13,280 results
Search Results
2. When Are Universities Followers or Leaders in Society? A Framework for a Contemporary Assessment. Research & Occasional Paper Series: CSHE.1.2022
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Douglass, John Aubrey
- Abstract
In assessing the current and future role of universities in the nation-states in which they are chartered and funded, it is useful to ask, When are universities societal leaders as societal and constructive change agents, and when are they followers, reinforcing the existing political order? As discussed in the book, "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education," the national political history and contemporary context is the dominant factor for shaping the leadership or follower role of universities -- what I call a political determinist interpretation. We often think of contemporary universities, and their students and faculty, as catalysts for societal progress -- the Free Speech and Civil Rights movements, Vietnam War protests, the anti-Apartheid movement, Tiananmen Square, and more recently the pro-democracy demonstrations in Hong Kong. Universities can be, and have been, the locus for not only educating enlightened future leaders, but also for opposing oppression and dictatorships. But universities have also proved over their history to be tools for serving the privileged, and reinforcing the social class divisions of a society; they also have been factories for errant theories that reinforce the worst of nationalist tendencies. Universities are both unique environments for educating and mentoring free thinkers, entrepreneurs, and citizens with, for example, a devotion to social change, or for creating conformists -- or all of the above. How might we assess whether universities are followers or leaders in their societies? This essay considers this question, offering a framework for evaluating the follower or leader role, and with particular attention to the emergence or, in some cases, re-emergence of neonationalist leaders and autocratic governments.
- Published
- 2022
3. Two City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore. Research & Occasional Paper Series: CSHE.10.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan E., and Douglass, John Aubrey
- Abstract
Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education" (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?
- Published
- 2021
4. Formation of College Plans: Expected Returns, Preferences and Adjustment Process. Discussion Paper No. 1765
- Author
-
London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Azmat, Ghazala, and Kaufmann, Katja
- Abstract
We exploit a large exogenous shock to study the determinants of college attendance and the role played by one's environment. We analyze whether, and how quickly, adolescents' college plans are adapted, explore factors leading to the adjustment, and examine how these factors ultimately impact later educational attainment. Using differences across East German cohorts induced by the timing of the German Reunification (a change for the East from state socialism to capitalist democracy), we show that shortly after relative to before that time, college plans among high-school students increased substantially, which was followed by sizable increases in the completion of the college entrance certificate five years later. Our analysis sheds light on the elasticity of beliefs and preferences of different cohorts of youths in the case of a large shock. Perceived educational returns, economic preferences ("consumerism") and sociopolitical attitudes ("individualism") adapt quickly in response to the shock and are directly linked to changes in plans and outcomes. Cohorts closer to critical educational junctions at the time of Reunification, however, adjusted their plans to a much lesser extent. While they similarly updated the expected returns to education, they exhibited a slower adjustment in their preferences relative to younger cohorts. [Funding for this report was provided by the Agence Nationale de la Recherche (ANR) and the German Research Foundation (DFG) through CRC TR 224 (project C01).]
- Published
- 2021
5. Barriers to STEM Education for Rural Girls: A Missing Link to Innovation for a Better Bangladesh. Echidna Global Scholars Program, Policy Paper
- Author
-
Brookings Institution, Center for Universal Education and Siddiqa, Nasrin
- Abstract
As one of the world's fastest-growing economies, Bangladesh aims to become a middle-income country by 2021 and a high-income country by 2041. To attain these goals, the country must face global challenges head on by strengthening existing industries and preparing itself for industries that have yet to emerge. To do this, it must tap the full potential of its human capital. Although Bangladesh made strides in access to education during the Millennium Development Goals era, poor girls continue to fall behind despite their ambitions to lead the country to change--a gap that affects their work outcomes once they leave school. The skills that Bangladesh's youth need to thrive in a world of rapid technological advancement will require a response by policymakers and practitioners alike. This policy paper unveils the barriers to educational opportunities for rural girls in Bangladesh, focusing specifically on science, technology, engineering, and mathematics (STEM) education. It reflects upon a survey of 500 rural secondary-level schoolgirls, 100 parents, and 75 teachers from 30 rural schools of the district of Gazipur. The study identified barriers to STEM education at three levels--individual, institutional, and societal--that revealed both systemic and socio-cultural issues that actors in policy and practice can tackle. It provides clear recommendations for action and examples of practices that have started to fill the gap globally. If Bangladesh is to accomplish its goals and tap the potential of all its youth for rapid development, breaking the barriers to STEM education for all children is a key place to start. [This report was co-authored with Amanda Braga.]
- Published
- 2019
6. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (40th, Jacksonville, Florida, 2017). Volume 2
- Author
-
Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 14 paper in Volume 2 include: (1) Technology in Support of Diverse Assessment (Gary L. Ackerman); (2) Changing with the Times: How Do We Lead Technology Integration, Including Mobile Devices, in Schools? (Stacie Barnett-Slusher); (3) A Systems Solution for Engaging Learners in STEM Learning (Anthony Betrus, Steven Canning, and Marshall Hughes); (4) Game-for-Social-Change: A Way Home--A Game to Teach Players about a Serious Topic While Driving Civic Engagement (Suzanne Ensmann); (5) STEAM Powered Tools for Art Education (David Gardner and Colby Parsons); (6) Wearable Computers: Past, Present, and Future Possibilities (Byron Havard, Courtney Hyland, Megan Podsiad, and Nancy B. Hastings); (7) Design and Development of a Tool to determine E-learning Readiness (Cathy James-Springer and Katherine Cennamo); (8) Peer-Led Team Learning in a Problem-Solving Course: Lessons Learned (Miguel Lara); (9) Non-Traditional Students--Leading the Charge to Change the Respect of Student Time in the Online Classroom (Tammy McClain-Smith); (10) TILC: An Innovative Learning Community Leading Educational Change (Gabriela A. Mendez, Jason Karp, and Jennifer L. Reeves); (11) OMG! Leading and Learning to Create Faculty and Student Engagement Opportunities (Gabriela A. Mendez, Jennifer L. Reeves, and Jason Karp); (12) Future Ready Librarians and OERs Lead Learning for Change (Heather Morin); (13) Evaluation of the Duolingo English Test: Implications for K-12 English Language Learners (ELL) (Cara A. North, Anna R. Leach, Natalie R. Gintert, Tim Nunn, and Ana-Paula Correia); and (14) An Exploration of the Enhancing Student's Cross-Cultural Competence in Ubiquitous MOOC Instructional Design Model (Boonrat Plangsorn, Jaitip Na-Songkhla, and Lara M. Luetkehans). (Individual papers contain references. [For Volume 1, see ED580816.]
