Pub Date : 2021-01-01DOI: 10.14658/PUPJ-IJSE-2021-3-5
L. Hellsten, I. Crespi, B. Hendry, A. Fermani
Despite an abundance of research from multiple perspectives and disciplines, to date cyberbullying research has been fragmented and is often conducted atheoretically, using theories borrowed from general psychology and/or criminology, or considers only individual-level explanations such as demographics, personalities, and psychological conditions which may be insufficient to fully understand and explain the behaviour. Social psychological approaches that examine the everyday power relations in children’s lives and the study of identity, relationships, and belonging systems may provide meaningful context and a more holistic perspective. The purpose of this paper is to demonstrate the positive impact of applying identity theories and a sociological perspective to the study of cyberbullying. This paper provides an overview of cyberbullying, followed by examples of how general psychological theories and theories borrowed from criminology and aggression have been applied to cyberbullying, including a cyberbullying-specific theory. Several key theories of identity that could be employed in the study of cyberbullying are then identified. Lastly, the utility of using a socio-psychological perspective using social identity theory and social network analysis to study of cyberbullying is explored. In order to manage cyber violence, we need to act on multiple levels, including individual, relational, organizational, and community levels.
{"title":"Extending the Current Theorization on Cyberbullying: Importance of Including Socio-Psychological Perspectives","authors":"L. Hellsten, I. Crespi, B. Hendry, A. Fermani","doi":"10.14658/PUPJ-IJSE-2021-3-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2021-3-5","url":null,"abstract":"Despite an abundance of research from multiple perspectives and disciplines, to date cyberbullying research has been fragmented and is often conducted atheoretically, using theories borrowed from general psychology and/or criminology, or considers only individual-level explanations such as demographics, personalities, and psychological conditions which may be insufficient to fully understand and explain the behaviour. Social psychological approaches that examine the everyday power relations in children’s lives and the study of identity, relationships, and belonging systems may provide meaningful context and a more holistic perspective. The purpose of this paper is to demonstrate the positive impact of applying identity theories and a sociological perspective to the study of cyberbullying. This paper provides an overview of cyberbullying, followed by examples of how general psychological theories and theories borrowed from criminology and aggression have been applied to cyberbullying, including a cyberbullying-specific theory. Several key theories of identity that could be employed in the study of cyberbullying are then identified. Lastly, the utility of using a socio-psychological perspective using social identity theory and social network analysis to study of cyberbullying is explored. In order to manage cyber violence, we need to act on multiple levels, including individual, relational, organizational, and community levels.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795189","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 : 2020-02-29DOI: 10.14658/PUPJ-IJSE-2020-1-11
Alison Taysum, K. Arar, P. Chopra, H. Imam, Kathy Harrison, G. McNamara, J. O’Hara, V. Pogosian, A. Mynbayeva, Z. Yelbayeva, Samuel J. McGuinness
The paper presents a theory of participation in systems of learning that emerges from our evidence gathered through partnerships between schools and the academy. The theory identifies young people need to endorse common principles of participation to include and respect all. Educational leaders’ evidence informed intervention strategies can positively impact young people’s inclusive and respectful participation in the action-research. The theory of participation conceptualises young people’s need for opportunities to pursue their ambitions and interests. Leaders’ intervention strategies may develop young people’s participation in attaining target examination outcomes to achieve their ambitions. We then develop the theory of participation regarding young people pursuing independent interests and ambitions in association with the other, to enable them to be drivers of social change. To do this they need to understand their future identity as potential consumers, employees, employers, and entrepreneurs with Small and Medium Enterprises (SME) that challenge public corporations in a variety of ways. We theorise how young people are well situated to build capacity in Europe and globally using the social media networks they have already developed. Our evidence identified five participation principals of inclusion, respect, trust in the search for truth, constructive cross-cultural critique of alternative world views to arrive at a shared multicultural world view, and the generation of new knowledge to enable the re-imagining of new futures where young people are drivers of social change. From these principals we developed a theory of practice and four global standards as guidelines. First, a commitment to inclusionary partnerships and communities of practice. Second, distributed autonomy across stakeholders in the institution characterized by respect for individuals’ associated rights and responsibilities. Third, constructive cross-cultural criticism underpinned by trust in a search for truth, using different group’s constructed identity schema’s to develop a shared multicultural world view. Fourth, the generation of new knowledge through structures and mechanisms to optimize participation.
