Pub Date : 2017-06-01DOI: 10.14658/pupj-ijse-2017-2-1
Alison Taysum
{"title":"Introduction to the Special Section. External Influences on Education Systems and Education System Leadership","authors":"Alison Taysum","doi":"10.14658/pupj-ijse-2017-2-1","DOIUrl":"https://doi.org/10.14658/pupj-ijse-2017-2-1","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42949595","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 : 2017-03-23DOI: 10.14658/PUPJ-IJSE-2017-2-5
P. Chopra
The Indian secondary education system has, since independence in 1947, strived to transform in terms of policy but failed to transcend in practice the challenges presented by the colonial legacy it inherited. This study draws on Hodgson and Spours (2006) analytical policy framework to critically examine three key Indian secondary education policy initiatives: the Mudaliar Commission Report (1952-1953); the Kothari Commission Report (1964 -1966); and the Twelfth Five-Year Plan (2012-2017). The objectives of this study are to develop an insight into how three policy constructions of knowledge and intervention endeavor to: 1) impact access, governance, pedagogical approaches, curriculum reform and; 2) deepen an understanding of how this interplays with the challenges of inclusivity, equality, quality, equity, achievement and progression in Indian secondary education provision.
{"title":"Deconstructing a colonial legacy: An analysis of Indian secondary education policy","authors":"P. Chopra","doi":"10.14658/PUPJ-IJSE-2017-2-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-2-5","url":null,"abstract":"The Indian secondary education system has, since independence in 1947, strived to transform in terms of policy but failed to transcend in practice the challenges presented by the colonial legacy it inherited. This study draws on Hodgson and Spours (2006) analytical policy framework to critically examine three key Indian secondary education policy initiatives: the Mudaliar Commission Report (1952-1953); the Kothari Commission Report (1964 -1966); and the Twelfth Five-Year Plan (2012-2017). The objectives of this study are to develop an insight into how three policy constructions of knowledge and intervention endeavor to: 1) impact access, governance, pedagogical approaches, curriculum reform and; 2) deepen an understanding of how this interplays with the challenges of inclusivity, equality, quality, equity, achievement and progression in Indian secondary education provision.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41400896","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 : 2017-02-01DOI: 10.14658/PUPJ-IJSE-2017-1-7
Anne-Sophie Collard, T. D. Smedt, M. Dufrasne, P. Fastrez, Valèria Ligurgo, Geoffroy Patriarche, Thibault Philippette
Digital technology has become ubiquitous in the workplace, shaping socalled “new ways of working (NWOW)”. This digital turn involves changes in workers’ digital media competences. Competences are often linked to ideas of efficiency and performance, but concern issues of inclusion and wellbeing as well. This article introduces a conceptual framework that articulates two models of digital media literacy at work: one based on functional-operational skills that defines the worker as compliant, and the other based on critical-creative competences that defines the worker as inventive. This framework is used in two methodological approaches in order to study how digital media literacy is performed or articulated as compliance and/or inventivity in practices and discourses. The first approach is a connective ethnography including a workplace observation protocol and an interview guide to document employees and managers’ practices. The second one uses critical discourses analysis in order to elucidate how workers’ identities and social relations are constituted by, and constitutive of, digital media literacy discourses at work.
