The COVID-19 pandemic shut down the world and arts education! Performing arts classes across the world were labeled as deadly activities and banned for in-person instruction and experiences in schools and communities for months. Strict mandates were enforced for masking students and social distancing. Restrictions for talking, singing, playing instruments, dancing, touching, ventilation, sharing equipment and resources in visual, performing, and media arts, and group activities associated with arts education were daunting. The arts have been described as a universal language that celebrates and honors culture, diversity, ethnicity, inclusion, and individual authenticity, as well as basic education in the United States. Consequently, the impact of pandemic mandates resulted in social, emotional, and psychological trauma for those affected, as people are born to dance, sing, act, create, make music, and play—individually and collectively. How have arts educators, students, and programs survived with resilience during this unprecedented time in history?
{"title":"Arts Education in Jeopardy","authors":"AnnRené Joseph","doi":"10.53308/ide.v8i1/2.251","DOIUrl":"https://doi.org/10.53308/ide.v8i1/2.251","url":null,"abstract":"The COVID-19 pandemic shut down the world and arts education! Performing arts classes across the world were labeled as deadly activities and banned for in-person instruction and experiences in schools and communities for months. Strict mandates were enforced for masking students and social distancing. Restrictions for talking, singing, playing instruments, dancing, touching, ventilation, sharing equipment and resources in visual, performing, and media arts, and group activities associated with arts education were daunting. The arts have been described as a universal language that celebrates and honors culture, diversity, ethnicity, inclusion, and individual authenticity, as well as basic education in the United States. Consequently, the impact of pandemic mandates resulted in social, emotional, and psychological trauma for those affected, as people are born to dance, sing, act, create, make music, and play—individually and collectively. How have arts educators, students, and programs survived with resilience during this unprecedented time in history?","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116231749","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 targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee’s Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.
{"title":"Retelling Inclusive Schooling","authors":"M. Winzer, Kas Mazurek","doi":"10.53308/ide.v8i1/2.249","DOIUrl":"https://doi.org/10.53308/ide.v8i1/2.249","url":null,"abstract":"This paper targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee’s Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133238921","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 contact restrictions and closures of schools and childcare facilities in Germany in the course of the Covid 19 pandemic have presented families and parents with new challenges that have been accompanied by different (health) burdens and reinforce already existing gender differences in the division of tasks in families, especially with regard to care work. Women and mothers show themselves to be more burdened in the various dimensions of health in the course of the pandemic than men and fathers. In particular, the psychosocial dimensions of subjective health, especially the general experience of strain, stress, exhaustion and anxiety, increased again among women and mothers in the second lockdown. Reasons can be seen in a reinforcement of the unequal distribution of care work that already existed before the pandemic, as well as in a stronger mental load among women and mothers.
{"title":"Parenthood in Crisis 2.0","authors":"Bianca Lange, Heike Ohlbrecht","doi":"10.53308/ide.v8i1/2.252","DOIUrl":"https://doi.org/10.53308/ide.v8i1/2.252","url":null,"abstract":"The contact restrictions and closures of schools and childcare facilities in Germany in the course of the Covid 19 pandemic have presented families and parents with new challenges that have been accompanied by different (health) burdens and reinforce already existing gender differences in the division of tasks in families, especially with regard to care work. Women and mothers show themselves to be more burdened in the various dimensions of health in the course of the pandemic than men and fathers. In particular, the psychosocial dimensions of subjective health, especially the general experience of strain, stress, exhaustion and anxiety, increased again among women and mothers in the second lockdown. Reasons can be seen in a reinforcement of the unequal distribution of care work that already existed before the pandemic, as well as in a stronger mental load among women and mothers.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116745551","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 is devoted to the study of the possibilities of educational environment design in the arrangement of the schoolwork with children from migrant families so that they could positively adapt to the conditions of school and integrate into the culture of the host country. Based on a generalization of the problems faced by migrant children, the characteristics of educational environment design models and technologies, and international experience in developing and designing electronic educational resources, designing the process of teaching and educating children from migrant families, regardless of their social status, the role and place of educational environment design, as well as the conditions and mechanisms of increasing the effectiveness of designing the educational environment of educational and training processes for children from migrant families are outlined. The reasons for the introduction of interactive methods of teaching and educating migrant children, especially during the adaptation period, are outlined. Educational environment design is considered from the position of a systematic approach to the design of the educational process, in which the content, methodology and conditions of the organization are subordinated to a single goal, and the roles of not only teachers, but also the families of migrant children, peers, other people and organizations are defined in this system.
