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The Kaleidoscopic perspective on the privatisation of education in Zimbabwe: A neglect of Ubuntu values? 津巴布韦教育私有化的万花筒视角:对乌班图价值观的忽视?
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-29 DOI: 10.1177/17577438231225132
P. Chimbunde, B. Moreeng
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discern the phenomenon. The themed findings built from a sample of 20 participants purposively selected show that Zimbabwe’s education system has ricocheted back to the colonial era as evidenced by the resurfacing of a dual education system based on economic lines. Findings show that private schools evolved not just to supplement public schools in providing quality education but also to reinforce the interests of the wealthy and their substitutes, undermining the inclusive vision embodied in SDG 4 and the Ubuntu philosophy. The study implores African countries in similar contexts to turn to Ubuntu values to provide equal educational opportunities to all citizens, regardless of class. This exploratory research provides novel insights into the applicability of Ubuntu philosophy in enhancing parity in the educational landscape.
这项来自津巴布韦的定性案例研究从营利性高成本私立学校的急剧崛起中汲取灵感,探索并讨论了家长、教师和私立学校所有者对私立中学的兴起与乌班图价值观适用性之间关系的看法。从乌班图价值观中汲取灵感,利用在线问卷调查和 WhatsApp 讨论生成的数据,对这一现象进行了分析。从特意选取的 20 位参与者样本中得出的主题研究结果表明,津巴布韦的教育体系已经回到了殖民时代,基于经济基础的双重教育体系的重新出现就是证明。研究结果表明,私立学校的发展不仅是为了补充公立学校在提供优质教育方面的不足,也是为了加强富人及其替代者的利益,从而破坏了可持续发展目标 4 和乌班图哲学所体现的包容性愿景。本研究呼吁处于类似背景下的非洲国家转向乌班图价值观,为所有公民提供平等的教育机会,无论其阶层如何。这项探索性研究为乌班图哲学在促进教育平等方面的适用性提供了新的见解。
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引用次数: 0
Sunflowers, hidden disabilities and power inequities in higher education: Some critical considerations and implications for disability-inclusive education policy reforms 向日葵、隐性残疾和高等教育中的权力不平等:残疾人全纳教育政策改革的一些重要考虑和影响
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-28 DOI: 10.1177/17577438231225140
Anastasia Liasidou, Sotiroula Liasidou
The article discusses recent Higher Education (HE) initiatives to introduce the Sunflower Scheme, which enables students with hidden disabilities to ‘discreetly’ indicate the existence of a disability to access support. A significant problem related to persons with hidden disabilities lies in their frequent reluctance to disclose their disabilities because of discriminatory attitudes that arise not only due to the dominance of arbitrary fabrications of ‘normalcy’ – aligned with elitist and human capital HE discourses – but also due to the lack of recognition of the existence of hidden disabilities. Even though the Scheme has been touted as a method that recognises hidden disabilities in HE, it, nevertheless, reinforces discourses of ‘misrecognition’ that create power inequities and project subordinated identities. The article argues that introducing the Scheme in HE constitutes another manifestation of disability-related initiatives that reinforce individual pathology and paternalistic discourses of dependency. The article contributes to a policy dialogue on the need to introduce alternative forms of provision to foster disability-inclusive practices in HE and makes a case to empirically capture the ‘lived experience’ of the Scheme in the context of Disability Equality policies in HE.
