The purpose of this article is to conduct a descriptive-interpretative analysis of the systematized and emerging theoretical assumptions in academic literature in initial teacher training, which show hints of a model based on professional performance as an alternative in contexts of social and cultural diversity. The article is based on an intercultural educational approach which has an indigenous perspective. This raises the urgency of rethinking teacher training processes in relation to indigenous and intercultural contexts based on appraisal and respect for indigenous children and young people's episteme, who hold cultural, ethnic, and linguistic differences. This article discusses the main limitations of the competency-based training model in educating teachers who take on inclusion and diversity of indigenous individuals as part of their professional performance. This research is qualitative and is grounded on content analysis of literature selected from internationally renowned databases. The literature review was organized around three areas of professional education: teaching, research, and practice. Results taken from this search were interpreted from the perspective of the educational model of the universities of the Araucanía region, Chile. An intercultural context that is characterized by a high enrollment of students from indigenous and rural communities. Results show associations among conceptual, attitudinal, procedural, and relational contents in professional training areas that might be subject of reconceptualization, this is, to enlarge the scope in the initial teacher training model by including intercultural professional performance in the context of social and cultural diversity. These areas fall into three categories: (a) development of intercultural critical thinking, (b) autonomous search of intercultural knowledge, and (c) intercultural communication, which are interpreted as useful for professional performance and are highly recommended in literature for their inclusion in educational sciences curricula.
{"title":"Competency-Based Training Versus Teacher Training in Professional Performance: A Debate in Educational Sciences Programs","authors":"Lazaro Blanco-Figueredo, Katerin Arias-Ortega","doi":"10.29333/ejecs/1406","DOIUrl":"https://doi.org/10.29333/ejecs/1406","url":null,"abstract":"The purpose of this article is to conduct a descriptive-interpretative analysis of the systematized and emerging theoretical assumptions in academic literature in initial teacher training, which show hints of a model based on professional performance as an alternative in contexts of social and cultural diversity. The article is based on an intercultural educational approach which has an indigenous perspective. This raises the urgency of rethinking teacher training processes in relation to indigenous and intercultural contexts based on appraisal and respect for indigenous children and young people's episteme, who hold cultural, ethnic, and linguistic differences. This article discusses the main limitations of the competency-based training model in educating teachers who take on inclusion and diversity of indigenous individuals as part of their professional performance. This research is qualitative and is grounded on content analysis of literature selected from internationally renowned databases. The literature review was organized around three areas of professional education: teaching, research, and practice. Results taken from this search were interpreted from the perspective of the educational model of the universities of the Araucanía region, Chile. An intercultural context that is characterized by a high enrollment of students from indigenous and rural communities. Results show associations among conceptual, attitudinal, procedural, and relational contents in professional training areas that might be subject of reconceptualization, this is, to enlarge the scope in the initial teacher training model by including intercultural professional performance in the context of social and cultural diversity. These areas fall into three categories: (a) development of intercultural critical thinking, (b) autonomous search of intercultural knowledge, and (c) intercultural communication, which are interpreted as useful for professional performance and are highly recommended in literature for their inclusion in educational sciences curricula.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42994501","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}
R. Sabrina, A. Akrim, Dadang Hartanto, Juhriyansyah Dalle
Grounded in good governance theory, this research investigated the direct and indirect relationships of Perceived Transparency (PT) and Perceived Responsiveness (PR) with the Overall Public Trust in Government (OPTIG) in the presence of Perceived E-Governance Effectiveness (PEGE) and Perceived Religious Value (PRV) as a mediator. Using a quantitative field survey approach, data were obtained from 511 respondents from Medan and Banjarmasin, Indonesia. Data analysis was performed using SmartPLS3 software. Results showed that PT, PR, PEGE, and PRV positively influenced OPTIG. Also, the mediatory roles of the PEGE and PRV were significant, revealing the importance of the government’s use of information and communication technology and religious scholars’ positive role in developing and enhancing the public’s trust in the government.
