Carol Chan – författare

Villagers in Indonesia hear a steady stream of stories about the injuries, abuses, and even deaths suffered by those who migrate in search of work. So why do hundreds of thousands of Indonesian workers continue to migrate every year? Carol Chan explores this question from the perspective of the origin community and provides a fascinating look at how gender, faith, and shame shape these decisions to migrate. Villagers evaluate men's and women's migrations differently, leading to different ideas about which kinds of human or financial flows should be encouraged and which should be discouraged or even criminalized. Despite routine and well-documented instances of exploitation of Indonesian migrant workers, some villagers still emphasize that a migrant's success or failure ultimately depends on that individual's morality, fate, and destiny. Indonesian villagers construct strategies for avoiding migration-related risks that are closely linked to faith and belief in supernatural agency. These strategies shape the flow of migration from the country and help to ensure the continued confidence Indonesian people have in migration as an act of promise and hope.

Villagers in Indonesia hear a steady stream of stories about the injuries, abuses, and even deaths suffered by those who migrate in search of work. So why do hundreds of thousands of Indonesian workers continue to migrate every year? Carol Chan explores this question from the perspective of the origin community and provides a fascinating look at how gender, faith, and shame shape these decisions to migrate. Villagers evaluate men's and women's migrations differently, leading to different ideas about which kinds of human or financial flows should be encouraged and which should be discouraged or even criminalized. Despite routine and well-documented instances of exploitation of Indonesian migrant workers, some villagers still emphasize that a migrant's success or failure ultimately depends on that individual's morality, fate, and destiny. Indonesian villagers construct strategies for avoiding migration-related risks that are closely linked to faith and belief in supernatural agency. These strategies shape the flow of migration from the country and help to ensure the continued confidence Indonesian people have in migration as an act of promise and hope.

Villagers in Indonesia hear a steady stream of stories about the injuries, abuses, and even deaths suffered by those who migrate in search of work. So why do hundreds of thousands of Indonesian workers continue to migrate every year? Carol Chan explores this question from the perspective of the origin community and provides a fascinating look at how gender, faith, and shame shape these decisions to migrate. Villagers evaluate men's and women's migrations differently, leading to different ideas about which kinds of human or financial flows should be encouraged and which should be discouraged or even criminalized. Despite routine and well-documented instances of exploitation of Indonesian migrant workers, some villagers still emphasize that a migrant's success or failure ultimately depends on that individual's morality, fate, and destiny. Indonesian villagers construct strategies for avoiding migration-related risks that are closely linked to faith and belief in supernatural agency. These strategies shape the flow of migration from the country and help to ensure the continued confidence Indonesian people have in migration as an act of promise and hope.

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

This book explores the role of Chineseness or lo chino in the production of Chilean national identity. It does so by discussing the many voices, images, and intentions of diverse actors who contribute to stereotyping or problematizing Chineseness in Chile. The authors argue that in general, representing and perceiving China or Chineseness as the Other is part of a broader cultural and political strategy for various stakeholders to articulate Chile as either a Western country or one that is becoming-Western. The authors trace the evolution of the symbolic role that China and Chineseness play in defining racial, gendered, and class aspects of Chilean national social imaginary. In doing so, they challenge a common idea that Chineseness is a stable signifier and the simplistic perception of the ethnic Chinese as the unassimilable foreigner within the nation. In response, the authors call for a postmigrant approach to understanding identities and Chilean society beyond stubborn Orient-Occident and us-them dichotomies.