Pub Date : 2023-09-19DOI: 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.
{"title":"Covid-19 and school education in India: A critical spatial and ‘meritocratic’ appraisal of emerging EdTech","authors":"Mayank Mishra","doi":"10.1177/17577438231187126","DOIUrl":"https://doi.org/10.1177/17577438231187126","url":null,"abstract":"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.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135064162","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 : 2023-09-16DOI: 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。
{"title":"A comparative study of an online mindfulness coursework: Implications for health and functioning and quality of life","authors":"Steve Peterson","doi":"10.1177/17577438231200347","DOIUrl":"https://doi.org/10.1177/17577438231200347","url":null,"abstract":"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.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135306534","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 : 2023-09-08DOI: 10.1177/17577438231200341
Shaun Best
{"title":"Book review: The (dis)order of U.S. schooling: Zygmunt Bauman and education for an ambivalent world","authors":"Shaun Best","doi":"10.1177/17577438231200341","DOIUrl":"https://doi.org/10.1177/17577438231200341","url":null,"abstract":"","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136298210","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 : 2023-09-07DOI: 10.1177/17577438231200083
Canute S Thompson
This study examines perspectives of seven Jamaican primary school teachers on the degree to which their principals’ leadership behaviours include emphasizes recognition, promotes participation in decision-making, takes account of their diverse skills, and demonstrates openness to criticism. The study further explores whether teachers consider the principal’s behaviour as contributing to the culture of the school. The study found that teachers value expressions of recognition and opportunities to participate in decision-making. The study also found that while teachers are consulted, they are of the view that their contributions are not sufficiently considered. Instructively, all respondents held the view that while all members of staff were responsible for shaping the culture of the school, the principal had a leading role to play. The findings of the study suggest the need for post-training executive coaching component be implemented which would involve periodic structured conversations about growth, leadership, interpersonal relationships, and culture leadership, among other issues. This mechanism would allow the principal to reflect critically on how he/she in shaping the culture of the school. This coaching exercise would have an even greater impact if it were reinforced by confidential 360° performance reviews focussing on various aspects of cultural leadership.
{"title":"Teachers’ perceptions of the influence of leaders’ behaviours on school culture: Exploring paradigm RePaDO","authors":"Canute S Thompson","doi":"10.1177/17577438231200083","DOIUrl":"https://doi.org/10.1177/17577438231200083","url":null,"abstract":"This study examines perspectives of seven Jamaican primary school teachers on the degree to which their principals’ leadership behaviours include emphasizes recognition, promotes participation in decision-making, takes account of their diverse skills, and demonstrates openness to criticism. The study further explores whether teachers consider the principal’s behaviour as contributing to the culture of the school. The study found that teachers value expressions of recognition and opportunities to participate in decision-making. The study also found that while teachers are consulted, they are of the view that their contributions are not sufficiently considered. Instructively, all respondents held the view that while all members of staff were responsible for shaping the culture of the school, the principal had a leading role to play. The findings of the study suggest the need for post-training executive coaching component be implemented which would involve periodic structured conversations about growth, leadership, interpersonal relationships, and culture leadership, among other issues. This mechanism would allow the principal to reflect critically on how he/she in shaping the culture of the school. This coaching exercise would have an even greater impact if it were reinforced by confidential 360° performance reviews focussing on various aspects of cultural leadership.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42002457","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 : 2023-09-06DOI: 10.1177/17577438231200350
Carlene Cornish
It is often presumed that when students complete a particular entry course at college, the acquisition of that qualification should grant access to the next, higher level of study. There is a dearth of academic research on the actual progression outcomes for so-called not in education, employment, and training (NEET) and disengaged youth, enrolled on an employability course. Purportedly, the employability qualifications should enable students to progress towards higher levels of study, but do they? Adopting a case study approach, research was conducted with seven tutors and 26 students enrolled on the 2013 and 2014 Level 1 Achieving Skills Course, an employability course delivered at The Site, a FE college in the East Region. The college’s database was also accessed to review success and progression outcomes. Highlighting discrepancy and controversy, key findings revealed that most participants were unable to progress onto higher level courses at The Site. Instead, they were recorded as either NEET or destination unknown. This paper reveals key factors impeding progression and the reification of NEET identities on this course. It calls for political debate and a sharper inspection into the quality of re-engagement provisions for so-called NEET and disengaged youth.
