and will raise questions about the ways in which these approaches may be improved.

Nunes, T., & Bryant, P. (1996). Children Doing Mathematics. Oxford, Great Britain: Blackwell Publishers.

Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.

2014 - Tenth Annual Congress of Qualitative Inquiry Words: 151 words || 
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3. Upadhyay, Dr. Ishita. and Baxi, Annie. "Body images in the context of grand narratives of contemporary indian context" Paper presented at the annual meeting of the Tenth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 21, 2014 <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p705822_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Body Images in the context of grand narratives of contemporary Indian context

Grand narratives are cultural schemas representing codified wisdom transmitted across generations for understanding and interpreting the world around.
The study aimed at exploring through personal narrative around the notion of body images among women. Twenty three participants having professional career in modelling. The data was collected with the objective of understanding their notion of beauty and sense of aesthetics in the making of the self and its various shades. It also aims at understanding the meaning of relationships with self and others, the embodied engagements with their own body in relation to their profession.
Data thus obtained were subjected to narrative analysis using Grounded theory method framework for identifying the emergent themes. Themes like anger and depression, loss and split, recovery and repair, empowerment vs. disempowerment were located in the narratives. Paper discusses its implications in contemporary context.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 212 words || 
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4. Reddy, Pooja. "How Does Literacy Development in Multilingual Contexts Differ From Monolingual Contexts?" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p635770_index.html>
Publication Type: Panel Paper
Abstract: Literacy development in multilingual contexts necessarily differs from monolingual contexts for two major reasons. Firstly, oral language skills cannot be taken for granted and this has strong implications on how far reading can develop in the absence of attention toward oral language development. Secondly, primary literacy skills significantly and predictably impact secondary language reading development. This paper will review empirical research on how literacy development occurs in multilingual contexts. Specifically, the following questions will be answered: how does literacy acquisition occur in scripts other than English; how does knowledge of a previous language impact the acquisition of a new language; and what factors are critical to take into consideration when teaching reading in multilingual contexts. These studies will be synthesized to identify factors that are most critical for reading development in multilingual contexts. Certain questions which are central to reading policy and pedagogical decisions in the developing world, which are yet to be answered – such as, how and when to transition from a primary literacy to a secondary literacy; which languages are suitable for primary literacy instruction in urban and rural areas; what factors are most critical in developing successful readers in two or more languages – will also be raised. Possible methods of answering these questions will also be discussed.

2016 - National Women's Studies Association Words: 99 words || 
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5. Jen, Clare. "Making Strange: Science in Context, Taken out of Context" Paper presented at the annual meeting of the National Women's Studies Association, Palais des congrès de Montréal, Montreal, Quebec, <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p1141592_index.html>
Publication Type: Individual Paper
Abstract: This paper reverberates Tuhiwai Smith’s anti-colonial methodologies (1999) and Ahmed’s “strange encounters” (2000) off of feminist theorizations of “science in context” (Fausto-Sterling 2003). How can “strange encounters” hold “spatial negotiations” between “embodied others” in laboratory spaces? Predominant approaches call for teaching/practicing science-in-context. Yet, colonialist “contexts” that hold “science” are a negotiation of encounters--whose tissues? whose hormones? whose world does what make? Working with Subramaniam’s “fictional science” methodology (2014), this paper--a mixture of dream and action--argues for “making strange” as anti-colonial methodology in laboratory spaces. This demands “context” be turned inside out, such that science-in-context be taken out of context.

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