- Published
- 2017
7. Queering Education: Pedagogy, Curriculum, Policy. Occasional Paper Series 37
- Author
-
Bank Street College of Education, Linville, Darla, Linville, Darla, and Bank Street College of Education
- Abstract
Educators concerned with social justice are working in very different social and legal contexts than when they first began to take up the issue of lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) lives in the school and the curriculum. The growing number of countries that have legalized same-sex marriage, the recent US Supreme Court decision requiring that same-sex couples be allowed to marry wherever they live in the US, and the passage of local and state anti-bullying legislation--all encourage educators to reinvigorate and refocus the conversation around queer curriculum and pedagogy. Rather than assuming that gayness has been "normalized," this issue of the Occasional Paper series takes as its premise that the full inclusion and engagement of LGBTQ youth and families is dependent on work still to come. It will open a new discourse on queer issues. Much of the recent attention on LGBTQ issues in educational settings has focused on the safety of bodies (queer or trans) in schools. Progress has been made for increased safety and inclusion of LGBTQ students in public schools in the United States and in many other countries. These changes include anti-bullying legislation and policies, activism on the part of gay-straight-trans alliances, advocacy by LGBTQ and ally teachers, and legal cases brought by students and parents. Following an "Introduction" by Darla Linville, this issue contains the following essays: (1) The Gift of Hindsight: A Parent Learns About Educating Trans Youth (Denise Snyder); (2) Changing the Shape of the Landscape: Sexual Diversity Frameworks and the Promise of Queer Literacy Pedagogy in the Elementary Classroom (Cammie Kim Lin); (3) Missing Persons' Report! Where are the Transgender Characters in Children's Picture Books? (Ashley Lauren Sullivan and Laurie Lynne Urraro); (4) An Embodied Education: Questioning Hospitality to the Queer (Clio Stearns); (5) Teaching Trans*: Transparent as a Strategy in ELA Classrooms (Joseph D. Sweet and David Lee Carlson); (6) "It's Nonexistent": Haunting in Trans Youth Narratives about Naming (Julia Sinclair-Palm); (7) "White people are gay, but so are some of my kids": Examining the intersections of race, sexuality, and gender (Stephanie Shelton); and (8) Gracefully Unexpected, Deeply Present, and Positively Disruptive: Love and Queerness in Classroom Community (benjamin lee hicks). (Individual papers contain references.)
- Published
- 2017
8. Why Parenting Matters for Children in the 21st Century: An Evidence-Based Framework for Understanding Parenting and Its Impact on Child Development. OECD Education Working Papers, No. 222
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
- Abstract
This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the 21st century have altered family life and summarises evidence from 29 meta-studies and 81 quantitative studies for the developmental impact of different parenting styles and dimensions. Overall, results suggest that warm parenting that provides children with age-appropriate autonomy and structure is key for a healthy and prosperous development of children and adolescents across various domains. The parenting approach adopted by parents but also its effect varies and the paper points to various contextual (e.g. culture, socio-economic factors, support within the community and family) and individual (e.g. gender, personality and health condition of children and parents) factors explaining these variations. The paper discusses how a systematic consideration of such factors not only sharpens the scientific understanding of parenting and its impact but also helps improving family policies and support.
- Published
- 2020
- Full Text
- View/download PDF
9. A Multi-Criteria Approach for Quantifying the Impact of Global Megatrends on the Pulp and Paper Industry: Insights into Digitalization, Social Behavior Change, and Sustainability.
