Tanja Mayer, V. Geist, Vera S. Pohl, J. Schwarz, Thomas Koinzer
Abstract To follow up on research conducted in several countries, in this paper, we look at the dilemmas middle-class parents face of being “good parents” by choosing the “best” school with a milieu-related environment for their child versus being “good citizens” by choosing a “local” public school with a large proportion of students from a working-class or migrant background. Analyzing semi-structured interviews with parents, the paper explores whether and how parents in Germany’s capital city of Berlin refer to this dilemma concerning primary school choice and how they resolve it and justify their decision. The parents interviewed applied strategies in deciding to be “good parents” or “good citizens” or at least to make it easier to solve the dilemma. All the strategies presented in other studies can be found in our sample as well. In addition, we identified two more parental strategies: the strategy of downward comparison and the strategy of choosing a private school. It is notable that the perceived proportion of children with a migrant background in the neighborhood played a major role in relation to the dilemma and the strategies chosen.
{"title":"A parental school choice misery: Middle class parents’ dilemma in choosing a primary school in Berlin’s multi-ethnic neighborhoods","authors":"Tanja Mayer, V. Geist, Vera S. Pohl, J. Schwarz, Thomas Koinzer","doi":"10.2478/jped-2020-0003","DOIUrl":"https://doi.org/10.2478/jped-2020-0003","url":null,"abstract":"Abstract To follow up on research conducted in several countries, in this paper, we look at the dilemmas middle-class parents face of being “good parents” by choosing the “best” school with a milieu-related environment for their child versus being “good citizens” by choosing a “local” public school with a large proportion of students from a working-class or migrant background. Analyzing semi-structured interviews with parents, the paper explores whether and how parents in Germany’s capital city of Berlin refer to this dilemma concerning primary school choice and how they resolve it and justify their decision. The parents interviewed applied strategies in deciding to be “good parents” or “good citizens” or at least to make it easier to solve the dilemma. All the strategies presented in other studies can be found in our sample as well. In addition, we identified two more parental strategies: the strategy of downward comparison and the strategy of choosing a private school. It is notable that the perceived proportion of children with a migrant background in the neighborhood played a major role in relation to the dilemma and the strategies chosen.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"3 1","pages":"35 - 57"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78725546","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}
D. Dvořák, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek, Ondřej Šmíd
Abstract Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.
{"title":"Changing places, changing tracks: Inter-school mobility among Czech secondary students","authors":"D. Dvořák, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek, Ondřej Šmíd","doi":"10.2478/jped-2020-0005","DOIUrl":"https://doi.org/10.2478/jped-2020-0005","url":null,"abstract":"Abstract Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"25 1","pages":"105 - 83"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81172636","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}
Abstract Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.
{"title":"Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria","authors":"Mariella Knapp, Michaela Kilian, Tamara Katschnig","doi":"10.2478/jped-2020-0004","DOIUrl":"https://doi.org/10.2478/jped-2020-0004","url":null,"abstract":"Abstract Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"65 1","pages":"59 - 82"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90750134","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}
Abstract The geography of education is a young field of research. This article makes two innovative contributions to knowledge about the evolution of this body of work. First, it presents a three-fold history of the field, delineating distinct phases in its development. Second, it draws out both linkages across, and disparities between, geographies of education in different language traditions. The analysis includes longer established German-language, Francophone and Anglophone oeuvres, as well as more recent Eastern European and international research. In combination, this attention to the temporality and spatiality of geographical debate about education provides a unique introduction to the field.
{"title":"The institutionalization of the geography of education: An international perspective","authors":"Silvie R. Kučerová, S. Holloway, H. Jahnke","doi":"10.2478/jped-2020-0002","DOIUrl":"https://doi.org/10.2478/jped-2020-0002","url":null,"abstract":"Abstract The geography of education is a young field of research. This article makes two innovative contributions to knowledge about the evolution of this body of work. First, it presents a three-fold history of the field, delineating distinct phases in its development. Second, it draws out both linkages across, and disparities between, geographies of education in different language traditions. The analysis includes longer established German-language, Francophone and Anglophone oeuvres, as well as more recent Eastern European and international research. In combination, this attention to the temporality and spatiality of geographical debate about education provides a unique introduction to the field.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"83 1","pages":"13 - 34"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74090426","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}
Abstract The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts “place” as a significant category to understand the complexities of rural staffing.
{"title":"A social justice approach to rural school staffing: The need for a politics of distribution and recognition to solve a perennial problem","authors":"H. Cuervo","doi":"10.2478/jped-2020-0007","DOIUrl":"https://doi.org/10.2478/jped-2020-0007","url":null,"abstract":"Abstract The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts “place” as a significant category to understand the complexities of rural staffing.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"20 1","pages":"127 - 146"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91286764","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. Godlewska, Laura M. Schaefli, Melissa Forcione, C. Lamb, E. Nelson, B. Talan
Abstract Canada has long been a colonial country and an extractive economy. In the 20th century, with the adoption of multiculturalism and a global peace keeping mission, the country seemed to embrace a new ethos. However, Canada remains deeply colonial and, in spite of a judiciary that since the repatriation of the Constitution in 1982, increasingly recognizes Indigenous land, resource and identity rights, its economy continues to be extractive, with abiding impacts on the Indigenous peoples of Turtle Island (North America). Our study of the knowledge, ignorance and social attitudes of exiting undergraduate students at Queen’s University suggests that students in this part of Canada (Ontario) are educated to misunderstand the fundamental geographies of Indigenous peoples, their land, and their identity. But the contradiction between image and reality is beginning to attract the students’ attention and disrupt their sense of being part of a just society.