这篇文章讨论了最近高等教育(HE)引入 "向日葵计划 "的举措,该计划使隐性残疾学生能够 "谨慎 "地表明自己存在残疾,从而获得支持。与隐性残疾者有关的一个重要问题是,他们经常不愿意透露自己的残疾情况,因为歧视态度不仅是由于任意编造的 "正常"(与精英主义和人力资本高等教育论述相一致)占主导地位,还由于对隐性残疾的存在缺乏认识。尽管该计划被吹捧为承认高等教育中隐性残疾的一种方法,但它强化了 "错误承认 "的论述,造成了权力不平等和从属身份的投射。文章认为,在高等教育中引入该计划是与残疾有关的举措的另一种表现形式,这些举措强化了个人病理学和家长式的依赖论述。文章有助于开展政策对话,探讨是否有必要引入其他形式的规定,以促进高等教育中的残疾包容性实践,并提出在高等教育中的残疾平等政策背景下,以实证方式捕捉该计划的 "生活体验"。
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引用次数: 0
Relational assurance in higher education in the knowledge technology era: The case of postgraduate program of educational leadership 知识技术时代高等教育中的关系保证:教育领导力研究生课程案例
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-13 DOI: 10.1177/17577438231218376
Khalid Arar, Miguel Guajardo, Anna Saiti, Eman Abo-Zaed Arar
There are many studies on the role of technology in facilitating equality, quality, and effectiveness in higher learning in the last decade. This study aims at exploring the sustainability of a postgraduate program in a USA context following the COVID surge. Relational assurance is employed through qualitative methods, and frameworks to make sense of higher learning systems, and curricula through the authors’ ontological, epistemological, and place-based contributions following the move to online delivery in 2021. A qualitative case study approach was employed combining semi-structured interviews with faculty and focus-group interviews with graduate students for gaining a deeper understanding of the observables documenting one postgraduate program of educational leadership in Central Texas. The primary expectation of postgraduate students and faculty members is a sense of community. The program reflects a sense of belonging and reality present in local schools, communities, and policy/practice. The meaning of community also includes a common purpose, members committed to a common good, a sense of belonging, and emotional interaction following the COVID surge, the shift to digital technology, and alternative modality of content delivery. This article contributes to the international literature by redefining the quality, value-based, and relational assurance of higher education postgraduate programs. In responding to current conditions and needs while aiming to build sustainable and responsive communities by inviting community members for the assets they bring, their commitment to the region’s development, and further deepen their sense of diversity, inclusion, and collective action for the public good.
在过去的十年中,有许多关于技术在促进高等教育平等、质量和效率方面的作用的研究。本研究旨在探讨在 COVID 激增之后,美国研究生课程的可持续性。通过定性方法和框架,作者运用本体论、认识论和基于地方的贡献,在 2021 年转向在线授课之后,对高等教育系统和课程进行了关系保证。本研究采用定性案例研究方法,结合对教师的半结构式访谈和对研究生的焦点小组访谈,深入了解德克萨斯州中部一个教育领导力研究生项目的观察记录。研究生和教师的主要期望是一种社区感。该课程反映了当地学校、社区和政策/实践中存在的归属感和现实感。社区的含义还包括共同的目标、致力于共同利益的成员、归属感以及 COVID 激增后的情感互动、向数字技术的转变以及内容交付的替代模式。本文通过重新定义高等教育研究生项目的质量、价值和关系保证,为国际文献做出了贡献。在应对当前条件和需求的同时,旨在通过邀请社区成员为其带来的资产、他们对区域发展的承诺,以及进一步深化他们的多样性、包容性和集体公益行动意识,建设可持续发展和顺应需求的社区。
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引用次数: 0
Constructed educational inequality, philanthropy, and power relations in educational public–private partnerships in South Africa 南非教育领域公私伙伴关系中构建的教育不平等、慈善事业和权力关系
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-28 DOI: 10.1177/17577438231218374
Thandi Gamedze, G. Ruiters
There is a robust debate about innovative ways to improve educational outcomes and governance in public schools located in the poorest townships in South Africa. This article looks at one recent innovation, a new model for providing basic education called ‘collaboration schools’, based on the British academy schools. We seek to understand what these partnerships between philanthropists, government, and parents entail, the specific problems the partners seek to address, the key actors involved, and the power relations that have emerged. Based on interviews with key local actors and a close reading of partnership agreements, the authors argue that although well-intentioned, the experts taking over schools have faced considerable resistance as well as deep structural challenges related to the social and economic decline in black townships. We also point to policy weaknesses linked to unsettled issues of class inequalities and apartheid spatial legacies.
关于如何以创新方式提高南非最贫困乡镇公立学校的教育成果和管理水平,人们展开了激烈的讨论。本文探讨了最近的一项创新,即一种提供基础教育的新模式,称为 "合作学校",以英国的学院派学校为基础。我们试图了解慈善家、政府和家长之间的这种合作关系的内涵,合作方试图解决的具体问题,参与其中的关键人物,以及已经出现的权力关系。根据对当地主要参与者的访谈和对合作协议的仔细阅读,作者认为,虽然接管学校的专家们用心良苦,但他们面临着相当大的阻力,以及与黑人城镇社会和经济衰退相关的深层结构性挑战。我们还指出了与悬而未决的阶级不平等和种族隔离空间遗留问题有关的政策弱点。
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引用次数: 0
The where, who, and what of poverty in schools: Re-framing the concept from a leadership perspective 学校贫困的地点、对象和内容:从领导力的角度重新构建概念
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-28 DOI: 10.1177/17577438231218377
Khalid Arar, Denise Mifsud
It is widely agreed that the relationship between poverty and education is bi-directional: poor people lack access to a decent education, and without the latter people are often constrained to a life of poverty (Van der Berg, 2008). Poverty as a “lifetime, and life-wide status” thus develops into a self-fulfilling prophecy that is difficult to emerge from. We acknowledge the interplay between the notions of “poverty,” and “disadvantage,” especially in the wide context of education, and school leadership more specifically, as the focus of this conceptual paper, and thus use them interchangeably in order to advocate for full, and equal opportunities in life as a matter of equity, and fairness. Moreover, we firmly regard education as a direct social justice contributor both in the provision of equal life opportunities, and in imparting students with the responsibility for the perpetration of such opportunities (Waite and Arar, 2020). In this conceptual commentary, we stretch this scholarship of social justice further by troubling the notion of poverty from a social justice lens, and redefining it as a type of “under-privilege” in order to engage scholars, policymakers, and stakeholders in meaning-making, and action. We seek to provide our contextual, inclusive, and problematized re-definition of poverty in relation to schooling, and education by portraying students to be considered at risk at any point in time. We ultimately ask ourselves, and our readers to reflect upon this quintessential question: “What is the purpose of education epitomized by?”