{"title":"Optimising Well-Being and Learning Through Participatory Processes and Practices: an International Comparative Analysis of Ten Groundwork Case-Studies in Schools","authors":"Alison Taysum, K. Arar, P. Chopra, H. Imam, Kathy Harrison, G. McNamara, J. O’Hara, V. Pogosian, A. Mynbayeva, Z. Yelbayeva, Samuel J. McGuinness","doi":"10.14658/PUPJ-IJSE-2020-1-11","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-1-11","url":null,"abstract":"The paper presents a theory of participation in systems of learning that emerges from our evidence gathered through partnerships between schools and the academy. The theory identifies young people need to endorse common principles of participation to include and respect all. Educational leaders’ evidence informed intervention strategies can positively impact young people’s inclusive and respectful participation in the action-research. The theory of participation conceptualises young people’s need for opportunities to pursue their ambitions and interests. Leaders’ intervention strategies may develop young people’s participation in attaining target examination outcomes to achieve their ambitions. We then develop the theory of participation regarding young people pursuing independent interests and ambitions in association with the other, to enable them to be drivers of social change. To do this they need to understand their future identity as potential consumers, employees, employers, and entrepreneurs with Small and Medium Enterprises (SME) that challenge public corporations in a variety of ways. We theorise how young people are well situated to build capacity in Europe and globally using the social media networks they have already developed. Our evidence identified five participation principals of inclusion, respect, trust in the search for truth, constructive cross-cultural critique of alternative world views to arrive at a shared multicultural world view, and the generation of new knowledge to enable the re-imagining of new futures where young people are drivers of social change. From these principals we developed a theory of practice and four global standards as guidelines. First, a commitment to inclusionary partnerships and communities of practice. Second, distributed autonomy across stakeholders in the institution characterized by respect for individuals’ associated rights and responsibilities. Third, constructive cross-cultural criticism underpinned by trust in a search for truth, using different group’s constructed identity schema’s to develop a shared multicultural world view. Fourth, the generation of new knowledge through structures and mechanisms to optimize participation.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42752024","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 : 2020-02-16DOI: 10.14658/PUPJ-IJSE-2020-1-4
P. Chopra
Located in an Indian government secondary school in Gurgaon district, Haryana, northern India, this pilot case-study with teachers explores their perceptions and shared insights on their participation in school decision-making processes and practices. Drawing on two semi-structured interviews and a focus group discussion, the findings of this research suggest that a process of equitable education without critical thinking, critical pedagogy and distributed leadership, based on democratic values, may not achieve equality and equity in opportunity and facilitate socio-economic mobility through education.
{"title":"Teachers’ Participation in School Decision-Making Processes and Practices: the Case of an Indian Government Secondary School","authors":"P. Chopra","doi":"10.14658/PUPJ-IJSE-2020-1-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-1-4","url":null,"abstract":"Located in an Indian government secondary school in Gurgaon district, Haryana, northern India, this pilot case-study with teachers explores their perceptions and shared insights on their participation in school decision-making processes and practices. Drawing on two semi-structured interviews and a focus group discussion, the findings of this research suggest that a process of equitable education without critical thinking, critical pedagogy and distributed leadership, based on democratic values, may not achieve equality and equity in opportunity and facilitate socio-economic mobility through education.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46638621","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 : 2020-02-01DOI: 10.14658/PUPJ-IJSE-2020-1-9
Samuel J. McGuinness, Alison Taysum
School leadership has two moral imperatives in Northern Irish schools. Firstly, there is the imperative to provide all students with equal access to a relevant pedagogical experience to achieve identified learning outcomes that link to full economic, cultural and political engagement in society. Secondly, there is an imperative to build community in the school and locale. A threestage action-research project focusing on participation in school processes and practices was carried out in a Northern Irish Secondary School to address these imperatives. This paper reports stage one of the action research carried out by a School Leadership and Management Team (SLMT), in partnership with an Higher Education Institution research team. Evidence revealed students were positive about their overall school experiences whilst teachers were committed to a values-based approach to curriculum delivery. However, students would like to participate more and map their learning to their strategies to achieve their aspirations for future life styles in terms of economic, cultural and political societal engagement. The research found characteristics of good participation were relationships built on trust, respect, optimism, and the recognition of diversity.