{"title":"Canadian colonialism, ignorance and education. A study of graduating students at Queen’s University","authors":"A. Godlewska, Laura M. Schaefli, Melissa Forcione, C. Lamb, E. Nelson, B. Talan","doi":"10.2478/jped-2020-0008","DOIUrl":"https://doi.org/10.2478/jped-2020-0008","url":null,"abstract":"Abstract Canada has long been a colonial country and an extractive economy. In the 20th century, with the adoption of multiculturalism and a global peace keeping mission, the country seemed to embrace a new ethos. However, Canada remains deeply colonial and, in spite of a judiciary that since the repatriation of the Constitution in 1982, increasingly recognizes Indigenous land, resource and identity rights, its economy continues to be extractive, with abiding impacts on the Indigenous peoples of Turtle Island (North America). Our study of the knowledge, ignorance and social attitudes of exiting undergraduate students at Queen’s University suggests that students in this part of Canada (Ontario) are educated to misunderstand the fundamental geographies of Indigenous peoples, their land, and their identity. But the contradiction between image and reality is beginning to attract the students’ attention and disrupt their sense of being part of a just society.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"34 1","pages":"147 - 176"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82733236","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}
Abstract Young people in rural areas are gradually convinced that they have to leave their homes for education. They move, and hereby amplify the problem of local economic and demographic decline. The article explores the role of education as well as the social dynamics behind this process in a minor community in Denmark. Drawing on children and young people’s perspectives, the article examines how children gradually come to doubt on the local opportunities and become alienated to local lifeforms. Based on an anthropological fieldwork, the authors show how day-care institutions, schools and youth education play an important role in this process.
{"title":"Mobility and belonging – A case from provincial Denmark","authors":"J. Gulløv, Eva Gulløv","doi":"10.2478/jped-2020-0006","DOIUrl":"https://doi.org/10.2478/jped-2020-0006","url":null,"abstract":"Abstract Young people in rural areas are gradually convinced that they have to leave their homes for education. They move, and hereby amplify the problem of local economic and demographic decline. The article explores the role of education as well as the social dynamics behind this process in a minor community in Denmark. Drawing on children and young people’s perspectives, the article examines how children gradually come to doubt on the local opportunities and become alienated to local lifeforms. Based on an anthropological fieldwork, the authors show how day-care institutions, schools and youth education play an important role in this process.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"7 1","pages":"107 - 126"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87671714","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}
Abstract The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.
{"title":"Action research: The key to inclusive education in Cyprus","authors":"Charalampous Constantia, Papademetriou Christos","doi":"10.2478/jped-2019-0006","DOIUrl":"https://doi.org/10.2478/jped-2019-0006","url":null,"abstract":"Abstract The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"36 1","pages":"37 - 64"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84855394","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}
Abstract This paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.
{"title":"The relationship between grading and teacher judgment","authors":"Anna Drexlerová, K. Šeďová, Martin Sedlácek","doi":"10.2478/jped-2019-0005","DOIUrl":"https://doi.org/10.2478/jped-2019-0005","url":null,"abstract":"Abstract This paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"1 1","pages":"35 - 9"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87450065","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}
Abstract It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellates its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberatory and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.
摘要教育空间往往保持着一定的等级文化模式，以再现不平等的公民社会。印度公民社会的历史和当代性质，充斥着种姓和阶级的关系，经常在学校文化中质疑其等级秩序的议程。来自边缘化社区的儿童，特别是来自土著(部落)文化的儿童，更容易受到这些潜流的影响，这往往导致他们在自主参与学校教育方面受到阻碍。课程的内容、性质和教学互动模式是课程实施的主要渠道。在最近和更早的时候，出现了反对这一主导议程的各种形式的争论，特别是来自底层背景的争论。这些以民主抵抗的形式寻求在教室和学校建立民主文化(Apple C James, 2007;Darder et al .， 2009)。创造一个这种秩序的领域将有望使儿童成为具有变革能力的人和自主的知识分子。将教育制度视为解放和压迫(McLaren, 2009)，本文试图在文化、知识和政治的关系中参与印度学校教育领域的民主问题。
{"title":"Cultural democracy and schooling in India: A subaltern perspective","authors":"K. P. Manojan","doi":"10.2478/jped-2019-0009","DOIUrl":"https://doi.org/10.2478/jped-2019-0009","url":null,"abstract":"Abstract It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellates its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberatory and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"37 1","pages":"101 - 121"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75203190","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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