{"title":"Designing the Educational Environment in the Formation of Adaptation and Integration Strategies in Children from Migrant Families","authors":"N. Komarova, T. S. Suslova","doi":"10.53308/ide.v8i1/2.260","DOIUrl":"https://doi.org/10.53308/ide.v8i1/2.260","url":null,"abstract":"This article is devoted to the study of the possibilities of educational environment design in the arrangement of the schoolwork with children from migrant families so that they could positively adapt to the conditions of school and integrate into the culture of the host country. Based on a generalization of the problems faced by migrant children, the characteristics of educational environment design models and technologies, and international experience in developing and designing electronic educational resources, designing the process of teaching and educating children from migrant families, regardless of their social status, the role and place of educational environment design, as well as the conditions and mechanisms of increasing the effectiveness of designing the educational environment of educational and training processes for children from migrant families are outlined. The reasons for the introduction of interactive methods of teaching and educating migrant children, especially during the adaptation period, are outlined. Educational environment design is considered from the position of a systematic approach to the design of the educational process, in which the content, methodology and conditions of the organization are subordinated to a single goal, and the roles of not only teachers, but also the families of migrant children, peers, other people and organizations are defined in this system.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127731574","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 stagnating pandemic shook the world with rising deleterious effects. It has changed the life of people. It triggered some fundamental changes to several segments of the population and multiple sectors of the economy. The education system is no exception. With the educational institutions being closed down due to lockdown, delivery of education has been impacted. Technology enabled ease of online delivery. Several innovative online approaches have been adopted for delivering online education services. In some sense, pandemic has accelerated the adoption of online based education delivery. This paper examines the impact of pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.
{"title":"The Future of Online Learning: An Outlook Based on Recent Worldwide Pandemic Experience","authors":"N. Ravichandran, Chhavi Kohli","doi":"10.53308/ide.v8i1.250","DOIUrl":"https://doi.org/10.53308/ide.v8i1.250","url":null,"abstract":"The stagnating pandemic shook the world with rising deleterious effects. It has changed the life of people. It triggered some fundamental changes to several segments of the population and multiple sectors of the economy. The education system is no exception. With the educational institutions being closed down due to lockdown, delivery of education has been impacted. Technology enabled ease of online delivery. Several innovative online approaches have been adopted for delivering online education services. In some sense, pandemic has accelerated the adoption of online based education delivery. \u0000This paper examines the impact of pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117267714","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 experience of losing a first-degree family member, followed by a second-degree family, and a close friend is prevalent among college students. Bereavement affects student success as they must balance grief and academics. Culture also influences the expression and experience of grief, making it essential to understand grief and bereavement in context. The recent COVID-19 global pandemic has exacerbated the experience of loss and grief among college students, which warrants a better understanding and intervention for disenfranchised grief. Social and emotional support for disenfranchised grief is not always provided, as this type of grief is often socially unsanctioned. The lack of support and understanding could make it difficult for individuals with disenfranchised grief to cope with the demands of higher education and bereavement process. Counseling implications for how universities and colleges could intervene on the bereaved student's behalf are discussed.
{"title":"Understanding Bereavement among College Students: Implications for Practice and Research","authors":"Munyi Shea, Cristina Bistricean","doi":"10.53308/ide.v8i1.244","DOIUrl":"https://doi.org/10.53308/ide.v8i1.244","url":null,"abstract":"The experience of losing a first-degree family member, followed by a second-degree family, and a close friend is prevalent among college students. Bereavement affects student success as they must balance grief and academics. Culture also influences the expression and experience of grief, making it essential to understand grief and bereavement in context. The recent COVID-19 global pandemic has exacerbated the experience of loss and grief among college students, which warrants a better understanding and intervention for disenfranchised grief. Social and emotional support for disenfranchised grief is not always provided, as this type of grief is often socially unsanctioned. The lack of support and understanding could make it difficult for individuals with disenfranchised grief to cope with the demands of higher education and bereavement process. Counseling implications for how universities and colleges could intervene on the bereaved student's behalf are discussed.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125158443","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}
With the emergence of the COVID-19 pandemic, online learning is a new, and therefore, a challenging experience for most university students in Turkey. Determining whether these students are ready for or satisfied with distance learning practices is essential for the stakeholders of higher education to design and implement it efficiently. This quantitative study aimed at investigating EFL learners’ readiness for and satisfaction with web-based English courses in Turkey during the COVID-19 pandemic. It further aimed to examine the role of e-learning readiness on e-learning satisfaction. Data were collected through questionnaires from 169 EFL students taking online English courses at the A1 level in an intensive English programme in a state university in Turkey during the COVID-19 pandemic. Findings revealed that the study sample had an above-average level of readiness for and satisfaction with the English courses they took in virtual environments. Furthermore, e-learning readiness was found to be associated with e-learning satisfaction, and readiness for e-learning successfully predicted satisfaction with it. Important implications for school leaders and instructors are suggested based on the findings. Keywords: e-learning readiness, e-learning satisfaction, web-based English courses
{"title":"EFL Learners' Readiness for and Satisfaction with E-learning in Turkey during the COVID-19 Pandemic","authors":"Esra Çam, Mutlu Çam, L. Uzun","doi":"10.53308/ide.v8i1.238","DOIUrl":"https://doi.org/10.53308/ide.v8i1.238","url":null,"abstract":"With the emergence of the COVID-19 pandemic, online learning is a new, and therefore, a challenging experience for most university students in Turkey. Determining whether these students are ready for or satisfied with distance learning practices is essential for the stakeholders of higher education to design and implement it efficiently. This quantitative study aimed at investigating EFL learners’ readiness for and satisfaction with web-based English courses in Turkey during the COVID-19 pandemic. It further aimed to examine the role of e-learning readiness on e-learning satisfaction. Data were collected through questionnaires from 169 EFL students taking online English courses at the A1 level in an intensive English programme in a state university in Turkey during the COVID-19 pandemic. Findings revealed that the study sample had an above-average level of readiness for and satisfaction with the English courses they took in virtual environments. Furthermore, e-learning readiness was found to be associated with e-learning satisfaction, and readiness for e-learning successfully predicted satisfaction with it. Important implications for school leaders and instructors are suggested based on the findings. \u0000Keywords: e-learning readiness, e-learning satisfaction, web-based English courses","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114769646","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}
In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.