- Author
-
Vivas, Keren A., Vera, Ramon E., Dasmohapatra, Sudipta, Marquez, Ronald, Van Schoubroeck, Sophie, Forfora, Naycari, Azuaje, Antonio José, Phillips, Richard B., Jameel, Hasan, Delborne, Jason A., Saloni, Daniel, Venditti, Richard A., and Gonzalez, Ronalds
- Subjects
PAPER industry ,SOCIAL change ,LITERATURE reviews ,DIGITAL technology ,SUSTAINABILITY - Abstract
Background: The pulp and paper industry (P&PI) is undergoing significant disruption driven by global megatrends that necessitate advanced tools for predicting future behavior and adapting strategies accordingly. Methods: This work utilizes a multi-criteria framework to quantify the effects of digitalization, changes in social behavior, and sustainability as three major megatrends transforming the P&PI industry, with a specific focus on hygiene tissue products. Thus, the research combines a comprehensive literature review, insights from a Delphi study, and topic modeling to qualitatively and quantitatively assess the present and future impacts of these global megatrends. Results: The findings suggest an urgent need to identify alternative raw materials to prevent potential supply chain disruptions. Moreover, due to shifts in social behavior, it becomes critical for businesses to substantiate their sustainability claims with hard data to avoid the risk of a "greenwashing" perception among consumers. Conclusions: This study provides decision support for strategic planning by highlighting actionable insights, quantitative predictions, and trend analysis, alongside the examination of consumer and market trends. It aims to incorporate diverse stakeholder perspectives and criteria into decision-making processes, thereby enriching the strategic planning and sustainability efforts within the P&PI industry. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
10. Privatization and Access: The Chilean Higher Education Experiment and Its Discontents. Research and Occasional Paper Series: CSHE.11.15
- Author
-
University of California, Berkeley. Center for Studies in Higher Education, González, Cristina, and Pedraja, Liliana
- Abstract
President Barack Obama recently announced a proposal to eliminate tuition charges at community colleges so that everyone can easily complete the first two years of a university education. At the same time, the administration is creating new regulations to curb the worst abuses of for-profit universities. This suggests that the country has reached a turning point regarding access to higher education. There is a practical limit to privatization, and the countries that have privatized their higher education systems most aggressively, such is the case of the United States, are now reaching it. One country where the increase in university tuition has reached the limit of what the public will tolerate is Chile, where the most deliberate and comprehensive university privatization experiment in the world was carried out and where the most intense student protests calling for greater access have occurred, bringing this issue to the forefront of the nation's political discourse. Indeed, President Michelle Bachelet has recently promised to make higher education free of charge. This essay examines the recent history of Chilean universities and current debates regarding tuition and inequality that reflect a similar discussion in the US regarding whether higher education is a public or private good, and who should pay for it. A bibliography is included.
- Published
- 2015
11. Between 'Scylla and Charybdis'? Trusteeship, Africa-China Relations, and Education Policy and Practice
- Author
-
Obed Mfum-Mensah
- Abstract
Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
12. Higher Education: What Role Can the Commonwealth Play? Background Paper for Discussion at the 19th Conference of Commonwealth Education Ministers
- Author
-
Association of Commonwealth Universities (ACU) (United Kingdom) and Kirkland, John
- Abstract
Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]
- Published
- 2015
13. Curriculum Theory and the Question of Knowledge: A Response to the Six Papers
- Author
-
Young, Michael
- Abstract
In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory.
- Published
- 2015
- Full Text
- View/download PDF
14. Towards the Recovery of Education: Reaching for 2030 and Comparative and International Education
- Author
-
Wolhuter, Charl
- Abstract
The aim of this paper is to reflect on what the changing context brought about by the Pandemic mean and can mean for the repositioning and reinvigoration of Comparative and International Education in 2023. The paper commences with the Sustainable Development Goals and the Incheon Declaration, as the vision humanity has set for itself for 2030. The paper then maps out the gap between the reality of education globally in 2015, when the goals were set, and the vision for 2030. The intervention of the COVID-19 Pandemic increased that gap. This paper argues that at the same time the Pandemic brought with it an opportunity to redesign education in the world, benefitting from the opportunities offered by technology. The paper further argues that in effecting such a redesign of education in the world, the scholarly field of Comparative and International Education has a pivotal role to play to -- to connect to the theme of this book and of the conference of which this volume is the proceedings of papers presented -- to use education experiences of the Pandemic and post-Pandemic times, to learn to not only recover education to its pre-Pandemic state, but to ensure the recovery has enough momentum to move beyond the pre-Pandemic level, surging towards the goals set for 2030, i.e. building new better education systems. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
15. 'Transgressive' Instruction as Cultural Production: Teaching Strategies to Disrupt the 'Dirty Gossips' about Sub-Saharan 'Africa'
- Author
-
Mfum-Mensah, Ob
- Abstract
There exists a power asymmetry between instructors and students in the physical classroom and other learning spaces which symbolizes the distribution of power in social spaces. Because of the structured power asymmetry in most learning spaces, promoting effective classroom teaching sometimes requires instructors to replace existing hierarchical power relations and with fluid, organic, and transgressive classroom dynamics in their relationships with their students. This approach has the potential to empower students to become their own agency for interrogating the assumptions and ideologies that they bring to the classroom. This paper outlines the instructional strategies that I incorporate in my "nonwestern" course that aims to introduce students in my university to the sub-Saharan African region. The course uses the interdisciplinary approach to explore the complicated ways history and social changes (including globalization) intersect to shape education reforms, and economic and social development in sub-Saharan Africa. Students bring a plethora of assumptions about sub-Saharan "Africa" to this course and my goal as an instructor is to help students interrogate their own assumptions and deconstruct the myths and distortions about the "Africa" in a broader term. The paper outlines the way I deliberately select course materials, and sequence course contents and themes to scaffold and promote incremental knowledge about the region for students during the semester. Furthermore, the paper outlines the strategies that help nudge students' critical thinking and restructure the power relations in the classroom. While these strategies may not automatically change students' assumptions about sub-Saharan "Africa", they nonetheless become opportunities for my students and I to reposition for effective discussions about the region with the goal to interrogating students' prior assumptions and views about the region. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
16. Call for papers: special issue of Journal of Critical Realism on 'critical realism and the self'.
- Author
-
Ozmen, Onur
- Subjects
CRITICAL realism ,SELF-perception ,SELF ,SOCIAL change ,REFLEXIVITY - Abstract
The Journal of Critical Realism has issued a call for papers for a special issue on "critical realism and the self." The concept of the self is seen as crucial for social change and emancipatory theorizing. The special issue aims to explore various aspects of the self, including subjectivity, reflexivity, authenticity, personhood, and identity. Submissions can be theoretical or applied, and can engage with critical realism or critique it. The deadline for submissions is May 31, 2024, and the final papers are required by November 19, 2024. [Extracted from the article]
- Published
- 2023
- Full Text
- View/download PDF
17. Book review: Farhat Hasan, Paper, Performance, and the State: Social Change and Political Culture in Mughal India.
- Author
-
Kaicker, Abhishek
- Subjects
MUGHAL Empire ,SOCIAL change ,POLITICAL change ,POLITICAL culture - Abstract
Farhat Hasan, Paper, Performance, and the State: Social Change and Political Culture in Mughal India. Cambridge: Cambridge University Press, 2021, xv+155 pp. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
18. Building a Research Community, Developing a Coherent Field of Study
- Author
-
Berg, Jill Harrison, Carver, Cynthia L., and Mangin, Melinda M.