{"title":"Role of Perceived Religious Values to Facilitate Predictors of Public Trust in Government: The Case of a Muslim-Majority Culture","authors":"R. Sabrina, A. Akrim, Dadang Hartanto, Juhriyansyah Dalle","doi":"10.29333/ejecs/1776","DOIUrl":"https://doi.org/10.29333/ejecs/1776","url":null,"abstract":"Grounded in good governance theory, this research investigated the direct and indirect relationships of Perceived Transparency (PT) and Perceived Responsiveness (PR) with the Overall Public Trust in Government (OPTIG) in the presence of Perceived E-Governance Effectiveness (PEGE) and Perceived Religious Value (PRV) as a mediator. Using a quantitative field survey approach, data were obtained from 511 respondents from Medan and Banjarmasin, Indonesia. Data analysis was performed using SmartPLS3 software. Results showed that PT, PR, PEGE, and PRV positively influenced OPTIG. Also, the mediatory roles of the PEGE and PRV were significant, revealing the importance of the government’s use of information and communication technology and religious scholars’ positive role in developing and enhancing the public’s trust in the government.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43703020","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}
This study aims at examining the potential effect of Ministry of Education (MOE)- endorsed teacher professional development programs on Jordanian EFL teachers’ practices as perceived by the teachers themselves. A five-section Likert-scaled questionnaire was distributed to a sample of 328 (of the 681) EFL teachers enrolled in professional development programs at Qasabet Irbid Directorate of Education in 2021/2022. The respondents expressed moderate views as to the effectiveness of the professional development programs endorsed by the MOE. General dissatisfaction was reported for several reasons, most important amongst which is inability to satisfy teachers’ needs due to inadequate coverage of general competencies, teaching skills and methodology, classroom management, and assessment. The findings also revealed a moderate agreement with the training programs, which were reported to need to better address integrated assessment and constructive feedback and to be subjected to continuous evaluation and improvement. Several relevant recommendations and pedagogical implications were put forth.
{"title":"The Effectiveness of MOE-Endorsed Professional Development Programs as Perceived by Jordanian EFL Teachers","authors":"R. Bataineh, Jacqueline Mohammad Bani Amer","doi":"10.29333/ejecs/1750","DOIUrl":"https://doi.org/10.29333/ejecs/1750","url":null,"abstract":"This study aims at examining the potential effect of Ministry of Education (MOE)- endorsed teacher professional development programs on Jordanian EFL teachers’ practices as perceived by the teachers themselves. A five-section Likert-scaled questionnaire was distributed to a sample of 328 (of the 681) EFL teachers enrolled in professional development programs at Qasabet Irbid Directorate of Education in 2021/2022. The respondents expressed moderate views as to the effectiveness of the professional development programs endorsed by the MOE. General dissatisfaction was reported for several reasons, most important amongst which is inability to satisfy teachers’ needs due to inadequate coverage of general competencies, teaching skills and methodology, classroom management, and assessment. The findings also revealed a moderate agreement with the training programs, which were reported to need to better address integrated assessment and constructive feedback and to be subjected to continuous evaluation and improvement. Several relevant recommendations and pedagogical implications were put forth.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157233","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}
This article explores prospects for the formation of black community frameworks and consciousness that draw deeply and organically from black struggles and strivings and from principles and practices authentic to their experiences and hopes. While this emphasizes the importance of local contextualization, forming black community and consciousness across trans-local geographies requires deep engagement across the diversities and differences that distance black communities from one another. Cross-cultural immersive and reflexive methodologies are proving beneficial in this regard, and this article examines examples of such approaches within faith-related, academically centered formation. The immersive and reflexive approaches discussed here draw inspiration in part from educational theorists, including Paulo Freire and bell hooks, who emphasize the “conscientization” of both teacher and student as the goal of the learning process, and pedagogies that proceed from points of deep immersion and engagement with the context being served and that accord value and agency to the knowledge resident within those contexts. The significance of Africa to America’s racialized historical constructions (and to African American and Pan-Africanist identities) will be shown as informing a distinctive emphasis among segments of African Americans on connecting to Africa, including through immersive-reflexive models of cross-cultural engagement.
