Codebook and Coding Scheme for Coresilience and Embodied Relations

Coresilience and Embodied Relations: Challenging the Model of Western Resilience in Southeast-Asian Education Policies. Supplementary Materials Chris WH Woo¹ & Hset Hsint Kaung² Table of Contents Codebook with Examples ....................................................................................................... 3 Coding Scheme with Inclusion and Exclusion Criteria ............................................................. 8 Codebook with Examples Code Definition Example Theme AdversityBased Resilience Resilience as the capacity to cope with disasters, stress or hardship. critically and ethically, be discerning in judgment, take responsibility for choices and actions, be caring towards others and strive for excellence; b) Resilience and socialemotional well-being: Have a balanced sense of self, form healthy relationships, be resilient when faced with challenges, find meaning in life, and have a sense of gratitude and appreciation; c) Future readiness: Have a sense of purpose in life, develop the dispositions of adaptability Conceptualisation of Resilience Self-Reliance Emphasis on individual autonomy and independence as core to resilience. Alternative Education Underprivileged youth aged 1524 years who have completed basic education or lower and are out of school have opportunities to improve their competencies to become self-reliant through alternative and informal education. Relational Resilience Resilience described through relationships, community support, or collective action rather than only personal grit. Through interacting with individuals from a range of socio-economic, religious, and ethnic backgrounds, students learn to understand, accept, and embrace differences. This creates a shared set of experiences and aspirations to build Malaysia’s future on. The Ministry aspires to create a system where students have opportunities to build these shared experiences and Code Definition Example Theme aspirations that form the foundation for unity. Generative/ Creative Resilience Resilience depicted as proactive innovation or creativity, not only as emotional recovery. As students discover and work towards their best self, to contribute positively to their family, communities and country, they learn to review their plans and goals, persevere in developing key skills and abilities to improve themselves, and develop habits of lifelong learning. Students will also learn to identify current and future challenges, as well as opportunities and healthy ways to cope with or overcome them so that they will be better prepared to face changes and stay relevant for the future. Intertextuality References to global frameworks or indices to lend authority to local policy discourses. The National Statement of Commitment to Transform Education System in Cambodia This national statement was formulated at the occasion of the “Transforming Education Summit” in August 2022. The MoEYS’ commitment to the UN summit in September 2022 has underscored the need for the “transformation of the education system towards a more equitable, quality education, inclusive, relevant and resilient model to address the learning crisis and build an equitable, inclusive, sustainable and knowledge-based society in line with Cambodia’s national aspirations”. In order to achieve this commitment, MoEYS has identified 8 priorities. The first of these refers to the specific post-covid context of safely reopening schools and ensuring learning recovery and continuity Discursive Strategies Code Definition Example Theme of learning; and the others are in line with elements that are also taken up in the Pentagonal Strategy and in the 2023 – 2028 reform agenda. Modal Imperatives Use of modal verbs when talking about resilience. Students will also learn that changes and challenges in relationships within their family and among friends serve as opportunities to strengthen family ties and friendships. In the process, students will recognise the importance and reflect on how they can build resilient families and healthy friendships. Lexical Pairing Resilience consistently paired with other skills or traits to expand its semantic scope. By nurturing a generation of adaptable, innovative, resilient, and forward-thinking individuals, we believe we are able to ensure that our nation remains competitive on the global stage. Moral Citizen Positioning resilience as a moral or civic virtue. Values are at the core of one’s character. Our personal values are those principles and beliefs which guide our behaviour in the private and public sphere. At the broader societal level, they are those enduring shared beliefs about “what is worthwhile, ideals for which people strive for, and broad standards by which particular practices are judged to be good, right, desirable, or worthy of respect”1 . Our core values include respect, responsibility, resilience, integrity, care, and harmony, which are acknowledged as values that are at the foundation Subject Formation Code Definition Example Theme of our shared societal and national values. National Asset Framing of resilient learners as contributors to economic growth, competitiveness, or national development. As we aspire to provide a world-class education, we pledge to uphold the highest standards, to equip our students with the skills and knowledge they need to navigate in an everchanging world. By nurturing a generation of adaptable, innovative, resilient, and forward-thinking individuals, we believe we are able to ensure that our nation remains competitive on the global stage. Communal Agent Portrayal of learners