- Abstract
While many researchers have studied teacher leaders, a corresponding field of research on teacher leadership has been slow to develop. This narrative account charts our strategic efforts to build a community of scholars capable of strengthening teacher leadership as a field of study. It documents the parallel development of two entities, the Teacher Leadership Congress, a grassroots movement, and Division K, Section 2, a formal, institutional structure embedded within the American Educational Research Association. Using a community of practice lens (Wenger, 1998), we examine the ways in which these two entities complemented each other and galvanized a collection of individuals into a research community. We found that coordination between the Teacher Leadership Congress and Division K has resulted in a professional community that has facilitated co-construction of new understandings and identities, furthered teacher leadership research, and enhanced researchers' capacities to guide practice in ways that are urgently needed.
- Published
- 2018
19. Education of Students with Special Educational Needs and Their Inclusion in the Community
- Author
-
Stankovska, Gordana, Angelkoska, Slagana, and Grncaroska, Svetlana Pandiloska
- Abstract
In education, inclusion is a process of mutual respect for differences of every student and his/her needs, in which the focus is placed on the student. The education system, on the other hand, should deal with the challenges that all students face, including the special educational needs students. The main purpose of this paper is to investigate the role of educational inclusion of students with special educational needs in mainstream school system and to offer strategies or more precisely guidelines for teachers working with them. Research and practice in special education and inclusion of students with disabilities in the mainstream school system and social life are one of the most important priorities of Policy of the Department of Education and Science in every country in the world. So in this paper we have presented attitudes and experiences about special education reforms strategies in educational system. Research methods are based on documents studies and cases studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary school. Conclusions are that students with disabilities and special needs should enjoy the same access as their non-disabled peers. There is growing evidence that students with disabilities learn better when they are allowed to go to a public school within their neighborhood. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
- Published
- 2015
20. The Most Underserved Populations: How Rich and Poor Orphans Rise Together
- Author
-
Brant, James Michael
- Abstract
Our world has become starkly inequitable with 0.01% of the population owning 11% of all wealth, 1% owning 38% of all wealth, 10% owning 76% of all wealth, and the lower 50% owning almost nothing. Amongst all of these, there is a group of the most vulnerable, the most underserved, and ironically the most silent because, for the most part, they cannot speak for themselves: orphans, most of whom are in the lower 61%. The world population of orphans today is approximately 153 million. Selfishness and indifference have brought us to an appalling point in human history, but a radical change could be made, starting with the orphan population, if the world's middle class and above would adopt them in some way. The purpose of this paper is to explore the feasibility of such a social action and demonstrate the viability and potentially rapid effectiveness of this positive social engineering. The subject area is social and emotional learning, social responsibility, social entrepreneurship, and global citizenship. One of the groups in question is underserved and one is overserved yet underserved in that it lacks real happiness, in effect, both orphans. Through the lens of social constructivism, we examine the feasibility of projects through which the overserved help the underserved and both find fulfillment. Quantitative facts highlight the possibilities for radically ameliorating the orphan problem and qualitative investigation can measure the ensuing fulfillment of these groups. The final significant implication is that the orphan problem could be solved in this generation. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
21. Higher Education as a Change Agent: Exploring Interconnection of Academic Freedom and Sustainable Development
- Author
-
Rónay, Zoltán and Niemczyk, Ewelina K.
- Abstract
Considering the fast-changing times and mounting challenges, higher education institutions (HEIs) became recognized as important change agents in the society but at the same time became more threatened. To that end, recently Magna Charta Universitatum, a declaration stating that intellectual and moral autonomy is the hallmark of any university and a precondition for the fulfilment of its responsibilities to society has been revised to reflect the changes of global society as well as to recognise HEIs' role to address the challenges that come with change. In fact, the revised document indicates that universities acknowledge their responsibility to engage with and respond to the challenges of the world and to their local communities to benefit humanity and contribute to sustainability. In order to achieve this promise, the academic freedom (AF) of scholars as knowledge seekers and builders as well as key actors in education and social change needs to be safeguarded. The aim of this paper is to enhance consideration for relationship between AF and sustainability. Based on the scholarly literature we explore the interconnection between the two notions. The preliminary findings clearly indicate that sustainability and AF play an imperative role in HEIs. Freedom of academic voices needs to be supported to protect and promote authentic participation in public discourses and to sustainably shape future society. Meanwhile, the infringement on AF carries unwanted consequences including slow transition towards sustainability. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
22. A Philosophical Approach to Critical Thinking and Conflict
- Author
-
Ferit Baça
- Abstract
The phenomenon of conflict is considered as one of the most essential phenomena of human beings and is a part of their existence. Conflicts are social phenomena that have existed throughout the history of human society against the will of the people. Their existence in social life has transformed them into universal and objective phenomena that exist despite our knowledge and attitudes. These characteristics are imposed on man to study his eternal nature for the benefit of life and progress. The sciences of philosophy and critical thinking provide new concepts for conflict management and transformation. Critical thinking offers a new conceptual approach to dealing with conflicts in human society. The essence of critical thinking is the idea and views of philosophers for a rational and reasoned approach to conflicts. The following paper aims to influence the education and formation of beliefs and a dialectical attitude on the importance of critical thinking in the recognition, understanding, and management of conflicts in society. [For the full proceedings, see ED654100.]
