Open education is an education and instruction network that is widely used to overcome physical and temporal limitations. In the current study, an evaluation was made by taking the opinions of students on the application areas of the open education system in Turkey. In this context, the reasons for students attending open education high schools to switch to open education high schools were examined and a general perspective on open education applications was presented in line with their goals and expectations. To this end, phenomenology, one of the qualitative research methods, was used and students’ opinions and experiences about open education were elicited. The sample of the current study is comprised of 500 open education high school students registered through public education centres. An online questionnaire form consisting of semi-structured open-ended questions was used to collect data in the study. When the findings were examined, it was seen that the reasons for the participants’ enrolment in open education differed. In the analysis performed, it was seen that the reasons for enrolling in open education were grouped under six sub-headings: individual-emotional reasons, familial reasons, economic reasons, health-related reasons, reasons arising from school education processes and environmental-stimulating reasons.
{"title":"Perspectives of Open Education High Students on the Open Learning Mode","authors":"Mesut Demirbilek, Sıtar Keser","doi":"10.17583/qre.11844","DOIUrl":"https://doi.org/10.17583/qre.11844","url":null,"abstract":"Open education is an education and instruction network that is widely used to overcome physical and temporal limitations. In the current study, an evaluation was made by taking the opinions of students on the application areas of the open education system in Turkey. In this context, the reasons for students attending open education high schools to switch to open education high schools were examined and a general perspective on open education applications was presented in line with their goals and expectations. To this end, phenomenology, one of the qualitative research methods, was used and students’ opinions and experiences about open education were elicited. The sample of the current study is comprised of 500 open education high school students registered through public education centres. An online questionnaire form consisting of semi-structured open-ended questions was used to collect data in the study. When the findings were examined, it was seen that the reasons for the participants’ enrolment in open education differed. In the analysis performed, it was seen that the reasons for enrolling in open education were grouped under six sub-headings: individual-emotional reasons, familial reasons, economic reasons, health-related reasons, reasons arising from school education processes and environmental-stimulating reasons.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969191","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}
Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.
{"title":"Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners","authors":"Jing Sun, Saeid Motevalli, Nee Nee Chan","doi":"10.17583/qre.12938","DOIUrl":"https://doi.org/10.17583/qre.12938","url":null,"abstract":"Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999635","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}
Alison Cantos-Egea, Marta Camarero-Figuerola, Juana-María Tierno-García
Esta revisión sistemática examina la satisfacción laboral entre el personal que trabaja en centros de acogimiento infantojuvenil, con el objetivo de comprender los factores que influyen en su bienestar y su impacto en la calidad del cuidado proporcionado a las personas acogidas. Para ello se ha realizado una búsqueda exhaustiva en bases de datos de estudios europeos sobre la temática publicados desde 2016 a 2023. El estudio incluye un total de 21 artículos que cumplen con los criterios de inclusión. Los resultados muestran que la satisfacción laboral en los centros de acogimiento infantojuvenil es un aspecto multidimensional y complejo. Por un lado, se han hallado evidencias basadas en los déficits como el estrés laboral, la despersonalización, la falta de apoyo institucional, el estrés traumático secundario o la fatiga por compasión; que pueden suponer factores de riesgo ante la aparición de malestar laboral. Por otro lado, la existencia de recursos en forma de protección como los autocuidados, el sentido de la coherencia, la supervisión de equipo y la promoción del logro; que potencian el bienestar laboral. Se concluye que la satisfacción laboral en los centros de acogimiento infantojuvenil tiene un impacto directo en el bienestar de la plantilla y en el desarrollo y bienestar emocional de las personas bajo su cuidado. Por lo tanto, se recomienda a las instituciones implementar estrategias de apoyo y capacitación para el personal, con el fin de fomentar un ambiente laboral positivo y fortalecer la calidad de la atención brindada a niños, niñas y jóvenes.