{"title":"Distributed Leadership to Enhance Participation in School Processes and Practices to Improve Learning: A Northern Irish Faith Secondary School Case-Study","authors":"Samuel J. McGuinness, Alison Taysum","doi":"10.14658/PUPJ-IJSE-2020-1-9","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-1-9","url":null,"abstract":"School leadership has two moral imperatives in Northern Irish schools. Firstly, there is the imperative to provide all students with equal access to a relevant pedagogical experience to achieve identified learning outcomes that link to full economic, cultural and political engagement in society. Secondly, there is an imperative to build community in the school and locale. A threestage action-research project focusing on participation in school processes and practices was carried out in a Northern Irish Secondary School to address these imperatives. This paper reports stage one of the action research carried out by a School Leadership and Management Team (SLMT), in partnership with an Higher Education Institution research team. Evidence revealed students were positive about their overall school experiences whilst teachers were committed to a values-based approach to curriculum delivery. However, students would like to participate more and map their learning to their strategies to achieve their aspirations for future life styles in terms of economic, cultural and political societal engagement. The research found characteristics of good participation were relationships built on trust, respect, optimism, and the recognition of diversity.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42688715","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 : 2020-01-01DOI: 10.14658/PUPJ-IJSE-2020-3-4
G. Cersosimo
The paper analyses the increase in childhood obesity not only for biological causes as well as for factors inextricably bound up with a range of social and cultural elements, such as dietary habits, social and local backgrounds, family and gender customs. The work presents the results of a qualitative research. The research shows how can contribute to obesity prevention by identifying ways to pay greater attention to health education and health promotion to address the phenomenon of obesity. Our core argument is that these approaches to increasing options for healthy eating and physical activity should be linked to strategies that account for, or directly address, the role of women in the transfer of knowledge, and education about correct behaviours and practices in the family and school context.
{"title":"Women and Health Promotion: Implications for Obesity Prevention in the Family and Beyond","authors":"G. Cersosimo","doi":"10.14658/PUPJ-IJSE-2020-3-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-3-4","url":null,"abstract":"The paper analyses the increase in childhood obesity not only for biological causes as well as for factors inextricably bound up with a range of social and cultural elements, such as dietary habits, social and local backgrounds, family and gender customs. The work presents the results of a qualitative research. The research shows how can contribute to obesity prevention by identifying ways to pay greater attention to health education and health promotion to address the phenomenon of obesity. Our core argument is that these approaches to increasing options for healthy eating and physical activity should be linked to strategies that account for, or directly address, the role of women in the transfer of knowledge, and education about correct behaviours and practices in the family and school context.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795080","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 : 2020-01-01DOI: 10.14658/PUPJ-IJSE-2020-1-16
C. Rocca, S. Maggi, Cinzia Albanesi, E. Briner, A. Nicoli, Laura Borghi, Chiara Reali
{"title":"Far from the Ivory Tower? Italian Academics’ and Higher Education Institutions’ Societal Impact and Contributions to Economic Development","authors":"C. Rocca, S. Maggi, Cinzia Albanesi, E. Briner, A. Nicoli, Laura Borghi, Chiara Reali","doi":"10.14658/PUPJ-IJSE-2020-1-16","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-1-16","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66794837","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 : 2020-01-01DOI: 10.14658/PUPJ-IJSE-2020-3-6
P. Selleri, F. Carugati
: The paper aims at contributing to articulate the relationships between mothers’ vaccination history of their children’s approach to vaccination schedules and mothers’ myths, fears about vaccines, confidence in health authorities, and other sensitive issues found in academic literature (hesitancy, conspiracy, toxic chemicals, autism). While these issues are studied in terms of parents’ individual characteristics (ideas, attitudes, beliefs), the paper aims at showing the socio-cognitive organization of them, in terms of representational field, according to social representations theoretical approach. A convenient sample of mothers with preschool children, hosted in nurseries and kindergartens of an Italian region, was asked to fill a questionnaire with items concerning the abovementioned issues. Descriptive statistics and MCA analysis allowed to show the socio-cognitive organization of mothers’ representations about vaccination and their relationships with children’s vaccination histories. The results show a well-organized representation of the vaccination issues, where clusters of positive vs negative positions are concerning the mothers’ uncertainty (hesitancy) about the vaccination future of their children and the sensitivity to social media as sources of information. Moreover, mothers from low-level education tend to agree on myths, conspiracy, claims for free choice, and social media as primary sources of information, while university mothers tend to disagree. Uncertainty about completing the mandatory vaccination schedule plays the role on hesitancy. Mothers agree on the contents but disagree on the connotative quality of them: university mothers with younger vaccinated children are less afraid of vaccination procedures and less suspicious towards healthcare authorities. Confidence in these authorities, vs conspiracy of pharmaceutical industries, plays a significant role in shaping the mothers’ socio-cognitive representational field of vaccinations . Conclusion : The interconnection among representations, mothers’ vaccination history, universalistic values, and doubts about science showed that a socio-psychological approach is a useful tool for identifying the social conditions of the emergence of positive vs negative attitudes.
