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2. When Are Universities Followers or Leaders in Society? A Framework for a Contemporary Assessment. Research & Occasional Paper Series: CSHE.1.2022
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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.
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- 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
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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. 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.
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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]
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- 2024
- Full Text
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5. Between 'Scylla and Charybdis'? Trusteeship, Africa-China Relations, and Education Policy and Practice
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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.]
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- 2024
6. Towards the Recovery of Education: Reaching for 2030 and Comparative and International Education
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Wolhuter, Charl
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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.]
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- 2023
7. 'Transgressive' Instruction as Cultural Production: Teaching Strategies to Disrupt the 'Dirty Gossips' about Sub-Saharan 'Africa'
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Mfum-Mensah, Ob
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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.]
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- 2023
8. The Most Underserved Populations: How Rich and Poor Orphans Rise Together
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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.]
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- 2023
9. Higher Education as a Change Agent: Exploring Interconnection of Academic Freedom and Sustainable Development
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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.]
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- 2023
10. A Philosophical Approach to Critical Thinking and Conflict
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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.]
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- 2023
11. Institutional Autonomy and Academic Freedom in the Light of National Regulatory Frameworks: Glance at Hungary and South Africa
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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.]
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- 2022
12. Thoughts on the Impending Third Epoch of School Education Policy in South Africa
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Beckmann, Johan
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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.]
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- 2022
13. New Skill Requirements and Young Workers in the Professional World with the COVID-19 Global Pandemic
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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
14. Transformation of Education: From Dehumanization to Re-Humanization of Society
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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
15. Call for papers: Special issue on Digital Technologies for Entrepreneurship and Social Change
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Klein, Amarolinda Zanela, Pedron, Cristiane, Elaluf-Calderwood, Silvia, Picoto, Winnie Ng, and Garrido, Ivan Lapuente
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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)  
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- 2023
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16. Competence-Based Teacher Education Programmes: Transitioning towards a Paradigm Shift or Preserving the Traditional?
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Fjolla Kaçaniku
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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.
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- 2024
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17. Pedagogical Trends, Various Approaches
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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
18. The Fall of the Republic Government in Afghanistan and the Current Taliban Rule: A Survey of Public Attitudes
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Ramazan Ahmadi and Chman Ali Hikmat
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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.
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- 2023
19. Speculative Futures for Higher Education
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Sian Bayne and Jen Ross
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This paper uses speculative methods as a way of imagining futures for higher education in open, non-predictive ways. The complexity and 'unknowability' of the highly technologised, environmentally damaged and politically degraded futures we seem to be facing can mean that our conversations about the future of higher education have a tendency to spiral too quickly into dystopianism and hopelessness. Speculative methods can help open up new kinds of conversation capable of supporting active and fundamental hope. Working within a postqualitative framework, we argue that such approaches support the collaborative imagining of multiple alternatives, and represent a way of advocating for those that are preferable. The paper presents a series of speculative scenarios and microfictions focusing on worlds ruptured by climate change, artificial intelligence, revolution and the technological enhancement of humans, connecting each of these to current critical research focused on climate crisis, 'big tech', rising global injustice and 'big pharma'. It emphasises the vital contribution and place of higher education within such futures, and advocates for speculative methods as an approach to maintaining hope.
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- 2024
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20. Education and New Developments 2024 -- Volume 1
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World Institute for Advanced Research and Science (WIARS) (Portugal), Mafalda Carmo, Mafalda Carmo, and World Institute for Advanced Research and Science (WIARS) (Portugal)
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.
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- 2024
21. Education and New Developments 2024 -- Volume 2
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World Institute for Advanced Research and Science (WIARS) (Portugal), Mafalda Carmo, Mafalda Carmo, and World Institute for Advanced Research and Science (WIARS) (Portugal)
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 2 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This second volume focuses on the main areas of PROJECTS AND TRENDS and ORGANIZATIONAL ISSUES.
