Validating Academic Integrity Survey (AIS): An Application of Exploratory and Confirmatory Factor Analytic Procedures

This study concerned validating academic integrity survey (AIS), a measure developed in 2010 to investigate academic integrity practices in a Malaysian university. It also examined the usefulness of the measure across gender and nationality of the participants (undergraduates of Nigerian and Malaysian public universities). The sample size comprised 450 students selected via quota sampling technique. The findings supported the multidimensionality of academic dishonesty. Also, strong evidence of convergent and discriminant validity, and construct reliability were generated for the revised AIS. The testing of moderating effects yielded two outcomes. While the gender invariant analysis produced evidence that the three-dimensional model was not moderated by gender; the nationality effect was inconclusive, probably due to a noticeable imbalance in respondent distribution for the nationality group. The significance of this study lies not only in the rigorous statistical methods deployed to validate the dimension and psychometric properties of the AIS; but establishing the gender invariance of the model. It is understood from the findings that although male and female students may vary in their academic misconducts, the underlying factors for these conducts are the same and can be addressed effectively using a non-discriminating approach.     

Foucault's Genealogy and Teaching Multiculturalism as a Subversive Activity

It is being argued, in this article, that multicultural education is subversive because it challenges the assumed inevitability and superiority of the dominant culture by presenting alterna-tives to it. For multicultural education to be subversive, however, culture has to be understood as an order of things mapped across truth and power axis à la Foucault. These order of things are sup-pressed by the dominant culture in order to maintain its hegemony. It is being further argued that with the help of Foucault's genealogy we can understand how multicultural education can liberate subjugated order of things.     

On being educated in the west: The disruption in self as a narrative and authenticity and inauthenticity of self

In this article I have argued that the issue of the effect of education on one getting educated is an ontological one. I make my case with the help of Heidegger's concepts of Dasein, and man's-being-in-the-world. I first argue that tradition is constitutive of one's being, and that man's being is in-a-tradition, and then make the case that education is located in tradition, and that education is a process by which one is initiated into that tradition. As a consequence getting educated in a tradition outside one's own has the effect of dislocating the being of the one getting educated.     

On being educated in the west: The disruption in self as a narrative and authenticity and inauthenticity of self

In this article I have argued that the issue of the effect of education on one getting educated is an ontological one. I make my case with the help of Heidegger's concepts of Dasein, and man's-being-in-the-world. I first argue that tradition is constitutive of one's being, and that man's being is in-a-tradition, and then make the case that education is located in tradition, and that education is a process by which one is initiated into that tradition. As a consequence getting educated in a tradition outside one's own has the effect of dislocating the being of the one getting educated.     

Teaching knowledge as conversation: A philosophical hermeneutical approach to education

This article argues that educational thinking and practices based on knowledge as conversation understood from the perspective of philosophical hermeneutics will make schools more democratic institutions and education generally more sensitive to variously constructed social realities.