Search

How can we better situate resource inequities between schools in the longer history of racial oppression and discrimination in the United States? This article provides both a historiographical panorama of the field on a range of topics related to school finance and a roadmap of archival and research paths. It seeks to sketch out the contours of a burgeoning field to show that historians of school finance have the potential to make racial dispossession a central tenet of their analyses. First, I lay out a longer timeline for the periodization of school finance history than most of the previous scholarship has adopted to recast school funding inequality within the racialized context of land and capital dispossession. Second, I situate school finance more explicitly in US political history, showing how the study of school funding policies can illuminate major historiographical debates such as the history of tax revolts, federalism, local governance, and the development of US capitalism. Finally, I chart some of the directions historians can follow to study a wider array of school finance policies beyond the surface of state school funding formulae to make the role of policymakers at all levels of education policy more visible, and to further ground school finance developments in their racial contexts.

This article outlines the damage done by more than a decade of Conservative education policy and offers a set of arguments by which Labour could win support for a radical reconfiguration of formal education in England. It sets out elements from the Socialist Educational Association's "Manifesto for Education" in an attempt to inspire a bolder and more thoroughgoing approach than the Labour Party currently offers. Finally, it argues a fully comprehensive education system should be Labour's goal.

Copyright of Revista de Treball Social is the property of Col·legi Oficial de TreballSocial de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides a comprehensive analysis of the motivations that key policy documents have put forward as justifications for Sweden's mother-tongue instruction in immigrant and historical minority languages as a multicultural policy that has endured for nearly half a century. The diachronic development of these motivations is analysed in four periods and interpreted with the help of Ruiz's (1984) orientations in language planning. The corpus consists of 26 key policy documents making up the coordinative discourse among policy actors. Based on an innovative mix of qualitative and quantitative methods, the motivations are presented in a three-tiered taxonomy consisting of motivational units, themes and language-planning orientations. The results point to both continuity and change in how mother-tongue instruction has been justified over time. Confirming previous research, the results show that the language-as-resource orientation has played a central role in justifying both the establishment and the maintenance of mother-tongue instruction in Sweden and that language as right complemented this orientation. Furthermore, the study illustrates that the language-as-problem orientation need not always be detrimental to bilingualism and minority-language maintenance. Contrary to some claims in the literature, it is argued that language as extrinsic resource is not necessarily underpinned by neoliberalism, as there are also social liberal and conservative inroads to this orientation. The paper concludes that although the language-as-resource orientation plays an indispensable role in supporting bilingualism in education, not only the language-as-right orientation but also the language-as-problem orientation should not be neglected.

Introduction: This paper concerns the ontological position of library and informations science in the networked society. The aim of the study is to understand library use and library functions in the age of Internet and artificial intelligent programmed search engines. Theoretical approach: The approach discusses so called sociocognitive tools in knowledge sharing and creation by the way social processes are described in Luhmann's systems theory. The capacity in these tools is mainly discussed by using the extended mind theory from cognitive science and theories of distributed and situated learning, which show how tools extend human capacity. The importance of tools as part of human development is also discussed by using theories of cultural evolution. Discussion and conclusions: Artificial intelligence tools in a distributed design have a capacity to independently be a part in social knowledge processes, because these programs are good at finding patterns. In this way they extend the human mind to such an extent that library and information science needs to rework its positions on topics such as relevance and meaning seeking. Practical implications are that libraries need to go back to its roots in the way libraries worked in the era before the information explosion. It was a period when more emphasis was on making the library itself capable to expose a lot of possibilities in the literature through knowledge organisation, and not so much on the librarian as a guide to information searching. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

This article argues that the proposals in the 2005 White Paper can be largely explained by a New Labour emphasis on "meritocracy" merging with a right-wing belief in education as a means of creating an hierarchical society.

Examines the change in family structure together with the various pressures that now inhibit, inform, or constrain modern child rearing. Argues for educators of vision and compassion, who are articulate and well read. Concludes that without effective, knowledgeable early years professionals and appropriate institutions for the very young, societies will increasingly lack cohesion. (SD)

'Continuous meritocracy' was introduced in Singapore to redefine the concepts of talent and ability in Singapore society. This expanded meaning of meritocracy serves as another way to further support the SkillsFuture Singapore movement (Skillsfuture Singapore, 2023b), which was launched in 2016. 'Continuous meritocracy' complements Work-Integrated Learning (WIL) programs, which were to provide adult learners opportunities to integrate practical work experiences with academic learning. However, to fully operationalize WIL in the domain of adult learners, this paper points out that it is vital for the Singapore government and the different stakeholders to endorse the different forms of successes by making them more visible in the society. Utilizing Pierre Bourdieu's key theoretical concepts, this paper discusses the relationship between blue-collar adult learners' dispositions and WIL and proposes an ecosystemic approach that is based on work-integrated (adult) learning (WIAL) to transform the Singapore blue-collar workers' habitus with the aim to visualize 'continuous meritocracy' at the ground level.

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.