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- 2024
22. Education and New Developments 2022 -- Volume 2
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Carmos, Mafalda
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 2 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of Projects and Trends and Organizational Issues. [For Volume 1, see ED622189. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]
- Published
- 2022
23. Education and New Developments 2022 -- Volume 1
- Author
-
Carmo, Mafalda
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 1 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of Teachers and Students and Teaching and Learning. [For Volume 2, see ED622190. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]
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- 2022
24. Frequent disturbances enhanced the resilience of past human populations.
- Author
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Riris P, Silva F, Crema E, Palmisano A, Robinson E, Siegel PE, French JC, Jørgensen EK, Maezumi SY, Solheim S, Bates J, Davies B, Oh Y, and Ren X
- Subjects
- Cross-Sectional Studies, History, Ancient, Longitudinal Studies, Resilience, Psychological, Humans, Agriculture history, Agriculture statistics & numerical data, Population Dynamics history, Population Dynamics statistics & numerical data, Social Change history
- Abstract
The record of past human adaptations provides crucial lessons for guiding responses to crises in the future
1-3 . To date, there have been no systematic global comparisons of humans' ability to absorb and recover from disturbances through time4,5 . Here we synthesized resilience across a broad sample of prehistoric population time-frequency data, spanning 30,000 years of human history. Cross-sectional and longitudinal analyses of population decline show that frequent disturbances enhance a population's capacity to resist and recover from later downturns. Land-use patterns are important mediators of the strength of this positive association: farming and herding societies are more vulnerable but also more resilient overall. The results show that important trade-offs exist when adopting new or alternative land-use strategies., (© 2024. The Author(s).)- Published
- 2024
- Full Text
- View/download PDF
25. Desperate for Social Innovation: The Case for the Community-based University
- Author
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Jane Booth
- Abstract
This paper will argue for routine, reciprocal and meaningful partnerships between the University and the local community. Participation in both policymaking and the generation of knowledge has traditionally been dominated by over-represented groups, drawing on the limited expertise of professionals and practitioners. However, an increasing body of research indicates that the inclusion of individuals and communities living with disadvantage enhances the effectiveness of policymaking, delivery of services and generation of research. With a particular focus on the social sciences, this paper argues that the business of Universities - teaching, learning and research - must have a greater regard for the local community and the voluntary, community, faith and social enterprise sector (VCFSE) if they are to play a role in bringing about radical social change. This is even more crucial in the face of wicked problems, such as entrenched poverty, the mental health crisis in young people and the climate crisis, that require a multi-disciplinary, multi-organisational and multi-actor approach to generating solutions capable of disrupting the status quo. Drawing on the principles of coproduction, critical pedagogy and social pedagogy, and rejecting the concept of 'employability', this paper will argue that Universities need to pay more regard to local knowledge and the lived experience of those communities most affected by the consequences of wicked problems. This would promote a community-centric approach to research and pedagogy - and the nurturing of graduates that do not just 'fit into' the capitalist culture of consumerism that is killing us. Otherwise the potential for social change will be limited, the environment will continue to degenerate and social inequalities will persist.
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- 2023
26. Cultivating the Sociological Imagination: Fostering Inclusive and Democratic Classrooms
- Author
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Andrew B. Jones
- Abstract
This paper advocates for the integration of the 'sociological imagination', as proposed by the sociologist C. Wright Mills, into pedagogical practices to foster inclusive and democratic classrooms. Departing from narrow evidence-based approaches, it explores how the sociological imagination connects personal experiences with broader societal structures, enhancing critical thinking and social awareness among students. Practical strategies for implementation across diverse subjects are discussed, emphasising its potential to empower school-age students as agents of social change amidst contemporary challenges.
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- 2024
27. Historical Development of Education and Social Work in Kosovo
- Author
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Gashi, Avdyl
- Abstract
The aim of this article is to highlight the history of social work in Kosovo, regarding the major political climate from 1945 to the present. Unfavorable political developments that have existed in Kosovo for a long historical period have made it impossible to develop the social work profession compared to the countries of the region. Although the Former Yugoslav Federation claimed to be a socialist country, the social differences between states and provinces within this were large. The findings of the paper show that social work did not develop in Kosovo as a profession until specific structures, such as the emergence of the University of Pristina as a legal structure of education for Kosovo Albanians, which has been offering a degree program in social work for almost a decade now. The political orientation and organizational infrastructure are highly relevant for the execution and education of social work. Literature review is the methodological framework of this paper. Education and social work have been shown to be an extraordinary opportunity for the transformation of society.