{"title":"Digital media literacy in the workplace : a model combining compliance and inventivity","authors":"Anne-Sophie Collard, T. D. Smedt, M. Dufrasne, P. Fastrez, Valèria Ligurgo, Geoffroy Patriarche, Thibault Philippette","doi":"10.14658/PUPJ-IJSE-2017-1-7","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-1-7","url":null,"abstract":"Digital technology has become ubiquitous in the workplace, shaping socalled “new ways of working (NWOW)”. This digital turn involves changes in workers’ digital media competences. Competences are often linked to ideas of efficiency and performance, but concern issues of inclusion and wellbeing as well. This article introduces a conceptual framework that articulates two models of digital media literacy at work: one based on functional-operational skills that defines the worker as compliant, and the other based on critical-creative competences that defines the worker as inventive. This framework is used in two methodological approaches in order to study how digital media literacy is performed or articulated as compliance and/or inventivity in practices and discourses. The first approach is a connective ethnography including a workplace observation protocol and an interview guide to document employees and managers’ practices. The second one uses critical discourses analysis in order to elucidate how workers’ identities and social relations are constituted by, and constitutive of, digital media literacy discourses at work.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"122-154"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44163201","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 : 2017-02-01DOI: 10.14658/PUPJ-IJSE-2017-1-5
Luís Pereira, A. Jorge, M. Brites
In this paper we present results from research in Portugal about competitions in schools that involve digital education (2010-2015). The aim of this study is to discuss its effectiveness as a strategy for developing Media Education. The 16 activities we have collected are mostly targeted at the school population and show an emphasis on media production, a dimension that is often not considered part of formal learning, which is more focused on reading than on writing. The results lead us to raise questions about the importance of non-formal education. Interestingly, most of these initiatives have been designed to take place in the school context and are, in various ways, supported by the Ministry of Education, a situation which blurs the boundaries between formal and non-formal learning. The analysis of the data leads us to this specific recommendation: these initiatives should be formally evaluated in order to understand their real impact on the acquisition of news media education skills.
{"title":"Media education competitions: An efficient strategy for digital literacies?","authors":"Luís Pereira, A. Jorge, M. Brites","doi":"10.14658/PUPJ-IJSE-2017-1-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-1-5","url":null,"abstract":"In this paper we present results from research in Portugal about competitions in schools that involve digital education (2010-2015). The aim of this study is to discuss its effectiveness as a strategy for developing Media Education. The 16 activities we have collected are mostly targeted at the school population and show an emphasis on media production, a dimension that is often not considered part of formal learning, which is more focused on reading than on writing. The results lead us to raise questions about the importance of non-formal education. Interestingly, most of these initiatives have been designed to take place in the school context and are, in various ways, supported by the Ministry of Education, a situation which blurs the boundaries between formal and non-formal learning. The analysis of the data leads us to this specific recommendation: these initiatives should be formally evaluated in order to understand their real impact on the acquisition of news media education skills.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"77-92"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48614079","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 : 2017-01-01DOI: 10.14658/PUPJ-IJSE-2017-1-1
M. Gui, M. Murru, Cosimo Marco Scarcelli
{"title":"Introduction to the special section. Media literacy for social inclusion and personal well-being","authors":"M. Gui, M. Murru, Cosimo Marco Scarcelli","doi":"10.14658/PUPJ-IJSE-2017-1-1","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-1-1","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793363","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 : 2017-01-01DOI: 10.14658/PUPJ-IJSE-2017-3-10
R. M. Contini, Cinzia Pica-Smith
A new intercultural framework for education is being developed as a pedagogical response to increasingly multi-ethnic societies in Europe. This framework has been gaining ground during the last decade within EU Institutions (Commission of the European Communities, European Commission, Council of Ministers, OECD, OSCE) and the Council of Europe Documents and replacing multiculturalism as the guiding framework. This shift has generated an ardent debate between multiculturalists and interculturalists. Indeed, there is much criticism of the interculturalist framework. This article positions itself within this current debate and offers a critical analysis of the conceptual mapping of interculturalism within which there are tensions, ambiguities, and often conflicting goals and strategies. In addition, this work highlights the problematic dynamics intrinsic in the theoretical framework of interculturalism as a political and philosophical framework as well as in its pedagogical manifestation in educational settings as intercultural education. We analyze this educational framework from a stance of sociology of education taking into account the institution of schooling as one that is contextualized in existing socio-political dynamics, narratives, and lived-realities.