{"title":"Reimagining Africa-Diaspora Religious Connections: Global-Local Intersections of Immersive-Reflexive Praxis","authors":"R. D. Smith","doi":"10.29333/ejecs/1516","DOIUrl":"https://doi.org/10.29333/ejecs/1516","url":null,"abstract":"This article explores prospects for the formation of black community frameworks and consciousness that draw deeply and organically from black struggles and strivings and from principles and practices authentic to their experiences and hopes. While this emphasizes the importance of local contextualization, forming black community and consciousness across trans-local geographies requires deep engagement across the diversities and differences that distance black communities from one another. Cross-cultural immersive and reflexive methodologies are proving beneficial in this regard, and this article examines examples of such approaches within faith-related, academically centered formation. The immersive and reflexive approaches discussed here draw inspiration in part from educational theorists, including Paulo Freire and bell hooks, who emphasize the “conscientization” of both teacher and student as the goal of the learning process, and pedagogies that proceed from points of deep immersion and engagement with the context being served and that accord value and agency to the knowledge resident within those contexts. The significance of Africa to America’s racialized historical constructions (and to African American and Pan-Africanist identities) will be shown as informing a distinctive emphasis among segments of African Americans on connecting to Africa, including through immersive-reflexive models of cross-cultural engagement.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46957285","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}
A. Mustafayeva, Y. Paltore, Meruyert Pernekulova, Issakhanova Meirim
Kazakhstan is currently going through a phase of national and cultural renaissance. This began in the 90s when political and spiritual independence had been obtained. The process of national or cultural revival entails a shift in the paradigm, a reevaluation of prior ideas, and a return to long-forgotten customs, beliefs, or traditions that are distinctive to contemporary Kazakhstani culture. Undoubtedly, a return to religious origins via freedom from the burden of the Soviet ideology of atheism and the expansion of Islamic education is the fundamental trend in the development of national-cultural awareness. Kazakhstan has experienced a spiritual vacuum because of the rapid shift from the ban on religion to religious freedom. This has resulted in a surge in the number of religious denominations and religious organizations in the nation and the emergence of radical movements. The issue is particularly significant for the post-USSR nations that are now experiencing hardships. Evidence of this is shown in two ways: (1). many people in the CIS countries have begun to show a keen interest in religious values and traditions, and (2). new sociopolitical and socio-cultural realities brought about by the fall of communism and the dissolution of the USSR have sparked the growth of national consciousness and altered spiritual guiding principles in the post-Soviet society, particularly in Kazakhstani society. The establishment of relations with the Muslim and non-Muslim world has incorporated the opening of borders, allowed missionaries to enter freely, and allowed current citizens to go abroad for religious education and general education in both religious and non-religious-oriented countries. In addition, the liberal legislation in relation to religion in general in the early 2000s opened up new horizons for representatives of religious and pseudo-religious communities. Therefore, religious education, namely Islamic, given that population of the state is predominantly Muslim, is an absolute necessity.
{"title":"Islamic Higher Education as a Part of Kazakhs’ Cultural Revival","authors":"A. Mustafayeva, Y. Paltore, Meruyert Pernekulova, Issakhanova Meirim","doi":"10.29333/ejecs/1515","DOIUrl":"https://doi.org/10.29333/ejecs/1515","url":null,"abstract":"Kazakhstan is currently going through a phase of national and cultural renaissance. This began in the 90s when political and spiritual independence had been obtained. The process of national or cultural revival entails a shift in the paradigm, a reevaluation of prior ideas, and a return to long-forgotten customs, beliefs, or traditions that are distinctive to contemporary Kazakhstani culture. Undoubtedly, a return to religious origins via freedom from the burden of the Soviet ideology of atheism and the expansion of Islamic education is the fundamental trend in the development of national-cultural awareness. Kazakhstan has experienced a spiritual vacuum because of the rapid shift from the ban on religion to religious freedom. This has resulted in a surge in the number of religious denominations and religious organizations in the nation and the emergence of radical movements. The issue is particularly significant for the post-USSR nations that are now experiencing hardships. Evidence of this is shown in two ways: (1). many people in the CIS countries have begun to show a keen interest in religious values and traditions, and (2). new sociopolitical and socio-cultural realities brought about by the fall of communism and the dissolution of the USSR have sparked the growth of national consciousness and altered spiritual guiding principles in the post-Soviet society, particularly in Kazakhstani society. The establishment of relations with the Muslim and non-Muslim world has incorporated the opening of borders, allowed missionaries to enter freely, and allowed current citizens to go abroad for religious education and general education in both religious and non-religious-oriented countries. In addition, the liberal legislation in relation to religion in general in the early 2000s opened up new horizons for representatives of religious and pseudo-religious communities. Therefore, religious education, namely Islamic, given that population of the state is predominantly Muslim, is an absolute necessity.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858204","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}