{"title":"La Satisfacción Laboral de los y las Profesionales de Acogimiento Residencial Infantil y Juvenil: Una Mirada Europea","authors":"Alison Cantos-Egea, Marta Camarero-Figuerola, Juana-María Tierno-García","doi":"10.17583/qre.13545","DOIUrl":"https://doi.org/10.17583/qre.13545","url":null,"abstract":"Esta revisión sistemática examina la satisfacción laboral entre el personal que trabaja en centros de acogimiento infantojuvenil, con el objetivo de comprender los factores que influyen en su bienestar y su impacto en la calidad del cuidado proporcionado a las personas acogidas. Para ello se ha realizado una búsqueda exhaustiva en bases de datos de estudios europeos sobre la temática publicados desde 2016 a 2023. El estudio incluye un total de 21 artículos que cumplen con los criterios de inclusión. Los resultados muestran que la satisfacción laboral en los centros de acogimiento infantojuvenil es un aspecto multidimensional y complejo. Por un lado, se han hallado evidencias basadas en los déficits como el estrés laboral, la despersonalización, la falta de apoyo institucional, el estrés traumático secundario o la fatiga por compasión; que pueden suponer factores de riesgo ante la aparición de malestar laboral. Por otro lado, la existencia de recursos en forma de protección como los autocuidados, el sentido de la coherencia, la supervisión de equipo y la promoción del logro; que potencian el bienestar laboral. Se concluye que la satisfacción laboral en los centros de acogimiento infantojuvenil tiene un impacto directo en el bienestar de la plantilla y en el desarrollo y bienestar emocional de las personas bajo su cuidado. Por lo tanto, se recomienda a las instituciones implementar estrategias de apoyo y capacitación para el personal, con el fin de fomentar un ambiente laboral positivo y fortalecer la calidad de la atención brindada a niños, niñas y jóvenes.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003932","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. Giner-Gomis, M. J. Iglesias-Martínez, Inés Lozano-Cabezas
Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.
{"title":"The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers","authors":"A. Giner-Gomis, M. J. Iglesias-Martínez, Inés Lozano-Cabezas","doi":"10.17583/qre.10187","DOIUrl":"https://doi.org/10.17583/qre.10187","url":null,"abstract":"Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141007887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the Covid-19 pandemic, focusing on the "what" and "how" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the Covid-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of Covid-19.
{"title":"The Provisions of Learning Experiences in the Early Childhood Development Centers against the COVID-19 Pandemic","authors":"Ninlapa Jirarattanawanna, Sukon Vattanaamorn, Wattanachai Kwalamthan","doi":"10.17583/qre.12376","DOIUrl":"https://doi.org/10.17583/qre.12376","url":null,"abstract":"This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the Covid-19 pandemic, focusing on the \"what\" and \"how\" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the Covid-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of Covid-19.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422577","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}
La literatura científica ha enfatizado la importancia de abordar la educación sexual integral (ESI) en los entornos educativos formales. En la última década, se han desarrollado diversas normas jurídicas que promueven la implementación de programas de ESI en Chile. Sin embargo, todavía existen dificultades para garantizar el derecho a la ESI en los centros educativos chilenos. El objetivo de este estudio es identificar las barreras existentes a través de la perspectiva de equipos directivos de diferentes escuelas. Además, se ha incorporado la mirada de docentes que militan en agrupaciones feministas, debido a que durante años han impulsado un discurso en favor de la ESI. Esto, nos ha permitido identificar las oportunidades para la implementación de programas que favorezcan la salud sexual de niños y jóvenes del país. La presente investigación es un estudio exploratorio a través de métodos cualitativos, en el cual se entrevistó a 30 profesionales de la educación, 15 directivos y 15 docentes feministas. Concluimos que los planes de ESI se enfrentan a las barreras internas de docentes y equipos directivos. Muchas de estas dificultades vienen asociadas a las ideologías y creencias de los profesionales, pero también a las presiones externas de familias y grupos ideológicos.