人们普遍认为,贫困与教育之间的关系是双向的:穷人缺乏接受体面教育的机会, 而没有接受体面教育的机会,他们往往只能过贫困的生活(Van der Berg,2008 年)。因此,贫困作为一种 "终生和终身的状态",会发展成一种难以摆脱的自我实现的预言。我们承认 "贫困 "和 "不利条件 "这两个概念之间的相互作用,尤其是在教育这个广泛的背景下,更具体地说,是在学校领导这个概念性文件的重点中,因此,我们交替使用这两个概念,以倡导作为一个公平和公正的问题,在生活中享有充分和平等的机会。此外,我们坚定地认为,无论是在提供平等的生活机会方面,还是在向学生传授延续这种机会的责任方面,教育都是社会正义的直接贡献者(Waite 和 Arar,2020 年)。在这篇概念性评论中,我们从社会公正的视角出发,对贫困的概念提出质疑,并将其重新定义为一种 "欠特权",从而使学者、政策制定者和利益相关者参与到意义建构和行动中来,进一步扩展了社会公正的学术研究。我们试图通过描绘学生在任何时候都可能面临的风险,对与就学和教育相关的贫困进行有背景的、包容性的和问题化的重新定义。我们最终要求我们自己和我们的读者反思这个至关重要的问题:"教育的目的是什么?
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引用次数: 0
Entrepreneurship education, entrepreneurship intentions, and entrepreneurship motivation on students’ entrepreneurship interest in entrepreneurship among higher education students 创业教育、创业意向和创业动机对大学生创业兴趣的影响
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-21 DOI: 10.1177/17577438231217035
Erna Listyaningsih, Euis Mufahamah, A. Mukminin, Florante P. Ibarra, Ma. Ruby Hiyasmin M. Delos Santos, Rosario F Quicho
One of the initiatives to strengthen the Indonesian economy is entrepreneurship. Concern has been raised about how little entrepreneurship is being pursued by recent college graduates. Several earlier studies have discovered that an entrepreneur can successfully run his business if there is an interest in entrepreneurship. Therefore, the purpose of this study was to investigate how entrepreneurship education, entrepreneurship intentions, and entrepreneurship motivation affect students’ entrepreneurship interest in entrepreneurship among higher education students in Bandar Lampung, Indonesia. Regarding the geopolitical constellations at the international, national, and regional levels, Bandar Lampung, Indonesia, is in a very favorable position. Thus, 180 students who had taken entrepreneurship courses at nine universities in Bandar Lampung were asked to complete a questionnaire, and the information was then analyzed using PLS-SEM. It was determined that entrepreneurship education had no discernible impact on entrepreneurship motivation. Furthermore, entrepreneurship interest was not significantly impacted by entrepreneurship motivation. Additionally, there was no discernible mediating effect of entrepreneurial motivation on entrepreneurial education to entrepreneurship interest. However, the relationship between entrepreneurship motivation and entrepreneurship education was significantly impacted by entrepreneurship intention. These results imply that students at the university in Bandar Lampung believe that entrepreneurship education is like other lectures and do not develop an interest in entrepreneurship.