This paper used the three-dimensional discursive analysis of Fairclough as a premise on the political and power ideologies involved in the images and the visual grammar of Kress and Leeuwen to unveil the representational, interactive, and compositional choices undertaken to disseminate the notion of resistance against racial inequality and injustice through the interaction of multimodality and resemiotization. It sought to identify the visual meta-functions and sub-meta-functions in the selected images of anti-racist/-injustice rallies and which of these (sub-)meta-functions re-semiotize the anti-racial movement, Black Lives Matter, into its basic elements, namely, Black Men/Women/Futures Matter or other movements. It also attempted to document how social practices are disseminated and redefined using visual grammar features in the selected images. Three out of thirty-seven chosen news images from CNN world news coverage, ordered vertically, were discussed in the paper. Results showed that the images confirm the presence of four processes: action (highest), symbolic, reactional, and speech (lowest). It also illustrated that the hegemony of political symbolic representations is strengthened or recontextualized through religious, social (gender issues-LGBT), and ethnic (Australian aboriginal groups) orientations. Lastly, the images showed that the socio-anti-racist practice is legitimized through purging the racially discriminative symbolisms (Iconoclasm) of dominant ideology by an eligible participant. The study concluded that although the representational structures (action, reactional, and symbolic processes), interactive patterns, and compositional systems appeared to be utilized somewhat equally, the micro-meta-function subcategories (contact, vertical/horizontal angles, modality, informational value, and salience) were distinguishing factors in meaning making and resemiotization among the selected news images.
{"title":"The Battle Cry of Resistance Against Inequality and Injustice: A Multimodal Critical Discourse Analysis","authors":"Mohammad Ebrahim Mansouri, J. Parina","doi":"10.29333/ejecs/1580","DOIUrl":"https://doi.org/10.29333/ejecs/1580","url":null,"abstract":"This paper used the three-dimensional discursive analysis of Fairclough as a premise on the political and power ideologies involved in the images and the visual grammar of Kress and Leeuwen to unveil the representational, interactive, and compositional choices undertaken to disseminate the notion of resistance against racial inequality and injustice through the interaction of multimodality and resemiotization. It sought to identify the visual meta-functions and sub-meta-functions in the selected images of anti-racist/-injustice rallies and which of these (sub-)meta-functions re-semiotize the anti-racial movement, Black Lives Matter, into its basic elements, namely, Black Men/Women/Futures Matter or other movements. It also attempted to document how social practices are disseminated and redefined using visual grammar features in the selected images. Three out of thirty-seven chosen news images from CNN world news coverage, ordered vertically, were discussed in the paper. Results showed that the images confirm the presence of four processes: action (highest), symbolic, reactional, and speech (lowest). It also illustrated that the hegemony of political symbolic representations is strengthened or recontextualized through religious, social (gender issues-LGBT), and ethnic (Australian aboriginal groups) orientations. Lastly, the images showed that the socio-anti-racist practice is legitimized through purging the racially discriminative symbolisms (Iconoclasm) of dominant ideology by an eligible participant. The study concluded that although the representational structures (action, reactional, and symbolic processes), interactive patterns, and compositional systems appeared to be utilized somewhat equally, the micro-meta-function subcategories (contact, vertical/horizontal angles, modality, informational value, and salience) were distinguishing factors in meaning making and resemiotization among the selected news images.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper reports on academic writers as interdisciplinary agents in the University Access Programme (UAP). Among the many challenges, UAP students experience is academic writing. Due to student assignment performance in the first semester of 2022, the sociology module coordinator identified challenges students experience in sociology, particularly in the first year of study. Identified academic writing challenging matters in this regard refers to paragraph construction, referencing and/or citing, and paraphrasing. The challenges mentioned above seem to be addressed in one developmental module (academic literacy) students undertake. With that in mind, our students seem to treat modules in isolation. The academic literacy module teaches students how to reference, paragraph construction, and paraphrase. However, when students engage with modules like sociology, they seem not to apply what was taught in academic literacy. This paper reports on the important role academic writers play in assisting students in academic writing matters via a boot camp (refresher camp) conducted for students. The boot camp's focus was assisting sociology students with academic writing in preparation for their final assignment. Data were gathered from students via written feedback and evaluation of the boot camp. The results from the university gradebook indicated significant improvement in assignment writing matters; this improvement was also expressed in students’ feedback.