{"title":"Problematizing the Conceptual Framework of Interculturalism and its Pedagogical Extension of Intercultural Education: Theoretical Perspectives and their Implications","authors":"R. M. Contini, Cinzia Pica-Smith","doi":"10.14658/PUPJ-IJSE-2017-3-10","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-3-10","url":null,"abstract":"A new intercultural framework for education is being developed as a pedagogical response to increasingly multi-ethnic societies in Europe. This framework has been gaining ground during the last decade within EU Institutions (Commission of the European Communities, European Commission, Council of Ministers, OECD, OSCE) and the Council of Europe Documents and replacing multiculturalism as the guiding framework. This shift has generated an ardent debate between multiculturalists and interculturalists. Indeed, there is much criticism of the interculturalist framework. This article positions itself within this current debate and offers a critical analysis of the conceptual mapping of interculturalism within which there are tensions, ambiguities, and often conflicting goals and strategies. In addition, this work highlights the problematic dynamics intrinsic in the theoretical framework of interculturalism as a political and philosophical framework as well as in its pedagogical manifestation in educational settings as intercultural education. We analyze this educational framework from a stance of sociology of education taking into account the institution of schooling as one that is contextualized in existing socio-political dynamics, narratives, and lived-realities.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"236"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793595","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 : 2017-01-01DOI: 10.14658/PUPJ-IJSE-2017-1-8
M. Gui, M. Fasoli, R. Carradore
: In this paper we show that a new problem is arising for users of digital media, who deal with an overabundant flow of information and social relationship options throughout the day. They increasingly need specific skills to channel digital stimuli towards personal goals and benefit, avoiding excessive multi-tasking, fragmentation of daily time and overconsumption of new media. We argue that these side effects are starting to represent a menace for people’s well-being. We show that existing frameworks of digital skills do not explicitly consider abilities to cope with communication overabundance. We also recognise that this question is not merely one of individual skills since the use of digital media is framed within social norms and expectations about what is “good” in the digital environment. Drawing from an interdisciplinary body of literature on the concept of “well-being”, we offer a definition of “digital well-being” as a state obtainable not only by the individual through his/her personal “digital well-being skills”, but also as a characteristic of a community whose norms, values and expectations contribute to its members’ comfort, safety, satisfaction and fulfilment. In the concluding section, we show the fruitfulness of the concepts of “digital well-being” and “digital well-being skills” for interdisciplinary social research and policy.
{"title":"“Digital Well-Being”. Developing a New Theoretical Tool For Media Literacy Research","authors":"M. Gui, M. Fasoli, R. Carradore","doi":"10.14658/PUPJ-IJSE-2017-1-8","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-1-8","url":null,"abstract":": In this paper we show that a new problem is arising for users of digital media, who deal with an overabundant flow of information and social relationship options throughout the day. They increasingly need specific skills to channel digital stimuli towards personal goals and benefit, avoiding excessive multi-tasking, fragmentation of daily time and overconsumption of new media. We argue that these side effects are starting to represent a menace for people’s well-being. We show that existing frameworks of digital skills do not explicitly consider abilities to cope with communication overabundance. We also recognise that this question is not merely one of individual skills since the use of digital media is framed within social norms and expectations about what is “good” in the digital environment. Drawing from an interdisciplinary body of literature on the concept of “well-being”, we offer a definition of “digital well-being” as a state obtainable not only by the individual through his/her personal “digital well-being skills”, but also as a characteristic of a community whose norms, values and expectations contribute to its members’ comfort, safety, satisfaction and fulfilment. In the concluding section, we show the fruitfulness of the concepts of “digital well-being” and “digital well-being skills” for interdisciplinary social research and policy.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"155-173"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793532","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 aim of this essay is to discuss the social inclusion in an epistemological perspective, identifying the concepts of responsibility and reciprocity a-priori for the formulation of policies and means for social economic and cultural inclusion. The migration policies characterized by mere assistance often do not guarantee inclusion understood as participation. When forms of exclusion are combined with cultural and ethnic marginalization the reaction instead of having the integration characters assumes those of apathy and of conflict. This is why it is considered necessary to go back to the concepts of responsibility and reciprocity focusing on person and relationship. Furthermore, these concepts having a solid theoretical background in various disciplines allow to propose a multi-faceted picture of the pre-conditions to build up a culture of inclusion. They are then presented statistical stock on international and national migration flows. The role of the relational reciprocity is fundamental to create the inclusive society. The paper concludes with the presentation of some operational proposals to the knowledge of the ‘other’, the deconstruction of social fears that slow social innovation and sustainable development.