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- 2022
28. From Teaching Economics as a Subject to Entrepreneurial Competencies in the Post-Soviet Countries
- Author
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Kozhabergenova, Aigerim, Pesti, Csilla, and Kopp, Erika
- Abstract
Transition from the Soviet type of economy to a new market system showed the necessity in reforms at the secondary school level. Based on a literature review, this paper aims to reveal how the thinking about teaching economics has changed over the past three decades (1991-2021), and how this has affected teaching economics as a school subject in the Post-Soviet countries. The article illustrates these with the cases of Russia and Kazakhstan. For this paper, a narrative literature review methodology was adopted and scanned studies included only those published in English and Russian.
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- 2022
29. The Changing Epistemology of VET: Reflections on Analysing Content Change
- Author
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Wittig, Wolfgang
- Abstract
The paper discusses the options for a conceptual framework to describe how the knowledge created and acquired in VET is changing due to technological innovation and the shift towards a knowledge economy. The discussion sets out from the question how vocational or professional knowledge may be distinguished from other forms of knowledge and what philosophical and epistemological traits may underpin this distinction. Building on an analysis of 'intrinsic' and 'extrinsic' conceptions of knowledge, the paper explores how appropriate descriptors for the classification of theoretical or propositional knowledge as well as practical knowledge may be identified. As a result, a proposal for structuring vocational knowledge is presented. The concluding part addresses the question how the proposed categories may serve to characterise changes in vocational knowledge and explores the requirements for applying the conceptual framework in empirical studies on the effects of technological innovation and societal developments.
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- 2022
30. Towards a Re-Conceptualisation of the Role of Teacher Educators in a Changing World: A Critical Pedagogy Perspective
- Author
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Akin-Sabuncu, Sibel
- Abstract
This qualitative study examines teacher educators' articulations about their beliefs and motivations for preparing the next generation of teachers. The study also explores how teacher educators conceptualise their roles as the teachers of prospective teachers. Employing case study design, the participants included 10 teacher educators who serve at a highly selective, public, research university in Turkey. The data were collected through semi-structured and in-depth individual interviews. Adopting critical pedagogy as the theoretical framework, the interviews were analyzed by content analysis method with the help of NVivo 10 qualitative data analysis software. The results showed that the teacher educators specifically saw their roles as enacting change, advocating for democracy, equity, and social justice, and promoting the improvement and welfare of societies, in an effort to bring more emancipatory educational practices in the society through pre-service teacher education. This study furthers our understanding of how teacher education programs could improve their professional preparation and practices to push the agenda for social justice and equity in K-12 schools. [This study was presented at the annual meeting of American Educational Research Association (AERA) in New York/USA between April 13-17, 2018.]
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- 2022
31. Gender Equity in the Curriculum
- Author
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Sutherland, Scott
- Abstract
The purpose of this position paper is to emphasize the importance gender equity within curriculum as a primary focus within our educational institutions to ensure equal access and representation for our students. This emphasis is based on data that supports how focusing on meaningful content connections, conducive environments with respect to the hidden curriculum, and a shared school or district purpose for collective action, educational institutions can work toward making positive changes to society as it related to gender equity.
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- 2022
32. NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5
- Author
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NORDSCI
- Abstract
This volume includes three sections of the 2022 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 7 papers covering a full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. The category covers also pedagogy and special education. Language and Linguistics includes 3 papers related to theoretical, literary and historical linguistics as well as stylistics and philology. Sociology and Healthcare includes 11 papers related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
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- 2022
33. ME to WE Social Entrepreneurship: A Wolf in Sheep's Clothing
- Author
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Karsgaard, Carrie and Shultz, Lynette
- Abstract
The story of the WE enterprise, also known as ME to WE or WE Charity, presents us with a cautionary tale for teachers who welcome social enterprise into schools as a way of bringing community engagement and social justice into their educational programs. Our paper is a cautionary tale that, like all such tales, opens with the statement of a warning about social entrepreneurship in schools. As the narrative unfolds, this warning is disregarded, and the violator ultimately experiences an unpleasant fate. Using the large-scale data available on Instagram, this paper reveals in detail how WE represented itself, how others perceived it, and how it worked in and with schools to achieve its corporate goals. We conclude the tale by discussing how, by delinking education from corporate interests, schools may serve equity and the public good instead of creating brand fanatics in the service of elite interests.