{"title":"Academic Writers as Interdisciplinary Agents in the University Access Programme","authors":"L. Sekonyela","doi":"10.29333/ejecs/1629","DOIUrl":"https://doi.org/10.29333/ejecs/1629","url":null,"abstract":"The paper reports on academic writers as interdisciplinary agents in the University Access Programme (UAP). Among the many challenges, UAP students experience is academic writing. Due to student assignment performance in the first semester of 2022, the sociology module coordinator identified challenges students experience in sociology, particularly in the first year of study. Identified academic writing challenging matters in this regard refers to paragraph construction, referencing and/or citing, and paraphrasing. The challenges mentioned above seem to be addressed in one developmental module (academic literacy) students undertake. With that in mind, our students seem to treat modules in isolation. The academic literacy module teaches students how to reference, paragraph construction, and paraphrase. However, when students engage with modules like sociology, they seem not to apply what was taught in academic literacy. This paper reports on the important role academic writers play in assisting students in academic writing matters via a boot camp (refresher camp) conducted for students. The boot camp's focus was assisting sociology students with academic writing in preparation for their final assignment. Data were gathered from students via written feedback and evaluation of the boot camp. The results from the university gradebook indicated significant improvement in assignment writing matters; this improvement was also expressed in students’ feedback. ","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45236820","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}
Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-structured interview method was chosen for the data collection. The constructed interview guide was based on the literature on migration and its theoretical framework. The participants in the research were twenty-two primary and secondary school teachers. Eight of them were males, and fourteen were females. The results showed that most primary and secondary education teachers positively approached immigrant/refugee students in Greek education. Furthermore, teachers mentioned that the Greek language is essential in the educational inclusion of students from migrant and refugee backgrounds. However, at the same time, some teachers had negative attitudes based on ethnocentric elements. The inadequately organized educational policy mediated their mentioned views. Therefore, it is more than a necessity to establish learning strategies and educational practices based on an educational approach that transcends the mainstream cultural elements, enhances multilingualism and diversity of social identities, and yet seeks to provide equal opportunities and eliminate educational exclusions from groups of the student population experiencing school failure or school marginalization.
{"title":"Interculturality in Greek Education: Practices and Challenges of Implementation","authors":"Panagiotis Giavrimis, Sofia Dimitriadou","doi":"10.29333/ejecs/1564","DOIUrl":"https://doi.org/10.29333/ejecs/1564","url":null,"abstract":"Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-structured interview method was chosen for the data collection. The constructed interview guide was based on the literature on migration and its theoretical framework. The participants in the research were twenty-two primary and secondary school teachers. Eight of them were males, and fourteen were females. The results showed that most primary and secondary education teachers positively approached immigrant/refugee students in Greek education. Furthermore, teachers mentioned that the Greek language is essential in the educational inclusion of students from migrant and refugee backgrounds. However, at the same time, some teachers had negative attitudes based on ethnocentric elements. The inadequately organized educational policy mediated their mentioned views. Therefore, it is more than a necessity to establish learning strategies and educational practices based on an educational approach that transcends the mainstream cultural elements, enhances multilingualism and diversity of social identities, and yet seeks to provide equal opportunities and eliminate educational exclusions from groups of the student population experiencing school failure or school marginalization.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49349714","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}
M. Mustofa, K. Marijan, M. Romadhoni, Beni Setiawan
Being an ‘ideal woman of Muslim version,’ or muslimah in Indonesia, is the expectation from any family, and studying at pesantren (Islamic boarding school) is an option. However, female students confronted cultural shock when switching to a campus environment and experienced identity mediation. Experiences of study and interaction with the campus environment as well as the confrontation of gender norms between different pesantren and university, require them to renegotiate the meaning of gender and reinterpret Islamic teachings to meet their developing identity needs. To enhance our comprehension of the potential impact of higher education on gender identity negotiations, this study researched three female students who graduated from pesantren and then continued their education at university. The researchers employed in-depth interviews, discussions, and sharing of experiences through essays to obtain comprehensive information. This study found that pesantren and campus create an environment for thinking development. Some took the middle path to become more moderate, and others even resisted the pesantren doctrine. It generates novel assumptions concerning gender rather than the two prevalent perspectives, traditionalists who preserve the old system or principles and feminists who battle for gender justice based on their interpretation. Therefore, it is suggested that pesantren begin to adapt to the curriculum and public-school materials relevant to the era. Preserving a conservative notion of gender will diminish interest in studying at the pesantren.
