Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.521.532
Anita Neziri, M. Turku, Martina Pavlíková
Aim. This study aims to conduct a comprehensive analysis of the absurdities inherent in combat events as depicted in Joseph Heller's novel, Catch-22. The study seeks to explore how Heller utilizes literary techniques such as sarcasm, black humor, and surrealism to portray the contradictions, irrationality, and overall absurd nature of war. Additionally, the study aims to unfold the deeper societal implications, including dehumanization and moral degradation, presented in the novel. Method. The research method employed in this study is primarily a qualitative literary analysis. The analysis involves a close examination of the text of Catch-22, focusing on the novel's characters, plot structure, narrative techniques, and the use of literary devices. It engages in critical interpretation and evaluation of how Heller employs sarcasm, black humor to convey the absurdities of war. Results. The study reveals that Joseph Heller employs a unique set of literary techniques, including non-sequential narrative, broken chronology, and cyclical motifs, to vividly capture the chaotic and absurd nature of combat events. The analysis uncovers recurring themes such as bureaucratic absurdities, loss of personal agency, dehumanization, and the existential toll of war. The study highlights the significance of the Catch-22 paradox as a central motif, illustrating the circular and illogical nature of bureaucratic processes during war. Conclusion. Joseph Heller's Catch-22 serves as a powerful critique of the absurdities prevalent in wartime. The Catch-22 paradox emerges as a symbolic representation of bureaucratic folly, encapsulating the struggle of individuals caught in the machinery of conflict.
{"title":"Exploring the Absurdity of War: A Literary Analysis of Catch-22","authors":"Anita Neziri, M. Turku, Martina Pavlíková","doi":"10.15503/jecs2024.1.521.532","DOIUrl":"https://doi.org/10.15503/jecs2024.1.521.532","url":null,"abstract":"Aim. This study aims to conduct a comprehensive analysis of the absurdities inherent in combat events as depicted in Joseph Heller's novel, Catch-22. The study seeks to explore how Heller utilizes literary techniques such as sarcasm, black humor, and surrealism to portray the contradictions, irrationality, and overall absurd nature of war. Additionally, the study aims to unfold the deeper societal implications, including dehumanization and moral degradation, presented in the novel.\u0000Method. The research method employed in this study is primarily a qualitative literary analysis. The analysis involves a close examination of the text of Catch-22, focusing on the novel's characters, plot structure, narrative techniques, and the use of literary devices. It engages in critical interpretation and evaluation of how Heller employs sarcasm, black humor to convey the absurdities of war.\u0000Results. The study reveals that Joseph Heller employs a unique set of literary techniques, including non-sequential narrative, broken chronology, and cyclical motifs, to vividly capture the chaotic and absurd nature of combat events.\u0000The analysis uncovers recurring themes such as bureaucratic absurdities, loss of personal agency, dehumanization, and the existential toll of war. The study highlights the significance of the Catch-22 paradox as a central motif, illustrating the circular and illogical nature of bureaucratic processes during war.\u0000Conclusion. Joseph Heller's Catch-22 serves as a powerful critique of the absurdities prevalent in wartime. The Catch-22 paradox emerges as a symbolic representation of bureaucratic folly, encapsulating the struggle of individuals caught in the machinery of conflict.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348107","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}
Thesis. This study explores three important concepts in the field of language teaching. The purpose is to investigate whether reading circles are effective means of improving students’ reading motivation and engagement. Concept. To this end, using a qualitative design, 27 students of English language and literature from the University of Mazandaran participated in the study. The data were collected through a learning journal, teacher’s field notes and a subsequent semi-structured interview. All the students were engaged in a reading circle once a week for the duration of 12 weeks. Analysis of the data was done based on coding and content analysis. Results and Conclusion. Results indicated that reading circles had the potential to motivate learners to read more and also was an appealing activity for them to engage in and contribute to their circles. The findings suggested that the unrepeatable configuration of the group and the goal setting mindset promoted by the activity and a high sense of achievement and enjoyment after completion of the task corresponded positively with their high level of engagement and motivation to read new passages. Even though the results cannot be generalised to other contexts, they can be suggested to be applied in other EFL contexts for motivating learners to engage more in reading.