{"title":"La Educación Sexual Integral en Chile: Barreras y Oportunidades para Implementar Programas Educativos","authors":"Roxana Nicol Poblete-Inostroza","doi":"10.17583/qre.12524","DOIUrl":"https://doi.org/10.17583/qre.12524","url":null,"abstract":"La literatura científica ha enfatizado la importancia de abordar la educación sexual integral (ESI) en los entornos educativos formales. En la última década, se han desarrollado diversas normas jurídicas que promueven la implementación de programas de ESI en Chile. Sin embargo, todavía existen dificultades para garantizar el derecho a la ESI en los centros educativos chilenos. El objetivo de este estudio es identificar las barreras existentes a través de la perspectiva de equipos directivos de diferentes escuelas. Además, se ha incorporado la mirada de docentes que militan en agrupaciones feministas, debido a que durante años han impulsado un discurso en favor de la ESI. Esto, nos ha permitido identificar las oportunidades para la implementación de programas que favorezcan la salud sexual de niños y jóvenes del país. La presente investigación es un estudio exploratorio a través de métodos cualitativos, en el cual se entrevistó a 30 profesionales de la educación, 15 directivos y 15 docentes feministas. Concluimos que los planes de ESI se enfrentan a las barreras internas de docentes y equipos directivos. Muchas de estas dificultades vienen asociadas a las ideologías y creencias de los profesionales, pero también a las presiones externas de familias y grupos ideológicos.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418844","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}
Anh-Thi Nguyen, Huong-Tra Nguyen, H. Phuong, Thanh-Thao Le, Trut-Thuy Pham, Anh-Thu Huynh-Thi
This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.
本研究调查了在越南一所大学的英语教学中，教师如何看待实施课程研究（LS）的好处和困难。数据是通过半结构式访谈从六位教师那里收集的。在分析数据时，重点关注了实施 LS 的两个主题（教师认为的益处和教师认为的困难）。结果显示，教师普遍认为通识教育为他们带来了三方面的益处：鼓励教师开展交流活动，帮助他们加深对课程内容的认识；了解学生的学习活动和工作过程；促进教师持续专业发展（CPD）的动力。至於教師認為在推行通識教育科時遇到的困難，他們表示對積 極推行通識教育科活動缺乏信心。此外，他们在时间管理方面也遇到困难，并且由于受到多方面因素的影响，在共同工作中难以达成共识。因此，本研究为相关利益方（教师、学生和政策制定者）提供了有关通识教育科实施问题的教学启示，有助于通识教育科在越南和其他类似背景下的成功实施。
{"title":"Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University","authors":"Anh-Thi Nguyen, Huong-Tra Nguyen, H. Phuong, Thanh-Thao Le, Trut-Thuy Pham, Anh-Thu Huynh-Thi","doi":"10.17583/qre.12154","DOIUrl":"https://doi.org/10.17583/qre.12154","url":null,"abstract":"This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417939","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}
Fadrik Adi Fahrudin, C. Sa’dijah, E. Hidayanto, Hery Susanto
Reversibility thinking carried out mentally in mathematical operations has an important role in the process of understanding concepts as it involves developing a thinking process from beginning to end and from end to beginning. This qualitative research aims to describe students' reversible thinking processes in solving algebra problems, specifically in climber-type adversity quotient. A total of 2 students who have the climber type were selected as participants from 36 potential subjects involved in the research. Data collection was carried out by providing Adversity Response Profile questionnaires, Test of Thinking Reversible, and semi-structured interviews. Our participants solved problems according to polya stages and through forward and reverse processes. The results of data analysis show that in the forward process, there are 2 aspects of reversible thinking, namely negation and reciprocity, while in the reverse process, they involve 2 aspects of reversible thinking, namely the capability to return to initial data after obtaining the result and negation. The results suggest that student's ability to perform mental reversals indicates a strong reversible thought process, leading to more precise cognitive thinking.
