Volume 8 | October 2021
In 2021, CERJ editorial efforts and CERJ author contributions converge on the common theme of equity, yet each from unique angles and with diverse approaches from promoting greater openness in the editorial process to shedding light on equity issues through research.
Some of these efforts echo the voices in the public discourse, be it justice or inclusion; Others, on the other hand, touch upon equally important elements that complement and expand the public discourse, be it power or openness and transparency.
We feel grateful to have taken on this journey together with the graduate community and we are proud to reveal to CERJ readers the high quality content of this volume.
The concordance between CERJ and the graduate community on issues of equity is particularly gratifying to us. Such unplanned yet concerted efforts towards greater equity from both the editorial team and the authors, while echoing and complementing the public discourse on equity, is what makes this volume particularly precious.
- adapted from Volume 8 Editorial by Meng Liu
CONTENTS
EDITORIAL
| Towards a more equitable future: CERJ efforts to advance equity in a post-pandemic era |
|
| Meng Liu |
1-6 |
RESEARCH PAPER
| Dialogues of fisherwomen in Amazonian costal communities - outcomes of a financial literacy education programme | |
| Raquel Scarpa-Gebara, Jonas Batista |
7-21 |
| England is blue and China is red: a case study of two Chinese adolescents’ expression of linguistic identity through the construction of English as a second language (ESL) poetry | |
| Olivia Anne Halsall |
22-35 |
| Age-related changes in sustained attention for older children from high poverty communities in the USA | |
| Yufei Cai, Maria Tsapali, Zewelanji Serpell, Teresa Parr, Michelle R. Ellefson | 36-51 |
| Teachers’ perceptions of cyberbullying: a comparative multilevel modeling approach | |
| Peter Hurtubise | 52-62 |
LITERATURE REVIEW
| Can "Theory of Mind" be taught in school? | |
| Claudia Pik-Ki Chu | 63-79 |
| The importance of verbal language in the development of social understanding in autistic children | |
| Kyleigh Marie Kai-Li Melville | 80-93 |
CRITICAL REVIEW
| Infusing hope in L2 writing strategy instruction research | |
| Yuchen Zong | 94-104 |
| Touching collage: examining haptic potential in arts-based research through the lens of "Lucy's Picture" | |
| Lily Stone | 105-115 |