{"title":"The Prospects of Reading Circles for Fostering EFL Learners’ Motivation to Read and Engagement","authors":"Fatemeh Khonamri, Neshat Azizi, Amantius Akimjak, Viktoria Kurilenko","doi":"10.15503/jecs2024.1.403.418","DOIUrl":"https://doi.org/10.15503/jecs2024.1.403.418","url":null,"abstract":"Thesis. This study explores three important concepts in the field of language teaching. The purpose is to investigate whether reading circles are effective means of improving students’ reading motivation and engagement.\u0000Concept. To this end, using a qualitative design, 27 students of English language and literature from the University of Mazandaran participated in the study. The data were collected through a learning journal, teacher’s field notes and a subsequent semi-structured interview. All the students were engaged in a reading circle once a week for the duration of 12 weeks. Analysis of the data was done based on coding and content analysis.\u0000Results and Conclusion. Results indicated that reading circles had the potential to motivate learners to read more and also was an appealing activity for them to engage in and contribute to their circles. The findings suggested that the unrepeatable configuration of the group and the goal setting mindset promoted by the activity and a high sense of achievement and enjoyment after completion of the task corresponded positively with their high level of engagement and motivation to read new passages. Even though the results cannot be generalised to other contexts, they can be suggested to be applied in other EFL contexts for motivating learners to engage more in reading.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346804","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.231.246
Isabel Pont-Niclòs, Y. Echegoyen-Sanz, A. Martín-Ezpeleta
Aim. The aim of this research is to analyse the creative self-perception of Spanish secondary teachers in different domains considering that creativity is increasingly being considered a key educational objective by organisations such as the Organisation for Economic Co-operation and Development (OECD) or educational laws, such as the recent Spanish one (Ministerio de Educación, Formación Profesional y Deportes Español, 2020). Methods. Participants were 100 Spanish in-service teachers at the level of secondary education. They completed the K-DOCS questionnaire (Kaufman, 2012), in which the self-perception of creativity in different domains (Self/Everyday, Scholarly, Performance, Scientific/Mechanic and Artistic) is assessed. The influence of variables such as gender, age, years of experience and area of teaching are analysed. Results. The analysis shows that Spanish secondary teachers have moderate-to-high perception of their own creativity. Although no statistically significant differences were found according to age or years of expertise, the scores in the Scientific/Mechanic domain were found to be significantly different according to gender. Separate creativity profiles were found for teachers with unrelated areas of expertise. Conclusion. This study aims to enhance understanding into the role of teachers in the promotion/hindering of creativity in classrooms. Results show a moderate creative self-perception with differences across domains, which logically conditions their conceptualisation of creativity and the importance given to it in classrooms. The importance of teacher training contributing to improve it is valued and key aspects are pointed out, such as the relevance of promoting a Centre Creative Plan with specific actions of a transdisciplinary nature in schools.