{"title":"Inclusion: The Principle of Responsibility and Relational Reciprocity","authors":"R. Memoli, A. Sannella","doi":"10.14658/PUPJ-IJSE-","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-","url":null,"abstract":"The aim of this essay is to discuss the social inclusion in an epistemological perspective, identifying the concepts of responsibility and reciprocity a-priori for the formulation of policies and means for social economic and cultural inclusion. The migration policies characterized by mere assistance often do not guarantee inclusion understood as participation. When forms of exclusion are combined with cultural and ethnic marginalization the reaction instead of having the integration characters assumes those of apathy and of conflict. This is why it is considered necessary to go back to the concepts of responsibility and reciprocity focusing on person and relationship. Furthermore, these concepts having a solid theoretical background in various disciplines allow to propose a multi-faceted picture of the pre-conditions to build up a culture of inclusion. They are then presented statistical stock on international and national migration flows. The role of the relational reciprocity is fundamental to create the inclusive society. The paper concludes with the presentation of some operational proposals to the knowledge of the ‘other’, the deconstruction of social fears that slow social innovation and sustainable development.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"154-169"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793199","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 : 2017-01-01DOI: 10.14658/PUPJ-IJSE-2017-3-11
A. Casavecchia
{"title":"Connecting Education to Society through Karl Mannheim’s Approach","authors":"A. Casavecchia","doi":"10.14658/PUPJ-IJSE-2017-3-11","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-3-11","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793676","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 : 2017-01-01DOI: 10.14658/PUPJ-IJSE-2017-3-4
B. Tillard
In the domestic environment, child protection interventions may incorporate young children's personal hygiene activities. Professionals refer to personal hygiene as a starting point or as a goal for their child protection interventions. However, this goal is mentioned as one among others in the activities of family support workers (FSW) and social workers, intervening at home at the request of a judge. Parents inadequate care for young children is often described as “neglect”. This article attempts to understand how social workers take the question of personal hygiene into account complex situations of families facing multiple difficulties in their daily lives. However, in situations of hardship, the ability of parents and professionals to ensure children personal cleanliness often relies on housing, an area in which child protection professionals rarely intervene. As such, children’s personal hygiene can illustrate the difficulty for child protection professionals to consider all the daily constraints that constitute the framework of parental activity.
{"title":"Domestic Spaces and Child Protection at Home. Physical Hygiene As a Focus of Interventions by Social Workers in France","authors":"B. Tillard","doi":"10.14658/PUPJ-IJSE-2017-3-4","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2017-3-4","url":null,"abstract":"In the domestic environment, child protection interventions may incorporate young children's personal hygiene activities. Professionals refer to personal hygiene as a starting point or as a goal for their child protection interventions. However, this goal is mentioned as one among others in the activities of family support workers (FSW) and social workers, intervening at home at the request of a judge. Parents inadequate care for young children is often described as “neglect”. This article attempts to understand how social workers take the question of personal hygiene into account complex situations of families facing multiple difficulties in their daily lives. However, in situations of hardship, the ability of parents and professionals to ensure children personal cleanliness often relies on housing, an area in which child protection professionals rarely intervene. As such, children’s personal hygiene can illustrate the difficulty for child protection professionals to consider all the daily constraints that constitute the framework of parental activity.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"9 1","pages":"70-96"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793719","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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