{"title":"‘At the end of the course, where is their progression’? The paradox of progression for former so-called not in education, employment, and training youth","authors":"Carlene Cornish","doi":"10.1177/17577438231200350","DOIUrl":"https://doi.org/10.1177/17577438231200350","url":null,"abstract":"It is often presumed that when students complete a particular entry course at college, the acquisition of that qualification should grant access to the next, higher level of study. There is a dearth of academic research on the actual progression outcomes for so-called not in education, employment, and training (NEET) and disengaged youth, enrolled on an employability course. Purportedly, the employability qualifications should enable students to progress towards higher levels of study, but do they? Adopting a case study approach, research was conducted with seven tutors and 26 students enrolled on the 2013 and 2014 Level 1 Achieving Skills Course, an employability course delivered at The Site, a FE college in the East Region. The college’s database was also accessed to review success and progression outcomes. Highlighting discrepancy and controversy, key findings revealed that most participants were unable to progress onto higher level courses at The Site. Instead, they were recorded as either NEET or destination unknown. This paper reveals key factors impeding progression and the reification of NEET identities on this course. It calls for political debate and a sharper inspection into the quality of re-engagement provisions for so-called NEET and disengaged youth.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471983","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 : 2023-09-05DOI: 10.1177/17577438231200344
Emma M McMain
School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as “appropriate” and “inappropriate” behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling, behavioral rules can also uphold racist, ableist, and neoliberal practices that pathologize and exclude children’s bodily expressions. The line between behaviors that are “dangerous” versus “different” is laden with hegemonic power dynamics, and teachers must be encouraged to recognize these dynamics and resist them. I collaborated with six elementary-school teachers in the northwest United States to speak critically and self-reflectively about educational practices including SEL and classroom management. This paper explores instances in which the teachers grappled with where and how to draw lines around acceptable and unacceptable behavior, resisting an immediate exclusionary response to any behavior deemed undesirable. The teachers’ affective dialogue demonstrates that reconsidering the limits of appropriate behavior is crucial yet complicated. I call for greater value and support to be placed on opportunities for teachers to openly discuss where lines should be drawn and where they might be loosened in ways that advocate for children’s agency, diversity, and social-emotional wholeness.
{"title":"Drawing the line: Teachers affectively and discursively question what counts as “appropriate behavior” in schools","authors":"Emma M McMain","doi":"10.1177/17577438231200344","DOIUrl":"https://doi.org/10.1177/17577438231200344","url":null,"abstract":"School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as “appropriate” and “inappropriate” behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling, behavioral rules can also uphold racist, ableist, and neoliberal practices that pathologize and exclude children’s bodily expressions. The line between behaviors that are “dangerous” versus “different” is laden with hegemonic power dynamics, and teachers must be encouraged to recognize these dynamics and resist them. I collaborated with six elementary-school teachers in the northwest United States to speak critically and self-reflectively about educational practices including SEL and classroom management. This paper explores instances in which the teachers grappled with where and how to draw lines around acceptable and unacceptable behavior, resisting an immediate exclusionary response to any behavior deemed undesirable. The teachers’ affective dialogue demonstrates that reconsidering the limits of appropriate behavior is crucial yet complicated. I call for greater value and support to be placed on opportunities for teachers to openly discuss where lines should be drawn and where they might be loosened in ways that advocate for children’s agency, diversity, and social-emotional wholeness.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253974","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 : 2023-07-03DOI: 10.1177/17577438231187129
Gerda Christensen
The article is a discussion of the concept of power in three different social theories that are often applied to educational research: the theories of Jürgen Habermas, Pierre Bourdieu, and Michel Foucault. In everyday life, the concept of power is used as if it only had a single connotation: power as possessed by someone (“the powerful”) while exercised over someone else (“the powerless”). In this case, power is considered as a (potentially) repressive force and ascribed to a person, a culture, a state, or a society. Though, power can be comprehended otherwise: as non-possessed and productive. In the paper, the three conceptions of power are presented and discussed in relation to each other and to specific philosophical themes like dualism, reductionism, determinism and autonomy, truth, normativity, and relativism. Finally, the paper shows that the applied power-concept has significant consequences for the way the educational researcher analyzes conflicts, and therefore also for our understanding of the world in which we live.