研究目的考虑到经济合作与发展组织（OECD）等组织或最近的西班牙教育法（Ministerio de Educación, Formación Profesional y Deportses Español, 2020）等教育法越来越多地将创造性视为一项重要的教育目标，本研究旨在分析西班牙中学教师在不同领域的创造性自我认知。参与者为 100 名西班牙在职中学教师。他们填写了 K-DOCS 问卷（Kaufman，2012 年），其中对不同领域（自我/日常、学术、表演、科学/机械和艺术）的创造力进行了自我认知评估。分析了性别、年龄、工作年限和教学领域等变量的影响。分析表明，西班牙中学教师对自身创造力的认知度为中高水平。虽然在统计上没有发现年龄或专业年限方面的显著差异，但科学/机械领域的得分却因性别而有显著差异。结论。本研究旨在进一步了解教师在促进/阻碍课堂创造力方面所扮演的角色。研究结果表明，不同领域的教师对创造性的自我认知程度不一，这在逻辑上决定了他们对创造性的理解以及在课堂上对创造性的重视程度。教师培训对提高创造力的重要性得到了重视，并指出了一些关键方面，如在学校推广具有跨学科性质的具体行动的中心创造计划的相关性。
{"title":"Creative Self-Perception of Spanish Secondary Teachers","authors":"Isabel Pont-Niclòs, Y. Echegoyen-Sanz, A. Martín-Ezpeleta","doi":"10.15503/jecs2024.1.231.246","DOIUrl":"https://doi.org/10.15503/jecs2024.1.231.246","url":null,"abstract":"Aim. The aim of this research is to analyse the creative self-perception of Spanish secondary teachers in different domains considering that creativity is increasingly being considered a key educational objective by organisations such as the Organisation for Economic Co-operation and Development (OECD) or educational laws, such as the recent Spanish one (Ministerio de Educación, Formación Profesional y Deportes Español, 2020).\u0000Methods. Participants were 100 Spanish in-service teachers at the level of secondary education. They completed the K-DOCS questionnaire (Kaufman, 2012), in which the self-perception of creativity in different domains (Self/Everyday, Scholarly, Performance, Scientific/Mechanic and Artistic) is assessed. The influence of variables such as gender, age, years of experience and area of teaching are analysed.\u0000Results. The analysis shows that Spanish secondary teachers have moderate-to-high perception of their own creativity. Although no statistically significant differences were found according to age or years of expertise, the scores in the Scientific/Mechanic domain were found to be significantly different according to gender. Separate creativity profiles were found for teachers with unrelated areas of expertise.\u0000Conclusion. This study aims to enhance understanding into the role of teachers in the promotion/hindering of creativity in classrooms. Results show a moderate creative self-perception with differences across domains, which logically conditions their conceptualisation of creativity and the importance given to it in classrooms. The importance of teacher training contributing to improve it is valued and key aspects are pointed out, such as the relevance of promoting a Centre Creative Plan with specific actions of a transdisciplinary nature in schools.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346762","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.283.302
Katematu Duangmanee, Budi Waluyo
Aim. Despite the popularity of Chinese foreign language teaching in schools worldwide, it is still little known how culturally local schools manage their Chinese teaching and learning. To address this gap, this study examined the pedagogical strategies and practices of Chinese as a Foreign Language (CFL) instruction in Thai secondary education, addressing the insufficient exploration of CFL educational undertakings beyond China's borders. Methods. A narrative inquiry approach with interviews was employed. The sample included 34 school principals (11.8% female, 88.2% male), whose insights shed light on the cardinal aspects of CFL instruction and learning. Results. The outcomes revealed essential elements shaping CFL pedagogy in culturally local schools in Thailand, including curricular considerations, collaboration through knowledge-sharing platforms and cultural events, teaching methodologies with teacher preparation and native-speaking instructors, learning activities inside and outside the classroom, and school-wide educational initiatives. Conclusion. Overall, the findings contribute to the understanding of CFL education in Thailand and offer potential avenues for future research and pedagogical enhancement.