加强印尼经济的举措之一是创业。应届大学毕业生很少从事创业,这引起了人们的关注。早前的一些研究发现,如果创业者对创业感兴趣,就能成功经营自己的企业。因此,本研究旨在调查创业教育、创业意向和创业动机如何影响印尼楠榜市高校学生的创业兴趣。就国际、国家和地区层面的地缘政治格局而言,印尼万达楠榜处于非常有利的位置。因此,我们要求在万达楠榜的九所大学中学习过创业课程的 180 名学生填写一份调查问卷,然后使用 PLS-SEM 对信息进行分析。结果表明,创业教育对创业动机没有明显影响。此外,创业兴趣对创业动机也没有明显影响。此外,创业动机对创业教育和创业兴趣之间也没有明显的中介效应。然而,创业意向对创业动机与创业教育之间的关系有明显影响。这些结果表明,楠榜港大学的学生认为创业教育与其他讲座一样,不会对创业产生兴趣。
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引用次数: 0
Teachers’ attitudes toward gifted children in pre-schools in Palestine 巴勒斯坦学前教师对资优儿童的态度
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-19 DOI: 10.1177/17577438231209389
Reem Jawabreh, Soheil Salha, İpek Danju
Gifted pre-school children are often identified as those who read words, interpret signs, and demonstrate interests of children older than them, and are considered an exceptional group of children compared to other normal children. Therefore, early identification of gifted children helps to provide educational opportunities and a rich environment for the development of their talents. The main purpose of the current study is to examine the teachers’ attitudes in pre-school toward the education of gifted children in Palestine and identify the educational strategies and programs for teaching gifted children. The mixed-methods approach was adopted; it is an approach that mixes qualitative and quantitative methods to gain a deep understanding and confirm outcomes. In this study, the researchers adopted an explanatory sequential design, which is a sequential approach, and it began with quantitative data collection and analysis, followed by qualitative data collection and analysis. The quantitative data were collected by the “Scale for Attitudes towards Gifted Education.” The pre-school teachers in the sample were randomly selected, consisting of 330 female pre-school teachers from public schools. Additionally, the qualitative data were collected by semi-structured interview, which 15 female pre-school teachers from public schools took part in. The quantitative findings indicated that teachers had positive attitudes regarding the education of gifted children. This was consistent with the findings of qualitative data, which also demonstrated the variety of educational strategies and programs that were used to teach gifted children in Palestine.
天才学龄前儿童通常被认为是那些阅读文字,解释符号,并表现出比他们大的孩子的兴趣的人,与其他正常儿童相比,他们被认为是一个特殊的儿童群体。因此,早期发现天才儿童有助于为他们的才能发展提供教育机会和丰富的环境。本研究的主要目的是调查巴勒斯坦学前教师对资优儿童教育的态度,并探讨资优儿童教育的策略和方案。采用混合方法;它是一种混合定性和定量方法以获得深入理解和确认结果的方法。在本研究中,研究者采用了解释性序列设计,这是一种序列方法,从定量数据收集和分析开始,然后是定性数据收集和分析。定量数据采用“资优教育态度量表”收集。样本中的幼儿教师是随机抽取的,由330名公立学校的女幼儿教师组成。另外,采用半结构化访谈的方法,对15名公立学校的女幼师进行了定性访谈。定量调查结果显示,教师对资优儿童的教育持积极态度。这与定性数据的发现是一致的,定性数据也显示了巴勒斯坦用于教育天才儿童的各种教育策略和计划。
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引用次数: 0
Interpersonal communication as an acmeological problem in contemporary education 人际交往是当代教育中的一个社会学问题
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-23 DOI: 10.1177/17577438231200345
Yerkin S Ayagan, Botakoz A Zhekibayeva, Karlygash T Analbekova, Aigul O Mukhametzhanova, Gulpara B Zhukenova
The aim of this study is to investigate and analyse interpersonal communication as a prominent issue in modern educational practice. The authors employed various general scientific research methods including analysis and synthesis, the comparative method, as well as the inductive and deductive approaches. Additionally, a theoretical analysis of relevant research by other scholars was carried out in the final stage of the study. Throughout the research, the authors identified different types of communication and barriers to effective communication. Furthermore, three aspects of a teacher's speech culture were identified. This study explores the educational perspectives within the field of educational science and the emerging scientific concept of educational acmeology in global educational research. The focus on educational acmeology addresses the objective of enhancing teachers' psychological and educational skills, professional competence and the interplay between education and psychology. The findings contribute to the development of professional and scientific relationships among teachers as a result of successful acmeological practices. The practical significance of this research lies in its potential application to examine interpersonal communication as an acmeological problem in contemporary educational settings.