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- 2022
34. Adaptation to Social-Ecological Change in Northwestern Pakistan: Household Strategies and Decision-making Processes.
- Author
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Nixon R, Ma Z, Zanotti L, Khan B, Birkenholtz T, Lee L, and Mian I
- Subjects
- Farmers, Humans, Pakistan, Social Environment, Family Characteristics, Social Change
- Abstract
Values are important factors shaping people's perceptions of social-ecological changes and the associated impacts, acceptable risk, and successful adaptation to various changes; however, little empirical work has examined how values interact to influence adaptation decision-making. We drew on 25 semi-structured interviews with community leaders, farmers, fisherfolk, and individuals in the tourism industry in northwestern Pakistan to identify types of adaptations employed by households and explore what values were present in these households' adaptation decisions. Our results show that households frequently employed environmental management and livelihood diversification to adapt to a wide range of social-ecological change. We found that multiple values influenced household adaptation and that employing an adaptation strategy often involved a tradeoff of values. We also found that household adaptations were embedded in multi-scalar social, cultural, economic, and political processes that could constrain or conflict with such adaptations. Overall, our research illustrates the complex influence of values on household adaptation decisions and highlights the need to further understand how adaptations are aligned, or misaligned, with stakeholders' diverse values in order to inform more equitable adaptation to social-ecological change., (© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
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- 2022
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35. A Freirean Analysis of Indonesian Ministry of Education and Culture's School Literacy Movement
- Author
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Anita, Sudrajat, Ajat, and Aman
- Abstract
Since joining The Organization for Economic Co-operation and Development (OECD), Indonesia has been actively shaping its education policy following the recommendations derived from the results of the Program for International Student Assessment (PISA). In response to the consistently low PISA reading scores, in 2015 the Indonesian Ministry of Education and Culture launched a literacy program called the School Literacy Movement. However, PISA results in 2018 indicated that the literacy score of Indonesian students was lower than their score before the SLM program. This paper will analyze the conceptual problems behind the failure of the SLM. Using Paulo Freire's concept of critical literacy as an analytical framework, this paper will investigate the basic assumptions of the SLM concerning the concept of human and his/her relations to the world and its implications on the program's appreciation of students' agency as learners. This article explores how a literacy practice with problematic concepts of human fails to become a humanization movement, instead the literacy practice only becomes a tool for the state to pursue economic targets under the pressure of global neoliberalism. In doing so, this paper seeks to explore how the neoliberal framework inherent in PISA has shaped a literacy program in one of its participating countries.
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- 2023
36. Enabling Grass Roots Activism and Human Rights-Based Education for Sustainability: Case Studies of Australian Youth Organisations
- Author
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Genevieve Hall and Libby Tudball
- Abstract
Across Australia many young people are taking action to address the issue of climate change and educating others through leading grassroots activism on local and global issues of sustainability. This paper discusses findings from an online document analysis that investigated three case studies of how youth-led organisations in Australia are leading and developing human rights-based education for sustainability (EfS) to empower others to enjoy and exercise their rights in keeping with the guidance of the 2011 UN Declaration on Human Rights Education and Training. This paper discusses how these organisations represent their activism online to empower young people to lead democratic action to achieve climate crisis justice. Drawing on a conceptual framework developed by Jensen & Schnack, the authors argue that the data suggests that the young activists in these case studies demonstrate high levels of 'social action competence' through raising awareness and taking action.
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- 2023
- Full Text
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37. Beyond Sustainability: Positioning Regenerative Futures in a Philippine State University
- Author
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Ponce, Roy G. and Villegas, Jhonnel P.
- Abstract
This paper presents the conceptual framework for positioning a government-funded higher education institution (HEI)in the Philippines as a regenerative university. It grounds the notion that academia should rethink and redefine Sustainable Development Goals (SDGs) through regenerative development and futures thinking. While Davao Oriental is home to a rich biological, social, and cultural heritage, this paper outlines how an academic institution can contribute to its protection, conservation, management, and regeneration. The end goal is to mainstream regenerative futures in the university's four-fold functions: instruction, research, extension, and production. Consequently, the paradigm shift aims to influence local communities to engage in a shared regenerative future that would equally benefit the environment and human societies.