embedded within community, family, or ancestral networks that shape resilience. Recognising the potential in every child, the schooling environment creates learning opportunities that draw out and develop our students’ personal character strengths, e.g. adaptability, empathy, creativity, and curiosity; as well as nurture in them our shared societal and national values. Besides developing their personal character strengths, our students are encouraged to demonstrate care for others, consider others’ perspectives, and show sensitivity towards the thoughts and feelings of others. SelfRegulating Learner Learner as an autonomous agent responsible for managing emotions and personal development. To develop students as effective leaders of self, Student Leadership Development (SLD) elements are also integrated into the various authentic experiences. In developing selfawareness and selfmanagement, students learn to cope with and manage emotions, knowing when and where to seek help, as they Code Definition Example Theme continue to believe and find a sense of purpose in becoming the best versions of themselves. Epistemic Violence Absence of community, ancestral, or collective resilience models when talking about resilience. Through ECG, students explore their strengths and abilities, examine their life’s purpose, and develop qualities of proactivity, adaptability, and resilience to prepare themselves for the 21st Century. Ideological Underpinnings Neoliberal Human-Capital Logic Treating resilience as a marketable skill or asset that enhances employability and economic productivity. When they leave school, students will have world-class knowledge and skills, strong moral values, and will be capable of competing with their peers in other countries. Anglo-Centric Individualism The use of Western notions of resilience that is individualistic or adversity-based. They learn how to seek continual self-improvement and take action to develop their character strengths, values, interests, talents and skills. This also includes setting short term goals and developing actionable plans to work towards their envisioned best selves and long term educational and career goals. Coding Scheme with Inclusion and Exclusion Criteria Code Definition Inclusion Exclusion Adversity-Based Resilience Resilience as the capacity to cope with disasters, stress or hardship. Explicit references to coping, withstanding, overcoming difficulties, disasters, or challenges Statements that frame. resilience as emotional strength or recovery during hardship or adverse situations. Examples describing perseverance. References to creativity, innovation, or future planning without mentioning adversity. Descriptions of resilience as inherently relational or communal. Generic mentions of well-being not tied to adversity. Self-Reliance Emphasis on individual autonomy and independence as core to resilience. Statements that valorise personal initiative, selfsufficiency, or individual responsibility for success. References to self-reliant, independent, autonomous learners, or own growth. Instances where autonomy is discussed in the context of community or interdependence. Mentions of leadership, teamwork, or shared responsibility without emphasising on the individual. Relational Resilience Resilience described through relationships, community support, or collective action rather than only personal grit. Descriptions of resilience emerging from family, peers, community, or collective networks. References to shared experiences, social connectedness, or intergroup understanding. Examples of building unity or solidarity through relationships. Sole emphasis on individual strength or emotional regulation. Abstract mentions of community without linking to resilience. Code Definition Inclusion Exclusion Generative/Creative Resilience Resilience depicted as proactive innovation or creativity, not only as emotional recovery. Statements that link resilience to adaptability, innovation, creativity, or future-oriented problem solving. Examples of learners anticipating challenges and taking initiatives to address those challenges. References to emotional endurance only. Innovation or creativity that is unrelated to coping or thriving amid change. Intertextuality References to global frameworks or indices to lend authority to local policy discourses. Explicit references to international organisations and frameworks. Mentions of global strategies, summits, or indices integrated into policy language. Local frameworks that are tied to external references. Generic mentions of global or international without reference to specific frameworks. Local frameworks that are not tied to external references. Modal Imperatives Use of modal verbs when talking about resilience. Sentences using should, must, will, ought to, etc., to prescribe resilience-related actions or goals. Normative or instructional tone regarding what learners should do to be resilient. Descriptive statements that do not use modal verbs or normative/instructional tone. Modal verbs unrelated to resilience. Lexical Pairing Resilience consistently paired with other skills or traits to expand its semantic scope. Phrases where resilience as a trait appears alongside traits like adaptability, innovation, forwardthinking, etc. Statements describing resilience as part of a skill cluster. Isolated references to resilience without pairing. Lists where resilience is not semantically linked to the other traits. Moral Citizen Positioning resilience as a moral or civic virtue. Statements linking resilience to values, civic responsibility, or moral character. Technical or skillbased mentions of resilience.