{"title":"Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers","authors":"Fadrik Adi Fahrudin, C. Sa’dijah, E. Hidayanto, Hery Susanto","doi":"10.17583/qre.11964","DOIUrl":"https://doi.org/10.17583/qre.11964","url":null,"abstract":"Reversibility thinking carried out mentally in mathematical operations has an important role in the process of understanding concepts as it involves developing a thinking process from beginning to end and from end to beginning. This qualitative research aims to describe students' reversible thinking processes in solving algebra problems, specifically in climber-type adversity quotient. A total of 2 students who have the climber type were selected as participants from 36 potential subjects involved in the research. Data collection was carried out by providing Adversity Response Profile questionnaires, Test of Thinking Reversible, and semi-structured interviews. Our participants solved problems according to polya stages and through forward and reverse processes. The results of data analysis show that in the forward process, there are 2 aspects of reversible thinking, namely negation and reciprocity, while in the reverse process, they involve 2 aspects of reversible thinking, namely the capability to return to initial data after obtaining the result and negation. The results suggest that student's ability to perform mental reversals indicates a strong reversible thought process, leading to more precise cognitive thinking.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140423933","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}
Ane López de Aguileta, Marifa Salceda, Sandra Girbés-Peco, Juan Carlos Peña-Axt, Marta Soler-Gallart
The right of every citizen to access cultural heritage, such as classical music, has been widely pointed out by international organizations. However, there are certain barriers that impede members of vulnerable groups from enjoying the benefits of this type of music, namely cultural elitism. Some authors have stated that the taste for classical music depends on the social class. Nevertheless, our research has found evidence that demonstrates that it is not so in nine different contexts. We present here results of Dialogic Music Gatherings (DMG), that demonstrate that everyone can enjoy classical music. Thus, the purpose of this article is to analyze the impact the DMG have had on widening participants’ access to classical music and increasing the taste towards this music from very diverse age and socioeconomic groups. To that end, a survey study was conducted among nine education centers from elementary to adult education. Data has been analyzed through the Communicative Methodology by defining the transformative and exclusionary elements in relation to the access and taste towards the classical music. Results suggest these participants have accessed classical music and increased the taste towards this music after participating in the DMGs, regardless of their social and cultural background.
{"title":"Democratizing Taste on Classical Music for All","authors":"Ane López de Aguileta, Marifa Salceda, Sandra Girbés-Peco, Juan Carlos Peña-Axt, Marta Soler-Gallart","doi":"10.17583/qre.13395","DOIUrl":"https://doi.org/10.17583/qre.13395","url":null,"abstract":"The right of every citizen to access cultural heritage, such as classical music, has been widely pointed out by international organizations. However, there are certain barriers that impede members of vulnerable groups from enjoying the benefits of this type of music, namely cultural elitism. Some authors have stated that the taste for classical music depends on the social class. Nevertheless, our research has found evidence that demonstrates that it is not so in nine different contexts. We present here results of Dialogic Music Gatherings (DMG), that demonstrate that everyone can enjoy classical music. Thus, the purpose of this article is to analyze the impact the DMG have had on widening participants’ access to classical music and increasing the taste towards this music from very diverse age and socioeconomic groups. To that end, a survey study was conducted among nine education centers from elementary to adult education. Data has been analyzed through the Communicative Methodology by defining the transformative and exclusionary elements in relation to the access and taste towards the classical music. Results suggest these participants have accessed classical music and increased the taste towards this music after participating in the DMGs, regardless of their social and cultural background.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232415","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}
Oriol Rios, Regina Gairal-Casado, Beatriz Villarejo-Carballido, Ana Burgues-de Freitas
Research on the effects of social media has evidenced their influence on public opinion concerning health issues. However, there are scarce analyses that pay attention to this influence when health advice generalizes certain groups’ sexual practices. This generalization occurred with monkeypox, men who have sex with men, after two World Health Organization’s (WHO) recommendations launched in 2022. Therefore, this is the issue that will be deeply explored in the article. Drawing on the methodological strategy of social media analytics (SMA), 2313 tweets have been reviewed focused on people’s reactions in front of WHO’s statements of July 2022 about monkeypox and men who have sex with men behaviours. Findings illustrate that there is positioning against the generalizations caused due to WHO’s statement creating a public discourse against the stigma of homosexual and bisexual men. This positioning is directly linked with people’s claims to follow the evidence and valid claims on public health issues. Using social networks for claiming the use of rigorous data and evidence may contribute to a significant change in public opinion and health organizations.
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