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- 2022
- Full Text
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38. The Place of Design Education in Achieving 4IR Sustainability through the 4Cs Skill-sets
- Author
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Peter Oluwagbenga Odewole, Tolulope Oladimeji Sobowale, and Festus Osarumwense Uzzi
- Abstract
The Fourth Industrial Revolution (4IR) merges the physical, digital, and biological spheres, reshaping societies and individuals worldwide in unprecedented ways. With the fast-moving globalization and rapid rate of technological development of the 4IR, the world is also facing unprecedented social, economic, and environmental challenges. As the 4IR continues to reshape industries across the globe, there is an increasing need for educational systems to adapt and equip students with the necessary skills to thrive in this rapidly evolving landscape. With its diverse socio-economic context and pressing environmental concerns, a specific emphasis on design education is required to develop a skilled workforce capable of driving sustainability in the 4IR. Given the needs of the 4IR, students need to possess a set of skills that are highly sought after. These skills, commonly known as the "4Cs," encompass communication, creativity, critical thinking, and collaboration. Design education plays a substantial role in preparing students for the demands of the 4IR, as it cultivates a holistic and interdisciplinary approach to problem solving, innovation, and sustainable development. This paper explores the place of design education in nurturing the 4Cs skill sets for achieving 4IR sustainability, focusing on how design education can address the unique challenges and opportunities faced in the 4IR era.
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- 2023
39. Children's Rights and Child Labour
- Author
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Clive Hedges, Ewan Ingleby, and Mervyn Martin
- Abstract
An examination into the origins of rights' discourse and contemporary debates around child labour in developing countries, illustrates some of the problems with the discursive uses that children's rights is put to, and its weakness as a means of addressing issues of social justice. Addressing the discourse around child labour, and how this is related to wider conceptions of the individual in post-European Enlightenment thought, enables some enquiry into the nature of these problems. Arce (2015) reveals the scale of child labour as a social issue, and that it occurs predominantly in developing countries, with almost a fifth of the global total of child labourers residing in Africa. Whilst it has a global impact that transcends national borders, the framing of the discourse around it occurs within parameters set by European actors. In this paper we argue that, if children's rights campaigns wish to do more than reinforce existing global systems of domination and subordination, there needs to be a focus on children's place in a nexus of social relations that themselves need radical rethinking. Such a project, we argue, could more usefully provide a starting place for conceptions of social justice that pay adequate attention to the needs of childhood.
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- 2023
40. Education and New Developments 2023 -- Volume 2
- Author
-
Mafalda Carmo
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).This second volume focuses on the main areas of (1) Projects and Trends; and (2) Organizational Issues.
- Published
- 2023
41. We Aren't All Integrationists: A Radical Critique of Racial School Integration
- Author
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Quentin Wheeler-Bell
- Abstract
Since the Second World War, racial integration has been the dominant way of framing racial justice. Those who advocate integration believe that racial justice would be achievable if Blacks were given an equal opportunity to compete on par with Whites. However, racial integration was critiqued most radically and vocally during the 1970s and early 1980s Black Power era. While the Black Power movement never coalesced into a unified critique of integration, it radically shifted debates within the Black public sphere. The attack on Black radicalism and the rise of neoliberalism combined to create a condition in which critiques of capitalism and demands for radical social transformation were increasingly seen as outdated, irrelevant, or a promotion of totalitarianism. This paper focuses on how the ideology of integration manifests in Derrick Darby and John Rury's (2018) book, "The Color of Mind." The ideology of integration is the hegemonic system of explicitly or tacitly held beliefs that misrepresents significant aspects of social reality by assuming that racial justice is solely, or even primarily, about integrating Blacks and other racialized groups into liberal capitalism. Darby and Rury reproduce the ideology of integration by framing racial justice as a fight for integration. To move beyond the ideology of integration, we must seriously engage the Black radical tradition, which requires philosophically reconstructing reasonable, but radical arguments within the Black radical tradition.
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- 2023
42. Design Process for the Generation of Future Education Scenarios
- Author
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Manetti, Alessandro, Lara-Navarra, Pablo, and Sánchez-Navarro, Jordi
- Abstract
This paper brings together studies on the future and design methodologies to develop a novel proposal for prospective analysis in the field of education. We apply mixed research methods in combination with design methodologies to open up new routes for studying the evolution, impact and behaviour of trends in future scenarios. Our research is based on an analysis of qualitative data from secondary sources and interviews with experts, which we transform into quantitative data using fuzzy logic models applied to uncontrolled Internet data environments. Our goal is to verify the validity of the DEFLEXOR method, which addresses the need to identify educational opportunities based on future scenarios defined using megatrends detected in various fields. Our conclusions highlight that combining qualitative and quantitative approaches with the methodological principles of design thinking, together with automated calculations arising from creative reflection by experts, constitutes a powerful methodology for developing specific prospective studies.