- Published
- 2023
23. Day-by-Day: Higher Education in Afghanistan
- Author
-
Roof, David J.
- Abstract
This paper examines higher education in Afghanistan. Based on qualitative research, including interviews with key policymakers and stakeholders, the paper examines the primary issues, challenges, progress, and future vision for higher education in the country. The research reveals that one of the most significant issues in the country in the post-Taliban era is female participation in higher education. It also shows the importance of alternative forms of higher education, such as two-year institutions, private education, and technical/ vocational education. The paper also discusses the emergence of quality assurance mechanisms and international partnerships with other universities. Regarding the future direction and vision for higher education, the paper reveals two primary focuses: preparing students for the labor market, and the potential for education to influence democratic values and social cohesion in a divided country.
- Published
- 2015
24. Institutional Autonomy and Academic Freedom in the Light of National Regulatory Frameworks: Glance at Hungary and South Africa
- Author
-
Rónay, Zoltán and Niemczyk, Ewelina K.
- Abstract
Having reviewed several pieces of strategy documents, policy papers, and literature, we concluded that there is no uniform definition of either institutional autonomy or academic freedom (AF). Many different points of view determine the interpretation of these terms. Furthermore, the policymakers (e.g., governments, legislators) can ignore the theories connecting to autonomy and AF and separate from them the legislation-level realization. This paper aims to overview different interpretations of autonomy and AF, highlighting the most important standpoints and presenting how autonomy and AF are realized in the national legislation. Considering the limited length of this paper, we focus on our respective countries, namely Hungary and South Africa. Our previous findings show that in many aspects, our countries face similar challenges despite the different historical antecedents. In previous research we compared the factors, which can influence research activities, however, we did not investigate the legislative framework. To that end, in this paper, we go further and look specifically at legal frameworks within our respective countries. Our results illustrate that without a homogenous content, the State may use the concepts of autonomy and AF in its legislation as it sees fit. This in turn may lead to autonomy and AF or some of their components, while being formally safeguarded, they may lose the guarantee character that corresponds to their actual content. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
25. Thoughts on the Impending Third Epoch of School Education Policy in South Africa
- Author
-
Beckmann, Johan
- Abstract
South Africa must embark upon the third epoch of education policy after the failures of the first two epochs: the 1953-1994 ("apartheid") era and the 1994-2021 era (the dawn of democracy and the dismantling of apartheid structures). There were not enough education opportunities to guide all the children of the country to maturity and acceptance of their civilian responsibilities. This paper examines the reasons why the education policies of the first two epochs failed and contributed to a poor, unequal and ineffective school education system. The paper also explores the challenges that the education system needs to confront to create a new education system that will support the attainment of the hitherto unfulfilled expectations and dreams that its citizens carried into the democratic era. The education policy of the third epoch must address critical issues to chart the way to an effective education system. There is a need to reorganize (reset) the education system in the wake of the COVID-19 pandemic. A streamlined curriculum needs to focus on the essential skills and knowledge the country needs. The system can no longer ignore the need for the adequate provision of vocational and technical education to alleviate the sharply rising unemployment rate of young people and support the growth of the economy. Quality education policy must function despite the lack of funds for the provision of appropriate and functional infrastructure and competent human resources. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
26. New Skill Requirements and Young Workers in the Professional World with the COVID-19 Global Pandemic
- Author
-
Sirma, Cigdem Sema
- Abstract
The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 64-73.]
- Published
- 2022
27. Transformation of Education: From Dehumanization to Re-Humanization of Society
- Author
-
Aberšek, Boris, Flogie, Andrej, and Aberšek, Metka Kordigel
- Abstract
With the approach of constant changes and quality assurance in education, we have reached an optimum that no longer justifies all further investments in such changes, as the results of these investments are (and will be) minimal and insufficient. We have reached a stage where we must shift from evolution to revolution, from constant changes in education to its complete transformation. Here, we must point out that we must reverse the flow of systemic changes from the dehumanization of society as that in Industry 4.0 or, in a slightly softer form, the Japanese vision of Society 5.0. This reverse flow offers us the re-humanization of society's development and it can be called Society 6.0 or, historically, also Society 1.1 (back to the past, to the first industrial revolution). [For the full proceedings, see ED629086.]