{"title":"Three concepts of power: Foucault, Bourdieu, and Habermas","authors":"Gerda Christensen","doi":"10.1177/17577438231187129","DOIUrl":"https://doi.org/10.1177/17577438231187129","url":null,"abstract":"The article is a discussion of the concept of power in three different social theories that are often applied to educational research: the theories of Jürgen Habermas, Pierre Bourdieu, and Michel Foucault. In everyday life, the concept of power is used as if it only had a single connotation: power as possessed by someone (“the powerful”) while exercised over someone else (“the powerless”). In this case, power is considered as a (potentially) repressive force and ascribed to a person, a culture, a state, or a society. Though, power can be comprehended otherwise: as non-possessed and productive. In the paper, the three conceptions of power are presented and discussed in relation to each other and to specific philosophical themes like dualism, reductionism, determinism and autonomy, truth, normativity, and relativism. Finally, the paper shows that the applied power-concept has significant consequences for the way the educational researcher analyzes conflicts, and therefore also for our understanding of the world in which we live.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403004","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 : 2023-06-28DOI: 10.1177/17577438231187130
Kaibin Xu, Jing-Zhu Chen
In early 2020, the spread of COVID-19 resulted in the wide use of online classes in China. Drawing on Foucault’s disciplinary power and De Certeau’s strategy-tactic dialectic, this paper explores the online learning practice of students in a rural junior middle school at Yu Town in Central China during the pandemic, through interviewing the students, teachers, and parents. The findings show that the teachers and the students engaged in a power game in online education and employed a series of strategies and tactics to realize the control and resistance through the creative use of media technologies. The study reveals the paradox that the rural students’ agency and resistance, enabled by the media technologies, may result in negative consequences for their learning and further broaden the gap between rural and urban students, thus reproducing the system that they are dissatisfied with.
{"title":"Disciplining the online class: Control and resistance of rural students in China during the COVID-19 pandemic","authors":"Kaibin Xu, Jing-Zhu Chen","doi":"10.1177/17577438231187130","DOIUrl":"https://doi.org/10.1177/17577438231187130","url":null,"abstract":"In early 2020, the spread of COVID-19 resulted in the wide use of online classes in China. Drawing on Foucault’s disciplinary power and De Certeau’s strategy-tactic dialectic, this paper explores the online learning practice of students in a rural junior middle school at Yu Town in Central China during the pandemic, through interviewing the students, teachers, and parents. The findings show that the teachers and the students engaged in a power game in online education and employed a series of strategies and tactics to realize the control and resistance through the creative use of media technologies. The study reveals the paradox that the rural students’ agency and resistance, enabled by the media technologies, may result in negative consequences for their learning and further broaden the gap between rural and urban students, thus reproducing the system that they are dissatisfied with.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44011560","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 : 2023-05-08DOI: 10.1177/17577438231174132
Von Christopher Gulpric Chua
In this metasyntheses paper, I explore gender as a social factor that interacts with both the cognitive and affective domains of education by explaining what it means for mathematics to be gendered and how we can use mathematics education to promote gender fairness as a form of social justice. I start by discussing gender as a dichotomy and how educational research transitioned from a physiological to a socio-cultural perspective. Guided by Ferguson’s and Bjerrun-Nielsen’s Four-Perspective Gender model, and Cohen and Martin’s Four-Dimensional Model of Gender. I argue that mathematics education can be designed to promote gender equity only by considering these dimensions, and when there is a deliberate effort to examine how our exercise of education widens or narrows gender gap in terms of the four dimensions of gender equality: equality to access, learning experience, educational outcomes, and most importantly, external results. I discuss mathematics as an area perceived to embody a symbolic gender and what can be done through mathematics education to break that stereotype and contribute to the furthering equality to external results. I focus this discussion into the context of the Philippines and why it may be essential for educational reforms to zoom out to include other equally important dimensions of gender other than equality to access.