{"title":"Narrating Chinese Teaching and Learning in Culturally Local Thai Schools","authors":"Katematu Duangmanee, Budi Waluyo","doi":"10.15503/jecs2024.1.283.302","DOIUrl":"https://doi.org/10.15503/jecs2024.1.283.302","url":null,"abstract":"Aim. Despite the popularity of Chinese foreign language teaching in schools worldwide, it is still little known how culturally local schools manage their Chinese teaching and learning. To address this gap, this study examined the pedagogical strategies and practices of Chinese as a Foreign Language (CFL) instruction in Thai secondary education, addressing the insufficient exploration of CFL educational undertakings beyond China's borders. \u0000Methods. A narrative inquiry approach with interviews was employed. The sample included 34 school principals (11.8% female, 88.2% male), whose insights shed light on the cardinal aspects of CFL instruction and learning. \u0000Results. The outcomes revealed essential elements shaping CFL pedagogy in culturally local schools in Thailand, including curricular considerations, collaboration through knowledge-sharing platforms and cultural events, teaching methodologies with teacher preparation and native-speaking instructors, learning activities inside and outside the classroom, and school-wide educational initiatives. \u0000Conclusion. Overall, the findings contribute to the understanding of CFL education in Thailand and offer potential avenues for future research and pedagogical enhancement.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344977","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.567.584
B. Busro, Fuad Hilmi, Husnul Qodim
Aim. This research aims to explore the integration of Traditional Knowledge and Traditional Practices during pregnancy and childbirth with Modern Health Knowledge and Practices in Cirebon, Indonesia, Methods. This research uses a qualitative method that includes participatory observation and interviews. Participants in this study consisted of pregnant mothers or patients giving birth in village health centres in Cirebon. Data was collected through participatory observations during visits to health centres and in-depth interviews with the participants. Results. The research results indicate that this integration occurs naturally in Cirebon. Respondents combine traditional and modern healthcare practices to meet their health needs during pregnancy and childbirth, taking into consideration cultural factors, religion, family support, healthcare accessibility, and past experiences. Conclusion. This study demonstrates that the integration of Traditional Knowledge and Traditional Practices during pregnancy and childbirth with Modern Health Knowledge and Practices is crucial in maternal healthcare practices in Cirebon, Indonesia. Cognitive value. The findings of this study can assist healthcare practitioners in improving the quality of maternal healthcare services in Indonesia and can serve as a reference for future research.
{"title":"Harmonizing Traditional and Modern Maternal Healthcare Practices in Cirebon, Indonesia","authors":"B. Busro, Fuad Hilmi, Husnul Qodim","doi":"10.15503/jecs2024.1.567.584","DOIUrl":"https://doi.org/10.15503/jecs2024.1.567.584","url":null,"abstract":"Aim. This research aims to explore the integration of Traditional Knowledge and Traditional Practices during pregnancy and childbirth with Modern Health Knowledge and Practices in Cirebon, Indonesia,\u0000Methods. This research uses a qualitative method that includes participatory observation and interviews. Participants in this study consisted of pregnant mothers or patients giving birth in village health centres in Cirebon. Data was collected through participatory observations during visits to health centres and in-depth interviews with the participants.\u0000Results. The research results indicate that this integration occurs naturally in Cirebon. Respondents combine traditional and modern healthcare practices to meet their health needs during pregnancy and childbirth, taking into consideration cultural factors, religion, family support, healthcare accessibility, and past experiences.\u0000Conclusion. This study demonstrates that the integration of Traditional Knowledge and Traditional Practices during pregnancy and childbirth with Modern Health Knowledge and Practices is crucial in maternal healthcare practices in Cirebon, Indonesia.\u0000Cognitive value. The findings of this study can assist healthcare practitioners in improving the quality of maternal healthcare services in Indonesia and can serve as a reference for future research.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345529","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.57.71
L. Wittlinger, L. Petrikovičová, Lucia Spodniaková
Aim. The aim of the study is the proposal of didactic activities that can be used in the teaching process of the geography with possibilities of interdisciplinary penetration. Based on these activities, students can take a critical approach to solving problems of nature and landscape protection. Methods. The teaching methods were adapted to the revised Bloom's taxonomy of goals, while mainly classical general didactic teaching methods were used: interpretation method, information-receptive method, heuristic method. Innovative methods included the EUR learning and thinking strategy, brainstorming and quickstorming.. Results. With the proposed activities, we point to the need to implement scientific knowledge into the teaching process because the content of geography also focuses on the links between the country and human society, using the example of mining. Conclusion. Historic, but also contemporary places with a high intensity of mining, whether it is the mining of mineral raw materials or the production of wood, represent ideal model territories for complex geographical education with a high interdisciplinary character and the connection of interdisciplinary relations from other scientific disciplines. Therefore, the proposed activities are a suitable tool.