- Published
- 2023
28. Call for papers: Special issue on Digital Technologies for Entrepreneurship and Social Change
- Author
-
Klein, Amarolinda Zanela, Pedron, Cristiane, Elaluf-Calderwood, Silvia, Picoto, Winnie Ng, and Garrido, Ivan Lapuente
- Subjects
Brazilian Administration Review ,Special Issue ,Call for Papers ,Digital Technologies ,Entrepreneurship ,Social Change ,ANPAD ,Brazilian Academy of Management - Abstract
BAR - Brazilian Administration Review Call for papers: Special issue on Digital Technologies for Entrepreneurship and Social Change Main Topic: Digital technologies enable entrepreneurs to create innovations that can cross traditional industry boundaries, integrating digital and non-digital assets and scaling new ventures with new products, services, and business models (Nambisan, 2017; Nambisan et al., 2021). The ecosystem support for digital entrepreneurship can help to promote socioeconomic development, solve unemployment problems, generate innovative products and services, create a competitive environment, and increase local prosperity and well-being (Beliaeva et al., 2020). This special issue aims to diffuse research that focuses on the use of generative and emerging digital technologies, such as artificial intelligence, blockchain, IoT, and digital platforms (also known as Industry 4.0 technologies – Schwab & Davis, 2018) for digital entrepreneurship, especially when it aims to generate social impact. Research approaching the use of digital technologies as a driver for social change (for instance: new services for financial inclusion, employment opportunities, the promotion of diversity and environmental sustainability) are also targeted by this special issue. Important Dates: Submission of Full Paper: until October 31, 2023. Initial decision sent to authors: until March 31, 2024 Deadline for revised papers: July 31, 2024 Notification of acceptance: until September 31, 2024 Deadline for final versions: October 31, 2024 Special Issue publication (expected): December 2024 Guest Editors: Dr. Amarolinda Zanela Klein - Universidade do Vale do Rio dos Sinos, Business and Management School, Brazil (aczanela@unisinos.br) Dr. Cristiane Pedron - Universidade Nove de Julho, Brazil (cdpedron@uni9.pro.br) Dr. Silvia Elaluf-Calderwood - Florida International University, USA (selalufc@fiu.edu) Dr. Winnie Ng Picoto - Universidade de Lisboa, Instituto Superior Economia e Gestão, Portugal (w.picoto@iseg.ulisboa.pt) BAR Editor-in-Chief: Dr. Ivan Lapuente Garrido - Universidade do Vale do Rio dos Sinos, Business and Management School, Brazil (bar-eic@anpad.org.br)  
- Published
- 2023
- Full Text
- View/download PDF
29. Competence-Based Teacher Education Programmes: Transitioning towards a Paradigm Shift or Preserving the Traditional?
- Author
-
Fjolla Kaçaniku
- Abstract
Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple European-level interventions have engendered shifts in the conceptual understanding and orientation of initial teacher education programmes across numerous contexts within Europe. The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo, the youngest country in Europe, in the context of European frameworks as an impetus for transition. This qualitative research is a part of a broader study that involves analysing study programmes, conducting interviews with teacher educators and management staff, and holding focus groups with student-teachers. The goal is to explore the path of contextualizing European-inspired programme reforms in more detail. The findings show that Kosovo is shifting to a competence-based approach to align with EU integration, incorporating European principles for programme improvement. However, the study reveals a notable focus on maintaining programmes' tradition. This leads to tensions and contradictions regarding programme tradition, EU integration goals, and actual implementation.The results provide valuable insights into the significance of educational context and the tacit knowledge of teacher educators and other stakeholders during programme reforms within the context of European initiatives.
- Published
- 2024
- Full Text
- View/download PDF
30. A Geopolitics of Knowledge Analysis of Higher Education Internationalisation in Kazakhstan
- Author
-
Munyaradzi Hwami
- Abstract
This critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi-structured interviews with graduates who studied abroad at Western universities through the government-sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close-to-perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post-Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.
- Published
- 2024
- Full Text
- View/download PDF
31. A counterexample to secularization theory? Assessing the Georgian religious revival.
- Author
-
Stolz J, Gugushvili A, Molteni F, and Antonietti JP
- Subjects
- Humans, Georgia (Republic), Social Change, Religion
- Abstract
Secularization theory allows for transitory religious revivals under certain conditions, such as extreme societal crises or state weakness. The country of Georgia has witnessed the largest religious revival of Orthodox countries and one of the most striking religious resurgences worldwide. This paper gives both a statistical and historical description of this revival and asks whether it is a counterexample to secularization theory. We show that the main thrust of the religious revival in Georgia lasted 25 years and seized the entire society in what was mainly a period effect. The most significant cause for the revival was a major societal and economic crisis starting in 1985 combined with a very weak state, creating massive individual insecurity. In these circumstances, the Georgian Orthodox Church was able to provide identity for individuals and legitimacy for governments. Other possible causes of the revival-state funding, too rapid modernization, or emigration-can be excluded as primary drivers of the process. The Georgian case shows a situation in which secularization theory expects transitory revivals and is thus not a counterexample., (© 2023 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)
- Published
- 2023
- Full Text
- View/download PDF
32. The unfinished paper - a tribute to Gordon Anderson
- Author
-
Ewing, KD
- Published
- 2019
33. Global Education Inequities: A Comparative Study of the United States and South Africa
- Author
-
Kurtz, Brianna, Roets, Leon, and Biraimah, Karen
- Abstract
Access to quality education for all children is a common mantra for countless national and world organizations, such as the UN and its Sustainable Development Goals (SDGs). This paper examines the struggle within two nations who continue to move beyond the impact of racial segregation in the United States (US) and "apartheid" in South Africa (SA) to achieve equitable access to quality education for all children, regardless of race, ethnicity, language, or socio-economic status (SES). The paper begins with an overview of the historical paths both nations followed in their slow evolution away from harsh segregation and "apartheid" governance designed to provide unequal educational opportunities for its youth. Beyond these historical sketches is a brief review of theoretical perspectives to help explain how unequal systems of education are maintained and how they can be transformed into agents of positive social change. This is followed by an examination of factors in both the US and SA that are capable of sustaining unequitable access to quality education while providing disproportional levels of negativity such as suspensions or dropping out (or being "pushed out") of school based on a child's race, gender, ethnicity or SES. The paper concludes by asking (at least in the US case), whether the "way forward" may be guided by examples of the past, such as the quality of education provided to Black children in the era of legally segregated Black schools in America's South. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
34. Pedagogical Trends, Various Approaches
- Author
-
Vásquez-Martínez, Claudio-Rafael, Flores-Cuevas, Francisco, González-González, Felipe-Anastacio, Zúñiga-Medina, Luz-María, Castillo-González, Idalia, González-Sánchez, Irma-Carolina, and Torres-Mata, Joaquín
- Abstract
When talking about pedagogical theories, the first thing to stress is that it is difficult to find something new that has not been said before. In this field, much of what is called innovation comes from earlier times. Theories, conceptions and research have developed a great deal in the field of education. This means that educational systems face new challenges, with all the limitations that this implies. It is also evident that knowledge emerges with growing force that promotes social development. Therefore, it is necessary to implement pedagogical projects based on advanced forms of teaching that support the training of individuals, professionals capable of responding to the demands of the contemporary world. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
35. The Fall of the Republic Government in Afghanistan and the Current Taliban Rule: A Survey of Public Attitudes
- Author
-
Ramazan Ahmadi and Chman Ali Hikmat
- Abstract
This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.