本研究的目的是调查和分析人际交往作为现代教育实践中的一个突出问题。作者采用了各种一般的科学研究方法,包括分析与综合、比较法以及归纳与演绎法。并在研究的最后阶段对其他学者的相关研究进行了理论分析。在整个研究过程中,作者确定了不同类型的沟通和有效沟通的障碍。此外,本文还确定了教师言语文化的三个方面。本研究探讨教育科学领域内的教育观点,以及全球教育研究中新兴的教育社会学科学概念。教育心理学关注的目标是提高教师的心理和教育技能、专业能力以及教育与心理学的相互作用。研究结果有助于教师之间专业和科学关系的发展,这是成功的教学实践的结果。本研究的现实意义在于,它有可能应用于将人际交往作为当代教育环境中的一个心理学问题进行研究。
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引用次数: 0
Covid-19 and school education in India: A critical spatial and ‘meritocratic’ appraisal of emerging EdTech 2019冠状病毒病与印度学校教育:对新兴教育技术的批判性空间和“精英”评价
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-19 DOI: 10.1177/17577438231187126
Mayank Mishra
The Covid-19 pandemic has radically induced the spaces of learning to the online medium, leading to a sharp impetus in EdTech companies. The Indian education sector is one of the largest E-learning sectors in the world, the market size of which is expected to reach USD 30 billion by 2031. The EdTech companies posit as an alternative to physical spaces and offer an array of learning tools from school education to coaching to qualify for top colleges and universities in India. The paper examines how such development may alter the nature of public goods like education as a ‘commodity’ subject to a competitive marketplace, potentially worsening socio-economic inequities. The paper has conducted a cluster random sampling survey for 10-18 years old school students about their online education experiences. Furthermore, it shall locate and theorise the stated hypothesis within Sandel’s framework of meritocracy and Harvey’s space and further study the socio-economic implications of online education in India already entrenched in socio-economic biases.
新冠肺炎疫情从根本上将学习空间引入了在线媒体,给教育科技公司带来了强劲的推动力。印度教育部门是世界上最大的电子学习部门之一,预计到2031年市场规模将达到300亿美元。EdTech公司将其定位为物理空间的替代品,并提供一系列学习工具,从学校教育到获得印度顶尖学院和大学资格的教练。这篇论文研究了这种发展如何改变公共产品的性质,比如教育作为一种受制于竞争市场的“商品”,可能会加剧社会经济不平等。本文对10-18岁的在校学生进行了网络教育体验的整群随机抽样调查。此外,它将在桑德尔的精英管理框架和哈维的空间中定位和理论化所述假设,并进一步研究已经根深蒂固的社会经济偏见对印度在线教育的社会经济影响。
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引用次数: 0
A comparative study of an online mindfulness coursework: Implications for health and functioning and quality of life 在线正念课程的比较研究:对健康、功能和生活质量的影响
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-16 DOI: 10.1177/17577438231200347
Steve Peterson
This quantitative comparative study was conducted to examine if, and to what extent, differences in health and functioning and quality of life exist for community college students who complete an academic mindfulness course. Surveyed student responses were captured by the Quality of Life Index (QLI) ( Ferrans and Powers, 1985 ), dependent variables measured, and a non-directional two-tailed independent (unpaired) samples t test conducted. A univariate post-test only comparison group design was conducted to measure results of the mindfulness coursework intervention at the conclusion of the courses. A non-probability convenience sampling of 154 participants was collected, with both descriptive and inferential statics calculated. Data results indicated a statistically significant difference in health and functioning between the comparison and the intervention groups as well as quality of life between the comparison and the intervention groups. Effect size (Cohen’s d) at a 95% confidence interval for those students who completed a mindfulness course was large for the overall QLI score as well as the health and functioning subscale. This study demonstrated positive results and statistical significance suggesting the utility of mindfulness coursework. Recommendations from this study include integrating mindfulness coursework in a classroom setting and offering mindfulness training as a stand-alone academic course.
这项定量比较研究是为了检验社区大学学生在完成学术正念课程后,在健康、功能和生活质量方面是否存在差异,以及在多大程度上存在差异。被调查学生的回答通过生活质量指数(QLI) (Ferrans and Powers, 1985)、因变量测量和非定向双尾独立(非配对)样本t检验来捕获。在课程结束时,采用单变量后测比较组设计来测量正念课程干预的结果。收集了154名参与者的非概率方便抽样,计算了描述性和推断性静力量。数据结果显示,对照组与干预组在健康和功能以及生活质量方面存在统计学差异。在95%置信区间内,那些完成了正念课程的学生的总体QLI得分以及健康和功能子量表的效应量(Cohen’s d)都很大。本研究显示正念课程的有效性,且具有统计学意义。这项研究的建议包括将正念课程整合到课堂环境中,并将正念训练作为一门独立的学术课程提供。
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引用次数: 0
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Power and Education
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