{"title":"Mining and its Environmental Impacts in the Process of Geographical Education in the Context of Sustainable Development","authors":"L. Wittlinger, L. Petrikovičová, Lucia Spodniaková","doi":"10.15503/jecs2024.1.57.71","DOIUrl":"https://doi.org/10.15503/jecs2024.1.57.71","url":null,"abstract":"Aim. The aim of the study is the proposal of didactic activities that can be used in the teaching process of the geography with possibilities of interdisciplinary penetration. Based on these activities, students can take a critical approach to solving problems of nature and landscape protection.\u0000Methods. The teaching methods were adapted to the revised Bloom's taxonomy of goals, while mainly classical general didactic teaching methods were used: interpretation method, information-receptive method, heuristic method. Innovative methods included the EUR learning and thinking strategy, brainstorming and quickstorming..\u0000Results. With the proposed activities, we point to the need to implement scientific knowledge into the teaching process because the content of geography also focuses on the links between the country and human society, using the example of mining.\u0000Conclusion. Historic, but also contemporary places with a high intensity of mining, whether it is the mining of mineral raw materials or the production of wood, represent ideal model territories for complex geographical education with a high interdisciplinary character and the connection of interdisciplinary relations from other scientific disciplines. Therefore, the proposed activities are a suitable tool.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345889","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}
Aim. Pedagogical practices in English as a Foreign Language (EFL) classrooms are facing numerous challenges, experiencing artificial intelligence coming into classrooms across the globe. The present study aims to decipher the challenges pedagogues face in tackling the EFL classroom situation. The research explores the problems teachers face after introducing the artificial intelligence revolution in academia. Methods. The present study is devoted to the collection of responses from EFL teachers teaching language at university level. The study uses the quantitative method using a questionnaire to elicit responses from thirty eight (38) teachers teaching in different countries of the Middle East, especially at undergraduate level EFL students emphasising skills in the English language. Results. The findings reveal that pedagogues are still in a dilemma as to whether to allow or restrict students use of artificial intelligence (AI) tools for language learning tasks. Conclusion. The respondents reveal that the reason is insufficient literature on what and how to use AI tools effectively for language learning purposes. Cognitive Value. The present study intends to investigate the issues and challenges that language classrooms are using to integrate AI tools for teachers and also tries to provide a roadmap of strategies that can be utilised to teach English language using mobile aided language learning (MALL) strategies. The present study findings can be beneficial for academia to decide, think, and enact students learning outcomes by using AI tools and MALL strategies for better future action plans in classroom pedagogy.
{"title":"Incorporating Artificial Intelligence and MALL Strategies in EFL Classrooms: Interactive Pedagogical Praxis","authors":"Sohaib Alam, Farhan Ahmad, Yulia Nickolaeva Biryukova","doi":"10.15503/jecs2024.1.181.198","DOIUrl":"https://doi.org/10.15503/jecs2024.1.181.198","url":null,"abstract":"Aim. Pedagogical practices in English as a Foreign Language (EFL) classrooms are facing numerous challenges, experiencing artificial intelligence coming into classrooms across the globe. The present study aims to decipher the challenges pedagogues face in tackling the EFL classroom situation. The research explores the problems teachers face after introducing the artificial intelligence revolution in academia.\u0000Methods. The present study is devoted to the collection of responses from EFL teachers teaching language at university level. The study uses the quantitative method using a questionnaire to elicit responses from thirty eight (38) teachers teaching in different countries of the Middle East, especially at undergraduate level EFL students emphasising skills in the English language.\u0000Results. The findings reveal that pedagogues are still in a dilemma as to whether to allow or restrict students use of artificial intelligence (AI) tools for language learning tasks.\u0000Conclusion. The respondents reveal that the reason is insufficient literature on what and how to use AI tools effectively for language learning purposes.\u0000Cognitive Value. The present study intends to investigate the issues and challenges that language classrooms are using to integrate AI tools for teachers and also tries to provide a roadmap of strategies that can be utilised to teach English language using mobile aided language learning (MALL) strategies. The present study findings can be beneficial for academia to decide, think, and enact students learning outcomes by using AI tools and MALL strategies for better future action plans in classroom pedagogy.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348439","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.557.566
Manjola Xhaferri, M. Tase
Aim. This paper aims to highlight the elements of Ottoman culture that have influenced Albanians' culture and way of life. Albania was under Ottoman occupation for five centuries, which has had various consequences on the country's economic, cultural, and social life. Methods. To realize this study, a series of methods have been used, such as research, comparative, and cartographic methods. The comparative method consists of the authors confronting each other regarding the influences of Ottoman culture and how widespread it became in Albanian culture. The cartographic method aims to explain the extent of Ottoman work in Albania and whether it managed to penetrate Albanian territorial integrity. Results. Whether we like it or not, Ottoman influences are already part of our heritage in values, customs, traditions, beliefs, material culture, folklore, clothing, architecture, and the life of Albanians. Conclusion. The study has enabled a better understanding of the constructions of the time, their quality, level, and extent; at the same time, they testify to historical phenomena, such as the process of resistance to the invaders, the Islamization of the Albanian population, and the beginning of economic growth and especially of cities.