- Published
- 2023
36. Community Organising in Higher Education: Activist Community-Engaged Learning in Geography
- Author
-
Helen Jarvis
- Abstract
This paper highlights the transformative potential of place-based community organizing as a theory and practice of progressive social change and as a critical approach to the social purpose of community engagement in Higher Education Institutions. The aim is to expose power asymmetries and civic renewal "from below" through a focus on community engaged learning, specifically community organizing on the curriculum for geography undergraduates. The empirical focus is an English university, but the issues and observations are widespread. Around the world, students are coping with disruptions following a global pandemic, austerity, and loss of trust in local democracy -- participating in climate emergency and racial justice movements. This paper advances community organising and community engaged learning as a mutually co-constitutive challenge to conventional notions of the student as a passive consumer of recruitment, learning, and individualised notions of civic responsibility. Methods of community organising are based on the theory that if you want change, you need power: change ultimately traces a motivational journey from anger to agitation and action. Empirical vignettes explore the transformative role of emotionally stirring "political theatre" and direct action, while exposing tensions that arise due to the transitory status of students in place and time.
- Published
- 2024
- Full Text
- View/download PDF
37. Education, Art and Activism in Post-War Britain: Nan Youngman and 'Pictures for Schools'
- Author
-
Natalie Bradbury
- Abstract
This paper explores the British art patronage scheme "Pictures for Schools," which sold affordable works of art to educational buyers at annual exhibitions between 1947 and 1969, focusing on the work of "Pictures for Schools" founder and organiser Nan Youngman (1906-1995) as an artist, educationalist and activist. It shows that, while social and cultural changes in post-war Britain around the development of the welfare state provided a receptive environment for "Pictures for Schools," it was largely driven by Youngman's personal convictions and experiences. This paper traces the ideological motivations behind "Pictures for Schools" to the interwar period, exploring Youngman's involvement in two progressive organisations, the Artists' International Association (AIA) and the Society for Education through Art (SEA), which enabled her to campaign for progressive art and education. In doing so, it positions "Pictures for Schools" as a socially engaged intervention into the post-war education system in England and society.
- Published
- 2024
- Full Text
- View/download PDF
38. Digital Degrowth: Toward Radically Sustainable Education Technology
- Author
-
Neil Selwyn
- Abstract
This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
- Published
- 2024
- Full Text
- View/download PDF
39. Toward Redefining Library Research Support Services in Australia and Aotearoa New Zealand: An Evidence-Based Practice Approach
- Author
-
Alisa Howlett, Eleanor Colla, and Rebecca Joyce
- Abstract
An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.
- Published
- 2024
- Full Text
- View/download PDF
40. Integration of Migrant Children in Educational Systems in Spain: Stakeholders' Views
- Author
-
Judit Onsès-Segarra and Maria Domingo-Coscollola
- Abstract
This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study.
- Published
- 2024
- Full Text
- View/download PDF
41. Towards a Sociology of Educational 'Ideal': Powerful Knowledge, Knowledge of the Powerful, and Beyond
- Author
-
Xuelong Hu
- Abstract
This paper examines how the Durkheimian approach to the 'ideal' delineates a possible way of straddling the dilemma between the normative orientation of 'powerful knowledge' accounts and the critical orientation of 'knowledge of the powerful' accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of 'elementary form' is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim's writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.
- Published
- 2024
- Full Text
- View/download PDF
42. Living with the Impact Agenda -- Humanities Academics Negotiating and Resisting the Impact Agenda as Researchers and Doctoral Supervisors
- Author
-
Signe Skov and Søren Smedegaard Bengtsen
- Abstract
Purpose: In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of impact has become a central part of the academic language, often associated with terms like use, effects and outputs, stemming from neoliberal ideologies. The purpose of this paper is to explore how humanities academics are living with the impact agenda, as both experienced researchers and as doctoral supervisors educating the next generation of researchers in this post-pandemic era. Specifically, the authors are interested in the supervisor-researcher relationship, that is, the relationship between how the supervisors navigate the impact agenda as researchers and then the way they tell their doctoral students to do likewise. Design/methodology/approach: The authors have studied how the impact agenda is accommodated by humanities academics through a series of qualitative interviews with humanities researchers and humanities PhD supervisors, encompassing questions of how they are living with the expectation of impact and how it is embedded in their university and departmental context. Findings: The study shows that there is no link between how the supervisors navigate the impact agenda in relation to their own research work and then the way they tell their doctoral students to approach it. Within the space of their own research, the supervisors engage in resistance practices towards the impact agenda in terms of minimal compliance, rejection or resignation, whereas in the space of supervision, the impact agenda is re-inscribed to embody other understandings. The supervisors want to protect their students from this agenda, especially in the knowledge that many of them are not going to stay in academia due to limited researcher career possibilities. Furthermore, the paper reveals a new understanding of the impact agenda as having a relational quality, and in two ways. One is through a positional struggle, the reshaping of power relations, between universities (or academics) and society (or the state and the market); the other is as a phenomenon very much lived among academics themselves, including between supervisors and their doctoral students within the institutional context. Originality/value: This study opens up the impact agenda, showing what it means to be a humanities academic living with the effects of the impact agenda and trying to navigate this. The study is mapping and tracking out the many different meanings and variations of impact in all its volatility for academics concerned about it. In current, post-pandemic times, when manifold expectations are directed towards research and doctoral education, it is important to know more about how these expectations affect and are dealt with by those who are expected to commit to them.