{"title":"College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy","authors":"Esther C. Penzar, Munyi Shea, C. Edwards","doi":"10.53308/ide.v8i1.243","DOIUrl":"https://doi.org/10.53308/ide.v8i1.243","url":null,"abstract":"In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128452526","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 “profane” meaning of conformism is first provided by American philosopher and liberal thinker William Penn, in his work dated from around 1700. According to Penn, conformity is a civil virtue whose price is the loss of freedom. The description of conformity as deprivation of freedom becomes stronger in 20th century philosophy from Heidegger through Fromm up to Fischer’s definition as “the sinking of the Self into the Anyone is conformism.” Education and pedagogy have serious debts as to the recognition of and solutions to the problem of conformity. In the community relations of the students, the principle of the structural regularity of increasing conformity, and in our schools, the easily adapting and more so conforming student have become the ideal. And where is the place, the value of conformity and non-conformity in society? And first of all: what can education do against the deceptive contrast of conformity – non-conformity. That is a matter of great importance.
{"title":"Conformist Mass Society or Non-Conformist Rebellion? What education can do to resolve the conformity – non-conformity dichotomy?","authors":"S. Karikó","doi":"10.53308/ide.v7i2.34","DOIUrl":"https://doi.org/10.53308/ide.v7i2.34","url":null,"abstract":"The “profane” meaning of conformism is first provided by American philosopher and liberal thinker William Penn, in his work dated from around 1700. According to Penn, conformity is a civil virtue whose price is the loss of freedom. The description of conformity as deprivation of freedom becomes stronger in 20th century philosophy from Heidegger through Fromm up to Fischer’s definition as “the sinking of the Self into the Anyone is conformism.” Education and pedagogy have serious debts as to the recognition of and solutions to the problem of conformity. In the community relations of the students, the principle of the structural regularity of increasing conformity, and in our schools, the easily adapting and more so conforming student have become the ideal. And where is the place, the value of conformity and non-conformity in society? And first of all: what can education do against the deceptive contrast of conformity – non-conformity. That is a matter of great importance.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116051255","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 study aims to expand the understanding of values and values-based teaching in the English language teaching community by scrutinizing English as a foreign language (EFL) coursebooks and the secondary grade curriculum. This is a qualitative study with a document analysis design. The data in the form of EFL coursebooks were examined, interpreted and coded to elicit meaning and gain understanding about the presentation of values residing in four coursebooks. The results of the study indicated that the values presented in secondary level EFL coursebooks do not show an equal distribution and the target values serve the purpose of raising awareness of learners about different values rather than allowing them to understand, internalize and discuss these values at higher levels of learning, which makes the process only superficial. Integrating the teaching of values into the curriculum of language learning classes has been an area of interest in recent years and the Turkish Ministry of Education (MoNE) revised its curriculum in 2018 and textbooks were written in 2019 in accordance with the requirements of the national curricula. Detailed analysis of the teaching of values and their distribution in these coursebooks might help curriculum planners and coursebook writers as well as teachers.
{"title":"Scrutinizing Values-Based Education in Secondary Grade EFL Coursebooks","authors":"G. Ertürk","doi":"10.53308/ide.v7i2.42","DOIUrl":"https://doi.org/10.53308/ide.v7i2.42","url":null,"abstract":"The study aims to expand the understanding of values and values-based teaching in the English language teaching community by scrutinizing English as a foreign language (EFL) coursebooks and the secondary grade curriculum. This is a qualitative study with a document analysis design. The data in the form of EFL coursebooks were examined, interpreted and coded to elicit meaning and gain understanding about the presentation of values residing in four coursebooks. The results of the study indicated that the values presented in secondary level EFL coursebooks do not show an equal distribution and the target values serve the purpose of raising awareness of learners about different values rather than allowing them to understand, internalize and discuss these values at higher levels of learning, which makes the process only superficial. Integrating the teaching of values into the curriculum of language learning classes has been an area of interest in recent years and the Turkish Ministry of Education (MoNE) revised its curriculum in 2018 and textbooks were written in 2019 in accordance with the requirements of the national curricula. Detailed analysis of the teaching of values and their distribution in these coursebooks might help curriculum planners and coursebook writers as well as teachers.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133385912","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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