{"title":"The Influence of Ottoman Culture on the Way of life of Albanian Society","authors":"Manjola Xhaferri, M. Tase","doi":"10.15503/jecs2024.1.557.566","DOIUrl":"https://doi.org/10.15503/jecs2024.1.557.566","url":null,"abstract":"Aim. This paper aims to highlight the elements of Ottoman culture that have influenced Albanians' culture and way of life. Albania was under Ottoman occupation for five centuries, which has had various consequences on the country's economic, cultural, and social life.\u0000Methods. To realize this study, a series of methods have been used, such as research, comparative, and cartographic methods. The comparative method consists of the authors confronting each other regarding the influences of Ottoman culture and how widespread it became in Albanian culture. The cartographic method aims to explain the extent of Ottoman work in Albania and whether it managed to penetrate Albanian territorial integrity.\u0000Results. Whether we like it or not, Ottoman influences are already part of our heritage in values, customs, traditions, beliefs, material culture, folklore, clothing, architecture, and the life of Albanians.\u0000Conclusion. The study has enabled a better understanding of the constructions of the time, their quality, level, and extent; at the same time, they testify to historical phenomena, such as the process of resistance to the invaders, the Islamization of the Albanian population, and the beginning of economic growth and especially of cities.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345189","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.161.179
Delight Sibanda, Sadi Seyama-Mokhaneli
Aim. The research aims to critically examine immigrant teachers’ acculturation into independent South African schools. It also raises awareness of the absence of school leadership’s preparedness and competence to facilitate immigrant teachers’ integrative acculturation. Methods. The research used a critical qualitative case study design and purposively sampled participants within a population of inner-city independent schools to ensure they were professional immigrant teachers working in a South African independent school and experiencing acculturation. Data was generated through focus groups and individual semi-structured interviews and analysed thematically. Results. The results show that immigrant teachers experience acculturation and adaptation challenges, facing diversity as division. As leaders continuously articulate schools’ visions and missions, they reinforce beliefs, norms, and values, which become the lens through which teachers, learners and other stakeholders engage in their daily activities. Thus, results also illuminate a prevailing authoritarian leadership that enforces cultural assimilation and separation, undermining immigrant teachers’ identities, values, capabilities, and equal status within the school context. Conclusion. Immigrant teachers transform South African schools into cosmopolitan and multicultural settings with incredible cultural dimensions for learners to learn and broaden their global citizenship. Thus, these diverse schools need culturally conscious and effective leaders who deliberately exercise power to confront inequity and marginalisation, affirm minority cultures and foster cultural integration.