{"title":"Engendering gendered mathematics education in the Philippines: Is equality to access enough?","authors":"Von Christopher Gulpric Chua","doi":"10.1177/17577438231174132","DOIUrl":"https://doi.org/10.1177/17577438231174132","url":null,"abstract":"In this metasyntheses paper, I explore gender as a social factor that interacts with both the cognitive and affective domains of education by explaining what it means for mathematics to be gendered and how we can use mathematics education to promote gender fairness as a form of social justice. I start by discussing gender as a dichotomy and how educational research transitioned from a physiological to a socio-cultural perspective. Guided by Ferguson’s and Bjerrun-Nielsen’s Four-Perspective Gender model, and Cohen and Martin’s Four-Dimensional Model of Gender. I argue that mathematics education can be designed to promote gender equity only by considering these dimensions, and when there is a deliberate effort to examine how our exercise of education widens or narrows gender gap in terms of the four dimensions of gender equality: equality to access, learning experience, educational outcomes, and most importantly, external results. I discuss mathematics as an area perceived to embody a symbolic gender and what can be done through mathematics education to break that stereotype and contribute to the furthering equality to external results. I focus this discussion into the context of the Philippines and why it may be essential for educational reforms to zoom out to include other equally important dimensions of gender other than equality to access.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48901330","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 : 2023-04-18DOI: 10.1177/17577438231168965
K. Arar, Abdel-Aziz Zohri, Abdel-Aziz Zohri, I. Alhouti, Youmen Chaaban, Rania Sawalhi, S. Salha
This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which these decisions were equitable and innovative. Data were collected from Ministerial notes, media content, and international organizations reports about the situation of education in the region. Walt and Gilson’s (1994) policy analysis triangle and the Cynefin framework (Kurtz & Snowden, 2003) guided the objectives and the analysis of the data. Findings revealed that these countries muddled through the education policy at the beginning of the pandemic, centralized decision making, and faced difficulties to implement online and distance learning. In the second phase, most of these countries tried to save education, but were halted by structural challenges. Some differences were witnessed among these countries in how they have dealt with the evolving crisis. However, some similarities have also been noticed at the levels of context, process and actors. The decisions taken often lacked innovation and led to less equitable outcomes. The discussion of the findings has some implications for education policy and education management in turbulent times in the MENA region.
{"title":"A critical analysis of education policy in turbulent times: A comparative study","authors":"K. Arar, Abdel-Aziz Zohri, Abdel-Aziz Zohri, I. Alhouti, Youmen Chaaban, Rania Sawalhi, S. Salha","doi":"10.1177/17577438231168965","DOIUrl":"https://doi.org/10.1177/17577438231168965","url":null,"abstract":"This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which these decisions were equitable and innovative. Data were collected from Ministerial notes, media content, and international organizations reports about the situation of education in the region. Walt and Gilson’s (1994) policy analysis triangle and the Cynefin framework (Kurtz & Snowden, 2003) guided the objectives and the analysis of the data. Findings revealed that these countries muddled through the education policy at the beginning of the pandemic, centralized decision making, and faced difficulties to implement online and distance learning. In the second phase, most of these countries tried to save education, but were halted by structural challenges. Some differences were witnessed among these countries in how they have dealt with the evolving crisis. However, some similarities have also been noticed at the levels of context, process and actors. The decisions taken often lacked innovation and led to less equitable outcomes. The discussion of the findings has some implications for education policy and education management in turbulent times in the MENA region.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41402267","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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