Family education is highly valued in China, both at the national level and locally, in individual families. As a result, the state encourages schools, kindergartens, and communities to hold regular public lectures on family education. In addition, over recent generations Chinese parents have gradually reduced their control over their children and given them more autonomy. This has resulted in Chinese parents’ views on education becoming more closely aligned to those in the West. This article discusses this evolving situation from the perspective of a Chinese early-years educator, who also draws on personal experience of the UK education system.
{"title":"The exploration and research of family education in the context of Chinese culture","authors":"Jing Chen","doi":"10.20933/30000103","DOIUrl":"https://doi.org/10.20933/30000103","url":null,"abstract":"Family education is highly valued in China, both at the national level and locally, in individual families. As a result, the state encourages schools, kindergartens, and communities to hold regular public lectures on family education. In addition, over recent generations Chinese parents have gradually reduced their control over their children and given them more autonomy. This has resulted in Chinese parents’ views on education becoming more closely aligned to those in the West. This article discusses this evolving situation from the perspective of a Chinese early-years educator, who also draws on personal experience of the UK education system.","PeriodicalId":106533,"journal":{"name":"Journal of Social Science Student Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139354141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic was a global disaster that devastated all aspects of life forcing students to transition from a physical classroom to online learning. This new way of learning posed a significant challenge for pupils in state schools in Sri Lanka. This article focuses on the challenges the Sri Lankan education sector faced during the COVID-19 pandemic in 2020.
{"title":"The challenges faced by the education sector of Sri Lanka during the COVID-19 pandemic","authors":"Aysha Mohideen","doi":"10.20933/30000104","DOIUrl":"https://doi.org/10.20933/30000104","url":null,"abstract":"The COVID-19 pandemic was a global disaster that devastated all aspects of life forcing students to transition from a physical classroom to online learning. This new way of learning posed a significant challenge for pupils in state schools in Sri Lanka. This article focuses on the challenges the Sri Lankan education sector faced during the COVID-19 pandemic in 2020.","PeriodicalId":106533,"journal":{"name":"Journal of Social Science Student Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139354144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this discussion article, based on research conducted as part of a master’s project at the University of Dundee School of Medicine, I argue that professional training programmes may benefit from more scrutiny of the concept of lifelong learning and less reliance on cultural norms and implicit professional narratives.
{"title":"Is it time to reconsider our understanding of lifelong learning in medical training","authors":"James C. D McMillan","doi":"10.20933/30000100","DOIUrl":"https://doi.org/10.20933/30000100","url":null,"abstract":"In this discussion article, based on research conducted as part of a master’s project at the University of Dundee School of Medicine, I argue that professional training programmes may benefit from more scrutiny of the concept of lifelong learning and less reliance on cultural norms and implicit professional narratives.","PeriodicalId":106533,"journal":{"name":"Journal of Social Science Student Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123174615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research concerning the experiences of autistic women and nonbinary people has been identified as a gap in the literature of autism studies, despite growing evidence suggesting that these groups may have unique experiences compared to autistic men, particularly in the domain of education. This article attempts to address this gap in the literature of autism research by elucidating the education experiences of autistic women and nonbinary people. To address this research aim, a methodology of interpretive phenomenological analysis was adopted, and interviews were conducted with autistic female and nonbinary participants concerning their experiences throughout education. From these participants’ experiences, broad themes of discussion emerged, concerning the challenges and triumphs participants experienced in education. These findings are discussed within the context of existing literature concerning both autism in education and the experiences of autistic people of marginalized genders.
{"title":"The Education Experiences of Autistic Women and Nonbinary People: An Interpretive Phenomenological Analysis","authors":"Freya Goble","doi":"10.20933/30000102","DOIUrl":"https://doi.org/10.20933/30000102","url":null,"abstract":"Research concerning the experiences of autistic women and nonbinary people has been identified as a gap in the literature of autism studies, despite growing evidence suggesting that these groups may have unique experiences compared to autistic men, particularly in the domain of education. This article attempts to address this gap in the literature of autism research by elucidating the education experiences of autistic women and nonbinary people. To address this research aim, a methodology of interpretive phenomenological analysis was adopted, and interviews were conducted with autistic female and nonbinary participants concerning their experiences throughout education. From these participants’ experiences, broad themes of discussion emerged, concerning the challenges and triumphs participants experienced in education. These findings are discussed within the context of existing literature concerning both autism in education and the experiences of autistic people of marginalized genders.","PeriodicalId":106533,"journal":{"name":"Journal of Social Science Student Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117275624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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