{"title":"How to Deal and Negotiate with the Campus Environment? Female Students’ Experiences in Reconstructing Gender Identity","authors":"M. Mustofa, K. Marijan, M. Romadhoni, Beni Setiawan","doi":"10.29333/ejecs/1618","DOIUrl":"https://doi.org/10.29333/ejecs/1618","url":null,"abstract":"Being an ‘ideal woman of Muslim version,’ or muslimah in Indonesia, is the expectation from any family, and studying at pesantren (Islamic boarding school) is an option. However, female students confronted cultural shock when switching to a campus environment and experienced identity mediation. Experiences of study and interaction with the campus environment as well as the confrontation of gender norms between different pesantren and university, require them to renegotiate the meaning of gender and reinterpret Islamic teachings to meet their developing identity needs. To enhance our comprehension of the potential impact of higher education on gender identity negotiations, this study researched three female students who graduated from pesantren and then continued their education at university. The researchers employed in-depth interviews, discussions, and sharing of experiences through essays to obtain comprehensive information. This study found that pesantren and campus create an environment for thinking development. Some took the middle path to become more moderate, and others even resisted the pesantren doctrine. It generates novel assumptions concerning gender rather than the two prevalent perspectives, traditionalists who preserve the old system or principles and feminists who battle for gender justice based on their interpretation. Therefore, it is suggested that pesantren begin to adapt to the curriculum and public-school materials relevant to the era. Preserving a conservative notion of gender will diminish interest in studying at the pesantren.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to explore the experiences of Muslims in the U. S during the COVID-19 pandemic. Religion has been playing an important role in individuals’ experiences of the pandemic. Many studies were essays on how to utilize a theological approach to respond to and cope with the pandemic. There is limited research on the impact of how Muslim communities in the U. S responded to the pandemic, particularly from the lens of Islamic history, religious beliefs, and attitudes, and being minoritized in a predominantly Christian country. Using an oral history approach, individual virtual interviews were conducted. The study revealed several main themes, such as the functions of religion, the influence of the pandemic on religious beliefs and traditions, and immigrant and refugee experiences. The implication of the interaction of history, culture, and gender in Muslim communities and their responses to the pandemic is discussed.
{"title":"Muslim Americans’ Experience of the Pandemic at the Intersection of History, Culture, and Gender","authors":"Enaya H. Othman, Lee Za Ong","doi":"10.29333/ejecs/1565","DOIUrl":"https://doi.org/10.29333/ejecs/1565","url":null,"abstract":"The purpose of this study was to explore the experiences of Muslims in the U. S during the COVID-19 pandemic. Religion has been playing an important role in individuals’ experiences of the pandemic. Many studies were essays on how to utilize a theological approach to respond to and cope with the pandemic. There is limited research on the impact of how Muslim communities in the U. S responded to the pandemic, particularly from the lens of Islamic history, religious beliefs, and attitudes, and being minoritized in a predominantly Christian country. Using an oral history approach, individual virtual interviews were conducted. The study revealed several main themes, such as the functions of religion, the influence of the pandemic on religious beliefs and traditions, and immigrant and refugee experiences. The implication of the interaction of history, culture, and gender in Muslim communities and their responses to the pandemic is discussed.","PeriodicalId":37174,"journal":{"name":"Journal of Ethnic and Cultural Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45186046","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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