- Published
- 2022
43. The 2019 Chicago Teachers' Union Strike: Meeting Student Needs Analysed through Nancy Fraser's 'Politics of Need Interpretation'
- Author
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Welsh, Sally
- Abstract
This article analyses the narratives and counter-narratives which characterised the struggle between the Chicago Public School Board (CPS) and the Chicago Teachers' Union (CTU) preceding the 2019 Chicago teachers' strike. This was an extraordinary event which has received little scholarly attention. The paper explores the types and uses of the discourses put forward in the struggle through the lens of Nancy Fraser's 'politics of needs interpretation'. Fraser's framework was conceived and is typically applied to social welfare policy, so this paper provides a new perspective and understanding of its theoretical application in its examination of competing educational claims. Analysing key CPS and CTU texts which are in the public domain, I argue that different actors in the struggle competed for ownership of an expert discourse on student need in Chicago. The paper draws attention to the way a teachers' union consciously used social movement framing to foreground an inclusive view of the working class. The CTU's refusal to accept the dominant conceptualisation of education as performativity was an assertion of teacher professionalism. Placing the social reproductive needs of their students and families at the centre of their demands for better education provision in Chicago was a radical reimagining of education. In conclusion, Fraser's theory is found to be a helpful tool when considering who has the legitimate authority to determine education needs.
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- 2022
44. Mediating 'Authorised' Pedagogies in High Poverty Classrooms: Navigating Policy and Practice in an Era of Neoliberal and Neoconservative Educational Reform
- Author
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Dawes, Louisa
- Abstract
In a neoliberal era of education, there has been a shift of policy focus to performativity and evidence-based practice, coupled with neoconservative ideology of a more traditional knowledge-led curriculum. The resultant, extant education policy context has received criticism due to its teach to test culture, the concomitant narrowing of curriculum and the highly prescribed, scrutinised and 'authorised' pedagogic practices prevalent in schools. The paper draws on empirical qualitative data from three modern foreign languages (MFL) secondary school teachers in high poverty contexts in the North West of England. The study examines how these teachers describe their pedagogical practice within the confines of the current policy landscape and how they respond to curriculum and assessment requirements. The paper concludes that, despite the limiting effects of the prescriptive approaches in the current educational system, there are opportunities for teachers to promote unauthorised pedagogies in their classrooms that respond to their specific contexts. However, it acknowledges a shift in teachers' professional identity and questions the current discourses associated with teachers' professional knowledge. In response to this, I call for better recognition of the politicised and antidemocratic nature of current education policy and for us to equip teachers to become public intellectuals with the professional confidence to act for social change by reclaiming pedagogic discourses and practices that benefit pupils living in poverty.
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- 2022
45. Young Sustainability Activists as Public Educators: An Aesthetic Approach
- Author
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Wildemeersch, Danny, Laessøe, Jeppe, and Håkansson, Michael
- Abstract
In recent years we have seen increasing youth activism on climate and other sustainability issues. This paper presents a theoretical framework for further research on young sustainability activists as public educators. The point of departure is taken in Latour's argumentation concerning the need to create new attachments to the Earth. In line with this, we highlight the importance of aesthetics and experiences conceived as integrated sense-perceptional, emotional and intellectual faculties. The second part of the paper moves into social movement theory, to explore what role the Youth for Sustainability movement may have in creating new attachments to the Earth. Drawing on Melucci, emphasis is put on the movement's collective identity making. Furthermore, following Rancière, the ability to interrupt the distribution of the senses is stressed. Examples of youth activism for sustainability are presented and interpreted, which points to the potential of children and young people to act successfully. The last part of the paper moves into pedagogical theories to explore how this kind of youth activism fostering new attachments to the Earth can be conceived as public pedagogy. We thereby refer to Biesta's distinction between pedagogy for the public, pedagogy of the public and pedagogy for publicness.
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- 2022
- Full Text
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46. Can Academia Be Decolonized beyond the Metaphor?