The purpose of this conceptual paper is to explore the complexities and connections between women, femme, and nonbinary (WFN) collective social entrepreneurs, social movement learning (SML), and critical participatory action research (CPAR) within the fields of adult education (AE) and human resource development (HRD). WFN collective social entrepreneurship serves as a reaction and solution to system failures, by creating supportive learning environments. We discuss the potential of social movement learning (SML) in these collectives, offering marginalized learners opportunities for skill development, knowledge sharing, and social impact efforts. This paper proposes using CPAR as a research approach to support social movements and amplify marginalized voices. CPAR can illuminate the development and learning networks of WFN social entrepreneur collectives and emphasize the importance of inclusive and intersectional approaches in entrepreneurial education and research within AE/HRD.

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

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.

The study deals with the outdoor learning approach developed by Sreten Adžic (1856-1933), who is considered the founder of the outdoor learning movement in Serbia. He greatly influenced pedagogical practice as a primary-school teacher, professor, and teacher-training school manager. According to this approach, the term outdoor learning had two meanings: learning through exploring the local environment and staying outside the school building in green spaces during regular classes. This paper deals with the questions related to the theoretical and political foundations of that approach, its didactic characteristics, possible pedagogical, social, political and economic scope, and its position and role in the circulation of knowledge about the international context. The first part of the paper deals with the Pestalozzianism and socialism foundations of Adžic's practice at the beginning of his professional career. The second and third parts thematise outdoor learning as student-centred learning in an authentic context based on sense perception and students' self-activity. The local environment is interpreted as an educational object. This approach aimed to develop students' critical thinking and civic education. The fourth part presents the realisation of Adžic's project of outdoor classrooms as green spaces for learning and explains their pedagogical meaning. Key findings presented in the final part are those encouraging teachers to come outdoors contributed to rethinking the traditional teaching model and school education in giving a background for the new school movement, which was widely accepted in Yugoslavia between the two world wars.

Based on the purpose of improving the communication power of the computational intelligence short videos of China Communist Youth League, this paper takes six typical computational intelligence short video IDs and their popular computational intelligence short videos of the Communist Youth League at the provincial level as the research object investigates the characteristics along with the influencing factors of communication power from four aspects: expression form, content presentation, title text, and local characteristics through content analysis of Communist Youth League computational intelligence short videos. China communist youth league is the organization of young people between the ages of 14-28 which is run by chinese communist party with the purpose of training upcoming party members as well as officials. These six specific IDs of Communist youth league are selected as these accounts have consistently excellent performance in the ranking of government affairs TikTok accounts, and they have certain typicality and research significance. The novelty of this paper is an empirical analysis of Computational Intelligence short video communication. The methodologies that are included in this research are Release frequency that describes video update frequency, word frequency analysis that describes the keywords to follow in the short videos and statistical analysis of coding strategies. These Analysis were carried out through content and case study which was done using python 3.0's pandas, snownlp and other functional packages. The criterias which are used to evaluate the videos are views, likes, content, video format, form of expression, title form, local specialities show the engagement of the viewers in content as well as it helps in reaching the audience. Through the research, it is found that the computational intelligence short videos' communication power of the provincial Communist Youth League is related to video duration, expression form, video content, title text, local characteristics, and audience psychological behavior, but has no obvious positive correlation with title form. The advantage of computational intelligence short videos of the provincial Communist Youth League is that the party media has clear positioning, rich content, and innovative forms, but at the same time, there are some problems, such as unclear "youth" features, lack of local characteristics and audience interaction. This paper refines the characteristics of excellent computational intelligence in short videos of the Communist Youth League and puts forward countermeasures and suggestions for the shortcomings.

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.

The Deleuze/Guattari text "Anti-Oedipus" burst onto the intellectual scene in 1972 as a radical new means to reconceptualise capitalism and its effects. At the heart of "Anti-Oedipus" and its analysis of capitalism is the concept of deterritorialization, and how it evacuates identities, culture, values, and, indeed, coherent thought itself, and it makes them susceptible to the equations and dynamics of capital flows. "Anti-Oedipus" presents the mechanisms with respect to how deterritorialization interacts with and to an extent liberates desire as "desiring-machines." This philosophy of education paper applies the workings of deterritorialization and desire from "Anti-Oedipus" to the dynamics of contemporary climate change education and the Anthropocene. As such, it posits this dynamic as being critical to present day approaches to the philosophy of education that wish to engage with capitalism and its effects, and at the same time positively enter the climate change debate. This paper suggests that understanding the matrix of deterritorialization, desire, climate change and learning, is perhaps the most important work that can be performed in the philosophy of education today and with respect to the future.

Educational theory and practice is dominated by mass formal schooling systems, which routinely and unjustly harm many students. I call this stance "educational pacifism," and in this paper argue that Montessorians ought to be educational pacifists. That is, they ought to recognize, understand, and reject systemic educational harm and ensure that it does not occur in their own practice, so that Montessori students are not harmed during their education and so that Montessori education might provide a nonharmful educational alternative to mass formal schooling. I suggest that Maria Montessori was, broadly speaking, herself an educational pacifist, and that not only is educational pacifism the morally right position for a Montessorian, but also that it is naturally a Montessorian position.