- Published
- 2024
- Full Text
- View/download PDF
43. Prefigurative Pedagogies for Working toward Peace and Justice in Changing Times: Insights from Korea
- Author
-
Kevin Kester, Rira Seo, and Nicki Gerstner
- Abstract
This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates -- through a qualitative case study methodology -- the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and opportunities that Korean university educators face today in teaching for social change in higher education classrooms.
- Published
- 2024
- Full Text
- View/download PDF
44. Humanistic STE(A)M Instruction through Empathy: Leveraging Design Thinking to Improve Society
- Author
-
Sarah B. Bush, Daniel Edelen, Thomas Roberts, Cathrine Maiorca, Jessica T. Ivy, Kristin L. Cook, L. Octavia Tripp, Megan Burton, Sahar Alameh, Christa Jackson, Margaret J. Mohr-Schroeder, D. Craig Schroeder, Regina P. McCurdy, and Richard Cox
- Abstract
When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M.
- Published
- 2024
- Full Text
- View/download PDF
45. How Do Self-Advocates Use Community Development to Change Attitudes to Disability?
- Author
-
Sally Robinson, Jan Idle, Karen R. Fisher, Kathleen Reedy, Christy Newman, Christiane Purcal, Gianfranco Giuntoli, Sarah Byrne, Ruby Nankivell, Gavin Burner, Rebeka Touzeau, Tim Adam, and Paige Armstrong
- Abstract
Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience. Methods: The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups. Findings: A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes. Conclusions: The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.
- Published
- 2024
- Full Text
- View/download PDF
46. Radicalizing Managers' Climate Education: Getting beyond the Bull**** Fairy Tale of Eternal Economic Growth
- Author
-
Oliver Laasch
- Abstract
In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and "realize" better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements' civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.
- Published
- 2024
- Full Text
- View/download PDF
47. Tracing the Legacy of Peace Leadership from an Asian Perspective: Mahatma Gandhi, Dalai Lama, and Thich Nhat Hanh
- Author
-
Manoj Kumar Mishra, Priyankar Upadhyaya, and Thomas Paul Davis
- Abstract
This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper also asserts that peace leaders are capable of recognizing the humanity in their opponents and seek a mutually beneficial solution. The three chosen individuals are all recognised as being charismatic leaders who were prominent peace leaders. All were deeply spiritual and practiced meditation and other inner work on a regular basis. They stressed the humanity in their opponents, based on their religious beliefs and the concepts of non-duality and interdependence.
- Published
- 2024
- Full Text
- View/download PDF
48. Emergence of a Potentialising Organisation in University Self-Governance: Temporalisations in Strategies
- Author
-
Juha Tuunainen, Kari Kantasalmi, and Sari Laari-Salmela
- Abstract
Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects the university's capacity to meet future contingencies. Extending the current research on strategising, the paper uses the present's past, the present's future, the future's present and the future's future as temporal categories to understand strategies. It shows how strategies evolve from traditional linear planning orientation to a novel potentiality-seeking mode with unique meanings attached to unknown futures. It claims that universities develop such responsive contingency awareness to construct a leeway for their self-governance in the face of unexpected future conditions. This change is characterised by the emergence of a potentialising organisation seeking to turn indeterminant futures into its developmental resources.
- Published
- 2024
- Full Text
- View/download PDF
49. Post-Conflict Higher Education and Transnational Politics at a Crossroads: A New Vietnamese Language Studies Program Faces Protests in Cambodia
- Author
-
Theara Thun
- Abstract
Higher education consists of a wide array of education programs, some of which closely involve both domestic politics and issues that transcend national boundaries. This paper explores a controversial and highly contested higher education program that is shaped by a post-conflict affected context and transnational politics. Based on the case study of a new Vietnamese language studies program in Cambodia, the paper demonstrates that when post-conflict education and transnational politics intersect with one another in many ways, post-war higher education reconstruction becomes a platform where stakeholders such as youths and national and international governments contest and negotiate influence and change. By critically examining the relations between educational phenomena and historical, national, and geopolitical dynamics in a post-conflict environment, the paper discusses key factors of higher education reconstruction in the aftermath of social upheavals and mass atrocities. It also offers a fresh perspective on the multifaceted dynamics of a higher education program which involves public protests, state intervention, transnational disputes, and inter-state relations.
- Published
- 2024
- Full Text
- View/download PDF
50. Homo Sovieticus in Policy versus Teacher Leadership in Polish International Baccalaureate Practices
- Author
-
Joanna Leek
- Abstract
This paper seeks to extend discussion on teachers' leadership within International Baccalaureate schools in Poland. Background for the discussions on leadership in Polish context of education is the term Homo Sovieticus [in English: Soviet Man], a notion associated with sarcastic and critical reference to an average conformist person living in the Soviet Union or in other countries of the Eastern Bloc in Europe, a spineless person who lacks any "bottom up" initiative. In the paper, it is claimed that teachers' limited leadership in a centrally steered system of teacher training in Poland, demonstrates features of leadership developed according to the Homo Sovieticus model of the citizen. Strong emphasis onto leadership within international culture do not let Homo Sovieticus features and behaviors to develop. In this understanding, international schools with strong emphasis on leadership in Polish post-soviet educational landscape creates path of evolution from stereotypical perception of teachers as passive "Homo Sovieticus" to leader within school curriculum.
- Published
- 2024
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.