{"title":"“This Is How We Do Things”. Acculturation of Immigrant Teachers: Elusive Critical Leadership","authors":"Delight Sibanda, Sadi Seyama-Mokhaneli","doi":"10.15503/jecs2024.1.161.179","DOIUrl":"https://doi.org/10.15503/jecs2024.1.161.179","url":null,"abstract":"Aim. The research aims to critically examine immigrant teachers’ acculturation into independent South African schools. It also raises awareness of the absence of school leadership’s preparedness and competence to facilitate immigrant teachers’ integrative acculturation.\u0000Methods. The research used a critical qualitative case study design and purposively sampled participants within a population of inner-city independent schools to ensure they were professional immigrant teachers working in a South African independent school and experiencing acculturation. Data was generated through focus groups and individual semi-structured interviews and analysed thematically.\u0000Results. The results show that immigrant teachers experience acculturation and adaptation challenges, facing diversity as division. As leaders continuously articulate schools’ visions and missions, they reinforce beliefs, norms, and values, which become the lens through which teachers, learners and other stakeholders engage in their daily activities. Thus, results also illuminate a prevailing authoritarian leadership that enforces cultural assimilation and separation, undermining immigrant teachers’ identities, values, capabilities, and equal status within the school context.\u0000Conclusion. Immigrant teachers transform South African schools into cosmopolitan and multicultural settings with incredible cultural dimensions for learners to learn and broaden their global citizenship. Thus, these diverse schools need culturally conscious and effective leaders who deliberately exercise power to confront inequity and marginalisation, affirm minority cultures and foster cultural integration.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345855","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}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.213.230
Vaida Asakaviciute, Vilija Grincevičienė, V. Targamadzé, Živilė Sederevičiūtė-Pačiauskienė
Aim. Most children and young people do not have a social experience of dealing with peers with disabilities and disadvantages which causes various problems for both sides. The relevant reactions of the class group to the behaviour of a classmate with learning disabilities can have the same positive effect on the individual as the professional help of the class teacher or psychologist. The study research question was to understand how classmates perceive their experiences communicating and cooperating with peers with special educational needs or disabilities. Methods. The phenomenographic research approach was chosen to carry out the study. Face-to-face in-depth interviews were carried out to collect the data. The informant‘s selection criteria were students who had studied for at least one year in a standard classroom with peers with special educational needs or disabilities and had been in contact with and cooperated with them in general education secondary school. Results. The positive experience is related to the development of will and character traits, lessons of tolerance, development of empathy, building social support skills, and lessons in sociability. The negative experience is related to dealing with outbreaks of aggression and egression, communication problems and mistakes, and disturbances during lessons. Conclusion. The participants' positive experiences show that the social environment and education accelerate the formation of the personality and direct it towards sociability. Participants' negative experiences signalled the abundance of problems existing in the reality of education and their multifacetedness.
{"title":"Experiences of Youth Studying Together with Classmates with Special Educational Needs and Disabilities","authors":"Vaida Asakaviciute, Vilija Grincevičienė, V. Targamadzé, Živilė Sederevičiūtė-Pačiauskienė","doi":"10.15503/jecs2024.1.213.230","DOIUrl":"https://doi.org/10.15503/jecs2024.1.213.230","url":null,"abstract":"Aim. Most children and young people do not have a social experience of dealing with peers with disabilities and disadvantages which causes various problems for both sides. The relevant reactions of the class group to the behaviour of a classmate with learning disabilities can have the same positive effect on the individual as the professional help of the class teacher or psychologist. The study research question was to understand how classmates perceive their experiences communicating and cooperating with peers with special educational needs or disabilities.\u0000Methods. The phenomenographic research approach was chosen to carry out the study. Face-to-face in-depth interviews were carried out to collect the data. The informant‘s selection criteria were students who had studied for at least one year in a standard classroom with peers with special educational needs or disabilities and had been in contact with and cooperated with them in general education secondary school.\u0000Results. The positive experience is related to the development of will and character traits, lessons of tolerance, development of empathy, building social support skills, and lessons in sociability. The negative experience is related to dealing with outbreaks of aggression and egression, communication problems and mistakes, and disturbances during lessons.\u0000Conclusion. The participants' positive experiences show that the social environment and education accelerate the formation of the personality and direct it towards sociability. Participants' negative experiences signalled the abundance of problems existing in the reality of education and their multifacetedness.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348264","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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