{"title":"Mothers and Vaccinations: From Personal Experiences to Shared Representations. A Challenge for Healthcare Authorities","authors":"P. Selleri, F. Carugati","doi":"10.14658/PUPJ-IJSE-2020-3-6","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-3-6","url":null,"abstract":": The paper aims at contributing to articulate the relationships between mothers’ vaccination history of their children’s approach to vaccination schedules and mothers’ myths, fears about vaccines, confidence in health authorities, and other sensitive issues found in academic literature (hesitancy, conspiracy, toxic chemicals, autism). While these issues are studied in terms of parents’ individual characteristics (ideas, attitudes, beliefs), the paper aims at showing the socio-cognitive organization of them, in terms of representational field, according to social representations theoretical approach. A convenient sample of mothers with preschool children, hosted in nurseries and kindergartens of an Italian region, was asked to fill a questionnaire with items concerning the abovementioned issues. Descriptive statistics and MCA analysis allowed to show the socio-cognitive organization of mothers’ representations about vaccination and their relationships with children’s vaccination histories. The results show a well-organized representation of the vaccination issues, where clusters of positive vs negative positions are concerning the mothers’ uncertainty (hesitancy) about the vaccination future of their children and the sensitivity to social media as sources of information. Moreover, mothers from low-level education tend to agree on myths, conspiracy, claims for free choice, and social media as primary sources of information, while university mothers tend to disagree. Uncertainty about completing the mandatory vaccination schedule plays the role on hesitancy. Mothers agree on the contents but disagree on the connotative quality of them: university mothers with younger vaccinated children are less afraid of vaccination procedures and less suspicious towards healthcare authorities. Confidence in these authorities, vs conspiracy of pharmaceutical industries, plays a significant role in shaping the mothers’ socio-cognitive representational field of vaccinations . Conclusion : The interconnection among representations, mothers’ vaccination history, universalistic values, and doubts about science showed that a socio-psychological approach is a useful tool for identifying the social conditions of the emergence of positive vs negative attitudes.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795116","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 : 2020-01-01DOI: 10.14658/PUPJ-IJSE-2020-2-4
B. Fiore, C. Torelli, D. Poliandri
Increasing attention has been paid to the vertical and horizontal dimensions of education in recent years. The vertical dimension refers to the decentralization of powers towards intermediate public and non-public organizations. The horizontal dimension refers to school managers’ and teachers’ power to create school networks and peer relations among schools. National and supranational governing bodies, based on the increasing legitimacy of polycentrism in assessment measures, are adapting their approach to a decentralized decision-making process, creating a link between local and core systems. Focusing on a specific study of decentralization in Italy, a review of the main laws and directions regulating the evaluation system will be introduced to describe the main actions implemented at a decentralized level to support schools in the process of self-assessment and improvement. Specific attention is paid to the definition of the objects and main activities of funded projects, enabling us to identify the main areas of attention in schools in reference to the outcomes, processes and main activities developed in the field. The documentary analysis of both web portals and funded projects shows the complexity of the improvement process due to the articulated ways in which schools proposed it.
{"title":"The Multi-Speed and Non-Linear Process of Decentralization of Education: a Look at Italy","authors":"B. Fiore, C. Torelli, D. Poliandri","doi":"10.14658/PUPJ-IJSE-2020-2-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-2-4","url":null,"abstract":"Increasing attention has been paid to the vertical and horizontal dimensions of education in recent years. The vertical dimension refers to the decentralization of powers towards intermediate public and non-public organizations. The horizontal dimension refers to school managers’ and teachers’ power to create school networks and peer relations among schools. National and supranational governing bodies, based on the increasing legitimacy of polycentrism in assessment measures, are adapting their approach to a decentralized decision-making process, creating a link between local and core systems. Focusing on a specific study of decentralization in Italy, a review of the main laws and directions regulating the evaluation system will be introduced to describe the main actions implemented at a decentralized level to support schools in the process of self-assessment and improvement. Specific attention is paid to the definition of the objects and main activities of funded projects, enabling us to identify the main areas of attention in schools in reference to the outcomes, processes and main activities developed in the field. The documentary analysis of both web portals and funded projects shows the complexity of the improvement process due to the articulated ways in which schools proposed it.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66794995","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 : 2020-01-01DOI: 10.14658/PUPJ-IJSE-2020-2-7
Stefania Leone
{"title":"Youth Work for Socio-Educational Challenges in the Mediterranean Context","authors":"Stefania Leone","doi":"10.14658/PUPJ-IJSE-2020-2-7","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-2-7","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795022","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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