- Author
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Pérez, Moira
- Abstract
The paper evaluates the reach and viability of the call to "decolonize academia" and assesses what can be done in academic institutions by way of decolonizing practices. By distinguishing colonialism from coloniality, it stresses the material and structural dimensions of the latter as an on-going reality, and thus argues for the impossibility of "decolonizing" the academy as we know it. From this stance, it identifies an array of expressions of coloniality in the academy and presents a critique of metaphorical and/or allegedly performative approaches to decolonization. In doing this, the paper seeks to offer philosophical instruments for a thorough, self-critical reflection and intervention on academic institutions and teaching and research practices, in the understanding that these must be but a part of broader processes of social transformation.
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- 2022
47. Entrenching Internationalisation in African Higher Education Institutions
- Author
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Oparinde, Kunle M., Govender, Vaneshree, and Moyo, Sibusiso
- Abstract
In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation.
- Published
- 2022
- Full Text
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48. Is the Theory of Wild Pedagogies Precisely the Utopian Philosophy the Anthropocene Needs?
- Author
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Hempsall, Catherine
- Abstract
This paper uses six common aspects of utopias to evaluate the theory of Wild Pedagogies. Individuals--and especially writers--generate utopian ideas in times of upheaval and change. The climate crisis has created a need for exactly this kind of radical thinking. In an education system that is designed to uphold the neoliberal consensus, the development of the theory of Wild Pedagogies challenges the domestication of current pedagogies. Wild Pedagogies attempt to privilege the planet's more-than-human presence, whose voices desperately need to be heard, by emphasizing the role of nature as co-teacher. This paper finds that the theory of Wild Pedagogies performs as an abstraction, rather than an iteration, of outdoor learning. It provides an overarching philosophical framework that challenges the status quo, and its tenets fulfill the criteria needed to achieve a utopia for the Anthropocene.
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- 2022
49. Spaces and Prospects for Student Empowerment in the Debt-Ridden Greek Education System. Future Possibilities for Change According to Student's Views
- Author
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Chalari, Maria
- Abstract
This paper presents a research project that was conducted in Athens, Greece in 2018 and 2019. The main objective of this project was to address students' views on Greek society and education in the context of the socio-economic crisis, their prospects, and their aspirations for educational and social transformation. The paper concentrates on students' views on education and discusses the role of schools in creating democratic societies. It provides a closer insight into possible ways of thinking about education, and food for thought for any attempts to deconstruct or initiate radical change in the education system. It looks at the potentialities and possibilities of deploying critical pedagogy as a mode of resistance for transformative and empowering education within the Greek education system. It concludes that during times of multiple crises, critical pedagogy is clearly relevant and has a responsibility to rethink its views and practices, build active resistance and engage in fostering educational and social change that can lead to a more just, equal and fair society.
- Published
- 2022
50. Presenting an Alternative Theoretical Framework on Kashmir in the Context of Print Media: From Ethnonationalism to Civic Nationalism
- Author
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Boga, Dilnaz and Ranjan, Rohit
- Abstract
This work challenges the mainstream media's notions of presenting the region of India-administered Kashmir and enables one to view the culturally diverse, shifting frontier through a different lens. The paper challenges the representation of Kashmir in the mainstream national and international print media, which serve as an instrument and power's pedagogical tool for the public. The media is used to shape people's imagination and elicit certain political or apolitical positions as well as reinforce predispositions and behaviours according to agenda. Hence, the media's perspective needs to be examined closely. This work replaces the framework of ethnonationalism, which contours the media's representation of Kashmir, with an alternative framework of civic nationalism, which will bring about a different understanding of the region for the public. This framework not only unravels the conflict from twelfth century onwards, but also illuminates historical reasons for the present-day conflict, which is a vital component in conflict resolution. Unpacking the theory of Civic Nationalism and presenting evidence of Kashmir's diversity by delving into the heterogenous region's social, economic, cultural, and political spaces, the paper aims to unravel this comprehensive framework which counters the hegemonic, pedagogical national and international medias' narratives on the conflict. The authors not only attempt to enliven aspects of the region's social history and contextualise/reframe the oppressed people's movement for self-determination from the Civic Nationalism framework, but also decode the present-day conflict by unravelling its root causes.
- Published
- 2022
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